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FM","link":"/"}},"mindshift_63448":{"type":"posts","id":"mindshift_63448","meta":{"index":"posts_1591205157","site":"mindshift","id":"63448","score":null,"sort":[1712710833000]},"guestAuthors":[],"slug":"interested-in-teaching-social-justice-art-education-dont-overlook-the-power-of-relationships","title":"Interested in Teaching Social Justice Art Education? Don't Overlook the Power of Relationships.","publishDate":1712710833,"format":"standard","headTitle":"Interested in Teaching Social Justice Art Education? Don’t Overlook the Power of Relationships. | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Adapted with permission from Dewhurst, M. (2023). \u003ca href=\"https://hep.gse.harvard.edu/9781682538494/social-justice-art-education-second-edition/\">Social Justice Art Education: A Framework for Activist Art Pedagogy\u003c/a>, 2nd Ed., (pp. 37 – 39). \u003ca href=\"https://hep.gse.harvard.edu/\">Harvard Education Press.\u003c/a> \u003c/em>\u003c/p>\n\u003cp>Listen to any group of artist-educators talking about their work and you’ll notice the slip to\u003cem> we\u003c/em> in conversations about social justice education. It’s a very active \u003cem>we\u003c/em>, an invitation to collective work. We engage in social justice art education (SJAE) when we come with the understanding that we will be working \u003cem>with\u003c/em> other people to create activist artwork together; it is not a solitary practice, it requires the \u003cem>we\u003c/em>. We cannot dismantle deep legacies of oppression alone — we need each of our \u003ca href=\"https://www.kqed.org/mindshift/61372/how-arts-education-builds-better-brains-and-better-lives\">perspectives, skills, dreams, vantage points, lenses, imaginations and strategies\u003c/a>. We need the specific powers that we each bring based on our social identities, lineages and lived \u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-63453 alignleft\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/716qVV2SmtL._AC_UF10001000_QL80_.jpg\" alt=\"\" width=\"191\" height=\"287\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/716qVV2SmtL._AC_UF10001000_QL80_.jpg 667w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/716qVV2SmtL._AC_UF10001000_QL80_-160x240.jpg 160w\" sizes=\"(max-width: 191px) 100vw, 191px\">experiences. As \u003ca href=\"https://mariamekaba.com/\">Mariame Kaba\u003c/a> reminds us, “None of us has all of the answers, or we would have ended oppression already. But if we keep building the world we want, trying new things and learning from our mistakes, new possibilities emerge.” \u003ca href=\"https://www.kqed.org/mindshift/58668/how-arts-practices-can-be-the-foundation-of-teaching-and-learning\">To make artwork\u003c/a> that has a chance at transforming the world toward justice, we need each other.\u003c/p>\n\u003cp>Writing about the \u003ca href=\"https://www.nal.usda.gov/collections/stories/three-sisters#:~:text=To%20the%20Iroquois%20people%2C%20corn,and%20spiritual%20sustainers%20of%20life.\">Three Sisters — corn, beans and squash\u003c/a> — within many Native American approaches to agriculture, educator and scholar \u003ca href=\"https://www.robinwallkimmerer.com/\">Robin Wall Kimmerer\u003c/a> describes the interdependent nature of these three different plants: “In ripe ears and swelling fruit, they counsel us that all gifts are multiplied in relationship. This is how the world keeps going.” Kimmerer describes how each plant provides a necessary element that allows all three to thrive in abundance: the beans bring needed nitrogen as they climb the corn and the squash offers shade and stability. Planted together, these three plants thrive based on their specific contributions. This emphasis on relationships is echoed in nearly every discussion of social moments that prioritize justice, community and collective action. Social change happens when people work, imagine and create together, depending on collective strengths and shared visions of the world. Writing about our need for collectivity, \u003ca href=\"https://marsal.umich.edu/directory/faculty-staff/carla-shalaby\">Carla Shalaby\u003c/a> notes that “No single one of us has the creativity, the courage or the skill enough to \u003ca href=\"https://www.kqed.org/mindshift/59777/want-more-meaningful-classroom-management-here-are-8-questions-teachers-can-ask-themselves\">teach love and learn freedom alone\u003c/a>. This work that requires an imagination developed together, the courage of a community and the combined skills of each member of that community.”\u003c/p>\n\u003cp>This kind of intentional commitment to community is not simple, easy or tidy. At its best it is messy, slow, complicated, challenging, hard and sometimes painful. It requires a deep and abiding form of trust between people — a trust that we can sustain our connections through conflict, disagreement and inevitable change. Tending to relationships takes time and intentionality. Kimmerer points to the challenge that we are socialized for a transactional economy. Even in education settings where we rely on relationships to teach and learn together, we are submerged in a social system that still assumes the teacher as the provider of learning, the student as the recipient and the end result as a passing grade. SJAE’s reliance on collaboration means that we must attend specifically to building and nurturing relationships rooted in mutual trust. We must, in the words of activist \u003ca href=\"https://adriennemareebrown.net/\">adrienne maree brown\u003c/a>, “move at the speed of trust.” For educators \u003ca href=\"https://www.kqed.org/mindshift/60686/why-teach-the-arts-large-randomized-test-finds-improved-student-behavior-and-no-harm-to-test-scores\">working within the constraints of bell schedules and funder requests\u003c/a>, this is often a very hard shift in pedagogy. To move at the speed of trust, to truly allow time and breathing room to tend to the complexity of building and sustaining relationships means we may need to readjust the\u003ca href=\"https://www.kqed.org/mindshift/59170/small-steps-to-make-creativity-part-of-your-daily-routine\"> scale of our artworks\u003c/a>. While it may be controversial to state, the priority in SJAE lies with people, not artworks; we must uphold commitments to the people with whom we work above any final artwork.\u003c/p>\n\u003cp>To focus so intentionally on the relationships we have with others requires us to be both vulnerable and open to change—to allow ourselves to be challenged and transformed by different perspectives and ideas. As Kaba writes, “Being intentionally in relation to one another, a part of a collective, helps to not only imagine new worlds but also to imagine ourselves differently.” \u003ca href=\"https://www.kqed.org/mindshift/63223/listening-to-black-girls-to-cultivate-belonging-in-middle-and-high-school\">Relationship-building\u003c/a> asks us each to \u003ca href=\"https://www.kqed.org/mindshift/60096/why-teachers-must-examine-their-own-ideologies-to-create-identity-affirming-classrooms\">confront the powers and positionalities we embody\u003c/a> and to be wide open to the ways in which they intersect with, bounce off of or collide with our colleagues in art-making. This form of vigilant self-reflection can be exhausting as we hold our hearts open to the constant bumping into other people. It also requires us to know ourselves well and to be gentle to our own growth as we deepen our understanding of how we are shaped by those internalized, interpersonal and systemic forms surrounding us. In her discussion of the Three Sisters, Kimmerer reminds us that, like the plants, we must embrace “our unique gift and how to use it in the world.” She continues, highlighting how we must hold both our individual gifts and our collective work simultaneously, “Individuality is cherished and nurtured, because, in order for the whole to flourish, each of us has to be strong in who we are and carry our gifts with conviction, so they can be shared with others.” This kind of “both-and” thinking is at the crux of SJAE. Everything is both-and: we are both individuals and part of communities; we live in a world where there is both painful injustice and liberating possibility; we have both expertise to share and much to learn; we are in need of both urgent solutions and patient community consensus. These generative tensions constantly shape how we relate to each other as we shift and grow in connection to the people around us.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>To effectively facilitate social justice art education, we must commit to the same kind of attention to our relationships as we might to a garden. Following Kimmerer’s description of the Three Sisters, it serves us well to imagine the task of relationship-building as akin to gardening. We must plan for how we will tend to our relationships, how we will continuously cultivate, how we will pay attention to what is thriving and what is wilting, how we will ensure that nothing is taking more space than needed or that outside forces are not infesting our work and how we will support each other throughout the seasons. Such metaphorical thinking can help us plan for our collective art-making. And, like any garden, nothing is guaranteed. We must be nimble, flexible and improvisational in how we tend our relationships, never forgetting that with patience and care unpredictable growth emerges. To practice this both in advance of and throughout our facilitation, we must develop our capacity to\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-63452 alignright\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2-800x822.jpg\" alt=\"\" width=\"233\" height=\"240\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2-800x822.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2-160x164.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2-768x789.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2.jpg 973w\" sizes=\"(max-width: 233px) 100vw, 233px\"> focus on relationships by creating opportunities to connect with, listen to and learn from our communities.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://maritdewhurst.com/\">Marit Dewhurst\u003c/a> is professor of art and museum education at City College of New York. She writes and teaches about how the arts can help us collectively imagine and create more just and caring worlds.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Teaching social justice art education requires teachers to \"move at the speed of trust\" and embrace the messy beauty of collective action.","status":"publish","parent":0,"modified":1712629918,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":9,"wordCount":1197},"headData":{"title":"Interested in Teaching Social Justice Art Education? Don't Overlook the Power of Relationships. | KQED","description":"Discover the transformative power of social justice art education, where collective action thrives through nurturing relationships and collaboration.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Discover the transformative power of social justice art education, where collective action thrives through nurturing relationships and collaboration.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Interested in Teaching Social Justice Art Education? Don't Overlook the Power of Relationships.","datePublished":"2024-04-10T01:00:33.000Z","dateModified":"2024-04-09T02:31:58.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/63448/interested-in-teaching-social-justice-art-education-dont-overlook-the-power-of-relationships","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Adapted with permission from Dewhurst, M. (2023). \u003ca href=\"https://hep.gse.harvard.edu/9781682538494/social-justice-art-education-second-edition/\">Social Justice Art Education: A Framework for Activist Art Pedagogy\u003c/a>, 2nd Ed., (pp. 37 – 39). \u003ca href=\"https://hep.gse.harvard.edu/\">Harvard Education Press.\u003c/a> \u003c/em>\u003c/p>\n\u003cp>Listen to any group of artist-educators talking about their work and you’ll notice the slip to\u003cem> we\u003c/em> in conversations about social justice education. It’s a very active \u003cem>we\u003c/em>, an invitation to collective work. We engage in social justice art education (SJAE) when we come with the understanding that we will be working \u003cem>with\u003c/em> other people to create activist artwork together; it is not a solitary practice, it requires the \u003cem>we\u003c/em>. We cannot dismantle deep legacies of oppression alone — we need each of our \u003ca href=\"https://www.kqed.org/mindshift/61372/how-arts-education-builds-better-brains-and-better-lives\">perspectives, skills, dreams, vantage points, lenses, imaginations and strategies\u003c/a>. We need the specific powers that we each bring based on our social identities, lineages and lived \u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-63453 alignleft\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/716qVV2SmtL._AC_UF10001000_QL80_.jpg\" alt=\"\" width=\"191\" height=\"287\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/716qVV2SmtL._AC_UF10001000_QL80_.jpg 667w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/716qVV2SmtL._AC_UF10001000_QL80_-160x240.jpg 160w\" sizes=\"(max-width: 191px) 100vw, 191px\">experiences. As \u003ca href=\"https://mariamekaba.com/\">Mariame Kaba\u003c/a> reminds us, “None of us has all of the answers, or we would have ended oppression already. But if we keep building the world we want, trying new things and learning from our mistakes, new possibilities emerge.” \u003ca href=\"https://www.kqed.org/mindshift/58668/how-arts-practices-can-be-the-foundation-of-teaching-and-learning\">To make artwork\u003c/a> that has a chance at transforming the world toward justice, we need each other.\u003c/p>\n\u003cp>Writing about the \u003ca href=\"https://www.nal.usda.gov/collections/stories/three-sisters#:~:text=To%20the%20Iroquois%20people%2C%20corn,and%20spiritual%20sustainers%20of%20life.\">Three Sisters — corn, beans and squash\u003c/a> — within many Native American approaches to agriculture, educator and scholar \u003ca href=\"https://www.robinwallkimmerer.com/\">Robin Wall Kimmerer\u003c/a> describes the interdependent nature of these three different plants: “In ripe ears and swelling fruit, they counsel us that all gifts are multiplied in relationship. This is how the world keeps going.” Kimmerer describes how each plant provides a necessary element that allows all three to thrive in abundance: the beans bring needed nitrogen as they climb the corn and the squash offers shade and stability. Planted together, these three plants thrive based on their specific contributions. This emphasis on relationships is echoed in nearly every discussion of social moments that prioritize justice, community and collective action. Social change happens when people work, imagine and create together, depending on collective strengths and shared visions of the world. Writing about our need for collectivity, \u003ca href=\"https://marsal.umich.edu/directory/faculty-staff/carla-shalaby\">Carla Shalaby\u003c/a> notes that “No single one of us has the creativity, the courage or the skill enough to \u003ca href=\"https://www.kqed.org/mindshift/59777/want-more-meaningful-classroom-management-here-are-8-questions-teachers-can-ask-themselves\">teach love and learn freedom alone\u003c/a>. This work that requires an imagination developed together, the courage of a community and the combined skills of each member of that community.”\u003c/p>\n\u003cp>This kind of intentional commitment to community is not simple, easy or tidy. At its best it is messy, slow, complicated, challenging, hard and sometimes painful. It requires a deep and abiding form of trust between people — a trust that we can sustain our connections through conflict, disagreement and inevitable change. Tending to relationships takes time and intentionality. Kimmerer points to the challenge that we are socialized for a transactional economy. Even in education settings where we rely on relationships to teach and learn together, we are submerged in a social system that still assumes the teacher as the provider of learning, the student as the recipient and the end result as a passing grade. SJAE’s reliance on collaboration means that we must attend specifically to building and nurturing relationships rooted in mutual trust. We must, in the words of activist \u003ca href=\"https://adriennemareebrown.net/\">adrienne maree brown\u003c/a>, “move at the speed of trust.” For educators \u003ca href=\"https://www.kqed.org/mindshift/60686/why-teach-the-arts-large-randomized-test-finds-improved-student-behavior-and-no-harm-to-test-scores\">working within the constraints of bell schedules and funder requests\u003c/a>, this is often a very hard shift in pedagogy. To move at the speed of trust, to truly allow time and breathing room to tend to the complexity of building and sustaining relationships means we may need to readjust the\u003ca href=\"https://www.kqed.org/mindshift/59170/small-steps-to-make-creativity-part-of-your-daily-routine\"> scale of our artworks\u003c/a>. While it may be controversial to state, the priority in SJAE lies with people, not artworks; we must uphold commitments to the people with whom we work above any final artwork.\u003c/p>\n\u003cp>To focus so intentionally on the relationships we have with others requires us to be both vulnerable and open to change—to allow ourselves to be challenged and transformed by different perspectives and ideas. As Kaba writes, “Being intentionally in relation to one another, a part of a collective, helps to not only imagine new worlds but also to imagine ourselves differently.” \u003ca href=\"https://www.kqed.org/mindshift/63223/listening-to-black-girls-to-cultivate-belonging-in-middle-and-high-school\">Relationship-building\u003c/a> asks us each to \u003ca href=\"https://www.kqed.org/mindshift/60096/why-teachers-must-examine-their-own-ideologies-to-create-identity-affirming-classrooms\">confront the powers and positionalities we embody\u003c/a> and to be wide open to the ways in which they intersect with, bounce off of or collide with our colleagues in art-making. This form of vigilant self-reflection can be exhausting as we hold our hearts open to the constant bumping into other people. It also requires us to know ourselves well and to be gentle to our own growth as we deepen our understanding of how we are shaped by those internalized, interpersonal and systemic forms surrounding us. In her discussion of the Three Sisters, Kimmerer reminds us that, like the plants, we must embrace “our unique gift and how to use it in the world.” She continues, highlighting how we must hold both our individual gifts and our collective work simultaneously, “Individuality is cherished and nurtured, because, in order for the whole to flourish, each of us has to be strong in who we are and carry our gifts with conviction, so they can be shared with others.” This kind of “both-and” thinking is at the crux of SJAE. Everything is both-and: we are both individuals and part of communities; we live in a world where there is both painful injustice and liberating possibility; we have both expertise to share and much to learn; we are in need of both urgent solutions and patient community consensus. These generative tensions constantly shape how we relate to each other as we shift and grow in connection to the people around us.\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>To effectively facilitate social justice art education, we must commit to the same kind of attention to our relationships as we might to a garden. Following Kimmerer’s description of the Three Sisters, it serves us well to imagine the task of relationship-building as akin to gardening. We must plan for how we will tend to our relationships, how we will continuously cultivate, how we will pay attention to what is thriving and what is wilting, how we will ensure that nothing is taking more space than needed or that outside forces are not infesting our work and how we will support each other throughout the seasons. Such metaphorical thinking can help us plan for our collective art-making. And, like any garden, nothing is guaranteed. We must be nimble, flexible and improvisational in how we tend our relationships, never forgetting that with patience and care unpredictable growth emerges. To practice this both in advance of and throughout our facilitation, we must develop our capacity to\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-63452 alignright\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2-800x822.jpg\" alt=\"\" width=\"233\" height=\"240\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2-800x822.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2-160x164.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2-768x789.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2.jpg 973w\" sizes=\"(max-width: 233px) 100vw, 233px\"> focus on relationships by creating opportunities to connect with, listen to and learn from our communities.\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>\u003cem>\u003ca href=\"https://maritdewhurst.com/\">Marit Dewhurst\u003c/a> is professor of art and museum education at City College of New York. She writes and teaches about how the arts can help us collectively imagine and create more just and caring worlds.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63448/interested-in-teaching-social-justice-art-education-dont-overlook-the-power-of-relationships","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_1036","mindshift_20854","mindshift_950","mindshift_21018","mindshift_21250","mindshift_21213","mindshift_20839"],"featImg":"mindshift_63450","label":"mindshift"},"mindshift_63184":{"type":"posts","id":"mindshift_63184","meta":{"index":"posts_1591205157","site":"mindshift","id":"63184","score":null,"sort":[1709636433000]},"guestAuthors":[],"slug":"when-parents-know-these-4-phases-of-friendship-they-can-help-their-child-make-friends-more-easily","title":"When Parents Know These 4 phases of Friendship, They Can Help Their Child Make Friends More Easily","publishDate":1709636433,"format":"standard","headTitle":"When Parents Know These 4 phases of Friendship, They Can Help Their Child Make Friends More Easily | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Excerpted from \u003ca href=\"https://www.hachettebookgroup.com/titles/dr-stephen-nowicki/raising-a-socially-successful-child/9780316516471/\">Raising a Socially Successful Child\u003c/a> by Stephen Nowicki. Copyright © 2024 by Stephen Nowicki. Used with permission of Little, Brown Spark, an imprint of Little, Brown and Company. New York, NY. All rights reserved.\u003c/em>\u003c/p>\n\u003cp>When your child is younger, you as a parent have a lot of control over his social life, selecting whom he should interact with, the length of the interaction and where the interaction takes place. That changes when your child reaches school age. Suddenly, these decisions — with whom to be friends, how much time to spend with a friend and how to spend that time together — are made largely on his own (though teachers may also play an important role). School is a place where children \u003ca href=\"https://www.kqed.org/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship\">can begin to form rewarding friendships\u003c/a>, but it is also a place where children \u003ca href=\"https://www.kqed.org/mindshift/57010/how-understanding-middle-school-friendships-can-help-students\">can experience rejection and isolation\u003c/a>, often because of nonverbal messages they are unwittingly sending and erroneously reading.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-63188 alignleft\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-800x1238.jpg\" alt=\"\" width=\"230\" height=\"356\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-800x1238.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-1020x1579.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-160x248.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-768x1189.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-992x1536.jpg 992w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-1323x2048.jpg 1323w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-scaled.jpg 1654w\" sizes=\"(max-width: 230px) 100vw, 230px\">\u003c/p>\n\u003cp>From the late childhood phase on, any friendship a child forms follows a pattern. And this sequence, which my colleague Marshall Duke and I first codified back in the 1980s, provides a template for the relationships those children will form as adults: children \u003cem>choose \u003c/em>a likely candidate for friendship, they \u003cem>initiate\u003c/em> the relationship, they \u003cem>deepen \u003c/em>the relationship and lastly, they go through a relationship \u003cem>transition \u003c/em>when the social occasion, school day, week, semester or year ends. Each of these phases of the relationship requires the use of nonverbal and verbal language skills — but some skills play a more important role in certain phases than in others. Understanding the patterns by which late childhood friendships form and develop can help you identify where your child is doing well and where he may need to learn more in order to connect meaningfully with others.\u003cstrong> \u003c/strong>\u003c/p>\n\u003ch2>\u003cstrong>1. Choosing\u003c/strong>\u003c/h2>\n\u003cp>The choice phase is where every relationship begins. Research shows that a child’s decision about whom he’s going to befriend usually takes place in a matter of seconds. This means that children are using information gathered from nonverbal cues in clothing, facial expressions and posture to decide to approach another child.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Ideally, when parents of very young children make these choices for them, they will share the reasons for their choices with their children. For example, when \u003ca href=\"https://www.kqed.org/mindshift/61966/how-parents-can-help-children-with-adhd-thrive-in-friendships\">inviting a child for a playdate\u003c/a>, the parent could say something like, “I think you are going to have a good time with Ravi. She always listens to me and shares her playthings with you.” Not only does this sharing of information help children understand their parents’ choices, but it also tells the children what is expected of them.\u003c/p>\n\u003cp>By the time your child reaches school age, then, he should already have some sense of how to choose a friend. You can imagine him faced with a schoolyard filled with children he doesn’t know on the first day of school. He wants to find someone to play with. Over to his left, a few boys are playing ball and a ball comes loose and rolls toward him. A boy in a Green Bay Packers cap runs after the ball, picks it up and smiles. In that friendly smile, your child senses an invitation. He smiles back and begins walking toward the boy wearing the Packers cap. He has chosen to make a new friend.\u003c/p>\n\u003ch2>\u003cstrong>2. Initiating\u003c/strong>\u003c/h2>\n\u003cp>The initiation phase is what happens next. Your child follows his new friend as he joins the three other boys playing ball. He waits until there’s a break in what is going on. “Hi,” he says with a smile. “Can I join in?” The other boys introduce themselves quickly and your child says, “I’m a Packer Backer too. I’ve got a Packers cap at home. I’ll wear it tomorrow.”\u003c/p>\n\u003cp>The boy with the Packers cap says, “Remember when they won that game when it was a million degrees below zero?” Your child excitedly comments about how the field was like ice, and soon there are five boys happily playing.