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"content": "\u003cp>Early in his career Dr. Robert Brooks became the principal of a school in a locked-door unit at McLean Psychiatric Hospital. He and his staff of teachers worked with children and adolescents who were severely disturbed and whose behavior showed their turmoil. Within the first few months, Brooks felt demoralized and dreaded work each day.\u003c/p>\n\u003cp>“I had a very negative mindset,” Brooks said at a \u003ca href=\"https://www.learningandthebrain.com/\">Learning and the Brain\u003c/a> conference on mindsets in San Francisco. Brooks is now a psychologist on the faculty of Harvard Medical School and is the author of over a dozen books, including \u003cem>\u003ca href=\"http://www.drrobertbrooks.com/products/raising-resilient-children/\" target=\"_blank\">Raising Resilient Children\u003c/a>\u003c/em>. He has spent his career researching how to help develop resilience in children and adults, working extensively with educators in many contexts.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We have to start with the assumption that everything you do in the classroom can have a major impact on a child's life.'\u003c/aside>\n\u003cp>Brooks' experiences at McLean gave him insight and empathy for how difficult teaching can be, especially when students don’t outwardly appear to want to learn. When faced with so many challenging students, he felt like nothing he or his staff did would make a difference for how much kids learned or their behavior. He began to feel that when they were released from the hospital they would likely end up on drugs, in jail or dead.\u003c/p>\n\u003cp>“What I realized is when you feel you are losing control in a classroom, you become more controlling,” Brooks said. But as he and his staff tried to make their students do exactly as they said, they only behaved worse and learned less.\u003c/p>\n\u003cp>“What changed was a group of courageous educators who totally shifted their mindsets, and when they shifted their mindsets they shifted the practices they were using,” Brooks said.\u003cbr>\n\u003cstrong>\u003cbr>\nRESEARCH ON RESILIENCE\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>When Brooks speaks with teachers, he always tries to remember how he felt in his lowest moments at McLean. He remembers that he was so emotionally depleted that he probably wouldn’t have been able to hear advice from even the most accomplished experts. But he has found that often discouraged educators respond to his message about helping students to develop mindsets for caring and compassion when they hear about \u003ca href=\"http://www.drrobertbrooks.com/power-of-relationship-and-theories-of-mindset/\" target=\"_blank\">the research\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"http://www.cdl.org/articles/risk-resilience-and-futurists-the-changing-lives-of-our-children/\" target=\"_blank\">Julius Segal\u003c/a>’s work on the factors that help kids overcome adversity is particularly powerful. He found that the common denominator among kids who’d overcome great hardship to succeed was the presence of a “charismatic adult” in their lives. Segal defined that person as an “adult from whom children gather strength,” and specifically said often that person is a teacher.\u003c/p>\n\u003cp>“We have to start with the assumption that everything you do in the classroom can have a major impact on a child’s life, not only in the classroom but later, too,” Brooks said. He stressed that teachers can have meaningful impact with even small gestures of kindness, dignity and respect for students. Greeting students by name at the door and smiling are two easy things that students themselves identified as making a big difference in creating a welcoming environment. Spending a little time getting to know kids individually also goes a long way.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Once you say a kid is unmotivated or doesn't care, you're already reflecting a mindset in which you’re blaming the child, whether you mean to or not.'\u003c/aside>\n\u003cp>At McLean, Brooks began to notice some important practices that made the most difference for school climate, student motivation and the staff’s ability to build relationships with students. He has since researched many of these early observations and has found that what worked anecdotally in his personal experience was true for many other kids in less severe situations too.\u003c/p>\n\u003cp>“One key ingredient I found is that students will feel more motivated if they have some say over what happens in the classroom,” Brooks said. That doesn’t mean he advocates that teachers give over all their authority to the students, but it could mean creating a student advisory panel in charge of making decisions about space within the school. Or involving students in the process of developing class rules and consequences so that discipline is no longer a long list of “dos and don’ts.”\u003c/p>\n\u003cp>Another major finding: “Kids will be more caring and compassionate and resilient in those environments where they feel they are making a difference,” Brooks said. Sometimes teachers push back against this idea, wondering why students who haven’t finished their own work should be given jobs helping others. Brooks responds that every student should feel like he or she is contributing to the class, and when that type of environment is fostered, motivation flourishes. “Caring leads to resilience,” Brooks said.\u003c/p>\n\u003cp>Brooks also began to realize that part of the reason he had been so negative about his students at McLean was a tendency to focus on their deficits. He began to \u003ca href=\"https://ww2.kqed.org/mindshift/2016/05/23/how-a-strengths-based-approach-to-math-redefines-who-is-smart/\">look for their strengths\u003c/a> instead, what he calls “\u003ca href=\"http://www.drrobertbrooks.com/0506/\">islands of competence\u003c/a>.”\u003c/p>\n\u003cp>“If you just focus on what’s wrong with kids and you don’t spend as much time on what their strengths or beauty are, kids know that,” he said. It’s hard for a child to have a resilient mindset when he believes everyone thinks he’s bad.\u003c/p>\n\u003cp>Teachers often complain about a lack of student motivation, but Brooks cautions educators not to jump to conclusions about students. No student wants to fail; humans have a natural “drive for effectiveness,” and the unmotivated affect some students show may really be “avoidance motivation.”\u003c/p>\n\u003cp>“It’s not that they’re not motivated,” Brooks said, “they’re just not motivated to do what we would like them to do.” Instead, they put all their energy into avoiding work that might lead them to fail, or that they don’t find relevant to their lives. There are lots of reasons kids might be motivated to avoid, but calling them lazy or lacking in perseverance or grit is not likely to improve attitudes.\u003c/p>\n\u003cp>“Once you say a kid is unmotivated or doesn’t care, you’re already reflecting a mindset in which you’re blaming the child, whether you mean to or not,” Brooks said. It’s far more productive to ask questions about why a student might be avoiding work. Getting rid of the accusatory stance will actually free educators to think more creatively about how to help students find purpose, make them feel like they belong, and help them see their own strengths.\u003c/p>\n\u003cp>A social worker Brooks knows came up with one such creative solution for five of the most problematic students in the school. She made those five students the committee to study how to improve attendance. She asked them to come up with two or three reasons kids don’t come to school and two to three reasons kids want to come to school. They then pored over attendance data and made it their personal mission to convince specific kids to come to school more often. The attendance committee -- who had themselves been absent the most -- felt like they were contributing, and three months later they hadn’t missed a day of school.\u003c/p>\n\u003cp>\u003cstrong>SUPPORTING TEACHERS TO SHIFT MINDSETS\u003c/strong>\u003c/p>\n\u003cp>Brooks acknowledges that this is not easy work. Some students take a long time to warm up to adults, often pushing a potential ally away just when it seems like progress is being made. And it’s very difficult for teachers not to take behavior personally, to continue reaching out and finding student strengths. Brooks recommends a few activities to help teacher develop \u003ca href=\"http://www.drrobertbrooks.com/changing-mindsets-about-stress/\" target=\"_blank\">“stress hardiness”\u003c/a> and ward against burnout.\u003c/p>\n\u003cp>Reflecting on why they became teachers in the first place can be an effective way to gain perspective. Brooks recommends school principals devote some staff meeting time to reflection on the qualities adults in a school remember about their favorite teachers. These conversations get educators thinking about whether their own students would describe them the same way they are positively describing their favorite teachers. The exercise can sometimes help illuminate ways that a teacher might be more welcoming to a student or offer more opportunities for choice.\u003c/p>\n\u003cp>Resilience in teachers is just as important as it is in students. Teachers who are less stressed are able to see changes in the school as inevitable. They seek opportunities to learn from change, rather than seeing it only as a challenge. Resilient people also tend not to blame other people or themselves when things go wrong. Instead, they look for \u003ca href=\"http://www.drrobertbrooks.com/1209/\">proactive ways to improve the situation\u003c/a>.\u003c/p>\n\u003cp>“Resilient people basically look at what they have control over and they don’t waste time on what they don’t,” Brooks said. So, for example, a teacher has no control over how prepared students are when they enter her classroom, or what kind of experiences they’ve had at home. But she can control how she interacts with those students, so she focuses there.\u003c/p>\n\u003cp>“It’s not easy to change mindsets,” Brooks admits, but he’s optimistic about the power such a shift can have on school culture, and on educators’ ability to grow mindsets of caring and compassion in their students. “One of the most important things you can do is model compassion,” he said. “Do you model caring? Do you make every child feel they belong in the classroom? It’s not that you have a formal lecture on this.”\u003c/p>\n\u003cp>He laments what he views as a false dichotomy between social and emotional skills and academics in classrooms. He often hears from teachers that the strategies he advocates take time away from academics, but he firmly believes students won’t learn without attention to these issues. Increasingly, schools and districts are agreeing with him, putting more emphasis on non-academic skills for school and life success.