\u003c/p>\n\u003cp>For a five-year-old meeting new peers for the first time on a playground, even a seemingly simple interaction like this one is a difficult task involving both nonverbal and verbal behaviors: Your child waited patiently and, sensing the rhythm of the game, chose the right moment to cut in. He didn’t intrude on their game, showing his respect for their personal space. When he did introduce himself, he smiled warmly and made eye contact. Then he made “small talk” before he asked to join in. I think we all can imagine many ways that the interaction could have gone much less successfully than it did.\u003c/p>\n\u003cp>The initiation phase is when the real give-and-take of social information through nonverbal and verbal channels gets under way. Your child is in uncharted relationship waters now. For the first time, he is running his own show and it is up to him to get this potential relationship off to a successful start.\u003c/p>\n\u003ch2>\u003cstrong>3. Deepening\u003c/strong>\u003c/h2>\n\u003cp>Over time, if all goes well, your child’s friendships will deepen in ways that would have been all but impossible in the earlier phases of development, in which friendships are usually fleeting and revolve around a shared activity. Hallmarks of a deepening relationship include trust, self- disclosure, acceptance and mutual understanding. As C. S. Lewis put it: Friendship is born at that moment when one person says to another, “What! You too? I thought I was the only one.”\u003c/p>\n\u003cp>The process of deepening a friendship involves a lot of give- and- take, much of it nonverbal; when one person speaks, the other responds not only through their words but through facial expressions, body language and tone of voice as well. Your child will disclose something about himself, then look to his friend to gauge the reaction. If the friend nods, smiles or makes encouraging gestures, your child will know to keep going. As children spend more and more time together, they become increasingly attuned to the nonverbal cues that communicate what the other is thinking or feeling. They begin to inhabit the same physical space and share the same rhythms and can often be seen hugging or walking arm in arm, with smiles on their faces.\u003c/p>\n\u003ch2>\u003cstrong>4. Transitioning\u003c/strong>\u003c/h2>\n\u003cp>While deepening a relationship can be hard work for some kids, virtually all children will struggle with \u003ca href=\"https://www.kqed.org/mindshift/61082/how-grown-ups-can-help-kids-transition-to-post-pandemic-school-life\">handling relationship transitions positively\u003c/a>. In late childhood, these transitions happen more often than you may be aware: at the end of the school day or a playdate, for example. Sometimes the transition is more intense, such as the end of the school year or the Little League season or the last day of camp. Other times a transition in a friendship happens when a child has to move to a new town or school. And of course, there are times when one or both children actively decide not to continue the friendship, whether it’s over some fight or disagreement or the friendship simply having run its course.\u003c/p>\n\u003cp>Although transitions can sometimes be painful, it’s important to remember that each transition can also be a new beginning. Even as adults, transitions can make us uncomfortable, so we often rush through them as quickly as possible, without considering the unique information the experience can offer us.\u003c/p>\n\u003cp>Picture two ten-year-old girls, Gina and Ilana, on the last day of school. These friends sat next to each other during class for the whole school year because their last names both begin with \u003cem>M. \u003c/em>While not “best-best friends,” their bond has deepened over the course of the school year, and they are sad they probably won’t see much of each other over the summer. As they clean out their desks, they talk about the past school year. They remember how they were so shy with each other at first. They reminisce about the science fair, field day and other memorable events leading up to this the final day of school. Not all the times were fun, though, they admit. There were disagreements, and they both remember a particularly bad one during field day, when Ilana didn’t choose Gina for her team.\u003c/p>\n\u003cp>When their desks are cleaned out and have passed the teacher’s inspection, it’s time to leave. Each girl reaches sheepishly into her book bag and retrieves the present that they bought for the other. They hold hands as they walk out to their separate school buses. It’s time to part ways. Usually, their exchanges with each other are lively, but today they are much quieter and more subdued, which makes their goodbye hugs more meaningful. In hushed tones, they tell each other to \u003ca href=\"https://www.kqed.org/mindshift/61888/4-parenting-priorities-to-prevent-mental-health-summer-slide\">have a good summer\u003c/a>. Transitioning is the point in the life of a relationship when you can help your child look back and see discernable patterns in how the relationship developed. Reflecting how she chose, began and deepened her ties with another person can yield valuable lessons that can be applied to the next set of relationships. And the more complex and important the relationship, the more she can learn from it.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-thumbnail wp-image-63187\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/fcB04_7m-160x240.jpg\" alt=\"\" width=\"160\" height=\"240\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/fcB04_7m-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/fcB04_7m.jpg 576w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp style=\"text-align: left\">\u003cem>Stephen Nowicki is the Charles Howard Candler Professor of Psychology Emeritus at Emory University, where he has served as director of clinical training, head of the psychological center and head of the counseling center. Nowicki maintains an active clinical practice as a diplomate in psychology.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Childhood friendships involve four distinct phases: choosing, initiating, deepening and transitioning. Each phase plays a role in the development of social connections.","status":"publish","parent":0,"modified":1712104667,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1606},"headData":{"title":"When Parents Know These 4 phases of Friendship, They Can Help Their Child Make Friends More Easily | KQED","description":"Choosing, initiating, deepening and transitioning — each of these phases plays a role in the development of social connections.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Choosing, initiating, deepening and transitioning — each of these phases plays a role in the development of social connections.","schema":{"@context":"http://schema.org","@type":"Article","headline":"When Parents Know These 4 phases of Friendship, They Can Help Their Child Make Friends More Easily","datePublished":"2024-03-05T11:00:33.000Z","dateModified":"2024-04-03T00:37:47.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/63184/when-parents-know-these-4-phases-of-friendship-they-can-help-their-child-make-friends-more-easily","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpted from \u003ca href=\"https://www.hachettebookgroup.com/titles/dr-stephen-nowicki/raising-a-socially-successful-child/9780316516471/\">Raising a Socially Successful Child\u003c/a> by Stephen Nowicki. Copyright © 2024 by Stephen Nowicki. Used with permission of Little, Brown Spark, an imprint of Little, Brown and Company. New York, NY. All rights reserved.\u003c/em>\u003c/p>\n\u003cp>When your child is younger, you as a parent have a lot of control over his social life, selecting whom he should interact with, the length of the interaction and where the interaction takes place. That changes when your child reaches school age. Suddenly, these decisions — with whom to be friends, how much time to spend with a friend and how to spend that time together — are made largely on his own (though teachers may also play an important role). School is a place where children \u003ca href=\"https://www.kqed.org/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship\">can begin to form rewarding friendships\u003c/a>, but it is also a place where children \u003ca href=\"https://www.kqed.org/mindshift/57010/how-understanding-middle-school-friendships-can-help-students\">can experience rejection and isolation\u003c/a>, often because of nonverbal messages they are unwittingly sending and erroneously reading.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-63188 alignleft\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-800x1238.jpg\" alt=\"\" width=\"230\" height=\"356\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-800x1238.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-1020x1579.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-160x248.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-768x1189.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-992x1536.jpg 992w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-1323x2048.jpg 1323w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-scaled.jpg 1654w\" sizes=\"(max-width: 230px) 100vw, 230px\">\u003c/p>\n\u003cp>From the late childhood phase on, any friendship a child forms follows a pattern. And this sequence, which my colleague Marshall Duke and I first codified back in the 1980s, provides a template for the relationships those children will form as adults: children \u003cem>choose \u003c/em>a likely candidate for friendship, they \u003cem>initiate\u003c/em> the relationship, they \u003cem>deepen \u003c/em>the relationship and lastly, they go through a relationship \u003cem>transition \u003c/em>when the social occasion, school day, week, semester or year ends. Each of these phases of the relationship requires the use of nonverbal and verbal language skills — but some skills play a more important role in certain phases than in others. Understanding the patterns by which late childhood friendships form and develop can help you identify where your child is doing well and where he may need to learn more in order to connect meaningfully with others.\u003cstrong> \u003c/strong>\u003c/p>\n\u003ch2>\u003cstrong>1. Choosing\u003c/strong>\u003c/h2>\n\u003cp>The choice phase is where every relationship begins. Research shows that a child’s decision about whom he’s going to befriend usually takes place in a matter of seconds. This means that children are using information gathered from nonverbal cues in clothing, facial expressions and posture to decide to approach another child.\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>Ideally, when parents of very young children make these choices for them, they will share the reasons for their choices with their children. For example, when \u003ca href=\"https://www.kqed.org/mindshift/61966/how-parents-can-help-children-with-adhd-thrive-in-friendships\">inviting a child for a playdate\u003c/a>, the parent could say something like, “I think you are going to have a good time with Ravi. She always listens to me and shares her playthings with you.” Not only does this sharing of information help children understand their parents’ choices, but it also tells the children what is expected of them.\u003c/p>\n\u003cp>By the time your child reaches school age, then, he should already have some sense of how to choose a friend. You can imagine him faced with a schoolyard filled with children he doesn’t know on the first day of school. He wants to find someone to play with. Over to his left, a few boys are playing ball and a ball comes loose and rolls toward him. A boy in a Green Bay Packers cap runs after the ball, picks it up and smiles. In that friendly smile, your child senses an invitation. He smiles back and begins walking toward the boy wearing the Packers cap. He has chosen to make a new friend.\u003c/p>\n\u003ch2>\u003cstrong>2. Initiating\u003c/strong>\u003c/h2>\n\u003cp>The initiation phase is what happens next. Your child follows his new friend as he joins the three other boys playing ball. He waits until there’s a break in what is going on. “Hi,” he says with a smile. “Can I join in?” The other boys introduce themselves quickly and your child says, “I’m a Packer Backer too. I’ve got a Packers cap at home. I’ll wear it tomorrow.”\u003c/p>\n\u003cp>The boy with the Packers cap says, “Remember when they won that game when it was a million degrees below zero?” Your child excitedly comments about how the field was like ice, and soon there are five boys happily playing.\u003c/p>\n\u003cp>For a five-year-old meeting new peers for the first time on a playground, even a seemingly simple interaction like this one is a difficult task involving both nonverbal and verbal behaviors: Your child waited patiently and, sensing the rhythm of the game, chose the right moment to cut in. He didn’t intrude on their game, showing his respect for their personal space. When he did introduce himself, he smiled warmly and made eye contact. Then he made “small talk” before he asked to join in. I think we all can imagine many ways that the interaction could have gone much less successfully than it did.\u003c/p>\n\u003cp>The initiation phase is when the real give-and-take of social information through nonverbal and verbal channels gets under way. Your child is in uncharted relationship waters now. For the first time, he is running his own show and it is up to him to get this potential relationship off to a successful start.\u003c/p>\n\u003ch2>\u003cstrong>3. Deepening\u003c/strong>\u003c/h2>\n\u003cp>Over time, if all goes well, your child’s friendships will deepen in ways that would have been all but impossible in the earlier phases of development, in which friendships are usually fleeting and revolve around a shared activity. Hallmarks of a deepening relationship include trust, self- disclosure, acceptance and mutual understanding. As C. S. Lewis put it: Friendship is born at that moment when one person says to another, “What! You too? I thought I was the only one.”\u003c/p>\n\u003cp>The process of deepening a friendship involves a lot of give- and- take, much of it nonverbal; when one person speaks, the other responds not only through their words but through facial expressions, body language and tone of voice as well. Your child will disclose something about himself, then look to his friend to gauge the reaction. If the friend nods, smiles or makes encouraging gestures, your child will know to keep going. As children spend more and more time together, they become increasingly attuned to the nonverbal cues that communicate what the other is thinking or feeling. They begin to inhabit the same physical space and share the same rhythms and can often be seen hugging or walking arm in arm, with smiles on their faces.\u003c/p>\n\u003ch2>\u003cstrong>4. Transitioning\u003c/strong>\u003c/h2>\n\u003cp>While deepening a relationship can be hard work for some kids, virtually all children will struggle with \u003ca href=\"https://www.kqed.org/mindshift/61082/how-grown-ups-can-help-kids-transition-to-post-pandemic-school-life\">handling relationship transitions positively\u003c/a>. In late childhood, these transitions happen more often than you may be aware: at the end of the school day or a playdate, for example. Sometimes the transition is more intense, such as the end of the school year or the Little League season or the last day of camp. Other times a transition in a friendship happens when a child has to move to a new town or school. And of course, there are times when one or both children actively decide not to continue the friendship, whether it’s over some fight or disagreement or the friendship simply having run its course.\u003c/p>\n\u003cp>Although transitions can sometimes be painful, it’s important to remember that each transition can also be a new beginning. Even as adults, transitions can make us uncomfortable, so we often rush through them as quickly as possible, without considering the unique information the experience can offer us.\u003c/p>\n\u003cp>Picture two ten-year-old girls, Gina and Ilana, on the last day of school. These friends sat next to each other during class for the whole school year because their last names both begin with \u003cem>M. \u003c/em>While not “best-best friends,” their bond has deepened over the course of the school year, and they are sad they probably won’t see much of each other over the summer. As they clean out their desks, they talk about the past school year. They remember how they were so shy with each other at first. They reminisce about the science fair, field day and other memorable events leading up to this the final day of school. Not all the times were fun, though, they admit. There were disagreements, and they both remember a particularly bad one during field day, when Ilana didn’t choose Gina for her team.\u003c/p>\n\u003cp>When their desks are cleaned out and have passed the teacher’s inspection, it’s time to leave. Each girl reaches sheepishly into her book bag and retrieves the present that they bought for the other. They hold hands as they walk out to their separate school buses. It’s time to part ways. Usually, their exchanges with each other are lively, but today they are much quieter and more subdued, which makes their goodbye hugs more meaningful. In hushed tones, they tell each other to \u003ca href=\"https://www.kqed.org/mindshift/61888/4-parenting-priorities-to-prevent-mental-health-summer-slide\">have a good summer\u003c/a>. Transitioning is the point in the life of a relationship when you can help your child look back and see discernable patterns in how the relationship developed. Reflecting how she chose, began and deepened her ties with another person can yield valuable lessons that can be applied to the next set of relationships. And the more complex and important the relationship, the more she can learn from it.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-thumbnail wp-image-63187\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/fcB04_7m-160x240.jpg\" alt=\"\" width=\"160\" height=\"240\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/fcB04_7m-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/fcB04_7m.jpg 576w\" sizes=\"(max-width: 160px) 100vw, 160px\">\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 style=\"text-align: left\">\u003cem>Stephen Nowicki is the Charles Howard Candler Professor of Psychology Emeritus at Emory University, where he has served as director of clinical training, head of the psychological center and head of the counseling center. Nowicki maintains an active clinical practice as a diplomate in psychology.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63184/when-parents-know-these-4-phases-of-friendship-they-can-help-their-child-make-friends-more-easily","authors":["4354"],"categories":["mindshift_21512","mindshift_21385"],"tags":["mindshift_21250","mindshift_21488","mindshift_21036","mindshift_21336","mindshift_20568","mindshift_290","mindshift_498","mindshift_21565","mindshift_21134","mindshift_21213","mindshift_943","mindshift_20719"],"featImg":"mindshift_63186","label":"mindshift"},"mindshift_62734":{"type":"posts","id":"mindshift_62734","meta":{"index":"posts_1591205157","site":"mindshift","id":"62734","score":null,"sort":[1700046055000]},"guestAuthors":[],"slug":"when-parents-only-focus-on-college-admissions-essential-skills-can-slip-through-the-cracks","title":"When Parents Only Focus on College Admissions, Essential Skills Can Slip Through the Cracks","publishDate":1700046055,"format":"standard","headTitle":"When Parents Only Focus on College Admissions, Essential Skills Can Slip Through the Cracks | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">The transition from high school to college has become a rite of passage laden with expectations – chief among them is the assumption that admission to a prestigious college is the golden ticket to future success. However, \u003c/span>\u003ca href=\"https://twitter.com/anahomayoun?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\">\u003cspan style=\"font-weight: 400\">Ana Homayoun\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an academic advisor and early career development expert, challenges the belief that taking all AP classes, starting on the varsity team and being first string in orchestra guarantees the skills a student needs to thrive in college and beyond. “We all play a role in supporting students \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\">\u003cspan style=\"font-weight: 400\">beyond grades\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, test scores and college admission,” she said. “I started to think about what are the key skills that are not just crucial for our livelihood but also for social and economic mobility.” In her book \u003c/span>\u003ca href=\"https://anahomayoun.com/erasing-the-finish-line/\">\u003ci>\u003cspan style=\"font-weight: 400\">Erasing the Finish Line: The New Blueprint for Success Beyond Grades and College Admission,\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> Homayoun draws from over two decades of working with students to show how the narrow focus on competitive college admissions has inadvertently sidelined necessary skills like organization, planning, prioritization and non-transactional relationship building. These assets, she added, are essential for success not only in college but also in career paths and personal relationships.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While there have always been students who were not ready for college, Homayoun noted that the \u003c/span>\u003ca href=\"https://hechingerreport.org/after-the-pandemic-disrupted-their-high-school-educations-students-are-arriving-at-college-unprepared/\">\u003cspan style=\"font-weight: 400\">pandemic has made this more common\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “Particularly after the last few years, I will say that students’ skill sets aren’t as developed as they were in the past,” she said. Today’s students may struggle with managing their time effectively, building meaningful connections, and adapting to the challenges of a dynamic post-high school environment. Homayoun helps families establish a new approach to academic success and overall well-being that will sustain children in their journeys after K-12 education. She advises moving away from the \u003ca href=\"https://www.kqed.org/mindshift/62235/teens-are-overwhelmed-by-pressure-to-achieve-how-can-parents-restore-balance\">relentless pursuit of accolades\u003c/a> and places a renewed emphasis on social well-being and emotional development. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Given that there’s no one-size-fits-all path to success for any student, parents can support their child in \u003c/span>\u003cspan style=\"font-weight: 400\">building strong habits and refining skills that have a lasting impact on long-term success.\u003c/span>\u003cspan style=\"font-weight: 400\"> According to Homayoun, paying attention to kids’ energy levels, honing extracurricular commitments, and improving conversation skills yields benefits that extend far beyond gaining acceptance into college.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Pay attention to energy levels\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s common for parents to get caught up in a culture of comparison and wonder if their child is involved in enough activities for the college admissions process, especially during the transition from middle to high school, Homayoun pointed out. She urges parents to shift their perspective from time management, often driven by an unending to-do list, to \u003ca href=\"https://www.kqed.org/mindshift/60543/what-parents-need-to-monitor-about-teens-sleep-beyond-the-hour-count\">energy management\u003c/a>. Being attuned to a child’s energy levels empowers parents to understand their behavior patterns and support them in recharging when necessary. Homayoun said it can be as simple as asking three key questions: “What energizes you? What drains you? And how do you recharge?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents can monitor their child’s energy levels by assessing the activities they participate in and ensuring there is a healthy balance between activity and rest. For instance, a child might require more transition time when moving between activities or need solo time during the weekend to recover from a demanding week. A child’s energy profile may evolve over time. Circumstances such as an injury, breakup, or \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59837/four-circles-of-self-care-a-tool-to-help-students-make-mental-health-a-daily-practice\">\u003cspan style=\"font-weight: 400\">mental health concerns can also have an impact on a child’s energy profile\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, whether temporarily or more permanently. Homayoun suggested that parents stay flexible and shift priorities accordingly.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s crucial to move away from the notion that there is something “wrong” with an \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62119/how-extroverted-teachers-can-engage-introverted-students\">\u003cspan style=\"font-weight: 400\">introverted child\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who doesn’t socialize in the same way as their extroverted siblings or parents, said Homayoun. Embracing and respecting individual energy profiles allows each child to thrive in their own way, ensuring that they have the space and support to develop the skills and self-awareness necessary for a successful journey through education and beyond. While the race to college acceptance can push children to keep going until they burn out, shifting the focus to energy management helps parents support their child in a more sustainable and balanced approach to life.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Determine what is going to “take the B”\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her book, Homayoun introduces the concept of “taking the B,” which means deciding which activities and obligations can take a back seat in one’s life. As children grow older, activities that were once minor commitments may start demanding more time and energy, leading to packed schedules that leave little room for rest, reflection and open-ended exploration. “I regularly see students who are in school from 8:30 a.m. to 3 p.m., and then have an activity from 3:30 to 6 p.m., and then need to commute home and complete one to three hours of homework,” wrote Homayoun. This kind of demanding schedule takes a toll on their energy, mood and motivation. It can foster a sense of never doing enough and an unceasing pressure to do more, which, in turn, can erode their self-esteem. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59625/three-reasons-teens-need-later-school-start-times\">\u003cspan style=\"font-weight: 400\">Valuable sleep time is often sacrificed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as schedules become increasingly packed. “For students, the notion of “taking the B” shouldn’t be about grades or test scores but rather daily and weekly allocation of energy,” wrote Homayoun. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parental fears can often shape a student’s schedule, with concerns that reducing extracurricular involvement may limit future opportunities. However, Homayoun emphasizes that the “bigger, better” culture doesn’t necessarily benefit anyone. Rather than encouraging kids to do it all, she urged parents to help them assess their schedules and \u003ca href=\"https://www.kqed.org/mindshift/61739/when-should-you-let-your-kid-quit\">identify activities that can be scaled back\u003c/a>. This doesn’t necessarily mean quitting an activity entirely. For instance, if a student enjoys playing a sport but doesn’t want to commit to it at a high level, they can \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59342/how-can-high-school-sports-better-serve-students\">\u003cspan style=\"font-weight: 400\">join a low-commitment recreational league\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Reducing a child’s commitments can enable them to experience greater happiness, improved rest and less burnout.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Build conversation skills\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of the students Homayoun has worked with who have achieved the professional or personal success they aspired to possess strong conversation and small talk skills. “We get stuck in this faulty finish line of college admissions and the test scores and grades. And we think, ‘Oh, well, this kid is getting great grades, then they clearly are doing fine,’ but they don’t have the ability to connect,\u003c/span>\u003cspan style=\"font-weight: 400\">” she said. \u003c/span>\u003cspan style=\"font-weight: 400\">Developing better small talk skills can boost a student’s confidence in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58462/how-to-help-anxious-students-re-adjust-to-social-settings\">\u003cspan style=\"font-weight: 400\">navigating new social environments that might otherwise feel overwhelming\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Homayoun encourages students to engage in conversations with people from different generations, because conversations with peers or family members can be limiting. “A lot of students are like, ‘Oh, I’m talking about college admissions with my classmates.’ And I’m like, ‘Well, none of them have applied to college yet,’\u003c/span>\u003cspan style=\"font-weight: 400\">”\u003c/span>\u003cspan style=\"font-weight: 400\"> said Homayoun.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For parents who are looking to build their child’s small talk skills, Homayoun suggested making it a game. During gatherings, whether they are family events or neighborhood barbecues, parents can challenge their child to initiate brief conversations with three new people. This practice not only helps in making eye contact, reading nonverbal cues, starting a conversation, asking questions, and wrapping up a conversation effectively but also improves their confidence in social situations.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Summer jobs that involve interacting with the public, like working at a grocery store or lifeguarding at a local pool, can help teenagers build their conversation skills. Additionally, \u003c/span>\u003ca href=\"https://www.pnas.org/doi/10.1073/pnas.2120668119\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has shown that the more small conversations and interactions a person engages in, the more likely they are to experience increased happiness, as they establish meaningful connections with others and build a foundation of positive social interactions. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are many soft skills that children can benefit from developing. It may not require parents to add more activities to their schedule; rather, it could just mean fine-tuning their existing interests to help them thrive in the long run.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"What are the keys to success beyond college admissions? In her book, “Erasing the Finish Line,” Ana Homayoun teaches parents to nurture essential skills like energy management, strong habits, and effective conversations for lifelong well-being.","status":"publish","parent":0,"modified":1713534407,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":1382},"headData":{"title":"When Parents Only Focus on College Admissions, Essential Skills Can Slip Through the Cracks | KQED","description":"Author and academic advisor Ana Homayoun says parents should nurture skills like energy management and small talk in their kids.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Author and academic advisor Ana Homayoun says parents should nurture skills like energy management and small talk in their kids.","schema":{"@context":"http://schema.org","@type":"Article","headline":"When Parents Only Focus on College Admissions, Essential Skills Can Slip Through the Cracks","datePublished":"2023-11-15T11:00:55.000Z","dateModified":"2024-04-19T13:46:47.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62734/when-parents-only-focus-on-college-admissions-essential-skills-can-slip-through-the-cracks","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">The transition from high school to college has become a rite of passage laden with expectations – chief among them is the assumption that admission to a prestigious college is the golden ticket to future success. However, \u003c/span>\u003ca href=\"https://twitter.com/anahomayoun?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\">\u003cspan style=\"font-weight: 400\">Ana Homayoun\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an academic advisor and early career development expert, challenges the belief that taking all AP classes, starting on the varsity team and being first string in orchestra guarantees the skills a student needs to thrive in college and beyond. “We all play a role in supporting students \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\">\u003cspan style=\"font-weight: 400\">beyond grades\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, test scores and college admission,” she said. “I started to think about what are the key skills that are not just crucial for our livelihood but also for social and economic mobility.” In her book \u003c/span>\u003ca href=\"https://anahomayoun.com/erasing-the-finish-line/\">\u003ci>\u003cspan style=\"font-weight: 400\">Erasing the Finish Line: The New Blueprint for Success Beyond Grades and College Admission,\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> Homayoun draws from over two decades of working with students to show how the narrow focus on competitive college admissions has inadvertently sidelined necessary skills like organization, planning, prioritization and non-transactional relationship building. These assets, she added, are essential for success not only in college but also in career paths and personal relationships.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While there have always been students who were not ready for college, Homayoun noted that the \u003c/span>\u003ca href=\"https://hechingerreport.org/after-the-pandemic-disrupted-their-high-school-educations-students-are-arriving-at-college-unprepared/\">\u003cspan style=\"font-weight: 400\">pandemic has made this more common\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “Particularly after the last few years, I will say that students’ skill sets aren’t as developed as they were in the past,” she said. Today’s students may struggle with managing their time effectively, building meaningful connections, and adapting to the challenges of a dynamic post-high school environment. Homayoun helps families establish a new approach to academic success and overall well-being that will sustain children in their journeys after K-12 education. She advises moving away from the \u003ca href=\"https://www.kqed.org/mindshift/62235/teens-are-overwhelmed-by-pressure-to-achieve-how-can-parents-restore-balance\">relentless pursuit of accolades\u003c/a> and places a renewed emphasis on social well-being and emotional development. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Given that there’s no one-size-fits-all path to success for any student, parents can support their child in \u003c/span>\u003cspan style=\"font-weight: 400\">building strong habits and refining skills that have a lasting impact on long-term success.\u003c/span>\u003cspan style=\"font-weight: 400\"> According to Homayoun, paying attention to kids’ energy levels, honing extracurricular commitments, and improving conversation skills yields benefits that extend far beyond gaining acceptance into college.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Pay attention to energy levels\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s common for parents to get caught up in a culture of comparison and wonder if their child is involved in enough activities for the college admissions process, especially during the transition from middle to high school, Homayoun pointed out. She urges parents to shift their perspective from time management, often driven by an unending to-do list, to \u003ca href=\"https://www.kqed.org/mindshift/60543/what-parents-need-to-monitor-about-teens-sleep-beyond-the-hour-count\">energy management\u003c/a>. Being attuned to a child’s energy levels empowers parents to understand their behavior patterns and support them in recharging when necessary. Homayoun said it can be as simple as asking three key questions: “What energizes you? What drains you? And how do you recharge?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents can monitor their child’s energy levels by assessing the activities they participate in and ensuring there is a healthy balance between activity and rest. For instance, a child might require more transition time when moving between activities or need solo time during the weekend to recover from a demanding week. A child’s energy profile may evolve over time. Circumstances such as an injury, breakup, or \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59837/four-circles-of-self-care-a-tool-to-help-students-make-mental-health-a-daily-practice\">\u003cspan style=\"font-weight: 400\">mental health concerns can also have an impact on a child’s energy profile\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, whether temporarily or more permanently. Homayoun suggested that parents stay flexible and shift priorities accordingly.\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\">It’s crucial to move away from the notion that there is something “wrong” with an \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62119/how-extroverted-teachers-can-engage-introverted-students\">\u003cspan style=\"font-weight: 400\">introverted child\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who doesn’t socialize in the same way as their extroverted siblings or parents, said Homayoun. Embracing and respecting individual energy profiles allows each child to thrive in their own way, ensuring that they have the space and support to develop the skills and self-awareness necessary for a successful journey through education and beyond. While the race to college acceptance can push children to keep going until they burn out, shifting the focus to energy management helps parents support their child in a more sustainable and balanced approach to life.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Determine what is going to “take the B”\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her book, Homayoun introduces the concept of “taking the B,” which means deciding which activities and obligations can take a back seat in one’s life. As children grow older, activities that were once minor commitments may start demanding more time and energy, leading to packed schedules that leave little room for rest, reflection and open-ended exploration. “I regularly see students who are in school from 8:30 a.m. to 3 p.m., and then have an activity from 3:30 to 6 p.m., and then need to commute home and complete one to three hours of homework,” wrote Homayoun. This kind of demanding schedule takes a toll on their energy, mood and motivation. It can foster a sense of never doing enough and an unceasing pressure to do more, which, in turn, can erode their self-esteem. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59625/three-reasons-teens-need-later-school-start-times\">\u003cspan style=\"font-weight: 400\">Valuable sleep time is often sacrificed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as schedules become increasingly packed. “For students, the notion of “taking the B” shouldn’t be about grades or test scores but rather daily and weekly allocation of energy,” wrote Homayoun. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parental fears can often shape a student’s schedule, with concerns that reducing extracurricular involvement may limit future opportunities. However, Homayoun emphasizes that the “bigger, better” culture doesn’t necessarily benefit anyone. Rather than encouraging kids to do it all, she urged parents to help them assess their schedules and \u003ca href=\"https://www.kqed.org/mindshift/61739/when-should-you-let-your-kid-quit\">identify activities that can be scaled back\u003c/a>. This doesn’t necessarily mean quitting an activity entirely. For instance, if a student enjoys playing a sport but doesn’t want to commit to it at a high level, they can \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59342/how-can-high-school-sports-better-serve-students\">\u003cspan style=\"font-weight: 400\">join a low-commitment recreational league\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Reducing a child’s commitments can enable them to experience greater happiness, improved rest and less burnout.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Build conversation skills\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of the students Homayoun has worked with who have achieved the professional or personal success they aspired to possess strong conversation and small talk skills. “We get stuck in this faulty finish line of college admissions and the test scores and grades. And we think, ‘Oh, well, this kid is getting great grades, then they clearly are doing fine,’ but they don’t have the ability to connect,\u003c/span>\u003cspan style=\"font-weight: 400\">” she said. \u003c/span>\u003cspan style=\"font-weight: 400\">Developing better small talk skills can boost a student’s confidence in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58462/how-to-help-anxious-students-re-adjust-to-social-settings\">\u003cspan style=\"font-weight: 400\">navigating new social environments that might otherwise feel overwhelming\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Homayoun encourages students to engage in conversations with people from different generations, because conversations with peers or family members can be limiting. “A lot of students are like, ‘Oh, I’m talking about college admissions with my classmates.’ And I’m like, ‘Well, none of them have applied to college yet,’\u003c/span>\u003cspan style=\"font-weight: 400\">”\u003c/span>\u003cspan style=\"font-weight: 400\"> said Homayoun.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For parents who are looking to build their child’s small talk skills, Homayoun suggested making it a game. During gatherings, whether they are family events or neighborhood barbecues, parents can challenge their child to initiate brief conversations with three new people. This practice not only helps in making eye contact, reading nonverbal cues, starting a conversation, asking questions, and wrapping up a conversation effectively but also improves their confidence in social situations.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Summer jobs that involve interacting with the public, like working at a grocery store or lifeguarding at a local pool, can help teenagers build their conversation skills. Additionally, \u003c/span>\u003ca href=\"https://www.pnas.org/doi/10.1073/pnas.2120668119\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has shown that the more small conversations and interactions a person engages in, the more likely they are to experience increased happiness, as they establish meaningful connections with others and build a foundation of positive social interactions. \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\">There are many soft skills that children can benefit from developing. It may not require parents to add more activities to their schedule; rather, it could just mean fine-tuning their existing interests to help them thrive in the long run.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62734/when-parents-only-focus-on-college-admissions-essential-skills-can-slip-through-the-cracks","authors":["11721"],"categories":["mindshift_21482","mindshift_21694","mindshift_21280","mindshift_21385"],"tags":["mindshift_21188","mindshift_21189","mindshift_21177","mindshift_21100","mindshift_21736","mindshift_21732","mindshift_21416","mindshift_21707","mindshift_21230","mindshift_146","mindshift_21735","mindshift_20970","mindshift_52","mindshift_21213","mindshift_21234","mindshift_20725"],"featImg":"mindshift_62736","label":"mindshift"},"mindshift_62011":{"type":"posts","id":"mindshift_62011","meta":{"index":"posts_1591205157","site":"mindshift","id":"62011","score":null,"sort":[1689674445000]},"guestAuthors":[],"slug":"teens-want-to-know-how-to-have-better-relationships-consent-education-can-help","title":"Teens want to know how to have better relationships. Consent education can help.","publishDate":1689674445,"format":"audio","headTitle":"Teens want to know how to have better relationships. Consent education can help. | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">“Only yes means yes, take nothing more and nothing less.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Your body, your choice, consent gives everyone a voice.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rhymes like these are often used to teach and reinforce the essential definition of consent: that all parties need to fully agree to take part in an activity or behavior. While they’re catchy and memorable — a consent-related song and dance even became \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=8W4oKiEQph0\">\u003cspan style=\"font-weight: 400\">a popular TikTok trend\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — these kinds of phrases don’t cover the full extent of what’s needed for kids to understand consent in today’s world. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The primary goal of consent education is to foster healthy and respectful relationships rooted in mutual understanding and effective communication. And kids want to learn these skills. Harvard Graduate School of Education’s \u003c/span>\u003ca href=\"https://mcc.gse.harvard.edu/\">\u003cspan style=\"font-weight: 400\">Making Caring Common\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (MCC) surveyed over 3,000 young adults and high school students and found that young adults want more guidance about developing caring, long-lasting relationships. “We do almost nothing to prepare young people for the subtle, tender, generous, focused, disciplined, tough, wonderful work of learning how to love somebody else and learning how to be loved,” said Richard Weissbourd, the director of MCC.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, consent education sometimes faces resistance from parents and community members who worry that the topics covered are too mature. As a result, implementing consent education programs in schools can be a challenge. In Utah, for example, when state representative Carol Spackman Moss – a former English teacher – \u003c/span>\u003ca href=\"https://www.sltrib.com/news/2021/02/20/second-try-bill-updating/\">\u003cspan style=\"font-weight: 400\">proposed a bill to mandate consent education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, opposing groups claimed the legislation promoted sexual activity. \u003c/span>\u003ca href=\"https://www.sltrib.com/news/2022/03/08/i-was-just-stunned-bill/\">\u003cspan style=\"font-weight: 400\">The bill failed.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When politicians and activists focus on the “sex” part of consent, they forget that consent can be applied to many non-sexual situations, said health educator \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54805/how-parents-can-talk-with-their-teens-about-sex-and-consent\">\u003cspan style=\"font-weight: 400\">Shafia Zaloom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Kids are navigating complex social landscapes every day, and their brains are primed to seek social acceptance. When young people say “no” to things like vaping or cheating, they’re saying no to the social power and the meaning that that person has in their relationships, according to Zaloom. That’s hard to do.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Zaloom teaches health education and consent workshops at schools and nonprofit organizations. Learning to express and respect boundaries are central to her curriculum. In a class she teaches at Urban High School in San Francisco, Zaloom emphasizes that consent is not only about getting a yes or no. The goal is to make sure people leave an experience or relationship feeling respected. “That simply means that both people feel like they were treated like they have value,” she said. Through this work, she has seen that by teaching students about consent, schools can create a lasting culture of empathy and inclusion that benefits the whole community.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Some schools are rethinking sex ed with lessons on consent\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/9lh4XkuG_1A?start=1&feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>From space bubbles to role playing \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Zaloom defines consent with her students, she uses concepts that are suited to their developmental stage. Generally, she said, consent can be boiled down to the idea that your body belongs to you. “You get to choose how you touch and how you get touched,” said Zaloom. When she’s \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59875/the-case-for-starting-sex-ed-in-kindergarten-hula-hoops-recommended\">\u003cspan style=\"font-weight: 400\">teaching young kids\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Zaloom prompts them to think about their space bubbles so little ones can easily conceptualize how they interact with each other. Zaloom is sometimes asked to speak at schools where a young child has been hugging and kissing classmates on the playground without their consent. Adults in the school typically respond to the child by saying “no means no” with regard to touching other kids. While well-intended, Zaloom said this response teaches kids that the responsibility is on the recipient to object to something like a hug or a kiss. It’s more helpful, she said, to teach that people must actively seek consent before initiating such actions. And that a “yes” in one moment doesn’t mean “yes” always. “It’s an opportunity then to engage with kids around the reasons for consent and why they’re so important,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With older students, consent definitions are less concrete because consent can be applied to so many different situations. It comes into play when a student needs to borrow a calculator from a peer or when they are asking one another to be their date to prom. Older students are more interested in what consent looks like in action, said Zaloom, who finds that many teens already know the definition of consent. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her classes, Zaloom has students role play scenarios that may come up in relationships. For instance, twenty-three year old Alyssa Romo, a graduate from Urban High School,\u003c/span>\u003cspan style=\"font-weight: 400\"> participated in a role play where a classmate said “I love you” when she wasn’t ready to reciprocate those feelings. \u003c/span>\u003cspan style=\"font-weight: 400\">“That’s something I still struggle with,” Romo said. “I remember thinking, ‘Oh, like it’s okay to not say [you’re in love] if you don’t want to.’” By actively participating in these scenarios, students develop skills for navigating complex emotional situations in relationships. Role playing allows students to explore different perspectives, learn effective ways to express their feelings and boundaries, and practice active listening and empathy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s really important to meet kids where they are and to find things that translate all of this language and expectation into things that don’t feel so big and overwhelming,” said Zaloom.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC6515570052&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>More than a “moment of legal responsibility” \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sex education is often the closest schools get to teaching about love and relationships, but sex and health education programs can fall short when they only focus on STD and pregnancy prevention. According to \u003c/span>\u003ca href=\"https://siecus.org/wp-content/uploads/2021/09/2022-Sex-Ed-State-Law-and-Policy-Chart.pdf\">\u003cspan style=\"font-weight: 400\">Sex Ed for Social Change\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, 16 states provide abstinence-only sex education. “It’s not about how to have an \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50518/how-to-teach-teens-about-love-consent-and-emotional-intelligence\">\u003cspan style=\"font-weight: 400\">ethical, intimate relationship or sexual relationship \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">with somebody else,” said MCC’s Weissbourd. While some \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4882098/\">\u003cspan style=\"font-weight: 400\">studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> highlight the effectiveness of abstinence-based education, \u003c/span>\u003ca href=\"https://www.jahonline.org/article/S1054-139X(17)30260-4/fulltext\">\u003cspan style=\"font-weight: 400\">a recent analysis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that abstinence-only programs do not reduce teen pregnancies or STD rates. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There’s so much more to think about, to take into consideration, to be attuned to, if we’re really talking about promoting healthy sexuality and relationships that are grounded in mutual respect, empathy, care and dignity,” said Zaloom. She teaches students about laws pertaining to sex and consent, but also encourages students to think of consent as a “vibe”, rather than a moment of legal responsibility, meaning that consent isn’t about just checking a box and moving on.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, she talks to students about ethical sexuality, which takes into account a person’s wellbeing. So whether it’s a casual relationship or something they’ve been building up to for a long time, both people involved should be consenting and aligned. Zaloom prompts students to think about what good sex means to them. “Because you can have a consensual sexual experience that is boring. That’s embarrassing. That’s disappointing. And not that that isn’t a part of life. It certainly is. But we want to aspire to something a little more than that,” said Zaloom. “So there’s legal, there’s ethical, and then there’s what’s good.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Moving beyond popular culture messages\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">MCC’s survey of teens and young adults indicates that if children do not receive education about love and relationships from their parents or schools, they are likely to seek information from popular culture, including movies and social media. While popular culture representations are not inherently negative, unchecked models of unhealthy relationships can influence young people’s perceptions. “In that way, images of the media are more damaging and dangerous than images of violence in the media,” said Weissbourd. Misconceptions can result in young people staying in unhealthy relationships, alcoholism, or domestic abuse, according to MCC’s survey. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To counteract the negative influence of popular entertainment, Zaloom assigns romantic comedies for students to watch and facilitates whole-class discussions about them. During these discussions, students identify and analyze both healthy and unhealthy relationship practices portrayed by the main characters. Romo, Zaloom’s former student, remembered watching the movie “Friends with Benefits,” and identifying the characters’ healthy relationship practices. “Like setting expectations for the relationship or boundaries or telling each other what they wanted,” said Romo. “It’s a silly movie, but that’s kind of a big deal.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When done well, consent education can help young people to navigate relationships, establish boundaries, and build meaningful connections. Romo, who is recently single after ending a five-year-long relationship, said she’s insistent on how people treat her because of what she learned in Zaloom’s class. “We had a lot of conversations about setting boundaries and being conscious of what you want out of a relationship and a partner and the people in your life,” said Romo. “That really stuck with me.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Correction: A previous version of this post misspelled Shafia Zaloom’s last name. We regret the error.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"The primary goal of consent education is to foster healthy and respectful relationships rooted in mutual understanding and effective communication.","status":"publish","parent":0,"modified":1700528838,"stats":{"hasAudio":true,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1572},"headData":{"title":"Teens want to know how to have better relationships. Consent education can help. | KQED","description":"The primary goal of consent education is to foster healthy and respectful relationships rooted in mutual understanding and effective communication.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"The primary goal of consent education is to foster healthy and respectful relationships rooted in mutual understanding and effective communication.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Teens want to know how to have better relationships. Consent education can help.","datePublished":"2023-07-18T10:00:45.000Z","dateModified":"2023-11-21T01:07:18.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/chrt.fm/track/G6C7C3/traffic.megaphone.fm/KQINC6515570052.mp3?updated=1689638191","excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62011/teens-want-to-know-how-to-have-better-relationships-consent-education-can-help","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">“Only yes means yes, take nothing more and nothing less.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Your body, your choice, consent gives everyone a voice.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rhymes like these are often used to teach and reinforce the essential definition of consent: that all parties need to fully agree to take part in an activity or behavior. While they’re catchy and memorable — a consent-related song and dance even became \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=8W4oKiEQph0\">\u003cspan style=\"font-weight: 400\">a popular TikTok trend\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — these kinds of phrases don’t cover the full extent of what’s needed for kids to understand consent in today’s world. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The primary goal of consent education is to foster healthy and respectful relationships rooted in mutual understanding and effective communication. And kids want to learn these skills. Harvard Graduate School of Education’s \u003c/span>\u003ca href=\"https://mcc.gse.harvard.edu/\">\u003cspan style=\"font-weight: 400\">Making Caring Common\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (MCC) surveyed over 3,000 young adults and high school students and found that young adults want more guidance about developing caring, long-lasting relationships. “We do almost nothing to prepare young people for the subtle, tender, generous, focused, disciplined, tough, wonderful work of learning how to love somebody else and learning how to be loved,” said Richard Weissbourd, the director of MCC.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, consent education sometimes faces resistance from parents and community members who worry that the topics covered are too mature. As a result, implementing consent education programs in schools can be a challenge. In Utah, for example, when state representative Carol Spackman Moss – a former English teacher – \u003c/span>\u003ca href=\"https://www.sltrib.com/news/2021/02/20/second-try-bill-updating/\">\u003cspan style=\"font-weight: 400\">proposed a bill to mandate consent education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, opposing groups claimed the legislation promoted sexual activity. \u003c/span>\u003ca href=\"https://www.sltrib.com/news/2022/03/08/i-was-just-stunned-bill/\">\u003cspan style=\"font-weight: 400\">The bill failed.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When politicians and activists focus on the “sex” part of consent, they forget that consent can be applied to many non-sexual situations, said health educator \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54805/how-parents-can-talk-with-their-teens-about-sex-and-consent\">\u003cspan style=\"font-weight: 400\">Shafia Zaloom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Kids are navigating complex social landscapes every day, and their brains are primed to seek social acceptance. When young people say “no” to things like vaping or cheating, they’re saying no to the social power and the meaning that that person has in their relationships, according to Zaloom. That’s hard to do.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Zaloom teaches health education and consent workshops at schools and nonprofit organizations. Learning to express and respect boundaries are central to her curriculum. In a class she teaches at Urban High School in San Francisco, Zaloom emphasizes that consent is not only about getting a yes or no. The goal is to make sure people leave an experience or relationship feeling respected. “That simply means that both people feel like they were treated like they have value,” she said. Through this work, she has seen that by teaching students about consent, schools can create a lasting culture of empathy and inclusion that benefits the whole community.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Some schools are rethinking sex ed with lessons on consent\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/9lh4XkuG_1A?start=1&feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>From space bubbles to role playing \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Zaloom defines consent with her students, she uses concepts that are suited to their developmental stage. Generally, she said, consent can be boiled down to the idea that your body belongs to you. “You get to choose how you touch and how you get touched,” said Zaloom. When she’s \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59875/the-case-for-starting-sex-ed-in-kindergarten-hula-hoops-recommended\">\u003cspan style=\"font-weight: 400\">teaching young kids\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Zaloom prompts them to think about their space bubbles so little ones can easily conceptualize how they interact with each other. Zaloom is sometimes asked to speak at schools where a young child has been hugging and kissing classmates on the playground without their consent. Adults in the school typically respond to the child by saying “no means no” with regard to touching other kids. While well-intended, Zaloom said this response teaches kids that the responsibility is on the recipient to object to something like a hug or a kiss. It’s more helpful, she said, to teach that people must actively seek consent before initiating such actions. And that a “yes” in one moment doesn’t mean “yes” always. “It’s an opportunity then to engage with kids around the reasons for consent and why they’re so important,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With older students, consent definitions are less concrete because consent can be applied to so many different situations. It comes into play when a student needs to borrow a calculator from a peer or when they are asking one another to be their date to prom. Older students are more interested in what consent looks like in action, said Zaloom, who finds that many teens already know the definition of consent. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her classes, Zaloom has students role play scenarios that may come up in relationships. For instance, twenty-three year old Alyssa Romo, a graduate from Urban High School,\u003c/span>\u003cspan style=\"font-weight: 400\"> participated in a role play where a classmate said “I love you” when she wasn’t ready to reciprocate those feelings. \u003c/span>\u003cspan style=\"font-weight: 400\">“That’s something I still struggle with,” Romo said. “I remember thinking, ‘Oh, like it’s okay to not say [you’re in love] if you don’t want to.’” By actively participating in these scenarios, students develop skills for navigating complex emotional situations in relationships. Role playing allows students to explore different perspectives, learn effective ways to express their feelings and boundaries, and practice active listening and empathy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s really important to meet kids where they are and to find things that translate all of this language and expectation into things that don’t feel so big and overwhelming,” said Zaloom.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC6515570052&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>More than a “moment of legal responsibility” \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sex education is often the closest schools get to teaching about love and relationships, but sex and health education programs can fall short when they only focus on STD and pregnancy prevention. According to \u003c/span>\u003ca href=\"https://siecus.org/wp-content/uploads/2021/09/2022-Sex-Ed-State-Law-and-Policy-Chart.pdf\">\u003cspan style=\"font-weight: 400\">Sex Ed for Social Change\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, 16 states provide abstinence-only sex education. “It’s not about how to have an \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50518/how-to-teach-teens-about-love-consent-and-emotional-intelligence\">\u003cspan style=\"font-weight: 400\">ethical, intimate relationship or sexual relationship \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">with somebody else,” said MCC’s Weissbourd. While some \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4882098/\">\u003cspan style=\"font-weight: 400\">studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> highlight the effectiveness of abstinence-based education, \u003c/span>\u003ca href=\"https://www.jahonline.org/article/S1054-139X(17)30260-4/fulltext\">\u003cspan style=\"font-weight: 400\">a recent analysis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that abstinence-only programs do not reduce teen pregnancies or STD rates. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There’s so much more to think about, to take into consideration, to be attuned to, if we’re really talking about promoting healthy sexuality and relationships that are grounded in mutual respect, empathy, care and dignity,” said Zaloom. She teaches students about laws pertaining to sex and consent, but also encourages students to think of consent as a “vibe”, rather than a moment of legal responsibility, meaning that consent isn’t about just checking a box and moving on.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, she talks to students about ethical sexuality, which takes into account a person’s wellbeing. So whether it’s a casual relationship or something they’ve been building up to for a long time, both people involved should be consenting and aligned. Zaloom prompts students to think about what good sex means to them. “Because you can have a consensual sexual experience that is boring. That’s embarrassing. That’s disappointing. And not that that isn’t a part of life. It certainly is. But we want to aspire to something a little more than that,” said Zaloom. “So there’s legal, there’s ethical, and then there’s what’s good.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Moving beyond popular culture messages\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">MCC’s survey of teens and young adults indicates that if children do not receive education about love and relationships from their parents or schools, they are likely to seek information from popular culture, including movies and social media. While popular culture representations are not inherently negative, unchecked models of unhealthy relationships can influence young people’s perceptions. “In that way, images of the media are more damaging and dangerous than images of violence in the media,” said Weissbourd. Misconceptions can result in young people staying in unhealthy relationships, alcoholism, or domestic abuse, according to MCC’s survey. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To counteract the negative influence of popular entertainment, Zaloom assigns romantic comedies for students to watch and facilitates whole-class discussions about them. During these discussions, students identify and analyze both healthy and unhealthy relationship practices portrayed by the main characters. Romo, Zaloom’s former student, remembered watching the movie “Friends with Benefits,” and identifying the characters’ healthy relationship practices. “Like setting expectations for the relationship or boundaries or telling each other what they wanted,” said Romo. “It’s a silly movie, but that’s kind of a big deal.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When done well, consent education can help young people to navigate relationships, establish boundaries, and build meaningful connections. Romo, who is recently single after ending a five-year-long relationship, said she’s insistent on how people treat her because of what she learned in Zaloom’s class. “We had a lot of conversations about setting boundaries and being conscious of what you want out of a relationship and a partner and the people in your life,” said Romo. “That really stuck with me.”\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>\u003cem>Correction: A previous version of this post misspelled Shafia Zaloom’s last name. We regret the error.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62011/teens-want-to-know-how-to-have-better-relationships-consent-education-can-help","authors":["11721"],"programs":["mindshift_21847"],"categories":["mindshift_21445","mindshift_21512","mindshift_21504","mindshift_21280","mindshift_21130","mindshift_21848","mindshift_193"],"tags":["mindshift_21250","mindshift_21036","mindshift_21231","mindshift_21268","mindshift_268","mindshift_21067","mindshift_21213","mindshift_944","mindshift_20963","mindshift_943","mindshift_30"],"featImg":"mindshift_62012","label":"mindshift_21847"},"mindshift_61973":{"type":"posts","id":"mindshift_61973","meta":{"index":"posts_1591205157","site":"mindshift","id":"61973","score":null,"sort":[1688983215000]},"guestAuthors":[],"slug":"plenty-of-black-college-students-want-to-be-teachers-so-why-dont-they-end-up-in-classrooms","title":"Plenty of Black college students want to be teachers, so why don't they end up in classrooms?","publishDate":1688983215,"format":"standard","headTitle":"Plenty of Black college students want to be teachers, so why don’t they end up in classrooms? | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">A growing problem in American classrooms is that teachers don’t resemble the students they teach. Eighty percent of the nation’s \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/clr/public-school-teachers\">\u003cspan style=\"font-weight: 400\">3.8 million public school teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are white, but over half of their students are Black, Hispanic, Asian, Native American and mixed races. The small slice of Black teachers has actually shrunk slightly over the past decade from 7% in 2011–12 to \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/clr/public-school-teachers\">\u003cspan style=\"font-weight: 400\">6%\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in 2020–21, while Black students make up a much larger 15% share of the public school student population. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A Black teacher can make a positive difference for Black children. Research has shown that Black students are \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0162373717693109?journalCode=epaa\">\u003cspan style=\"font-weight: 400\">less likely to be suspended\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and more likely to be \u003c/span>\u003ca href=\"https://hechingerreport.org/bright-black-students-who-are-taught-by-black-teachers-are-more-likely-to-get-into-gifted-and-talented-classrooms/\">\u003cspan style=\"font-weight: 400\">placed in gifted classes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> when they are taught by Black teachers. Studies have often found that Black students \u003c/span>\u003ca href=\"https://ideas.repec.org/a/eee/ecoedu/v45y2015icp44-52.html\">\u003cspan style=\"font-weight: 400\">learn more from teachers of the same race\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Teacher diversity statistics in 2020-21. Public school teachers are overwhelmingly white but most students are not.\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_61975\" class=\"wp-caption aligncenter\" style=\"max-width: 1210px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61975\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/image1.png\" alt=\"\" width=\"1210\" height=\"756\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/image1.png 1210w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image1-800x500.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image1-1020x637.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image1-160x100.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image1-768x480.png 768w\" sizes=\"(max-width: 1210px) 100vw, 1210px\">\u003cfigcaption class=\"wp-caption-text\">Chart from the website of the National Center for Education Statistics. (2023). Characteristics of Public School Teachers. Condition of Education. U.S. Department of Education, Institute of Education Sciences. Retrieved from https://nces.ed.gov/programs/coe/indicator/clr.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are many reasons for the paucity of Black teachers. But a June 2023 analysis of college students in Michigan highlights a particularly leaky part of the teacher pipeline: teacher preparation programs inside colleges and universities.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the start of college, Michigan’s Black students are almost as interested in teaching as white students, the report found. But Black students are far less likely to complete teacher preparation programs and become certified teachers. There’s a surprisingly large drop in prospective Black teachers as they’re finishing their coursework and about to start teaching internships in classrooms. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There are a lot of potentially great educators who just aren’t making it to the classroom,” said Tara Kilbride, lead author of the analysis conducted by Education Policy Innovation Collaborative (EPIC), a research center at Michigan State University.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The June 2023 research report, “\u003c/span>\u003ca href=\"https://epicedpolicy.org/tracking-progress-through-mi-teacher-pipeline/\">\u003cspan style=\"font-weight: 400\">Tracking Progress Through Michigan’s Teacher Pipeline\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” analyzed prospective teachers of all races and found that enrollment in education courses has been declining since 2010. But two data points on Black undergraduates jumped out at me: their relatively high rates of curiosity about teaching and their extremely low completion rates in teacher certification. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kilbride and her colleagues analyzed 12 years of college student data, from 2010-11 to 2021-22, at 15 public colleges and universities in Michigan, where the majority of Michigan’s teachers receive their training. Researchers noticed that Black undergraduates were almost as likely as white students to take a teacher education class (13% of Black students versus 14% of white students). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Only a fraction of the 34,000 Michigan students who took an initial education course progressed to student teachers, either by majoring in education or by adding a teacher preparation program to another field of study, often in the subject that they intend to teach. But the completion gap between Black and white students was large and striking. A mere 7% of the Black students who took a teacher education course in Michigan became student teachers, compared to 30% of white students who took these courses. To be sure, many students change their minds about becoming a teacher, but there’s no obvious reason why Black students would be changing their minds at such high rates. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers drilled into the data to try to understand what is going on. Part of the explanation is that Black students are dropping out of college in higher numbers. But students were abandoning teacher preparation in higher rates than they were leaving school. (In other words, the decline in prospective Black teachers far exceeded the Black college dropout rate.) Many of these Black students are staying in college and earning degrees. They’re just not completing their teacher training.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers next looked at the timing of Black students’ departure from the pathway to teaching. During introductory 100-level courses and intermediate 200-level courses, Black students are sticking with education at almost the same rate as white students. But as students progress to advanced coursework in 300- and 400-level courses, Black students abandon teacher training in much larger numbers. Many Black students have completed five or more semester-long courses in education at this point. It adds up to thousands of wasted hours and tuition dollars.\u003c/span>\u003c/p>\n\u003cp>\u003cb>The leaky teacher pipeline. Course progression rates for undergraduates in education in Michigan’s public colleges and universities by race and ethnicity.\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_61974\" class=\"wp-caption aligncenter\" style=\"max-width: 1258px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61974\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2.png\" alt=\"\" width=\"1258\" height=\"498\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2.png 1258w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-800x317.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-1020x404.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-160x63.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-768x304.png 768w\" sizes=\"(max-width: 1258px) 100vw, 1258px\">\u003cfigcaption class=\"wp-caption-text\">Only 7% of Black undergraduates who take an initial education class make it through to student teaching, a prerequisite for becoming a certified teacher in Michigan. Source: Figure 5 of “Tracking Progress Through Michigan’s Teacher Pipeline,” a June 2023 report of the Education Policy Innovation Collaborative (EPIC) at Michigan State University.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kilbride suspects that several hurdles are disproportionately impeding the progress of prospective Black teachers as they near the end of their coursework. High among them is a state requirement to complete \u003c/span>\u003ca href=\"https://www.michigan.gov/-/media/Project/Websites/mde/educator_services/prep/clinical_experiences_requirements.pdf?rev=f95ac2294f834dad93b3116aa6bd697b\">\u003cspan style=\"font-weight: 400\">600 “clinical” hours\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of apprenticeships and student teaching, which are usually unpaid. Some university programs require more. That’s both a scheduling and financial challenge for Black students, many of whom are low-income and juggling a substantial part-time job alongside college.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There’s also a time cost,” said Kilbride, EPIC’s assistant director of research. “Some of these programs require a fifth year for students to complete these clinical experiences. So that’s an extra year that they’re spending on their education, and not earning a wage.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tuition alone for a fifth year of teacher preparation at Michigan State University, for example, runs \u003c/span>\u003ca href=\"https://msutoday.msu.edu/news/2022/teacher-prep-program-change-2022#:~:text=The%20Michigan%20State%20University%20Teacher,the%20well%2Dregarded%20undergraduate%20program.\">\u003cspan style=\"font-weight: 400\">$16,700\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another obstacle is Michigan’s teacher licensure tests. The pass rates for Black students are much lower, and it’s unclear why. (Only 54% of Black test-takers passed the Michigan Test for Teacher Certification, compared to 90%, 87%, and 83% of their White, Asian, and Hispanic counterparts, respectively.) Despite completing all or nearly all of their teacher training coursework, many Black students fail the test and leave the teacher preparation program before they even start their student teaching hours. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though the study took place only in Michigan, Kilbride says the loss of Black teacher candidates while still in college is likely a widespread phenomenon around the country. Michigan is a particularly good place to study the scarcity of Black teachers given the imbalance between the large Black population, the largest minority in the state, and the small number of Black teachers. Eighteen percent of public school students in Michigan are Black but only \u003c/span>\u003ca href=\"https://www.michigan.gov/mde/news-and-information/press-releases/2023/06/27/michigan-is-making-progress-in-responding-to-the-teacher-shortage\">\u003cspan style=\"font-weight: 400\">7% \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">of teachers are.