\u003c/p>\n\u003cp>“You have to have a sense of meaning or purpose because if that’s not there we’re going to have kids who say that achievement and GPA is more important than compassion and caring,” Brooks said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>That may already be happening. One \u003ca href=\"http://sites.gse.harvard.edu/sites/default/files/making-caring-common/files/mcc_report_7.2.14.pdf\" target=\"_blank\">national survey\u003c/a> of youth across the country found that they valued their own personal achievement above caring for others and they believed that their parents did, too. Brooks hopes that if every educator and parent focuses on helping students develop mindsets for caring, they can reverse that trend.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When Brooks speaks with teachers, he always tries to remember how he felt in his lowest moments at McLean. He remembers that he was so emotionally depleted that he probably wouldn’t have been able to hear advice from even the most accomplished experts. But he has found that often discouraged educators respond to his message about helping students to develop mindsets for caring and compassion when they hear about \u003ca href=\"http://www.drrobertbrooks.com/power-of-relationship-and-theories-of-mindset/\" target=\"_blank\">the research\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"http://www.cdl.org/articles/risk-resilience-and-futurists-the-changing-lives-of-our-children/\" target=\"_blank\">Julius Segal\u003c/a>’s work on the factors that help kids overcome adversity is particularly powerful. He found that the common denominator among kids who’d overcome great hardship to succeed was the presence of a “charismatic adult” in their lives. Segal defined that person as an “adult from whom children gather strength,” and specifically said often that person is a teacher.\u003c/p>\n\u003cp>“We have to start with the assumption that everything you do in the classroom can have a major impact on a child’s life, not only in the classroom but later, too,” Brooks said. He stressed that teachers can have meaningful impact with even small gestures of kindness, dignity and respect for students. Greeting students by name at the door and smiling are two easy things that students themselves identified as making a big difference in creating a welcoming environment. Spending a little time getting to know kids individually also goes a long way.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Once you say a kid is unmotivated or doesn't care, you're already reflecting a mindset in which you’re blaming the child, whether you mean to or not.'\u003c/aside>\n\u003cp>At McLean, Brooks began to notice some important practices that made the most difference for school climate, student motivation and the staff’s ability to build relationships with students. He has since researched many of these early observations and has found that what worked anecdotally in his personal experience was true for many other kids in less severe situations too.\u003c/p>\n\u003cp>“One key ingredient I found is that students will feel more motivated if they have some say over what happens in the classroom,” Brooks said. That doesn’t mean he advocates that teachers give over all their authority to the students, but it could mean creating a student advisory panel in charge of making decisions about space within the school. Or involving students in the process of developing class rules and consequences so that discipline is no longer a long list of “dos and don’ts.”\u003c/p>\n\u003cp>Another major finding: “Kids will be more caring and compassionate and resilient in those environments where they feel they are making a difference,” Brooks said. Sometimes teachers push back against this idea, wondering why students who haven’t finished their own work should be given jobs helping others. Brooks responds that every student should feel like he or she is contributing to the class, and when that type of environment is fostered, motivation flourishes. “Caring leads to resilience,” Brooks said.\u003c/p>\n\u003cp>Brooks also began to realize that part of the reason he had been so negative about his students at McLean was a tendency to focus on their deficits. He began to \u003ca href=\"https://ww2.kqed.org/mindshift/2016/05/23/how-a-strengths-based-approach-to-math-redefines-who-is-smart/\">look for their strengths\u003c/a> instead, what he calls “\u003ca href=\"http://www.drrobertbrooks.com/0506/\">islands of competence\u003c/a>.”\u003c/p>\n\u003cp>“If you just focus on what’s wrong with kids and you don’t spend as much time on what their strengths or beauty are, kids know that,” he said. It’s hard for a child to have a resilient mindset when he believes everyone thinks he’s bad.\u003c/p>\n\u003cp>Teachers often complain about a lack of student motivation, but Brooks cautions educators not to jump to conclusions about students. No student wants to fail; humans have a natural “drive for effectiveness,” and the unmotivated affect some students show may really be “avoidance motivation.”\u003c/p>\n\u003cp>“It’s not that they’re not motivated,” Brooks said, “they’re just not motivated to do what we would like them to do.” Instead, they put all their energy into avoiding work that might lead them to fail, or that they don’t find relevant to their lives. There are lots of reasons kids might be motivated to avoid, but calling them lazy or lacking in perseverance or grit is not likely to improve attitudes.\u003c/p>\n\u003cp>“Once you say a kid is unmotivated or doesn’t care, you’re already reflecting a mindset in which you’re blaming the child, whether you mean to or not,” Brooks said. It’s far more productive to ask questions about why a student might be avoiding work. Getting rid of the accusatory stance will actually free educators to think more creatively about how to help students find purpose, make them feel like they belong, and help them see their own strengths.\u003c/p>\n\u003cp>A social worker Brooks knows came up with one such creative solution for five of the most problematic students in the school. She made those five students the committee to study how to improve attendance. She asked them to come up with two or three reasons kids don’t come to school and two to three reasons kids want to come to school. They then pored over attendance data and made it their personal mission to convince specific kids to come to school more often. The attendance committee -- who had themselves been absent the most -- felt like they were contributing, and three months later they hadn’t missed a day of school.\u003c/p>\n\u003cp>\u003cstrong>SUPPORTING TEACHERS TO SHIFT MINDSETS\u003c/strong>\u003c/p>\n\u003cp>Brooks acknowledges that this is not easy work. Some students take a long time to warm up to adults, often pushing a potential ally away just when it seems like progress is being made. And it’s very difficult for teachers not to take behavior personally, to continue reaching out and finding student strengths. Brooks recommends a few activities to help teacher develop \u003ca href=\"http://www.drrobertbrooks.com/changing-mindsets-about-stress/\" target=\"_blank\">“stress hardiness”\u003c/a> and ward against burnout.\u003c/p>\n\u003cp>Reflecting on why they became teachers in the first place can be an effective way to gain perspective. Brooks recommends school principals devote some staff meeting time to reflection on the qualities adults in a school remember about their favorite teachers. These conversations get educators thinking about whether their own students would describe them the same way they are positively describing their favorite teachers. The exercise can sometimes help illuminate ways that a teacher might be more welcoming to a student or offer more opportunities for choice.\u003c/p>\n\u003cp>Resilience in teachers is just as important as it is in students. Teachers who are less stressed are able to see changes in the school as inevitable. They seek opportunities to learn from change, rather than seeing it only as a challenge. Resilient people also tend not to blame other people or themselves when things go wrong. Instead, they look for \u003ca href=\"http://www.drrobertbrooks.com/1209/\">proactive ways to improve the situation\u003c/a>.\u003c/p>\n\u003cp>“Resilient people basically look at what they have control over and they don’t waste time on what they don’t,” Brooks said. So, for example, a teacher has no control over how prepared students are when they enter her classroom, or what kind of experiences they’ve had at home. But she can control how she interacts with those students, so she focuses there.\u003c/p>\n\u003cp>“It’s not easy to change mindsets,” Brooks admits, but he’s optimistic about the power such a shift can have on school culture, and on educators’ ability to grow mindsets of caring and compassion in their students. “One of the most important things you can do is model compassion,” he said. “Do you model caring? Do you make every child feel they belong in the classroom? It’s not that you have a formal lecture on this.”\u003c/p>\n\u003cp>He laments what he views as a false dichotomy between social and emotional skills and academics in classrooms. He often hears from teachers that the strategies he advocates take time away from academics, but he firmly believes students won’t learn without attention to these issues. Increasingly, schools and districts are agreeing with him, putting more emphasis on non-academic skills for school and life success.\u003c/p>\n\u003cp>“You have to have a sense of meaning or purpose because if that’s not there we’re going to have kids who say that achievement and GPA is more important than compassion and caring,” Brooks said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That may already be happening. One \u003ca href=\"http://sites.gse.harvard.edu/sites/default/files/making-caring-common/files/mcc_report_7.2.14.pdf\" target=\"_blank\">national survey\u003c/a> of youth across the country found that they valued their own personal achievement above caring for others and they believed that their parents did, too. Brooks hopes that if every educator and parent focuses on helping students develop mindsets for caring, they can reverse that trend.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Like many people, I absolutely cherish the close friendships I forged in college, nearly \u003cem>mumble-mumble\u003c/em> years ago. But we rarely think about how these friendships might affect the path to graduation. If anything, students are typically advised to avoid social distractions and keep their eyes on the academic prize instead.\u003c/p>\n\u003cp>A \u003ca href=\"http://press.uchicago.edu/ucp/books/book/chicago/C/bo24731955.html\">new book\u003c/a> from a researcher at Dartmouth College puts a new spin on that idea, mapping out the ways differently structured social networks affect students' experiences for good and for ill.\u003c/p>\n\u003cp>Janice McCabe, an associate professor of sociology, interviewed a diverse group of 67 undergraduates at a large Midwestern public university (unnamed to protect student privacy.) She asked them to name their friends, which ranged from 3 to 60 individuals, and then she painstakingly mapped out the web of connections that made up each person's friend network.\u003c/p>\n\u003cp>Her conclusion? \"It's important to realize that friends can have academic as well as social benefits.\" And the type of network you have matters a lot.\u003c/p>\n\u003cp>McCabe found that students' networks fell into three basic types. \"Tight-knitters\" had a single cluster of friends who all knew each other and did seemingly everything together. They often described those friends as like \"home\" or like \"family.\" Their social network resembles a ball of yarn.\u003c/p>\n\u003cfigure id=\"attachment_46894\" class=\"wp-caption alignnone\" style=\"max-width: 400px\">\u003cimg class=\"size-full wp-image-46894\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/11/Tight-Knitters.jpg\" alt='\"Tight-knitters\" had a close group of friends who were \"like family.\" ' width=\"400\" height=\"215\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/11/Tight-Knitters.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/Tight-Knitters-160x86.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/Tight-Knitters-240x129.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/Tight-Knitters-375x202.jpg 375w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">\"Tight-knitters\" had a close group of friends who were \"like family.\" \u003ccite>(Janice McCabe)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"Compartmentalizers\" had between two and four unrelated clusters of friends: say, one group of fellow engineering majors, another from the swim team. With two clusters, their pattern looks like a bow tie.\u003c/p>\n\u003cfigure id=\"attachment_46889\" class=\"wp-caption alignnone\" style=\"max-width: 1692px\">\u003cimg class=\"size-full wp-image-46889\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/11/fig2_betsy_wide-8ab8eac6ab006a03249595e15c4306893147e5a5.jpg\" alt='\"Compartmentalizers\" had between two and four separate clusters of friends.' width=\"1692\" height=\"951\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/11/fig2_betsy_wide-8ab8eac6ab006a03249595e15c4306893147e5a5.jpg 1692w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/fig2_betsy_wide-8ab8eac6ab006a03249595e15c4306893147e5a5-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/fig2_betsy_wide-8ab8eac6ab006a03249595e15c4306893147e5a5-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/fig2_betsy_wide-8ab8eac6ab006a03249595e15c4306893147e5a5-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/fig2_betsy_wide-8ab8eac6ab006a03249595e15c4306893147e5a5-1020x573.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/fig2_betsy_wide-8ab8eac6ab006a03249595e15c4306893147e5a5-1180x663.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/fig2_betsy_wide-8ab8eac6ab006a03249595e15c4306893147e5a5-960x540.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/fig2_betsy_wide-8ab8eac6ab006a03249595e15c4306893147e5a5-240x135.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/fig2_betsy_wide-8ab8eac6ab006a03249595e15c4306893147e5a5-375x211.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/fig2_betsy_wide-8ab8eac6ab006a03249595e15c4306893147e5a5-520x292.jpg 520w\" sizes=\"(max-width: 1692px) 100vw, 1692px\">\u003cfigcaption class=\"wp-caption-text\">\"Compartmentalizers\" had between two and four separate clusters of friends. \u003ccite>(Janice McCabe)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>And \"Samplers\" had one-on-one friendships with individuals who didn't necessarily know one another. Their networks looked like a hub-and-spoke system, or a daisy.\u003c/p>\n\u003cfigure id=\"attachment_46895\" class=\"wp-caption alignnone\" style=\"max-width: 400px\">\u003cimg class=\"size-full wp-image-46895\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/11/Samplers.jpg\" alt='\"Samplers\" had lots of one-on-one friendships and reported feeling isolated. ' width=\"400\" height=\"225\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/11/Samplers.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/Samplers-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/Samplers-240x135.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/Samplers-375x211.jpg 375w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">\"Samplers\" had lots of one-on-one friendships and reported feeling isolated. \u003ccite>(Janice McCabe)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The tight-knitters named an average of 13 friends. Many of these students spoke about how important it was to have friends who could provide \"intense social support that got them through difficult experiences,\" says McCabe.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The sample size is too small to be definitive about cause, but McCabe found that about half the tight-knitters seemed to be part of groups that \"dragged them down\" academically. The other half performed above average, seemingly part of groups that \"dragged each other up.\"\u003c/p>\n\u003cp>To put it another way, among the students who said their close group of friends provided academic motivation and support, every one of them graduated. Among the ones who said they lacked this support and their friends distracted them from schoolwork, only half managed to graduate within six years. \"It really happened both ways,\" McCabe said.\u003c/p>\n\u003cp>Compartmentalizers had at least one group of friends that was more academically oriented, and one that was more social. This pattern was common among students from more privileged backgrounds, who tended to do well in college. When they were juggling more than two clusters, though, they reported being spread thin socially. Many had one \"academic\" cluster and another who helped reinforce a sense of belonging on campus.\u003c/p>\n\u003cp>Samplers reported having about the same number of friends as compartmentalizers, about 20. But these students said their friendships were arranged differently, as a collection of one-on-one relationships. Samplers were successful academically, but they were more likely to report being \"very lonely,\" and socially isolated, says McCabe.\u003c/p>\n\u003cp>Basing her study on in-depth interviews, McCabe discovered that above all, students seek a good balance between their academic and social lives. The lines may often blur, but that can be to the good: Students check in with friends when they have a paper due, they study together and quiz each other, and they help each other blow off steam when the work is done.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Instead of looking at proxy measures, like involvement in extracurriculars, she suggests that administrators could get a better view of how to help students succeed by understanding all the roles strong friendships play. \"They can be ties keeping students in and committed and helping them do well and helping them feel like a whole person too.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+College+Friendships+May+Affect+Student+Success&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Like many people, I absolutely cherish the close friendships I forged in college, nearly \u003cem>mumble-mumble\u003c/em> years ago. But we rarely think about how these friendships might affect the path to graduation. If anything, students are typically advised to avoid social distractions and keep their eyes on the academic prize instead.\u003c/p>\n\u003cp>A \u003ca href=\"http://press.uchicago.edu/ucp/books/book/chicago/C/bo24731955.html\">new book\u003c/a> from a researcher at Dartmouth College puts a new spin on that idea, mapping out the ways differently structured social networks affect students' experiences for good and for ill.\u003c/p>\n\u003cp>Janice McCabe, an associate professor of sociology, interviewed a diverse group of 67 undergraduates at a large Midwestern public university (unnamed to protect student privacy.) She asked them to name their friends, which ranged from 3 to 60 individuals, and then she painstakingly mapped out the web of connections that made up each person's friend network.\u003c/p>\n\u003cp>Her conclusion? \"It's important to realize that friends can have academic as well as social benefits.\" And the type of network you have matters a lot.\u003c/p>\n\u003cp>McCabe found that students' networks fell into three basic types. \"Tight-knitters\" had a single cluster of friends who all knew each other and did seemingly everything together. They often described those friends as like \"home\" or like \"family.\" Their social network resembles a ball of yarn.\u003c/p>\n\u003cfigure id=\"attachment_46894\" class=\"wp-caption alignnone\" style=\"max-width: 400px\">\u003cimg class=\"size-full wp-image-46894\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/11/Tight-Knitters.jpg\" alt='\"Tight-knitters\" had a close group of friends who were \"like family.\" ' width=\"400\" height=\"215\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/11/Tight-Knitters.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/Tight-Knitters-160x86.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/Tight-Knitters-240x129.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/Tight-Knitters-375x202.jpg 375w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">\"Tight-knitters\" had a close group of friends who were \"like family.\" \u003ccite>(Janice McCabe)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"Compartmentalizers\" had between two and four unrelated clusters of friends: say, one group of fellow engineering majors, another from the swim team. With two clusters, their pattern looks like a bow tie.\u003c/p>\n\u003cfigure id=\"attachment_46889\" class=\"wp-caption alignnone\" style=\"max-width: 1692px\">\u003cimg class=\"size-full wp-image-46889\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/11/fig2_betsy_wide-8ab8eac6ab006a03249595e15c4306893147e5a5.jpg\" alt='\"Compartmentalizers\" had between two and four separate clusters of friends.' width=\"1692\" height=\"951\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/11/fig2_betsy_wide-8ab8eac6ab006a03249595e15c4306893147e5a5.jpg 1692w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/fig2_betsy_wide-8ab8eac6ab006a03249595e15c4306893147e5a5-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/fig2_betsy_wide-8ab8eac6ab006a03249595e15c4306893147e5a5-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/fig2_betsy_wide-8ab8eac6ab006a03249595e15c4306893147e5a5-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/fig2_betsy_wide-8ab8eac6ab006a03249595e15c4306893147e5a5-1020x573.