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kilbride told me about several initiatives underway in Michigan to address the problems that Black prospective teachers are facing. There are \u003c/span>\u003ca href=\"https://www.ourmidland.com/news/article/student-teachers-michigan-eligible-stipends-17836886.php\">\u003cspan style=\"font-weight: 400\">new stipends\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> – up to $9,600 a semester – to help low-income students with their bills while they are student teaching. Michigan State University recently \u003c/span>\u003ca href=\"https://msutoday.msu.edu/news/2022/teacher-prep-program-change-2022#:~:text=The%20Michigan%20State%20University%20Teacher,the%20well%2Dregarded%20undergraduate%20program.\">\u003cspan style=\"font-weight: 400\">shortened its five-year teacher preparation program to four years\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for all students who start in the fall of 2023. Kilbride says these and other reforms should be monitored to see if they help boost the number of Black teachers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The good news is that Black college students who overcome all the obstacles and make it across the finish line to become certified teachers are more likely to get jobs in public schools and stay in the profession. Almost three quarters of newly certified Black teachers taught in a Michigan public school within five years of becoming certified (compared to fewer than 70% of white teachers), and 44% taught for at least five years (compared to 38% of white teachers).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are many approaches to boosting the number of teachers of color in U.S. classrooms. Of course, it makes sense to focus on doing more to \u003c/span>\u003ca href=\"https://hechingerreport.org/opinion-we-must-remove-barriers-that-keep-teachers-away-from-our-profession-and-encourage-a-diverse-workforce/\">\u003cspan style=\"font-weight: 400\">retain the few Black teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who are already there. But this Michigan report points to systemic problems that hinder the development of future Black teachers. They won’t be simple or cheap to fix. Defining the obstacles – as this study does – is a good first step.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-plenty-of-black-college-students-want-to-be-teachers-but-something-keeps-derailing-them-late-in-the-process/\">\u003ci>\u003cspan style=\"font-weight: 400\">teacher diversity statistics\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"A study of Michigan colleges found that Black students are almost as interested in teaching as white students but far less likely to become certified teachers.","status":"publish","parent":0,"modified":1688778113,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":1439},"headData":{"title":"Plenty of Black college students want to be teachers, so why don't they end up in classrooms? | KQED","description":"A Michigan study found that Black students are almost as interested in teaching as white students but far less likely to become certified teachers.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"A Michigan study found that Black students are almost as interested in teaching as white students but far less likely to become certified teachers.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Plenty of Black college students want to be teachers, so why don't they end up in classrooms?","datePublished":"2023-07-10T10:00:15.000Z","dateModified":"2023-07-08T01:01:53.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61973/plenty-of-black-college-students-want-to-be-teachers-so-why-dont-they-end-up-in-classrooms","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">A growing problem in American classrooms is that teachers don’t resemble the students they teach. Eighty percent of the nation’s \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/clr/public-school-teachers\">\u003cspan style=\"font-weight: 400\">3.8 million public school teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are white, but over half of their students are Black, Hispanic, Asian, Native American and mixed races. The small slice of Black teachers has actually shrunk slightly over the past decade from 7% in 2011–12 to \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/clr/public-school-teachers\">\u003cspan style=\"font-weight: 400\">6%\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in 2020–21, while Black students make up a much larger 15% share of the public school student population. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A Black teacher can make a positive difference for Black children. Research has shown that Black students are \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0162373717693109?journalCode=epaa\">\u003cspan style=\"font-weight: 400\">less likely to be suspended\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and more likely to be \u003c/span>\u003ca href=\"https://hechingerreport.org/bright-black-students-who-are-taught-by-black-teachers-are-more-likely-to-get-into-gifted-and-talented-classrooms/\">\u003cspan style=\"font-weight: 400\">placed in gifted classes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> when they are taught by Black teachers. Studies have often found that Black students \u003c/span>\u003ca href=\"https://ideas.repec.org/a/eee/ecoedu/v45y2015icp44-52.html\">\u003cspan style=\"font-weight: 400\">learn more from teachers of the same race\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Teacher diversity statistics in 2020-21. Public school teachers are overwhelmingly white but most students are not.\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_61975\" class=\"wp-caption aligncenter\" style=\"max-width: 1210px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61975\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/image1.png\" alt=\"\" width=\"1210\" height=\"756\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/image1.png 1210w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image1-800x500.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image1-1020x637.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image1-160x100.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image1-768x480.png 768w\" sizes=\"(max-width: 1210px) 100vw, 1210px\">\u003cfigcaption class=\"wp-caption-text\">Chart from the website of the National Center for Education Statistics. (2023). Characteristics of Public School Teachers. Condition of Education. U.S. Department of Education, Institute of Education Sciences. Retrieved from https://nces.ed.gov/programs/coe/indicator/clr.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are many reasons for the paucity of Black teachers. But a June 2023 analysis of college students in Michigan highlights a particularly leaky part of the teacher pipeline: teacher preparation programs inside colleges and universities.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the start of college, Michigan’s Black students are almost as interested in teaching as white students, the report found. But Black students are far less likely to complete teacher preparation programs and become certified teachers. There’s a surprisingly large drop in prospective Black teachers as they’re finishing their coursework and about to start teaching internships in classrooms. \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\">“There are a lot of potentially great educators who just aren’t making it to the classroom,” said Tara Kilbride, lead author of the analysis conducted by Education Policy Innovation Collaborative (EPIC), a research center at Michigan State University.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The June 2023 research report, “\u003c/span>\u003ca href=\"https://epicedpolicy.org/tracking-progress-through-mi-teacher-pipeline/\">\u003cspan style=\"font-weight: 400\">Tracking Progress Through Michigan’s Teacher Pipeline\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” analyzed prospective teachers of all races and found that enrollment in education courses has been declining since 2010. But two data points on Black undergraduates jumped out at me: their relatively high rates of curiosity about teaching and their extremely low completion rates in teacher certification. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kilbride and her colleagues analyzed 12 years of college student data, from 2010-11 to 2021-22, at 15 public colleges and universities in Michigan, where the majority of Michigan’s teachers receive their training. Researchers noticed that Black undergraduates were almost as likely as white students to take a teacher education class (13% of Black students versus 14% of white students). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Only a fraction of the 34,000 Michigan students who took an initial education course progressed to student teachers, either by majoring in education or by adding a teacher preparation program to another field of study, often in the subject that they intend to teach. But the completion gap between Black and white students was large and striking. A mere 7% of the Black students who took a teacher education course in Michigan became student teachers, compared to 30% of white students who took these courses. To be sure, many students change their minds about becoming a teacher, but there’s no obvious reason why Black students would be changing their minds at such high rates. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers drilled into the data to try to understand what is going on. Part of the explanation is that Black students are dropping out of college in higher numbers. But students were abandoning teacher preparation in higher rates than they were leaving school. (In other words, the decline in prospective Black teachers far exceeded the Black college dropout rate.) Many of these Black students are staying in college and earning degrees. They’re just not completing their teacher training.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers next looked at the timing of Black students’ departure from the pathway to teaching. During introductory 100-level courses and intermediate 200-level courses, Black students are sticking with education at almost the same rate as white students. But as students progress to advanced coursework in 300- and 400-level courses, Black students abandon teacher training in much larger numbers. Many Black students have completed five or more semester-long courses in education at this point. It adds up to thousands of wasted hours and tuition dollars.\u003c/span>\u003c/p>\n\u003cp>\u003cb>The leaky teacher pipeline. Course progression rates for undergraduates in education in Michigan’s public colleges and universities by race and ethnicity.\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_61974\" class=\"wp-caption aligncenter\" style=\"max-width: 1258px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61974\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2.png\" alt=\"\" width=\"1258\" height=\"498\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2.png 1258w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-800x317.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-1020x404.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-160x63.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-768x304.png 768w\" sizes=\"(max-width: 1258px) 100vw, 1258px\">\u003cfigcaption class=\"wp-caption-text\">Only 7% of Black undergraduates who take an initial education class make it through to student teaching, a prerequisite for becoming a certified teacher in Michigan. Source: Figure 5 of “Tracking Progress Through Michigan’s Teacher Pipeline,” a June 2023 report of the Education Policy Innovation Collaborative (EPIC) at Michigan State University.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kilbride suspects that several hurdles are disproportionately impeding the progress of prospective Black teachers as they near the end of their coursework. High among them is a state requirement to complete \u003c/span>\u003ca href=\"https://www.michigan.gov/-/media/Project/Websites/mde/educator_services/prep/clinical_experiences_requirements.pdf?rev=f95ac2294f834dad93b3116aa6bd697b\">\u003cspan style=\"font-weight: 400\">600 “clinical” hours\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of apprenticeships and student teaching, which are usually unpaid. Some university programs require more. That’s both a scheduling and financial challenge for Black students, many of whom are low-income and juggling a substantial part-time job alongside college.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There’s also a time cost,” said Kilbride, EPIC’s assistant director of research. “Some of these programs require a fifth year for students to complete these clinical experiences. So that’s an extra year that they’re spending on their education, and not earning a wage.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tuition alone for a fifth year of teacher preparation at Michigan State University, for example, runs \u003c/span>\u003ca href=\"https://msutoday.msu.edu/news/2022/teacher-prep-program-change-2022#:~:text=The%20Michigan%20State%20University%20Teacher,the%20well%2Dregarded%20undergraduate%20program.\">\u003cspan style=\"font-weight: 400\">$16,700\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another obstacle is Michigan’s teacher licensure tests. The pass rates for Black students are much lower, and it’s unclear why. (Only 54% of Black test-takers passed the Michigan Test for Teacher Certification, compared to 90%, 87%, and 83% of their White, Asian, and Hispanic counterparts, respectively.) Despite completing all or nearly all of their teacher training coursework, many Black students fail the test and leave the teacher preparation program before they even start their student teaching hours. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though the study took place only in Michigan, Kilbride says the loss of Black teacher candidates while still in college is likely a widespread phenomenon around the country. Michigan is a particularly good place to study the scarcity of Black teachers given the imbalance between the large Black population, the largest minority in the state, and the small number of Black teachers. Eighteen percent of public school students in Michigan are Black but only \u003c/span>\u003ca href=\"https://www.michigan.gov/mde/news-and-information/press-releases/2023/06/27/michigan-is-making-progress-in-responding-to-the-teacher-shortage\">\u003cspan style=\"font-weight: 400\">7% \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">of teachers are.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kilbride told me about several initiatives underway in Michigan to address the problems that Black prospective teachers are facing. There are \u003c/span>\u003ca href=\"https://www.ourmidland.com/news/article/student-teachers-michigan-eligible-stipends-17836886.php\">\u003cspan style=\"font-weight: 400\">new stipends\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> – up to $9,600 a semester – to help low-income students with their bills while they are student teaching. Michigan State University recently \u003c/span>\u003ca href=\"https://msutoday.msu.edu/news/2022/teacher-prep-program-change-2022#:~:text=The%20Michigan%20State%20University%20Teacher,the%20well%2Dregarded%20undergraduate%20program.\">\u003cspan style=\"font-weight: 400\">shortened its five-year teacher preparation program to four years\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for all students who start in the fall of 2023. Kilbride says these and other reforms should be monitored to see if they help boost the number of Black teachers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The good news is that Black college students who overcome all the obstacles and make it across the finish line to become certified teachers are more likely to get jobs in public schools and stay in the profession. Almost three quarters of newly certified Black teachers taught in a Michigan public school within five years of becoming certified (compared to fewer than 70% of white teachers), and 44% taught for at least five years (compared to 38% of white teachers).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are many approaches to boosting the number of teachers of color in U.S. classrooms. Of course, it makes sense to focus on doing more to \u003c/span>\u003ca href=\"https://hechingerreport.org/opinion-we-must-remove-barriers-that-keep-teachers-away-from-our-profession-and-encourage-a-diverse-workforce/\">\u003cspan style=\"font-weight: 400\">retain the few Black teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who are already there. But this Michigan report points to systemic problems that hinder the development of future Black teachers. They won’t be simple or cheap to fix. Defining the obstacles – as this study does – is a good first step.\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>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-plenty-of-black-college-students-want-to-be-teachers-but-something-keeps-derailing-them-late-in-the-process/\">\u003ci>\u003cspan style=\"font-weight: 400\">teacher diversity statistics\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61973/plenty-of-black-college-students-want-to-be-teachers-so-why-dont-they-end-up-in-classrooms","authors":["byline_mindshift_61973"],"categories":["mindshift_21512","mindshift_21504"],"tags":["mindshift_21250","mindshift_21479","mindshift_21213","mindshift_21567","mindshift_21675","mindshift_21674","mindshift_21576","mindshift_21263","mindshift_208","mindshift_21605"],"featImg":"mindshift_61978","label":"mindshift"},"mindshift_61909":{"type":"posts","id":"mindshift_61909","meta":{"index":"posts_1591205157","site":"mindshift","id":"61909","score":null,"sort":[1688000440000]},"guestAuthors":[],"slug":"how-teachers-can-handle-difficult-requests-from-well-intentioned-parents","title":"How teachers can handle difficult requests from well-intentioned parents","publishDate":1688000440,"format":"standard","headTitle":"How teachers can handle difficult requests from well-intentioned parents | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>© 2023 by Crystal Frommert, excerpted from the book\u003c/em> \u003ca href=\"https://www.amazon.com/gp/product/B0BZFLDRSR/ref=ppx_yo_dt_b_asin_title_o01_s00?ie=UTF8&psc=1\">When Calling Parents Isn’t Your Calling: A Teacher’s Guide to Communicating with Parents\u003c/a>. \u003cem>Used with permission of the publisher, Road to Awesome, LLC.\u003c/em>\u003c/p>\n\u003cp>Sometimes, it’s not the parent who is being difficult, but rather the request itself is difficult. While we want to work with parents to meet the needs of the student, some requests are not always best for their child’s educational experience. The following questions\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61911 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/bookcover.jpg\" alt=\"\" width=\"140\" height=\"224\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/bookcover.jpg 625w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/bookcover-160x256.jpg 160w\" sizes=\"(max-width: 140px) 100vw, 140px\"> have been asked of my colleagues and myself many times from parents. After each request is a suggestion for how to say no firmly but kindly. I have phrased these requests in a cheeky way for humor’s sake. Most of the time these requests are a bit ridiculous, but there are times that these requests are valid due to health, family situations, or other extreme circumstances. Because fair doesn’t mean equal, you can certainly give a student more time on an assignment or another exception because of a family crisis but not give the same extension to another student for a much less serious reason. If a student or parent ever questions the fairness of a request (which I find is rare), I always tell them that another student’s situation is not something I can share.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>“Since there are two days left in the grading period, is there anything my child can do to earn extra credit or bring up their average?” \u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Communicate as early as possible with parents if there is a chance for a student to improve their average. If a parent contacts you about improving a grade with only a few days left in the grading period, you can reiterate to the parents that all of the planned assessments have been completed for the term and offer tips on how their child can get a strong start in the upcoming term.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>“My child was up late playing a sport, celebrating his second cousin’s roommate’s graduation, practicing the bassoon, or some other reason why they are unable to take the test you announced weeks ago. Can they take the test scheduled for today at another time?” \u003c/em>\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Stand firm on this one unless there are extreme extenuating circumstances. Offer to answer any last-minute questions if there is time before school or between classes. Reassure the parent that there have been x number of review days to prepare students for the assessment. If this request comes as an email, you could also reply to it after their child has taken the test, making it a moot point.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>“Can my child turn in his work late?” See the above reasons.\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Inevitably a student will need to turn in an assignment late now and again. Life happens. To avoid handling this request on a case-by-case basis, I set up a freebie system for daily work in my middle school classes. Each term every student gets an exemption from a daily assignment – no questions asked. They are responsible for practicing the material in time for the next assessment, but they do not have to hand it in. If a parent requests that another assignment during the term be handed in late, then I can have a conversation about why they have missed TWO daily assignments. Parents are less likely to push back when there might be a pattern developing around missed daily work. I taught my students to use their freebie thoughtfully. They should plan ahead for an upcoming late-night event, birthday, or another busy day.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>“My child is unable to attend any of the tutorial sessions you offer. Are you available every day after 8 pm or before 7 am to help her with her homework?\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Reiterate to the parent which days/times you are available for extra help. If their child has questions outside of the offered times, list out the resources that are available to them such as notes, the textbook, online resources, contacting a classmate, or (if you have the time) make a short video of yourself explaining the concept that they can watch at any time. To avoid this issue altogether, my school’s math department scheduled one math teacher to be on duty every morning and every afternoon for tutorials. If a student had a math question, they could pop in before or after school to ask a question – they may not have been able to see their own math teacher, but at least they could get their question answered.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>“I see that my child left her science project on the kitchen table. Can I bring it to school so that she won’t lose credit? \u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Some schools are clear about not allowing parents to deliver homework and projects to school. There are various reasons for this — one being equity and another being to teach kids responsibility. If your school does not have a policy regarding parents delivering assignments to their children, then it is very difficult to prevent this as an individual teacher. If it is important to you that students are not allowed to accept school day deliveries from parents, there are steps you can take to prevent it.\u003c/p>\n\u003cul>\n\u003cli>Set an expectation at Parent Night that parents are NOT expected to bring forgotten assignments to school. Stress the importance of responsibility and equity in your reasoning. Most parents will be relieved that this is not expected or acceptable.\u003c/li>\n\u003cli>Set a rolling due date for major projects. For example, the science project is due the week of Sept 20. This is a smoke and mirrors tactic to hide the fact that the real due date is the Friday of that week but you’ll accept projects starting Monday. (This also makes grading more manageable because projects trickle in over a five-day range.)\u003c/li>\n\u003cli>Do not allow a student to call their parents from school to request homework/project delivery. The older students might sneak an email or text to ask their parents to bring an assignment, but you can discourage this by reiterating to students that asking parents to deliver their work promotes inequality and irresponsibility. (They probably won’t care but at least you shared your two cents.)\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>\u003cem>“My child would prefer to be in Mr. Feeney’s class, or my child needs to be in advanced-level math, or my child prefers to take English in the mornings, can she switch classes?”\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Hopefully, your school has a policy regarding how a student places into leveled classes. If this is the case, refer the parent back to the posted policy of requirements. If the class change request is not related to a leveled class, this is something that can be immediately escalated to the administration.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>“My child does not get along with Trouble Jones, Jr. Can you make sure they do not socialize together during the school day?”\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Kids move in and out of friendships like a Houston driver changes lanes on I–10. One day they are best friends, and the next day they call each other stupid smelly-face. It is ok to ask two students who are having a rough patch to give each other space because, as the educator, you can observe the temperature of their relationship every day. Parents are not close to what’s happening with friendships on the playground at recess. Parents also often only hear one side of the story. Reassure parents that students are closely monitored and that they are taught restorative practices and conflict resolution. Parents might need assurance that mistreatment is never tolerated, but also we want to keep the path clear for a potential repair in their friendship. If a parent is worried about their child being bullied or physically harmed (even if it is an unjustified concern), stay in frequent communication with the concerned parent so they can feel confident that their child is safe and happy at school.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61910 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/headshot2022.jpeg\" alt=\"\" width=\"189\" height=\"189\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/headshot2022.jpeg 512w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/headshot2022-160x160.jpeg 160w\" sizes=\"(max-width: 189px) 100vw, 189px\">Crystal Frommert, M.Ed, has over 20 years of experience as an educator in middle and high school. Crystal has taught math, computer science and social justice in public, parochial and international schools. Beyond teaching, she has served as an instructional coach, school board member, adjunct college instructor, technology coordinator and assistant head of middle school. She has presented at local, national and international educational conferences on topics ranging from social and emotional learning to technology integration. She is currently a middle school math teacher and administrator in Houston.