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/fig2_betsy_wide-8ab8eac6ab006a03249595e15c4306893147e5a5-1180x663.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/fig2_betsy_wide-8ab8eac6ab006a03249595e15c4306893147e5a5-960x540.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/fig2_betsy_wide-8ab8eac6ab006a03249595e15c4306893147e5a5-240x135.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/fig2_betsy_wide-8ab8eac6ab006a03249595e15c4306893147e5a5-375x211.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/fig2_betsy_wide-8ab8eac6ab006a03249595e15c4306893147e5a5-520x292.jpg 520w\" sizes=\"(max-width: 1692px) 100vw, 1692px\">\u003cfigcaption class=\"wp-caption-text\">\"Compartmentalizers\" had between two and four separate clusters of friends. \u003ccite>(Janice McCabe)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>And \"Samplers\" had one-on-one friendships with individuals who didn't necessarily know one another. Their networks looked like a hub-and-spoke system, or a daisy.\u003c/p>\n\u003cfigure id=\"attachment_46895\" class=\"wp-caption alignnone\" style=\"max-width: 400px\">\u003cimg class=\"size-full wp-image-46895\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/11/Samplers.jpg\" alt='\"Samplers\" had lots of one-on-one friendships and reported feeling isolated. ' width=\"400\" height=\"225\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/11/Samplers.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/Samplers-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/Samplers-240x135.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2016/11/Samplers-375x211.jpg 375w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">\"Samplers\" had lots of one-on-one friendships and reported feeling isolated. \u003ccite>(Janice McCabe)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The tight-knitters named an average of 13 friends. Many of these students spoke about how important it was to have friends who could provide \"intense social support that got them through difficult experiences,\" says McCabe.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The sample size is too small to be definitive about cause, but McCabe found that about half the tight-knitters seemed to be part of groups that \"dragged them down\" academically. The other half performed above average, seemingly part of groups that \"dragged each other up.\"\u003c/p>\n\u003cp>To put it another way, among the students who said their close group of friends provided academic motivation and support, every one of them graduated. Among the ones who said they lacked this support and their friends distracted them from schoolwork, only half managed to graduate within six years. \"It really happened both ways,\" McCabe said.\u003c/p>\n\u003cp>Compartmentalizers had at least one group of friends that was more academically oriented, and one that was more social. This pattern was common among students from more privileged backgrounds, who tended to do well in college. When they were juggling more than two clusters, though, they reported being spread thin socially. Many had one \"academic\" cluster and another who helped reinforce a sense of belonging on campus.\u003c/p>\n\u003cp>Samplers reported having about the same number of friends as compartmentalizers, about 20. But these students said their friendships were arranged differently, as a collection of one-on-one relationships. Samplers were successful academically, but they were more likely to report being \"very lonely,\" and socially isolated, says McCabe.\u003c/p>\n\u003cp>Basing her study on in-depth interviews, McCabe discovered that above all, students seek a good balance between their academic and social lives. The lines may often blur, but that can be to the good: Students check in with friends when they have a paper due, they study together and quiz each other, and they help each other blow off steam when the work is done.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Instead of looking at proxy measures, like involvement in extracurriculars, she suggests that administrators could get a better view of how to help students succeed by understanding all the roles strong friendships play. \"They can be ties keeping students in and committed and helping them do well and helping them feel like a whole person too.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+College+Friendships+May+Affect+Student+Success&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Every day at Weiner Elementary School starts with a dance party, usually to \u003cem>Best Day of My Life \u003c/em>by American Authors — and that's before the 7:50 a.m. bell even rings.\u003c/p>\n\u003cp>Then comes the morning assembly, where all 121 students and the staff gather for 20 minutes in the cafeteria of the school in Weiner, Ark. They sing songs and learn about an artist, a musician and an international city of the week.\u003c/p>\n\u003cp>They celebrate birthdays. A lucky student is crowned Student of the Day. And \u003ca href=\"http://nationalblueribbonschools.ed.gov/2016-bell-principal-pamela-hogue-weiner-elementary-school-weiner-ar/\">Pam Hogue\u003c/a> makes it her goal to be an educator instead of a principal.\u003c/p>\n\u003cp>That assembly — and the many other things this school does to create a sense of community and happiness — is part of what experts call school climate.\u003c/p>\n\u003cp>\"It's a feeling in a building,\" Hogue explains. \"When you walk in here, it just feels right. It looks like a place where learning is happening.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And, like a feeling, school climate is hard to define, difficult to measure and can swing positive or negative.\u003c/p>\n\u003cp>A \u003ca href=\"http://www.aera.net/Newsroom/Recent-AERA-Research/A-Research-Synthesis-of-the-Associations-Between-Socioeconomic-Background-Inequality-School-Climate-and-Academic-Achievement\">study published in the \u003cem>Review of Educational Research\u003c/em>\u003c/a> today suggests that school climate is something educators and communities should prioritize — especially as a way to bridge the elusive achievement gap. The authors analyzed more than 15 years of research on schools worldwide, and found that positive school climate had a significant impact on academics.\u003c/p>\n\u003cp>And here's the biggest takeaway: There's no link between school climate and socioeconomic status. In other words, there are plenty of happy schools in low-income neighborhoods, too.\u003c/p>\n\u003cp>\"Obviously you need to have a great math teacher that can teach math, but those social and emotional connections really help in the academic area too,\" says Ron Avi Astor, a professor at the University of Southern California and a co-author of the study. \"That creates a lot of opportunities for the low-income schools,\" by giving reformers more tools to think about, he says.\u003c/p>\n\u003cp>When Pam Hogue took over as Weiner Elementary's principal three years ago, tardiness was a problem. Enrollment was down. The community was losing faith in its public schools.\u003c/p>\n\u003cp>Weiner is a rural town with a population of less than 700. A majority of the kids come from farming families — soybeans and rice, mostly — and more than 99 percent receive free and reduced-price lunch.\u003c/p>\n\u003cp>Hogue sat down with a faculty team to envision the school they wanted — a school with the tagline \"A great place to be a kid.\"\u003c/p>\n\u003cp>Now, students are rarely late (no one wants to miss out on that assembly). Average attendance is 99.93 percent this year. And most importantly, Hogue says, people in the school — students and staff — are happy.\u003c/p>\n\u003cp>This idea of creating a good school culture isn't new, but 2016 has been a big year for urging schools to measure it.\u003c/p>\n\u003cp>For the first time ever, the \u003ca href=\"http://www.edweek.org/ew/articles/2016/01/06/essa-law-broadens-definition-of-school-success.html\">Every Student Succeeds Act \u003c/a>(ESSA) requires states to include non-academic factors — like school climate — in how they gauge school success. Earlier this year, the Department of Education \u003ca href=\"http://www.ed.gov/news/press-releases/department-education-releases-resources-improving-school-climate\">released an online toolbox\u003c/a> to help administrators better measure and understand the school climate. One \u003ca href=\"http://www.educationdive.com/news/school-climate-is-key-to-teacher-retention-student-achievement/429289/\">recent brief\u003c/a> even linked a positive environment with improved teacher retention.\u003c/p>\n\u003cp>The potential payoffs are big, says Joaquin Tamayo, director of strategic initiatives at the U.S. Department of Education.\u003c/p>\n\u003cp>\"Improving school climate is tough, it's tedious, it's incremental,\" he says. \"But when folks can do it right, and when they really put not just their mind but their heart into it, it's just such a beautiful thing.\"\u003c/p>\n\u003cp>There's still a lot of work to be done in terms of defining, and measuring, a school's climate. A great school culture in the Bronx, for example, might require different resources than a school like the one Pam Hogue runs in northeast Arkansas.\u003c/p>\n\u003cp>But the new study's co-author, Ron Avi Astor, says the best schools transcend the culture of the community around them. They may differ in design, but they can \u003cem>feel\u003c/em> very similar.\u003c/p>\n\u003cp>\"They kind of see themselves as vehicles to change society — that these kids are going to go out and not just reflect where they came from and who they are, but change all that,\" he says. \"And those are the most exciting schools.\"\u003c/p>\n\u003cp>Pam Hogue sees school climate as a launching point — a way to catapult kids toward opportunities outside their immediate environment.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"What we want to do is give our kids not only the skills but also the attitudes — things like confidence — to choose where they go in their life,\" Hogue says. \"I want them to have the skills and the confidence to make that change.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+A+Happy+School+Can+Help+Students+Succeed+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And, like a feeling, school climate is hard to define, difficult to measure and can swing positive or negative.