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"In her book, When Calling Parents isn't Your Calling, teacher Crystal Frommert gives tips for managing tricky parental inquiries and fostering productive teacher-parent partnerships.","status":"publish","parent":0,"modified":1688005514,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1446},"headData":{"title":"How teachers can handle difficult requests from well-intentioned parents | KQED","description":"Teacher Crystal Frommert gives tips for managing tricky parental inquiries and fostering productive teacher-parent partnerships","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Teacher Crystal Frommert gives tips for managing tricky parental inquiries and fostering productive teacher-parent partnerships","schema":{"@context":"http://schema.org","@type":"Article","headline":"How teachers can handle difficult requests from well-intentioned parents","datePublished":"2023-06-29T01:00:40.000Z","dateModified":"2023-06-29T02:25:14.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61909/how-teachers-can-handle-difficult-requests-from-well-intentioned-parents","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>© 2023 by Crystal Frommert, excerpted from the book\u003c/em> \u003ca href=\"https://www.amazon.com/gp/product/B0BZFLDRSR/ref=ppx_yo_dt_b_asin_title_o01_s00?ie=UTF8&psc=1\">When Calling Parents Isn’t Your Calling: A Teacher’s Guide to Communicating with Parents\u003c/a>. \u003cem>Used with permission of the publisher, Road to Awesome, LLC.\u003c/em>\u003c/p>\n\u003cp>Sometimes, it’s not the parent who is being difficult, but rather the request itself is difficult. While we want to work with parents to meet the needs of the student, some requests are not always best for their child’s educational experience. The following questions\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61911 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/bookcover.jpg\" alt=\"\" width=\"140\" height=\"224\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/bookcover.jpg 625w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/bookcover-160x256.jpg 160w\" sizes=\"(max-width: 140px) 100vw, 140px\"> have been asked of my colleagues and myself many times from parents. After each request is a suggestion for how to say no firmly but kindly. I have phrased these requests in a cheeky way for humor’s sake. Most of the time these requests are a bit ridiculous, but there are times that these requests are valid due to health, family situations, or other extreme circumstances. Because fair doesn’t mean equal, you can certainly give a student more time on an assignment or another exception because of a family crisis but not give the same extension to another student for a much less serious reason. If a student or parent ever questions the fairness of a request (which I find is rare), I always tell them that another student’s situation is not something I can share.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>“Since there are two days left in the grading period, is there anything my child can do to earn extra credit or bring up their average?” \u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Communicate as early as possible with parents if there is a chance for a student to improve their average. If a parent contacts you about improving a grade with only a few days left in the grading period, you can reiterate to the parents that all of the planned assessments have been completed for the term and offer tips on how their child can get a strong start in the upcoming term.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>“My child was up late playing a sport, celebrating his second cousin’s roommate’s graduation, practicing the bassoon, or some other reason why they are unable to take the test you announced weeks ago. Can they take the test scheduled for today at another time?” \u003c/em>\u003c/strong>\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>Stand firm on this one unless there are extreme extenuating circumstances. Offer to answer any last-minute questions if there is time before school or between classes. Reassure the parent that there have been x number of review days to prepare students for the assessment. If this request comes as an email, you could also reply to it after their child has taken the test, making it a moot point.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>“Can my child turn in his work late?” See the above reasons.\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Inevitably a student will need to turn in an assignment late now and again. Life happens. To avoid handling this request on a case-by-case basis, I set up a freebie system for daily work in my middle school classes. Each term every student gets an exemption from a daily assignment – no questions asked. They are responsible for practicing the material in time for the next assessment, but they do not have to hand it in. If a parent requests that another assignment during the term be handed in late, then I can have a conversation about why they have missed TWO daily assignments. Parents are less likely to push back when there might be a pattern developing around missed daily work. I taught my students to use their freebie thoughtfully. They should plan ahead for an upcoming late-night event, birthday, or another busy day.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>“My child is unable to attend any of the tutorial sessions you offer. Are you available every day after 8 pm or before 7 am to help her with her homework?\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Reiterate to the parent which days/times you are available for extra help. If their child has questions outside of the offered times, list out the resources that are available to them such as notes, the textbook, online resources, contacting a classmate, or (if you have the time) make a short video of yourself explaining the concept that they can watch at any time. To avoid this issue altogether, my school’s math department scheduled one math teacher to be on duty every morning and every afternoon for tutorials. If a student had a math question, they could pop in before or after school to ask a question – they may not have been able to see their own math teacher, but at least they could get their question answered.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>“I see that my child left her science project on the kitchen table. Can I bring it to school so that she won’t lose credit? \u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Some schools are clear about not allowing parents to deliver homework and projects to school. There are various reasons for this — one being equity and another being to teach kids responsibility. If your school does not have a policy regarding parents delivering assignments to their children, then it is very difficult to prevent this as an individual teacher. If it is important to you that students are not allowed to accept school day deliveries from parents, there are steps you can take to prevent it.\u003c/p>\n\u003cul>\n\u003cli>Set an expectation at Parent Night that parents are NOT expected to bring forgotten assignments to school. Stress the importance of responsibility and equity in your reasoning. Most parents will be relieved that this is not expected or acceptable.\u003c/li>\n\u003cli>Set a rolling due date for major projects. For example, the science project is due the week of Sept 20. This is a smoke and mirrors tactic to hide the fact that the real due date is the Friday of that week but you’ll accept projects starting Monday. (This also makes grading more manageable because projects trickle in over a five-day range.)\u003c/li>\n\u003cli>Do not allow a student to call their parents from school to request homework/project delivery. The older students might sneak an email or text to ask their parents to bring an assignment, but you can discourage this by reiterating to students that asking parents to deliver their work promotes inequality and irresponsibility. (They probably won’t care but at least you shared your two cents.)\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>\u003cem>“My child would prefer to be in Mr. Feeney’s class, or my child needs to be in advanced-level math, or my child prefers to take English in the mornings, can she switch classes?”\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Hopefully, your school has a policy regarding how a student places into leveled classes. If this is the case, refer the parent back to the posted policy of requirements. If the class change request is not related to a leveled class, this is something that can be immediately escalated to the administration.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>“My child does not get along with Trouble Jones, Jr. Can you make sure they do not socialize together during the school day?”\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Kids move in and out of friendships like a Houston driver changes lanes on I–10. One day they are best friends, and the next day they call each other stupid smelly-face. It is ok to ask two students who are having a rough patch to give each other space because, as the educator, you can observe the temperature of their relationship every day. Parents are not close to what’s happening with friendships on the playground at recess. Parents also often only hear one side of the story. Reassure parents that students are closely monitored and that they are taught restorative practices and conflict resolution. Parents might need assurance that mistreatment is never tolerated, but also we want to keep the path clear for a potential repair in their friendship. If a parent is worried about their child being bullied or physically harmed (even if it is an unjustified concern), stay in frequent communication with the concerned parent so they can feel confident that their child is safe and happy at school.\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>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61910 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/headshot2022.jpeg\" alt=\"\" width=\"189\" height=\"189\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/headshot2022.jpeg 512w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/headshot2022-160x160.jpeg 160w\" sizes=\"(max-width: 189px) 100vw, 189px\">Crystal Frommert, M.Ed, has over 20 years of experience as an educator in middle and high school. Crystal has taught math, computer science and social justice in public, parochial and international schools. Beyond teaching, she has served as an instructional coach, school board member, adjunct college instructor, technology coordinator and assistant head of middle school. She has presented at local, national and international educational conferences on topics ranging from social and emotional learning to technology integration. She is currently a middle school math teacher and administrator in Houston.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61909/how-teachers-can-handle-difficult-requests-from-well-intentioned-parents","authors":["4354"],"categories":["mindshift_194","mindshift_21385","mindshift_193"],"tags":["mindshift_21036","mindshift_21110","mindshift_231","mindshift_20737","mindshift_290","mindshift_21213"],"featImg":"mindshift_61913","label":"mindshift"},"mindshift_61775":{"type":"posts","id":"mindshift_61775","meta":{"index":"posts_1591205157","site":"mindshift","id":"61775","score":null,"sort":[1685959211000]},"guestAuthors":[],"slug":"how-important-was-your-favorite-teacher-to-your-success-researchers-have-done-the-math","title":"How important was your favorite teacher to your success? Researchers have done the math","publishDate":1685959211,"format":"standard","headTitle":"How important was your favorite teacher to your success? Researchers have done the math | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">It’s often hard to express exactly why certain teachers make such a difference in our lives. Some push us to work harder than we thought we could. Others give us good advice and support us through setbacks. Students describe how a caring teacher helped them “stay out of trouble” or gave them “direction in life.” What we cherish often has nothing to do with the biology or Bronze Age history we learned in the classroom.\u003c/span>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the lucky among us who have formed connections with a teacher, a school counselor or a coach, their value can seem immeasurable. That has not deterred a trio of researchers from trying to quantify that influence.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Many of us have had a teacher in our lives that just went above and beyond and was more than a classroom teacher,” said Matthew Kraft, an associate professor of education and economics at Brown University and one of the researchers on a draft \u003c/span>\u003ca href=\"https://www.nber.org/papers/w31257\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">working paper\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> circulated in May 2023 by the National Bureau of Economic Research that has not been peer reviewed. “It’s really an underappreciated way in which teachers matter.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kraft and two other researchers from Harvard University and the University of Virginia turned to the \u003c/span>\u003ca href=\"https://addhealth.cpc.unc.edu/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">National Longitudinal Study of Adolescent to Adult Health\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a periodic survey of 20,000 teens from 1994 into adulthood. One of the questions posed in 2000, when they were 18-24, was this: Other than your parents or step-parents, has an adult made an important positive difference in your life at any time since you were 14 years old?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Three quarters of the students said they had an adult like this in their lives. Often their most important mentor was another relative, a neighbor or a religious leader. But over 15% of the students – more than one out of every seven respondents – said that a teacher, a school counselor or a sports coach was their \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">most\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> important mentor. These school relationships were notably long-lasting; students said that teachers and coaches played important roles in their lives for more than five years, on average.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers compared what happened to the 3,000 students who had mentors at school with the roughly 5,000 students who said they had no mentors at all. The ones with school mentors did moderately better in high school with slightly higher grades – for example, a B- versus a C+ – and failed fewer classes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But what was really striking was what happened after high school. Those who had formed a positive relationship with a teacher, a counselor or a coach increased their chances of going to college by at least 9 percentage points. That’s a substantial boost given that only 51% of students without a mentor enrolled in college.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kraft and his colleagues brought the tools of modern applied economics to answer the question of a teacher’s worth outside of the classroom. There are many confounding factors and perhaps the teens who form these relationships with caring adults are different in other ways – maybe they are more ambitious or have more self-confidence – and they would have gone to college in higher numbers even if they hadn’t had a mentor at school. Though it’s impossible to account for all the possibilities, the researchers crunched the numbers in various ways, arriving at different numerical results each time, but consistently saw strong benefits for students who had mentors at school. This was true even between best friends, romantic partners and twins. For example, the twin sibling with a mentor did better than the one without, even though they were raised by the same parents and attended the same high school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kraft and his colleagues didn’t detect a big difference in college graduation rates between those with and without mentors. The largest difference seems to be the decision to apply and enroll in college. For students who are undecided on whether to go to college, having a school-based mentor seems to carry them over the threshold of the college gates.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students from low-income and less educated families were less likely to have a mentor, but having a mentor was even more beneficial for them than it was for their higher income peers. Their college going appeared to be dramatically higher. The mentoring itself also seemed different for poor and rich students. Lower income students were more likely to report that their mentors gave them practical and tangible help, along with advice on money. Higher income students were more likely to report receiving guidance, advice and wisdom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Being mentored by a sports coach was just as effective as being mentored by a teacher; these young adults experienced the same short-term and long-term benefits. However, female students were more likely to gravitate toward teachers while male students were more likely to bond with a coach. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Formal mentorship programs, such as Big Brothers Big Sisters, have also produced benefits for young adults, but Kraft said the benefits from the informal relationships studied here appear to be larger.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We know how to set up formal mentoring programs but not all the relationships are going to pan out,” said Kraft. “We know far less about how to support and cultivate the formation of these voluntary relationships. And we have no control over whether or not it’s the students who might most benefit from them who are able to successfully seek out and form these mentoring relationships.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But there are some clues in the study as to what schools can do to create the conditions for serendipity. “There is no magic wand for exactly the best way to do it,” Kraft said. “It’s not something we can say, do this and relationships will form. But schools are social organizations and can create environments where they’re more likely to happen.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers noticed that high schools with smaller class sizes and those where students said they felt a greater “sense of belonging” tended to produce twice as many of these mentoring relationships than schools with larger classes and a less hospitable school environment. “When students say that school is a place where they feel welcome and part of the community,” said Kraft. “you’re much more willing to open up to a teacher or counselor or a coach, and reciprocate when they reach out and say, ‘Hey, I see you’re looking a little down. Do you want to talk about it?’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kraft offers two additional suggestions for schools:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Hire more Black and Hispanic teachers\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">White students were substantially more likely to report having a school mentor than their Black and Hispanic peers. That’s likely because the U.S. high school teacher workforce is 79% white and 59% female, and from middle and upper-middle class backgrounds. “Shared common life experiences increase the likelihood that you’ll develop an informal mentoring relationship because you can talk about things in a common way,” said Kraft. “This adds weight to the pressing need to diversify the teacher workforce.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers do not know why so many Asian males (more than 20 percent) sought out and built strong relationships with adults at school. Seventeen percent of Asian females had school mentors. Only 10% of Black and Hispanic female students had mentors at school while Black and Hispanic males reported slightly higher rates of about 12 percent. Fifteen percent of white students reported having school-based mentors.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Create small group moments\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kraft suggests that school leaders can promote these student-teacher relationships by creating more opportunities for students to have multiple, sustained interactions with school personnel in small group settings. This doesn’t necessarily require smaller class sizes; small groups could be advisory periods, club activities or tutoring sessions during the school day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Is the implication of this study that teachers should be taking on even more responsibilities? Kraft says that’s not his intention. Instead, he wants to recognize what many teachers and other school staffers are already doing. It’s another way, he said, “in which teachers are incredibly important.” \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-how-important-was-your-favorite-teacher-to-your-success-researchers-have-done-the-math/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">importance of teacher-student relationships\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"In a new economics study, researchers consistently saw strong benefits for students who had mentors at school, whether teachers, counselors or coaches.\r\n","status":"publish","parent":0,"modified":1685743075,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":1447},"headData":{"title":"How important was your favorite teacher to your success? Researchers have done the math | KQED","description":"In a new economics study, researchers consistently saw strong benefits for students who had mentors at school, whether teachers, counselors or coaches.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"In a new economics study, researchers consistently saw strong benefits for students who had mentors at school, whether teachers, counselors or coaches.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How important was your favorite teacher to your success? Researchers have done the math","datePublished":"2023-06-05T10:00:11.000Z","dateModified":"2023-06-02T21:57:55.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61775/how-important-was-your-favorite-teacher-to-your-success-researchers-have-done-the-math","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">It’s often hard to express exactly why certain teachers make such a difference in our lives. Some push us to work harder than we thought we could. Others give us good advice and support us through setbacks. Students describe how a caring teacher helped them “stay out of trouble” or gave them “direction in life.” What we cherish often has nothing to do with the biology or Bronze Age history we learned in the classroom.\u003c/span>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the lucky among us who have formed connections with a teacher, a school counselor or a coach, their value can seem immeasurable. That has not deterred a trio of researchers from trying to quantify that influence.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Many of us have had a teacher in our lives that just went above and beyond and was more than a classroom teacher,” said Matthew Kraft, an associate professor of education and economics at Brown University and one of the researchers on a draft \u003c/span>\u003ca href=\"https://www.nber.org/papers/w31257\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">working paper\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> circulated in May 2023 by the National Bureau of Economic Research that has not been peer reviewed. “It’s really an underappreciated way in which teachers matter.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kraft and two other researchers from Harvard University and the University of Virginia turned to the \u003c/span>\u003ca href=\"https://addhealth.cpc.unc.edu/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">National Longitudinal Study of Adolescent to Adult Health\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a periodic survey of 20,000 teens from 1994 into adulthood. One of the questions posed in 2000, when they were 18-24, was this: Other than your parents or step-parents, has an adult made an important positive difference in your life at any time since you were 14 years old?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Three quarters of the students said they had an adult like this in their lives. Often their most important mentor was another relative, a neighbor or a religious leader. But over 15% of the students – more than one out of every seven respondents – said that a teacher, a school counselor or a sports coach was their \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">most\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> important mentor. These school relationships were notably long-lasting; students said that teachers and coaches played important roles in their lives for more than five years, on average.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers compared what happened to the 3,000 students who had mentors at school with the roughly 5,000 students who said they had no mentors at all. The ones with school mentors did moderately better in high school with slightly higher grades – for example, a B- versus a C+ – and failed fewer classes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But what was really striking was what happened after high school. Those who had formed a positive relationship with a teacher, a counselor or a coach increased their chances of going to college by at least 9 percentage points. That’s a substantial boost given that only 51% of students without a mentor enrolled in college.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kraft and his colleagues brought the tools of modern applied economics to answer the question of a teacher’s worth outside of the classroom. There are many confounding factors and perhaps the teens who form these relationships with caring adults are different in other ways – maybe they are more ambitious or have more self-confidence – and they would have gone to college in higher numbers even if they hadn’t had a mentor at school. Though it’s impossible to account for all the possibilities, the researchers crunched the numbers in various ways, arriving at different numerical results each time, but consistently saw strong benefits for students who had mentors at school. This was true even between best friends, romantic partners and twins. For example, the twin sibling with a mentor did better than the one without, even though they were raised by the same parents and attended the same high school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kraft and his colleagues didn’t detect a big difference in college graduation rates between those with and without mentors. The largest difference seems to be the decision to apply and enroll in college. For students who are undecided on whether to go to college, having a school-based mentor seems to carry them over the threshold of the college gates.