\u003c/p>\n\u003cp>A \u003ca href=\"http://www.aera.net/Newsroom/Recent-AERA-Research/A-Research-Synthesis-of-the-Associations-Between-Socioeconomic-Background-Inequality-School-Climate-and-Academic-Achievement\">study published in the \u003cem>Review of Educational Research\u003c/em>\u003c/a> today suggests that school climate is something educators and communities should prioritize — especially as a way to bridge the elusive achievement gap. The authors analyzed more than 15 years of research on schools worldwide, and found that positive school climate had a significant impact on academics.\u003c/p>\n\u003cp>And here's the biggest takeaway: There's no link between school climate and socioeconomic status. In other words, there are plenty of happy schools in low-income neighborhoods, too.\u003c/p>\n\u003cp>\"Obviously you need to have a great math teacher that can teach math, but those social and emotional connections really help in the academic area too,\" says Ron Avi Astor, a professor at the University of Southern California and a co-author of the study. \"That creates a lot of opportunities for the low-income schools,\" by giving reformers more tools to think about, he says.\u003c/p>\n\u003cp>When Pam Hogue took over as Weiner Elementary's principal three years ago, tardiness was a problem. Enrollment was down. The community was losing faith in its public schools.\u003c/p>\n\u003cp>Weiner is a rural town with a population of less than 700. A majority of the kids come from farming families — soybeans and rice, mostly — and more than 99 percent receive free and reduced-price lunch.\u003c/p>\n\u003cp>Hogue sat down with a faculty team to envision the school they wanted — a school with the tagline \"A great place to be a kid.\"\u003c/p>\n\u003cp>Now, students are rarely late (no one wants to miss out on that assembly). Average attendance is 99.93 percent this year. And most importantly, Hogue says, people in the school — students and staff — are happy.\u003c/p>\n\u003cp>This idea of creating a good school culture isn't new, but 2016 has been a big year for urging schools to measure it.\u003c/p>\n\u003cp>For the first time ever, the \u003ca href=\"http://www.edweek.org/ew/articles/2016/01/06/essa-law-broadens-definition-of-school-success.html\">Every Student Succeeds Act \u003c/a>(ESSA) requires states to include non-academic factors — like school climate — in how they gauge school success. Earlier this year, the Department of Education \u003ca href=\"http://www.ed.gov/news/press-releases/department-education-releases-resources-improving-school-climate\">released an online toolbox\u003c/a> to help administrators better measure and understand the school climate. One \u003ca href=\"http://www.educationdive.com/news/school-climate-is-key-to-teacher-retention-student-achievement/429289/\">recent brief\u003c/a> even linked a positive environment with improved teacher retention.\u003c/p>\n\u003cp>The potential payoffs are big, says Joaquin Tamayo, director of strategic initiatives at the U.S. Department of Education.\u003c/p>\n\u003cp>\"Improving school climate is tough, it's tedious, it's incremental,\" he says. \"But when folks can do it right, and when they really put not just their mind but their heart into it, it's just such a beautiful thing.\"\u003c/p>\n\u003cp>There's still a lot of work to be done in terms of defining, and measuring, a school's climate. A great school culture in the Bronx, for example, might require different resources than a school like the one Pam Hogue runs in northeast Arkansas.\u003c/p>\n\u003cp>But the new study's co-author, Ron Avi Astor, says the best schools transcend the culture of the community around them. They may differ in design, but they can \u003cem>feel\u003c/em> very similar.\u003c/p>\n\u003cp>\"They kind of see themselves as vehicles to change society — that these kids are going to go out and not just reflect where they came from and who they are, but change all that,\" he says. \"And those are the most exciting schools.\"\u003c/p>\n\u003cp>Pam Hogue sees school climate as a launching point — a way to catapult kids toward opportunities outside their immediate environment.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"What we want to do is give our kids not only the skills but also the attitudes — things like confidence — to choose where they go in their life,\" Hogue says. \"I want them to have the skills and the confidence to make that change.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+A+Happy+School+Can+Help+Students+Succeed+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Defining Love: An Assignment That Can Reveal Students' Perspective on Life",
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"content": "\u003cp class=\"p2\">\u003cem>Excerpted from \u003ca href=\"http://store.tcpress.com/0807758086.shtml\">Personal Narrative, Revised: \u003c/a>\u003c/em>\u003cem>\u003ca href=\"http://store.tcpress.com/0807758086.shtml\">Writing Love and Agency in the High School Classroom \u003c/a>by Bronwyn Clare LaMay. The following is from the section, \"Love and Agency in Our Stories: Surviving 'Whole.'\"\u003c/em>\u003c/p>\n\u003cp class=\"p2\">\u003cstrong>By Bronwyn Clare LaMay\u003c/strong>\u003c/p>\n\u003cp class=\"p2\">\u003cspan class=\"s1\">Love can be hard to define. I pinpointed it as a topic that was real to my students’ lives and that would hopefully become a door into the literature we would read in semester two of our second year. Love was possible to personalize as well as analyze in literary discussion, and it was a seminal theme in the novel I wanted them to read, which was Toni Morrison’s \u003cem>Song of Solomon\u003c/em>. \u003c/span>\u003c/p>\n\u003cp class=\"p2\">\u003cspan class=\"s1\">Love is salient to Morrison’s writing because she identifies it as the crux of her work. In one her interviews, she explains, “actually, I think, all the time when I write, I’m writing about love or its absence . . . about love or how to survive—not to make a living, but how to survive \u003cem>whole\u003c/em> in a world where all of us are, in some measure, \u003cem>victims of something\u003c/em>” (Taylor-Guthrie, 1994, p. 40). This connection between love and surviving whole was relevant to my students, and it came out of our conversations that many of them struggled to process moments in their lives when they felt like victims of troubled relationships or life circumstances that were beyond their control. I noticed that they had trouble conveying these experiences without inadvertently writing themselves as victims in their larger life stories. This seemed to me a condition they shared with many of the novel’s characters. Morrison maintains that “each one of us is in some way at some moment a victim and in no position to do anything about it . . . in a world like that, how does one remain whole—is it just impossible to do that?” (p. 40). Through a discussion that moved between Morrison’s fiction and the complex, intimate concerns my students raised in our classroom community, we grew to realize that the answer to this question lay in a critical examination of the connection between love and agency in our own stories. \u003c/span>\u003c/p>\n\u003cp class=\"p2\">\u003cspan class=\"s1\">To scaffold the first day of reading, I asked my students to journal for about 10 minutes on the question, \u003cem>What is love?\u003c/em> This writing session lasted much longer than I had planned. Two girls began to write and then stopped, on \u003c/span>\u003cspan class=\"s1\">the verge of tears, asking if they could take a moment outside. A few students alternately wrote and stared vulnerably around the room. Several others were still writing determinedly when the 10 minutes were up and requested more time. On this and other journal topics, I always waited until almost everyone was finished and then asked if there were those who wanted to share. I also made it a point to journal each entry with my class and to share my writing with them if they wanted to hear it. This was the strategy that I used to scaffold and engage them in the first several chapters of the novel, as we journaled our way through topics that either they or I suggested could connect them to the reading. This initial topic of love, however, remained unsurpassed in the emotions that it raised. As students volunteered to read their work aloud, a spectrum of unresolved stories about relationships with parents, siblings, cousins, grandparents, boyfriends, and girlfriends—as well as conflicts within themselves—emerged and began to assume some perceptible patterns. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p2\">\u003cspan class=\"s1\">Our conversation lasted until the end of class. It felt unfinished, so as we delved into the novel’s opening chapters, I asked them to push deeper to define love in the first personal narrative they would write. \u003c/span>\u003c/p>\n\u003cp class=\"p2\">\u003cspan class=\"s1\">\u003ca href=\"http://store.tcpress.com/0807758086.shtml\">\u003cimg class=\"alignright wp-image-46441 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/09/9780807758083-e1474634622135.jpg\" alt=\"9780807758083\" width=\"250\" height=\"367\">\u003c/a>A conceptual topic like love allowed students to choose how to respond and how personal to get. One student began with the dictionary and argued that love is hard to define, given the 11 different definitions that she found. Another wrote about how the media portrayed love in misleading ways. Some students wrote about the different loves they felt for family, friends, and significant others. Other students wrote about love as loss, love as fantasy, love as a fairy tale, love as rejection, love as security, and love as a push-pull roller coaster ride with volatile but predictable ups and downs. Several students wrote with conviction that love did not exist. Some wrote about feeling love-deprived. All of them struggled to various degrees to write these papers. As I read them, it grew apparent to me that many of their definitions of love were essentially metaphors for their outlooks on life. \u003c/span>\u003c/p>\n\u003cp class=\"p2\">\u003cspan class=\"s1\">In \u003cem>The Dialogic Curriculum\u003c/em> (1995), Patricia Stock explores the issue of creating space in the classroom for students to raise and assess personal questions, especially those that connect to the literature they read. Many of my students struggled for perspective on problems in their lives that could take precedence over their focus in class. Stock addresses this point in her work, acknowledging: \u003c/span>\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p2\">\u003cspan class=\"s1\">Some educators insist that teachers should not allow students to explore their personal concerns in the talk or writing they do in classrooms, even when students’ concerns match those in the readings they are assigned. . . . I hold a position on this issue that I have not reached easily or lightly: Teachers of schoolchildren are never far from the concerns their students bring with them to their studies. If they are, they do not teach students. They may teach subject matter, but they do not teach students. (p. 76)\u003c/span>\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"p2\">\u003cspan class=\"s1\">Her view was indispensable in the context where I taught. When my students were emotionally distressed, distracted, or withdrawn due to struggles in their personal lives, they were not able to engage personally or academically in class. This was an everyday reality that created stress for me and influenced my decision to invite them to raise real dilemmas in our classroom context. However, the relationships my students built with one another and with me over our first 18 months of working together were vital to the narrative approach I describe in this book, whereby we strove to study and respect our lives as texts.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p2\">\u003cem>\u003cb>Bronwyn Clare LaMay\u003c/b> is currently a high school English teacher at Impact Academy of Arts and Technology, an \u003ca href=\"http://www.envisionschools.org/\">Envision Education\u003c/a> school, in Hayward, CA. In addition to her K–12 work, she has taught pre- and inservice teachers at University of San Francisco, Mills College, Stanford University, UC Santa Cruz, and UC Berkeley.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p2\">\u003cem>Excerpted from \u003ca href=\"http://store.tcpress.com/0807758086.shtml\">Personal Narrative, Revised: \u003c/a>\u003c/em>\u003cem>\u003ca href=\"http://store.tcpress.com/0807758086.shtml\">Writing Love and Agency in the High School Classroom \u003c/a>by Bronwyn Clare LaMay. The following is from the section, \"Love and Agency in Our Stories: Surviving 'Whole.'\"\u003c/em>\u003c/p>\n\u003cp class=\"p2\">\u003cstrong>By Bronwyn Clare LaMay\u003c/strong>\u003c/p>\n\u003cp class=\"p2\">\u003cspan class=\"s1\">Love can be hard to define. I pinpointed it as a topic that was real to my students’ lives and that would hopefully become a door into the literature we would read in semester two of our second year. Love was possible to personalize as well as analyze in literary discussion, and it was a seminal theme in the novel I wanted them to read, which was Toni Morrison’s \u003cem>Song of Solomon\u003c/em>. \u003c/span>\u003c/p>\n\u003cp class=\"p2\">\u003cspan class=\"s1\">Love is salient to Morrison’s writing because she identifies it as the crux of her work. In one her interviews, she explains, “actually, I think, all the time when I write, I’m writing about love or its absence . . . about love or how to survive—not to make a living, but how to survive \u003cem>whole\u003c/em> in a world where all of us are, in some measure, \u003cem>victims of something\u003c/em>” (Taylor-Guthrie, 1994, p. 40). This connection between love and surviving whole was relevant to my students, and it came out of our conversations that many of them struggled to process moments in their lives when they felt like victims of troubled relationships or life circumstances that were beyond their control. I noticed that they had trouble conveying these experiences without inadvertently writing themselves as victims in their larger life stories. This seemed to me a condition they shared with many of the novel’s characters. Morrison maintains that “each one of us is in some way at some moment a victim and in no position to do anything about it . . . in a world like that, how does one remain whole—is it just impossible to do that?” (p. 40). Through a discussion that moved between Morrison’s fiction and the complex, intimate concerns my students raised in our classroom community, we grew to realize that the answer to this question lay in a critical examination of the connection between love and agency in our own stories. \u003c/span>\u003c/p>\n\u003cp class=\"p2\">\u003cspan class=\"s1\">To scaffold the first day of reading, I asked my students to journal for about 10 minutes on the question, \u003cem>What is love?\u003c/em> This writing session lasted much longer than I had planned. Two girls began to write and then stopped, on \u003c/span>\u003cspan class=\"s1\">the verge of tears, asking if they could take a moment outside. A few students alternately wrote and stared vulnerably around the room. Several others were still writing determinedly when the 10 minutes were up and requested more time. On this and other journal topics, I always waited until almost everyone was finished and then asked if there were those who wanted to share. I also made it a point to journal each entry with my class and to share my writing with them if they wanted to hear it. This was the strategy that I used to scaffold and engage them in the first several chapters of the novel, as we journaled our way through topics that either they or I suggested could connect them to the reading. This initial topic of love, however, remained unsurpassed in the emotions that it raised. As students volunteered to read their work aloud, a spectrum of unresolved stories about relationships with parents, siblings, cousins, grandparents, boyfriends, and girlfriends—as well as conflicts within themselves—emerged and began to assume some perceptible patterns. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p2\">\u003cspan class=\"s1\">Our conversation lasted until the end of class. It felt unfinished, so as we delved into the novel’s opening chapters, I asked them to push deeper to define love in the first personal narrative they would write. \u003c/span>\u003c/p>\n\u003cp class=\"p2\">\u003cspan class=\"s1\">\u003ca href=\"http://store.tcpress.com/0807758086.shtml\">\u003cimg class=\"alignright wp-image-46441 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/09/9780807758083-e1474634622135.jpg\" alt=\"9780807758083\" width=\"250\" height=\"367\">\u003c/a>A conceptual topic like love allowed students to choose how to respond and how personal to get. One student began with the dictionary and argued that love is hard to define, given the 11 different definitions that she found. Another wrote about how the media portrayed love in misleading ways. Some students wrote about the different loves they felt for family, friends, and significant others. Other students wrote about love as loss, love as fantasy, love as a fairy tale, love as rejection, love as security, and love as a push-pull roller coaster ride with volatile but predictable ups and downs. Several students wrote with conviction that love did not exist. Some wrote about feeling love-deprived. All of them struggled to various degrees to write these papers. As I read them, it grew apparent to me that many of their definitions of love were essentially metaphors for their outlooks on life. \u003c/span>\u003c/p>\n\u003cp class=\"p2\">\u003cspan class=\"s1\">In \u003cem>The Dialogic Curriculum\u003c/em> (1995), Patricia Stock explores the issue of creating space in the classroom for students to raise and assess personal questions, especially those that connect to the literature they read. Many of my students struggled for perspective on problems in their lives that could take precedence over their focus in class. Stock addresses this point in her work, acknowledging: \u003c/span>\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p2\">\u003cspan class=\"s1\">Some educators insist that teachers should not allow students to explore their personal concerns in the talk or writing they do in classrooms, even when students’ concerns match those in the readings they are assigned. . . . I hold a position on this issue that I have not reached easily or lightly: Teachers of schoolchildren are never far from the concerns their students bring with them to their studies. If they are, they do not teach students. They may teach subject matter, but they do not teach students. (p. 76)\u003c/span>\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"p2\">\u003cspan class=\"s1\">Her view was indispensable in the context where I taught. When my students were emotionally distressed, distracted, or withdrawn due to struggles in their personal lives, they were not able to engage personally or academically in class. This was an everyday reality that created stress for me and influenced my decision to invite them to raise real dilemmas in our classroom context. However, the relationships my students built with one another and with me over our first 18 months of working together were vital to the narrative approach I describe in this book, whereby we strove to study and respect our lives as texts.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p2\">\u003cem>\u003cb>Bronwyn Clare LaMay\u003c/b> is currently a high school English teacher at Impact Academy of Arts and Technology, an \u003ca href=\"http://www.envisionschools.org/\">Envision Education\u003c/a> school, in Hayward, CA. In addition to her K–12 work, she has taught pre- and inservice teachers at University of San Francisco, Mills College, Stanford University, UC Santa Cruz, and UC Berkeley.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cstrong>By Juli Fraga\u003c/strong>\u003c/p>\n\u003cp>When mindfulness teacher Laurie Grossman instructed a class at \u003ca href=\"http://www.ousd.org/reach\">Reach Academy\u003c/a> to let their eyes rest and close so they could focus on their breathing, one student's eyes remained wide open. Instead of following Grossman’s cues, the student refused to close her eyes and stared at her friend.\u003c/p>\n\u003cp>This kind of response is not unusual for students who come to school after having experienced trauma, such as the death of a parent, emotional neglect and homelessness. \u003ca href=\"https://www.childwelfare.gov/pubPDFs/brain_development.pdf\">Neurological research\u003c/a> shows that tragic experiences can affect brain development and impact a child’s ability to concentrate and relax. As a result, students who grow up in these circumstances believe that it's important to always keep a watchful eye on their surroundings.\u003c/p>\n\u003cp>“The trauma that our children carry affects their ability to learn,” says educator Mason Musumeci, a former literacy teacher at Reach. Because the children have witnessed such high levels of conflict, their bodies are often knotted with feelings of worry and fear, emotions that propel them into the fight or flight mode -- a continuous state of stress that impacts their physical and mental health. These issues prevent them from feeling safe enough to focus in class.\u003c/p>\n\u003cp>Four years ago, the staff and faculty at Reach Academy in Oakland realized just how much their students needed additional tools to help them regulate their emotions. In an attempt to offer more psychological support, they reached out to \u003ca href=\"http://mindfullifeproject.org/partnerships/\">Grossman\u003c/a> who is a teacher and co-founder of \u003ca href=\"http://www.mindfulschools.org/\">Mindful Schools\u003c/a>. The definition of mindfulness, says Grossman, is to \"pay attention, on purpose, to the present moment.