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students from low-income and less educated families were less likely to have a mentor, but having a mentor was even more beneficial for them than it was for their higher income peers. Their college going appeared to be dramatically higher. The mentoring itself also seemed different for poor and rich students. Lower income students were more likely to report that their mentors gave them practical and tangible help, along with advice on money. Higher income students were more likely to report receiving guidance, advice and wisdom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Being mentored by a sports coach was just as effective as being mentored by a teacher; these young adults experienced the same short-term and long-term benefits. However, female students were more likely to gravitate toward teachers while male students were more likely to bond with a coach. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Formal mentorship programs, such as Big Brothers Big Sisters, have also produced benefits for young adults, but Kraft said the benefits from the informal relationships studied here appear to be larger.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We know how to set up formal mentoring programs but not all the relationships are going to pan out,” said Kraft. “We know far less about how to support and cultivate the formation of these voluntary relationships. And we have no control over whether or not it’s the students who might most benefit from them who are able to successfully seek out and form these mentoring relationships.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But there are some clues in the study as to what schools can do to create the conditions for serendipity. “There is no magic wand for exactly the best way to do it,” Kraft said. “It’s not something we can say, do this and relationships will form. But schools are social organizations and can create environments where they’re more likely to happen.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers noticed that high schools with smaller class sizes and those where students said they felt a greater “sense of belonging” tended to produce twice as many of these mentoring relationships than schools with larger classes and a less hospitable school environment. “When students say that school is a place where they feel welcome and part of the community,” said Kraft. “you’re much more willing to open up to a teacher or counselor or a coach, and reciprocate when they reach out and say, ‘Hey, I see you’re looking a little down. Do you want to talk about it?’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kraft offers two additional suggestions for schools:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Hire more Black and Hispanic teachers\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">White students were substantially more likely to report having a school mentor than their Black and Hispanic peers. That’s likely because the U.S. high school teacher workforce is 79% white and 59% female, and from middle and upper-middle class backgrounds. “Shared common life experiences increase the likelihood that you’ll develop an informal mentoring relationship because you can talk about things in a common way,” said Kraft. “This adds weight to the pressing need to diversify the teacher workforce.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers do not know why so many Asian males (more than 20 percent) sought out and built strong relationships with adults at school. Seventeen percent of Asian females had school mentors. Only 10% of Black and Hispanic female students had mentors at school while Black and Hispanic males reported slightly higher rates of about 12 percent. Fifteen percent of white students reported having school-based mentors.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Create small group moments\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kraft suggests that school leaders can promote these student-teacher relationships by creating more opportunities for students to have multiple, sustained interactions with school personnel in small group settings. This doesn’t necessarily require smaller class sizes; small groups could be advisory periods, club activities or tutoring sessions during the school day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Is the implication of this study that teachers should be taking on even more responsibilities? Kraft says that’s not his intention. Instead, he wants to recognize what many teachers and other school staffers are already doing. It’s another way, he said, “in which teachers are incredibly important.” \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>\u003ci>\u003cspan style=\"font-weight: 400\">This story about the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-how-important-was-your-favorite-teacher-to-your-success-researchers-have-done-the-math/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">importance of teacher-student relationships\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61775/how-important-was-your-favorite-teacher-to-your-success-researchers-have-done-the-math","authors":["byline_mindshift_61775"],"categories":["mindshift_21512","mindshift_21504"],"tags":["mindshift_21250","mindshift_21261","mindshift_21662","mindshift_21663","mindshift_21010","mindshift_21213","mindshift_21049"],"featImg":"mindshift_61777","label":"mindshift"},"mindshift_61552":{"type":"posts","id":"mindshift_61552","meta":{"index":"posts_1591205157","site":"mindshift","id":"61552","score":null,"sort":[1683021630000]},"guestAuthors":[],"slug":"how-a-community-up-model-of-school-relationships-can-nurture-teacher-agency","title":"How a “community-up” model of school relationships can nurture teacher agency","publishDate":1683021630,"format":"standard","headTitle":"How a “community-up” model of school relationships can nurture teacher agency | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Excerpted with permission of the publisher Jossey-Bass, a Wiley brand, from \u003c/span>\u003c/i>\u003ca href=\"https://www.wiley.com/en-us/Teaching+Fiercely%3A+Spreading+Joy+and+Justice+in+Our+Schools-p-9781119867678\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">“Teaching Fiercely: Spreading Joy and Justice in Our Schools”\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> by Kass Minor. Copyright \u003c/span>\u003c/i>\u003ci>\u003cspan style=\"font-weight: 400\">©\u003c/span>\u003c/i>\u003ci>\u003cspan style=\"font-weight: 400\"> 2023 by Kass Minor. All rights reserved.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is important to distribute equitable responsibility within the community to nourish teachers with time and space for planning, thinking, reflecting and collaborating. When this labor is centered on one entity, like “school leadership” or “grade team leaders” or even one person like “the principal,” the likelihood that an authentic and intentional thought sanctuary for teachers will come into fruition is minimal. One way to think about this movement is through the concept of “community-up,” meaning that community growth is connective, lateral and moves upward, together.\u003c/span>\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright size-thumbnail wp-image-61559\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/teaching-fiercely-160x200.jpg\" alt=\"\" width=\"160\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/teaching-fiercely-160x200.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/teaching-fiercely-800x1002.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/teaching-fiercely-1020x1278.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/teaching-fiercely-768x962.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/teaching-fiercely-1226x1536.jpg 1226w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/teaching-fiercely-1634x2048.jpg 1634w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/teaching-fiercely-1920x2406.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/teaching-fiercely.jpg 2043w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The cylindrical model shown below is an example of a community-up model, and supports organizing within a school community. I learned about the cylindrical model from Indigenous educator Cinnamon Kills First during her keynote speech at the Arizona K12 Center’s \u003c/span>\u003ca href=\"https://www.azk12.org/events-management/fifteenth-annual-teacher-leadership-institute-elevating-student-voice-through-teacher-leadership/\">\u003cspan style=\"font-weight: 400\">Teacher Leadership Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and, later, a collaboration we did. Like \u003c/span>\u003ca href=\"https://firstnationspedagogy.ca/circletalks.html\">\u003cspan style=\"font-weight: 400\">talking circles\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it is based on Indigenous wisdom. Many educators are familiar with talking circles, where classroom communities meet together in a circle formation to initiate, build and/or restore community.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While talking circles are usually referred to in the restorative context, circles also are used as an instructional methodology wherein communities learn together, co-creating knowledge. Importantly, the community of people participating sit within a circle shape so all members are able to see each other, and no one person is centered. All people within the circle are equally visible. Usually, an item referred to as an “object of power” is held to indicate a person is the speaker, and is passed around for turn-taking.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The cylindrical model builds on circle ideology; it is used to symbolize a flattened hierarchy, where no one person in the community is more important or more capable than another. As the circle of people in the community contribute and learn together, the circle grows upward, transforming into a cylinder, showing equitable growth for all.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61553\" class=\"wp-caption aligncenter\" style=\"max-width: 940px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61553 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Community-Up.Teaching-Fiercely.Kass-Minor-e1682970469525.png\" alt=\"\" width=\"940\" height=\"585\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Community-Up.Teaching-Fiercely.Kass-Minor-e1682970469525.png 940w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Community-Up.Teaching-Fiercely.Kass-Minor-e1682970469525-800x498.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Community-Up.Teaching-Fiercely.Kass-Minor-e1682970469525-160x100.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Community-Up.Teaching-Fiercely.Kass-Minor-e1682970469525-768x478.png 768w\" sizes=\"(max-width: 940px) 100vw, 940px\">\u003cfigcaption class=\"wp-caption-text\">With permission from Cinnamon Kills First, I imposed the categorization and labels to the shapes she presented at the Fifteenth Annual Leadership Institute: Evaluating Student Voice Through Teacher Leadership conference. \u003ccite>(Courtesy of Kass Minor)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">To the right of the cylindrical model, notice the triangle. The triangle is a more typical representation of how power and agency flows through a school. At the top, school leaders are positioned with ultimate decision-making power. Their vision, guidance and leadership (or lack thereof) significantly impacts how all people experience school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On the right bottom angle of the triangle, you will find teachers. The yellow arrows shown between teachers and school leaders demonstrate how connected they are as well as their relational power dynamic. This is significant: School leaders are almost always positioned above teachers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kids are placed on the bottom side of the triangle, representing their lack of power within the school, as well as the people with whom they are connected to: their parents and/or caregivers and their teachers. They also serve as a conduit for how teachers and parents and/or caregivers communicate with one another. That is, what kids say happens during their school day is interpreted by parents/caregivers in ways that shape their perspective on their child’s teacher. This can either hinder or strengthen teacher agency.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Finally, you’ll see the left side of the triangle connecting parents/caregivers to school leaders. This connection varies across school, but this body of voices has the power to heavily influence the ways in which school leaders strategize and make decisions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The cylindrical, or “community-up” model allows the entire school community to contribute to the needs of school communities, enabling more space and time for teachers to plan, collaborate and be thoughtful when developing curriculum and making instructional decisions based on the needs of their students. Potentiality for community contributions is vast, and, again, looks very different depending on school demographics, resources and perspectives.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Below are a few examples of distributed community contributions:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">One community I worked in solicited parent volunteers to serve as substitute teachers so their teachers on staff could participate in professional development together with me. Many parents and caregivers volunteered; however, this com- munity was affluent, mostly white and East Asian, and many volunteers had jobs with flexibility that allowed them to con- tribute their time during the school day.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Another time, a principal I worked with liaised with a community sports group to spend time with children in the gym so teachers could curate their classroom libraries more thoughtfully together, rather than covering each other’s classrooms and doing the work in isolation. In that case, the community was predominantly immigrant and BIPOC, disadvantaged economically, but advantaged in that they had a long-term commitment to building cross-community relationships.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">I’ve also seen students contribute to nourishing teachers’ agency. One school I worked in regularly invited students to attend curriculum-making sessions with teachers, acting as thought partners with their teachers to ensure their learning was relevant to their experience. These experiences were built across their advisory program, so when curriculum meetings happened, students were prepared to contribute in meaning- ful ways. This particular school served economically disad- vantaged students and was racially and economically diverse.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Significantly, they were led by a visionary school leader with a strong, diverse school equity team who were equipped to actionize various learning structures they learned through workshops centering students, equity, and racial dynamics as part of their school experience.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignleft size-thumbnail wp-image-61554\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/image1-160x200.jpg\" alt=\"\" width=\"160\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/image1-160x200.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/image1-768x960.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/image1.jpg 775w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cem>\u003ca href=\"https://twitter.com/MsKass1\" target=\"_blank\" rel=\"noopener\">Kass Minor\u003c/a> is an inclusive educator and community organizer who is deeply involved in local, inquiry-based teacher research and school community development. Alongside partnerships with the University of Chicago, Teachers College Inclusive Classrooms Project, The Author Village and the New York City Department of Education, since 2004, she has worked as a teacher, staff developer, adjunct professor, speaker and documentarian. \u003c/em>\u003c/span>\u003cem>\u003cspan style=\"font-weight: 400\">Kass reads books like other people listen to albums, and the classroom is her concert space. While Kass’s organizing work in school communities is inspired by her North Stars Myles Horton and Fannie Lou Hamer, her pedagogy is centered in joy from the communities that surround her and motivated by the idea that every adult can teach, and every student can learn. Teacherhood, paired with motherhood, has driven her love of information sharing and redefining who gets to be a knower in the fiery world we live in today. Keep in touch with her on social media @MsKass1, or follow her whereabouts by \u003ca href=\"http://bit.ly/TeachFierceUpdates\" target=\"_blank\" rel=\"noopener\">signing up for her newsletter\u003c/a>.\u003c/span>\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"In “Teaching Fiercely,” Kass Minor describes the cylindrical model, which is based on Indigenous wisdom and symbolizes a flattened hierarchy. As people in the community contribute and learn together, the circle grows upward – equitable growth for all.\r\n\r\n","status":"publish","parent":0,"modified":1683122321,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":1123},"headData":{"title":"How a “community-up” model of school relationships can nurture teacher agency | KQED","description":"Based on Indigenous wisdom, the model symbolizes a flattened hierarchy that contributes, learns and grows upward together.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How a “community-up” model of school relationships can nurture teacher agency","datePublished":"2023-05-02T10:00:30.000Z","dateModified":"2023-05-03T13:58:41.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61552/how-a-community-up-model-of-school-relationships-can-nurture-teacher-agency","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Excerpted with permission of the publisher Jossey-Bass, a Wiley brand, from \u003c/span>\u003c/i>\u003ca href=\"https://www.wiley.com/en-us/Teaching+Fiercely%3A+Spreading+Joy+and+Justice+in+Our+Schools-p-9781119867678\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">“Teaching Fiercely: Spreading Joy and Justice in Our Schools”\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> by Kass Minor. Copyright \u003c/span>\u003c/i>\u003ci>\u003cspan style=\"font-weight: 400\">©\u003c/span>\u003c/i>\u003ci>\u003cspan style=\"font-weight: 400\"> 2023 by Kass Minor. All rights reserved.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is important to distribute equitable responsibility within the community to nourish teachers with time and space for planning, thinking, reflecting and collaborating. When this labor is centered on one entity, like “school leadership” or “grade team leaders” or even one person like “the principal,” the likelihood that an authentic and intentional thought sanctuary for teachers will come into fruition is minimal. One way to think about this movement is through the concept of “community-up,” meaning that community growth is connective, lateral and moves upward, together.\u003c/span>\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright size-thumbnail wp-image-61559\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/teaching-fiercely-160x200.jpg\" alt=\"\" width=\"160\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/teaching-fiercely-160x200.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/teaching-fiercely-800x1002.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/teaching-fiercely-1020x1278.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/teaching-fiercely-768x962.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/teaching-fiercely-1226x1536.jpg 1226w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/teaching-fiercely-1634x2048.jpg 1634w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/teaching-fiercely-1920x2406.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/teaching-fiercely.jpg 2043w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The cylindrical model shown below is an example of a community-up model, and supports organizing within a school community. I learned about the cylindrical model from Indigenous educator Cinnamon Kills First during her keynote speech at the Arizona K12 Center’s \u003c/span>\u003ca href=\"https://www.azk12.org/events-management/fifteenth-annual-teacher-leadership-institute-elevating-student-voice-through-teacher-leadership/\">\u003cspan style=\"font-weight: 400\">Teacher Leadership Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and, later, a collaboration we did. Like \u003c/span>\u003ca href=\"https://firstnationspedagogy.ca/circletalks.html\">\u003cspan style=\"font-weight: 400\">talking circles\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it is based on Indigenous wisdom. Many educators are familiar with talking circles, where classroom communities meet together in a circle formation to initiate, build and/or restore community.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While talking circles are usually referred to in the restorative context, circles also are used as an instructional methodology wherein communities learn together, co-creating knowledge. Importantly, the community of people participating sit within a circle shape so all members are able to see each other, and no one person is centered. All people within the circle are equally visible. Usually, an item referred to as an “object of power” is held to indicate a person is the speaker, and is passed around for turn-taking.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The cylindrical model builds on circle ideology; it is used to symbolize a flattened hierarchy, where no one person in the community is more important or more capable than another. As the circle of people in the community contribute and learn together, the circle grows upward, transforming into a cylinder, showing equitable growth for all.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61553\" class=\"wp-caption aligncenter\" style=\"max-width: 940px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61553 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Community-Up.Teaching-Fiercely.Kass-Minor-e1682970469525.png\" alt=\"\" width=\"940\" height=\"585\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Community-Up.Teaching-Fiercely.Kass-Minor-e1682970469525.png 940w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Community-Up.Teaching-Fiercely.Kass-Minor-e1682970469525-800x498.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Community-Up.Teaching-Fiercely.Kass-Minor-e1682970469525-160x100.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Community-Up.Teaching-Fiercely.Kass-Minor-e1682970469525-768x478.png 768w\" sizes=\"(max-width: 940px) 100vw, 940px\">\u003cfigcaption class=\"wp-caption-text\">With permission from Cinnamon Kills First, I imposed the categorization and labels to the shapes she presented at the Fifteenth Annual Leadership Institute: Evaluating Student Voice Through Teacher Leadership conference. \u003ccite>(Courtesy of Kass Minor)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">To the right of the cylindrical model, notice the triangle. The triangle is a more typical representation of how power and agency flows through a school. At the top, school leaders are positioned with ultimate decision-making power. Their vision, guidance and leadership (or lack thereof) significantly impacts how all people experience school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On the right bottom angle of the triangle, you will find teachers. The yellow arrows shown between teachers and school leaders demonstrate how connected they are as well as their relational power dynamic. This is significant: School leaders are almost always positioned above teachers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kids are placed on the bottom side of the triangle, representing their lack of power within the school, as well as the people with whom they are connected to: their parents and/or caregivers and their teachers. They also serve as a conduit for how teachers and parents and/or caregivers communicate with one another. That is, what kids say happens during their school day is interpreted by parents/caregivers in ways that shape their perspective on their child’s teacher. This can either hinder or strengthen teacher agency.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Finally, you’ll see the left side of the triangle connecting parents/caregivers to school leaders. This connection varies across school, but this body of voices has the power to heavily influence the ways in which school leaders strategize and make decisions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The cylindrical, or “community-up” model allows the entire school community to contribute to the needs of school communities, enabling more space and time for teachers to plan, collaborate and be thoughtful when developing curriculum and making instructional decisions based on the needs of their students. Potentiality for community contributions is vast, and, again, looks very different depending on school demographics, resources and perspectives.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Below are a few examples of distributed community contributions:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">One community I worked in solicited parent volunteers to serve as substitute teachers so their teachers on staff could participate in professional development together with me. Many parents and caregivers volunteered; however, this com- munity was affluent, mostly white and East Asian, and many volunteers had jobs with flexibility that allowed them to con- tribute their time during the school day.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Another time, a principal I worked with liaised with a community sports group to spend time with children in the gym so teachers could curate their classroom libraries more thoughtfully together, rather than covering each other’s classrooms and doing the work in isolation. In that case, the community was predominantly immigrant and BIPOC, disadvantaged economically, but advantaged in that they had a long-term commitment to building cross-community relationships.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">I’ve also seen students contribute to nourishing teachers’ agency. One school I worked in regularly invited students to attend curriculum-making sessions with teachers, acting as thought partners with their teachers to ensure their learning was relevant to their experience. These experiences were built across their advisory program, so when curriculum meetings happened, students were prepared to contribute in meaning- ful ways. This particular school served economically disad- vantaged students and was racially and economically diverse.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Significantly, they were led by a visionary school leader with a strong, diverse school equity team who were equipped to actionize various learning structures they learned through workshops centering students, equity, and racial dynamics as part of their school experience.\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\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignleft size-thumbnail wp-image-61554\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/image1-160x200.jpg\" alt=\"\" width=\"160\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/image1-160x200.