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>While at first students practicing mindfulness struggled to close their eyes and trust Grossman, they soon recognized the potential benefits.\u003c/p>\n\u003cp>https://vimeo.com/167308190\u003c/p>\n\u003cp>\u003cstrong>STUDENTS TAKING THE LEAD \u003c/strong>\u003c/p>\n\u003cp>Eventually, Musumeci’s students became so comfortable with their new life skills that they clamored to lead the practice themselves. One student was eager to start first by taking his classmates through a mindful breathing exercise.\u003c/p>\n\u003cp>Then he gave his peers additional instructions, such as, “Sit up straight, remain still and silent. Close your eyes and focus on the breath. See if you can feel your breath in your nose, your chest, and your belly.\"\u003c/p>\n\u003cp>Before the children began practicing mindfulness, the teachers had struggled to help the students recognize their emotions, pay attention in class and communicate their feelings verbally instead of using their fists. After beginning the practice, a sense of serenity entered the classroom, and the teachers and school administrators recognized how much mindfulness had changed the school climate.\u003c/p>\n\u003cfigure id=\"attachment_46458\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-46458 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/09/5-web-e1474663834576.jpg\" alt=\"Master of Mindfulness\" width=\"1920\" height=\"987\">\u003cfigcaption class=\"wp-caption-text\">Student authors. Photo by Mason Musumeci\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>SHARING THE STORY OF MINDFULNESS\u003c/strong>\u003c/p>\n\u003cp>One of Musumeci’s most rambunctious students enjoyed mindfulness so much that he came to school dressed as “The Master of Mindfulness” on “Super Hero Spirit Day.”\u003c/p>\n\u003cp>When his classmates asked him why he had chosen this as his superhero, he told Musumeci, “When I practice mindfulness, I feel calm and it helps me to learn.” The class shared his story with Grossman, and she asked them how they could share the practice with others. The students wanted to write a book.\u003c/p>\n\u003cp>For three months, Grossman met with the kids in Musumeci’s class several times a week. They brainstormed about the information they wanted to share in their book and ended up deciding it would include three major points: a definition of mindfulness, the specific ways mindfulness has helped them, and how other children can benefit from the practice. They worked with a local artist to help bring their stories to life.\u003c/p>\n\u003cp>Their book, \u003ca href=\"https://www.newharbinger.com/master-mindfulness\">\u003cem>Master of Mindfulness: How to Be Your Own Superhero in Times of Stress\u003c/em>\u003c/a> is a mindfulness book written by kids for kids. The book teaches other children how mindfulness can help distill family conflicts, sad feelings and sibling rivalry\u003cstrong>. \u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.amazon.com/Master-Mindfulness-Superhero-Times-Stress/dp/1626254648\">\u003cimg class=\"alignright wp-image-46459\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/09/Master-of-Mindfulness-400x309.jpg\" alt=\"Master of Mindfulness\" width=\"250\" height=\"193\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/09/Master-of-Mindfulness-400x309.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/Master-of-Mindfulness.jpg 500w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>Writing the book also served as a form of narrative therapy for the students. Through the writing process, they realized just how much mindfulness has helped them to respond instead of react to the trauma and stress in their lives, such as the death of a parent, divorce and poverty.\u003c/p>\n\u003cp>\"Children are often powerless to harness personal control over their life circumstances,” says Musumeci. \"Mindfulness taught our kids that they have the ability to make wise choices, and it's strengthened their resiliency.\"\u003c/p>\n\u003cp>The student authors began eighth grade this fall, and they continue to use mindfulness to help other children, too. In June, four of the student authors went to Park Day School in Oakland and spoke to a fourth-grade class and two second-grade classes about \u003cem>Master of Mindfulness.\u003c/em> And at Reach Academy, mindfulness continues to be an integral part of the school curriculum.\u003c/p>\n\u003cp>In the end, mindfulness taught these children that they are all connected by way of the breath, and this awareness has helped them to feel calmer while strengthening their sense of community.\u003c/p>\n\u003cp>\u003cem>Juli Fraga is a psychologist and writer in San Francisco. You can find her on Twitter \u003ca href=\"https://twitter.com/dr_fraga\">@dr_fraga\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By Juli Fraga\u003c/strong>\u003c/p>\n\u003cp>When mindfulness teacher Laurie Grossman instructed a class at \u003ca href=\"http://www.ousd.org/reach\">Reach Academy\u003c/a> to let their eyes rest and close so they could focus on their breathing, one student's eyes remained wide open. Instead of following Grossman’s cues, the student refused to close her eyes and stared at her friend.\u003c/p>\n\u003cp>This kind of response is not unusual for students who come to school after having experienced trauma, such as the death of a parent, emotional neglect and homelessness. \u003ca href=\"https://www.childwelfare.gov/pubPDFs/brain_development.pdf\">Neurological research\u003c/a> shows that tragic experiences can affect brain development and impact a child’s ability to concentrate and relax. As a result, students who grow up in these circumstances believe that it's important to always keep a watchful eye on their surroundings.\u003c/p>\n\u003cp>“The trauma that our children carry affects their ability to learn,” says educator Mason Musumeci, a former literacy teacher at Reach. Because the children have witnessed such high levels of conflict, their bodies are often knotted with feelings of worry and fear, emotions that propel them into the fight or flight mode -- a continuous state of stress that impacts their physical and mental health. These issues prevent them from feeling safe enough to focus in class.\u003c/p>\n\u003cp>Four years ago, the staff and faculty at Reach Academy in Oakland realized just how much their students needed additional tools to help them regulate their emotions. In an attempt to offer more psychological support, they reached out to \u003ca href=\"http://mindfullifeproject.org/partnerships/\">Grossman\u003c/a> who is a teacher and co-founder of \u003ca href=\"http://www.mindfulschools.org/\">Mindful Schools\u003c/a>. The definition of mindfulness, says Grossman, is to \"pay attention, on purpose, to the present moment.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>STUDENTS TAKING THE LEAD \u003c/strong>\u003c/p>\n\u003cp>Eventually, Musumeci’s students became so comfortable with their new life skills that they clamored to lead the practice themselves. One student was eager to start first by taking his classmates through a mindful breathing exercise.\u003c/p>\n\u003cp>Then he gave his peers additional instructions, such as, “Sit up straight, remain still and silent. Close your eyes and focus on the breath. See if you can feel your breath in your nose, your chest, and your belly.\"\u003c/p>\n\u003cp>Before the children began practicing mindfulness, the teachers had struggled to help the students recognize their emotions, pay attention in class and communicate their feelings verbally instead of using their fists. After beginning the practice, a sense of serenity entered the classroom, and the teachers and school administrators recognized how much mindfulness had changed the school climate.\u003c/p>\n\u003cfigure id=\"attachment_46458\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-46458 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/09/5-web-e1474663834576.jpg\" alt=\"Master of Mindfulness\" width=\"1920\" height=\"987\">\u003cfigcaption class=\"wp-caption-text\">Student authors. Photo by Mason Musumeci\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>SHARING THE STORY OF MINDFULNESS\u003c/strong>\u003c/p>\n\u003cp>One of Musumeci’s most rambunctious students enjoyed mindfulness so much that he came to school dressed as “The Master of Mindfulness” on “Super Hero Spirit Day.”\u003c/p>\n\u003cp>When his classmates asked him why he had chosen this as his superhero, he told Musumeci, “When I practice mindfulness, I feel calm and it helps me to learn.” The class shared his story with Grossman, and she asked them how they could share the practice with others. The students wanted to write a book.\u003c/p>\n\u003cp>For three months, Grossman met with the kids in Musumeci’s class several times a week. They brainstormed about the information they wanted to share in their book and ended up deciding it would include three major points: a definition of mindfulness, the specific ways mindfulness has helped them, and how other children can benefit from the practice. They worked with a local artist to help bring their stories to life.\u003c/p>\n\u003cp>Their book, \u003ca href=\"https://www.newharbinger.com/master-mindfulness\">\u003cem>Master of Mindfulness: How to Be Your Own Superhero in Times of Stress\u003c/em>\u003c/a> is a mindfulness book written by kids for kids. The book teaches other children how mindfulness can help distill family conflicts, sad feelings and sibling rivalry\u003cstrong>. \u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.amazon.com/Master-Mindfulness-Superhero-Times-Stress/dp/1626254648\">\u003cimg class=\"alignright wp-image-46459\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/09/Master-of-Mindfulness-400x309.jpg\" alt=\"Master of Mindfulness\" width=\"250\" height=\"193\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/09/Master-of-Mindfulness-400x309.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/Master-of-Mindfulness.jpg 500w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>Writing the book also served as a form of narrative therapy for the students. Through the writing process, they realized just how much mindfulness has helped them to respond instead of react to the trauma and stress in their lives, such as the death of a parent, divorce and poverty.\u003c/p>\n\u003cp>\"Children are often powerless to harness personal control over their life circumstances,” says Musumeci. \"Mindfulness taught our kids that they have the ability to make wise choices, and it's strengthened their resiliency.\"\u003c/p>\n\u003cp>The student authors began eighth grade this fall, and they continue to use mindfulness to help other children, too. In June, four of the student authors went to Park Day School in Oakland and spoke to a fourth-grade class and two second-grade classes about \u003cem>Master of Mindfulness.