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/image1-768x960.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/image1.jpg 775w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cem>\u003ca href=\"https://twitter.com/MsKass1\" target=\"_blank\" rel=\"noopener\">Kass Minor\u003c/a> is an inclusive educator and community organizer who is deeply involved in local, inquiry-based teacher research and school community development. Alongside partnerships with the University of Chicago, Teachers College Inclusive Classrooms Project, The Author Village and the New York City Department of Education, since 2004, she has worked as a teacher, staff developer, adjunct professor, speaker and documentarian. \u003c/em>\u003c/span>\u003cem>\u003cspan style=\"font-weight: 400\">Kass reads books like other people listen to albums, and the classroom is her concert space. While Kass’s organizing work in school communities is inspired by her North Stars Myles Horton and Fannie Lou Hamer, her pedagogy is centered in joy from the communities that surround her and motivated by the idea that every adult can teach, and every student can learn. Teacherhood, paired with motherhood, has driven her love of information sharing and redefining who gets to be a knower in the fiery world we live in today. Keep in touch with her on social media @MsKass1, or follow her whereabouts by \u003ca href=\"http://bit.ly/TeachFierceUpdates\" target=\"_blank\" rel=\"noopener\">signing up for her newsletter\u003c/a>.\u003c/span>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61552/how-a-community-up-model-of-school-relationships-can-nurture-teacher-agency","authors":["4354"],"categories":["mindshift_21579"],"tags":["mindshift_21610","mindshift_21609","mindshift_21611","mindshift_231","mindshift_21213","mindshift_20775","mindshift_21601"],"featImg":"mindshift_61561","label":"mindshift"},"mindshift_61098":{"type":"posts","id":"mindshift_61098","meta":{"index":"posts_1591205157","site":"mindshift","id":"61098","score":null,"sort":[1677582039000]},"guestAuthors":[],"slug":"worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know","title":"Worried about ChatGPT and cheating? Here are 4 things teachers should know","publishDate":1677582039,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">In his university teaching days, Mark Schneider watched as his students’ research sources moved from the library to Wikipedia to Google. With greater access to online information, cheating and plagiarism became easier. So Schneider, who taught at State University of New York, Stony Brook for 30 years, crafted essay prompts in ways that he hoped would deter copy-paste responses. Even then, he once received a student essay with a bill from a paper-writing company stapled to the back. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers probably spend more time than they’d like trying to thwart students who are able to cheat in creative ways. And many educators are alarmed that ChatGPT, a new and widely available artificial intelligence (AI) model developed by OpenAI, offers yet another way for students to sidestep assignments. ChatGPT uses machine learning and large language modeling to produce convincingly human-like writing. Because users can input prompts or questions into ChatGPT and get paragraphs of text, it has become a popular way for students to complete essays and research papers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some schools have already banned ChatGPT for students. At the same time, some educators are exploring ways to \u003c/span>\u003ca href=\"https://apnews.com/article/chatgpt-ai-use-school-essay-7bc171932ff9b994e04f6eaefc09319f\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">harness the tool for learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. To help educators understand how artificial intelligence might fit into a classroom environment, Schneider, who is now the director of the Institute of Education Sciences (IES), an independent research arm of the U.S. Department of Education, compares it to the invention of the calculator. “For years there was a question about whether or not students should have calculators when they do a math assessment,” he said. “And this happens all over the place: Some new technology comes [and] it’s overwhelming.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Eventually educators decided to permit calculators and make test questions more complex instead of constantly having to monitor students’ behavior. Similarly, with ChatGPT, Schneider urges educators to ask themselves, “What do you need to do with this incredibly powerful tool so that it is used in the furtherance of education rather than as a cheat sheet?” In a conversation with MindShift, he addressed teachers’ ChatGPT worries and offered insights on how to ensure students continue to have meaningful learning experiences.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Using ChatGPT to cheat isn’t fool-proof\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">ChatGPT produces essays that are grammatically correct and free of spelling errors in a matter of seconds; however, its information isn’t always factual. ChatGPT provides answers that draw from webpages that may be biased, outdated or incorrect. Schneider described ChatGPT’s output as “semi reliable.” It has been shown to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60639/a-new-ai-chatbot-might-do-your-homework-for-you-but-its-still-not-an-a-student\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">produce plausible references that are inaccurate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and supply convincing answers that are not rooted in science. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So when people get lazy and [say], ‘Hey, write this thing for me,’ and then take it and use it, there could be errors in it,” said Schneider. This makes it a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60897/everybody-is-cheating-why-this-teacher-has-adopted-an-open-chatgpt-policy\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">valuable tool for generating ideas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and writing rough drafts, but a risky option when using it for final assignments. Students who decide to use ChatGPT will likely need to double check that the information it provides is correct either by knowing the information in the first place or confirming with other dependable sources.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>ChatGPT can support teachers, not replace them\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For some educators, ChatGPT also raises alarm that the widespread adoption of AI could lead to \u003c/span>\u003ca href=\"https://www.edsurge.com/news/2023-01-19-ai-tools-like-chatgpt-may-reshape-teaching-materials-and-possibly-substitute-teach\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">job losses\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, particularly in areas such as tutoring and teaching languages. Schneider said that’s unlikely. “I can't imagine a school system that has no teachers in it,” he said. \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/why-teacher-student-relationships-matter/2019/03\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Numerous studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> show a correlation between strong student-teacher connections and increased student involvement, attendance and academic performance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As people explore how AI will support teaching and learning, teachers' roles may change as these tech tools become more widely used. “Teachers are going to have to evolve and figure out how to harness the power of this tool to improve instruction,” said Schneider. For example, the AI Institute for Transforming Education for Children with Speech and Language Processing Challenges, which was awarded $20 million in funding from IES and the National Science Foundation, is exploring how ChatGPT can support speech pathologists. According to a recent \u003c/span>\u003ca href=\"https://www.asha.org/siteassets/surveys/2022-schools-survey-slp-caseload.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">survey by the American Speech-Language-Hearing Association\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the median number of students served by one speech pathologist is 48. “There are simply not enough pathologists in schools,” said Schneider. ChatGPT has the potential to help speech pathologists complete paperwork, which takes up \u003c/span>\u003ca href=\"https://www.asha.org/siteassets/surveys/2022-schools-survey-slp-caseload.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">almost six hours each week\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and build personalized treatment plans for students with cognitive disabilities, such as dyslexia.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We need to rethink what we can do to free up teachers to do the work that they are really good at and how to help them individualize their interventions and provide instruction and support,” said Schneider.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>When you use ChatGPT, your data is not secure\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">ChatGPT is convincing because it references a massive amount of data and identifies patterns to generate text that seems like it is written by a human. It can even mimic the writing style and tone of the person who uses it. “The more data they have, the better the model,” said Schneider, referring to ChatGPT’s ability to generate responses. “And there's tons of data floating around.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The information that users put into ChatGPT to make it generate a response – also known as the input – can take the form of a question, a statement or even a partial text that the user wants ChatGPT to complete. But when students use ChatGPT they may be putting their data at risk.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://openai.com/privacy/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">According to Open AI’s privacy policy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, inputs – including ones with personal information, such as names, addresses, phone numbers or other sensitive content – may be reviewed and shared with third parties. Also, there is the ever present risk that if ChatGPT is hacked, a bad actor can access users’ data. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schneider acknowledged that if ChatGPT will be used to support teaching and learning, privacy is a major concern. “We are developing much better methods for preserving privacy than we have in the past,” he said. “We have to remember it's a bit of a cost analysis. Using all this data has many benefits. It also has some risks. We have to balance those.” He added that ChatGPT is similar to wearing an Apple Watch or talking to an Amazon Alexa, because those tools also rely on data from users. \u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>Banning ChatGPT isn’t a long-term solution\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because students can input original prompts into ChatGPT and get unique answers, it raises the question: \u003c/span>\u003ca href=\"https://www.wired.com/story/chatgpt-college-university-plagiarism/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Is using ChatGPT plagiarism?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> And how much does AI-generated text need to be edited until it is considered a \u003c/span>\u003ca href=\"https://www.cultofpedagogy.com/preventing-plagiarism/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">students’ own work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">? In lieu of answering these questions, some schools, including districts in \u003c/span>\u003ca href=\"https://www.washingtonpost.com/education/2023/01/05/nyc-schools-ban-chatgpt/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Los Angeles, New York City\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.geekwire.com/2023/seattle-public-schools-bans-chatgpt-district-requires-original-thought-and-work-from-students/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Seattle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, have opted to ban use of ChatGPT outright.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schneider concedes that it makes sense for schools and teachers to hold ChatGPT at bay for the rest of the school year so they can take the summer to figure out how to use it next year. For example, ChatGPT can be used to \u003c/span>\u003ca href=\"https://www.nytimes.com/2023/01/12/technology/chatgpt-schools-teachers.html\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">help students outline essays\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> before they write a rough draft longhand. Other teachers have used ChatGPT to suggest classroom activities or generate test questions. Trying to ban it completely won’t work and it’s an innovation in education that teachers will eventually have to face, Schneider said. “Just like they had to face calculators and computers and laptops and iPhones.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Mark Schneider, the director of the Institute of Education Sciences, addressed teachers’ ChatGPT worries and offered insights on how to ensure students continue to have meaningful learning experiences.","status":"publish","parent":0,"modified":1677305871,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":1281},"headData":{"title":"Worried about ChatGPT and cheating? Here are 4 things teachers should know | KQED","description":"Should teachers be concerned about students using ChatGPT to cheat? Mark Schneider, the director of the Institute of Education Sciences, talks about Chat GPT’s limitations and potential.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Worried about ChatGPT and cheating? Here are 4 things teachers should know","datePublished":"2023-02-28T11:00:39.000Z","dateModified":"2023-02-25T06:17:51.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61098/worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In his university teaching days, Mark Schneider watched as his students’ research sources moved from the library to Wikipedia to Google. With greater access to online information, cheating and plagiarism became easier. So Schneider, who taught at State University of New York, Stony Brook for 30 years, crafted essay prompts in ways that he hoped would deter copy-paste responses. Even then, he once received a student essay with a bill from a paper-writing company stapled to the back. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers probably spend more time than they’d like trying to thwart students who are able to cheat in creative ways. And many educators are alarmed that ChatGPT, a new and widely available artificial intelligence (AI) model developed by OpenAI, offers yet another way for students to sidestep assignments. ChatGPT uses machine learning and large language modeling to produce convincingly human-like writing. Because users can input prompts or questions into ChatGPT and get paragraphs of text, it has become a popular way for students to complete essays and research papers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some schools have already banned ChatGPT for students. At the same time, some educators are exploring ways to \u003c/span>\u003ca href=\"https://apnews.com/article/chatgpt-ai-use-school-essay-7bc171932ff9b994e04f6eaefc09319f\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">harness the tool for learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. To help educators understand how artificial intelligence might fit into a classroom environment, Schneider, who is now the director of the Institute of Education Sciences (IES), an independent research arm of the U.S. Department of Education, compares it to the invention of the calculator. “For years there was a question about whether or not students should have calculators when they do a math assessment,” he said. “And this happens all over the place: Some new technology comes [and] it’s overwhelming.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Eventually educators decided to permit calculators and make test questions more complex instead of constantly having to monitor students’ behavior. Similarly, with ChatGPT, Schneider urges educators to ask themselves, “What do you need to do with this incredibly powerful tool so that it is used in the furtherance of education rather than as a cheat sheet?” In a conversation with MindShift, he addressed teachers’ ChatGPT worries and offered insights on how to ensure students continue to have meaningful learning experiences.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Using ChatGPT to cheat isn’t fool-proof\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">ChatGPT produces essays that are grammatically correct and free of spelling errors in a matter of seconds; however, its information isn’t always factual. ChatGPT provides answers that draw from webpages that may be biased, outdated or incorrect. Schneider described ChatGPT’s output as “semi reliable.” It has been shown to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60639/a-new-ai-chatbot-might-do-your-homework-for-you-but-its-still-not-an-a-student\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">produce plausible references that are inaccurate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and supply convincing answers that are not rooted in science. \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\">“So when people get lazy and [say], ‘Hey, write this thing for me,’ and then take it and use it, there could be errors in it,” said Schneider. This makes it a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60897/everybody-is-cheating-why-this-teacher-has-adopted-an-open-chatgpt-policy\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">valuable tool for generating ideas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and writing rough drafts, but a risky option when using it for final assignments. Students who decide to use ChatGPT will likely need to double check that the information it provides is correct either by knowing the information in the first place or confirming with other dependable sources.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>ChatGPT can support teachers, not replace them\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For some educators, ChatGPT also raises alarm that the widespread adoption of AI could lead to \u003c/span>\u003ca href=\"https://www.edsurge.com/news/2023-01-19-ai-tools-like-chatgpt-may-reshape-teaching-materials-and-possibly-substitute-teach\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">job losses\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, particularly in areas such as tutoring and teaching languages. Schneider said that’s unlikely. “I can't imagine a school system that has no teachers in it,” he said. \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/why-teacher-student-relationships-matter/2019/03\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Numerous studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> show a correlation between strong student-teacher connections and increased student involvement, attendance and academic performance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As people explore how AI will support teaching and learning, teachers' roles may change as these tech tools become more widely used. “Teachers are going to have to evolve and figure out how to harness the power of this tool to improve instruction,” said Schneider. For example, the AI Institute for Transforming Education for Children with Speech and Language Processing Challenges, which was awarded $20 million in funding from IES and the National Science Foundation, is exploring how ChatGPT can support speech pathologists. According to a recent \u003c/span>\u003ca href=\"https://www.asha.org/siteassets/surveys/2022-schools-survey-slp-caseload.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">survey by the American Speech-Language-Hearing Association\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the median number of students served by one speech pathologist is 48. “There are simply not enough pathologists in schools,” said Schneider. ChatGPT has the potential to help speech pathologists complete paperwork, which takes up \u003c/span>\u003ca href=\"https://www.asha.org/siteassets/surveys/2022-schools-survey-slp-caseload.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">almost six hours each week\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and build personalized treatment plans for students with cognitive disabilities, such as dyslexia.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We need to rethink what we can do to free up teachers to do the work that they are really good at and how to help them individualize their interventions and provide instruction and support,” said Schneider.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>When you use ChatGPT, your data is not secure\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">ChatGPT is convincing because it references a massive amount of data and identifies patterns to generate text that seems like it is written by a human. It can even mimic the writing style and tone of the person who uses it. “The more data they have, the better the model,” said Schneider, referring to ChatGPT’s ability to generate responses. “And there's tons of data floating around.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The information that users put into ChatGPT to make it generate a response – also known as the input – can take the form of a question, a statement or even a partial text that the user wants ChatGPT to complete. But when students use ChatGPT they may be putting their data at risk.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://openai.com/privacy/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">According to Open AI’s privacy policy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, inputs – including ones with personal information, such as names, addresses, phone numbers or other sensitive content – may be reviewed and shared with third parties. Also, there is the ever present risk that if ChatGPT is hacked, a bad actor can access users’ data. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schneider acknowledged that if ChatGPT will be used to support teaching and learning, privacy is a major concern. “We are developing much better methods for preserving privacy than we have in the past,” he said. “We have to remember it's a bit of a cost analysis. Using all this data has many benefits. It also has some risks. We have to balance those.” He added that ChatGPT is similar to wearing an Apple Watch or talking to an Amazon Alexa, because those tools also rely on data from users. \u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>Banning ChatGPT isn’t a long-term solution\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because students can input original prompts into ChatGPT and get unique answers, it raises the question: \u003c/span>\u003ca href=\"https://www.wired.com/story/chatgpt-college-university-plagiarism/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Is using ChatGPT plagiarism?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> And how much does AI-generated text need to be edited until it is considered a \u003c/span>\u003ca href=\"https://www.cultofpedagogy.com/preventing-plagiarism/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">students’ own work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">? In lieu of answering these questions, some schools, including districts in \u003c/span>\u003ca href=\"https://www.washingtonpost.com/education/2023/01/05/nyc-schools-ban-chatgpt/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Los Angeles, New York City\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.geekwire.com/2023/seattle-public-schools-bans-chatgpt-district-requires-original-thought-and-work-from-students/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Seattle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, have opted to ban use of ChatGPT outright.\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\">Schneider concedes that it makes sense for schools and teachers to hold ChatGPT at bay for the rest of the school year so they can take the summer to figure out how to use it next year. For example, ChatGPT can be used to \u003c/span>\u003ca href=\"https://www.nytimes.com/2023/01/12/technology/chatgpt-schools-teachers.html\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">help students outline essays\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> before they write a rough draft longhand. Other teachers have used ChatGPT to suggest classroom activities or generate test questions. Trying to ban it completely won’t work and it’s an innovation in education that teachers will eventually have to face, Schneider said. “Just like they had to face calculators and computers and laptops and iPhones.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61098/worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know","authors":["11721"],"categories":["mindshift_195"],"tags":["mindshift_1023","mindshift_108","mindshift_21511","mindshift_739","mindshift_631","mindshift_918","mindshift_21213","mindshift_20898","mindshift_166","mindshift_125","mindshift_21094","mindshift_851"],"featImg":"mindshift_61099","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.","imageSrc":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png","officialWebsiteLink":"http://freakonomics.com/","airtime":"SUN 1am-2am, SAT 3pm-4pm","meta":{"site":"radio","source":"WNYC"},"link":"/radio/program/freakonomics-radio","subscribe":{"npr":"https://rpb3r.app.goo.gl/4s8b","apple":"https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519","tuneIn":"https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/","rss":"https://feeds.feedburner.com/freakonomicsradio"}},"fresh-air":{"id":"fresh-air","title":"Fresh Air","info":"Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.","airtime":"MON-FRI 7pm-8pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Fresh-Air-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/fresh-air/","meta":{"site":"radio","source":"npr"},"link":"/radio/program/fresh-air","subscribe":{"npr":"https://rpb3r.app.goo.gl/4s8b","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Fresh-Air-p17/","rss":"https://feeds.npr.org/381444908/podcast.xml"}},"here-and-now":{"id":"here-and-now","title":"Here & Now","info":"A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.","airtime":"MON-THU 11am-12pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Here-And-Now-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"http://www.wbur.org/hereandnow","meta":{"site":"news","source":"npr"},"link":"/radio/program/here-and-now","subsdcribe":{"apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=426698661","tuneIn":"https://tunein.com/radio/Here--Now-p211/","rss":"https://feeds.npr.org/510051/podcast.xml"}},"how-i-built-this":{"id":"how-i-built-this","title":"How I Built This with Guy Raz","info":"Guy Raz dives into the stories behind some of the world's best known companies. 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