\u003c/em> And at Reach Academy, mindfulness continues to be an integral part of the school curriculum.\u003c/p>\n\u003cp>In the end, mindfulness taught these children that they are all connected by way of the breath, and this awareness has helped them to feel calmer while strengthening their sense of community.\u003c/p>\n\u003cp>\u003cem>Juli Fraga is a psychologist and writer in San Francisco. You can find her on Twitter \u003ca href=\"https://twitter.com/dr_fraga\">@dr_fraga\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003ca href=\"https://usergeneratededucation.wordpress.com/author/jackiegerstein/\" target=\"_blank\">Jackie Gerstein\u003c/a> is an experienced educator who has been working as a classroom teacher and pre-service teacher trainer for years. With a background in experiential learning, Gerstein is excited about current trends in education that have more people excited to try project-based learning, maker education and other approaches that let students get hands-on with their learning.\u003c/p>\n\u003cp>She hopes all the excitement turns into robust, meaningful change in how mainstream teachers educate. To do that, she says it’s crucial that teachers not only focus on the materials and tools of a maker activity, but also carefully \u003ca href=\"https://usergeneratededucation.wordpress.com/2016/03/16/framing-and-frontloading-maker-activities/\" target=\"_blank\">frame it\u003c/a> and \u003ca href=\"https://usergeneratededucation.wordpress.com/2015/10/05/reflecting-on-the-making-process/\" target=\"_blank\">reflect upon it\u003c/a> to make sure learning happens.\u003c/p>\n\u003cp>“If we don’t create a process of reflecting and framing them, then we are leaving learning up to chance,” Gerstein said on a panel about makerspaces hosted at the \u003ca href=\"https://conference.iste.org/2016/\" target=\"_blank\">International Society of Technology in Education (ISTE)\u003c/a> conference.\u003c/p>\n\u003cp>To frame lessons, Gerstein thinks carefully about her goals for the lesson and then makes sure the kids are thinking about those goals, too, by asking essential questions. If the goal is to meet certain standards, the class might have a brief discussion of the standards in question, framed in kid language. Or the teacher might ask, “How would an inventor or scientist approach this problem?”\u003c/p>\n\u003cfigure id=\"attachment_46320\" class=\"wp-caption aligncenter\" style=\"max-width: 700px\">\u003cimg class=\"wp-image-46320 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/09/frontloading-maker-activities1.jpg\" alt=\"Frontloading and framing are important parts of a maker activity.\" width=\"700\" height=\"700\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/09/frontloading-maker-activities1.jpg 700w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/frontloading-maker-activities1-400x400.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/frontloading-maker-activities1-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/frontloading-maker-activities1-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/frontloading-maker-activities1-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/frontloading-maker-activities1-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/frontloading-maker-activities1-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/frontloading-maker-activities1-150x150.jpg 150w\" sizes=\"(max-width: 700px) 100vw, 700px\">\u003cfigcaption class=\"wp-caption-text\">Frontloading and framing are important parts of a maker activity. \u003ccite>(Courtesy Jackie Gerstein/\u003ca href=\"https://usergeneratededucation.wordpress.com/author/jackiegerstein/\">User Generated Education\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I think maker-ed has huge potential to build social emotional skills and I don’t think that’s being tapped enough,” Gerstein said. Problem-solving, managing emotions, organizing one's time and designing with empathy are often all part of the making experience, but if teachers want to make sure students recognize they are building those skills, they need to frame them explicitly.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For example, Gerstein will raise the question of frustration, noting that some students were frustrated during the last experience and asking what they might do if they experience frustration again. Then, while the making is happening, if she notices a child getting frustrated, she can remind him of the ideas the class generated together before the activity.\u003c/p>\n\u003cp>“I like framing my activities with self-awareness,” Gerstein said. “You’re planting these things into our learners' heads prior to doing our making.” This seeding of ideas before students dive in is crucial, Gerstein said, because it is easy to assume that students understand the learning goals, when really they are just following directions.\u003c/p>\n\u003cp>“Just because students are complying doesn’t mean they are learning,” Gerstein said. “We teach too much compliance in schools. I think if 10 percent [of your students] like your lesson and 90 percent are sitting there tolerating because they’ve learned to tolerate, that’s a failure in my mind.”\u003c/p>\n\u003cp>In addition to coaching pre-service teachers, Gerstein often works with gifted elementary school children in Santa Fe. Since many of her students think a little differently, she emphasizes the social and emotional learning skills in each activity, often explicitly working to build empathy.\u003c/p>\n\u003cp>Reticent educators often worry that hands-on, integrated activities take too much time and create an unruly classroom, but Gerstein says often when teachers experience a maker-education lesson for themselves they see the potential for their students.\u003c/p>\n\u003cp>“When I did the maker-ed workshops, the teachers were so excited because they got to experience it and see how engaged their colleagues were,” Gerstein said. If teachers can get students that engaged in an activity, most behavior problems fade away, too.\u003c/p>\n\u003cp>Reflection after the activity is just as important as how it is framed and often gets overlooked or cut out when time runs short. Educator and consultant Silvia Tolisano \u003ca href=\"http://langwitches.org/blog/2016/08/30/amplify-reflection/\" target=\"_blank\">writes powerfully about reflection\u003c/a>, reminding educators that it’s a learned skill.\u003c/p>\n\u003cblockquote>\u003cp>Asking a teacher to simply “reflect” on a lesson taught or asking students to “reflect” on their learning, will often be met with blank stares. Being able to reflect is a skill to be learned, a habit to develop. Reflection requires metacognition (thinking about your thinking), articulation of that thinking and the ability to make connections (past, present, future, outliers, relevant information, etc.).\u003c/p>\u003c/blockquote>\n\u003cp>Many educators use reflection in their classrooms, sometimes in the form of exit tickets or quick-writes at the end of the class. But those methods can get stale for students. Gerstein likes to try to make the reflection portion of the lesson as fun as the making portion. One of her favorite ways is to embed questions about the day’s learning in a board game.\u003c/p>\n\u003cfigure id=\"attachment_46317\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-46317 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/09/maker-game-best-1440x1018.jpg\" alt=\"A reflection board game designed to solidify learning after a maker activity.\" width=\"640\" height=\"452\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/09/maker-game-best-1440x1018.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/maker-game-best-400x283.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/maker-game-best-800x566.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/maker-game-best-768x543.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/maker-game-best-1180x834.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/maker-game-best-960x679.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A reflection board game designed to solidify learning after a maker activity. \u003ccite>(Courtesy Jackie Gerstein/\u003ca href=\"https://usergeneratededucation.wordpress.com/2015/10/05/reflecting-on-the-making-process/\">User Generated Education\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Instead of just asking questions like, ‘What was your major learning?’ or ‘How did you use the resources of your peers?’ I embedded them in the game,” Gerstein said. Student might hop two spaces forward if they can name a way they worked through a problem on their own, but slide back a few spaces if upon reflection they realize they didn’t ask friends for help before going to the teacher. Gerstein also likes to let kids get creative with reflections through video, podcasts or a blog post about their learning experiences.\u003c/p>\n\u003cp>“Coax them into uncomfortable ways to reflect and it might be ways they use in the future,” Gerstein said. She had a pre-service teacher who hated mind mapping before writing, but by the end of the semester she had learned to love the tool and used it before she wrote anything.\u003c/p>\n\u003cp>The main thing for teachers to remember is that just because they can see that students are learning doesn’t mean the students are making the same connection. And while sometimes that dynamic is good because students don’t feel like they are “in school” in the typical, boring way they are used to, it is important for students to make meaning on their own, \u003ca href=\"https://ww2.kqed.org/mindshift/2016/08/10/the-role-of-metacognition-in-learning-and-achievement/\" target=\"_blank\">practice metacognition\u003c/a> and learn to self-evaluate.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“We’re missing something when we gloss over what we just did in this powerful making and not being intentional about what you learned,” Gerstein said.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://usergeneratededucation.wordpress.com/author/jackiegerstein/\" target=\"_blank\">Jackie Gerstein\u003c/a> is an experienced educator who has been working as a classroom teacher and pre-service teacher trainer for years. With a background in experiential learning, Gerstein is excited about current trends in education that have more people excited to try project-based learning, maker education and other approaches that let students get hands-on with their learning.\u003c/p>\n\u003cp>She hopes all the excitement turns into robust, meaningful change in how mainstream teachers educate. To do that, she says it’s crucial that teachers not only focus on the materials and tools of a maker activity, but also carefully \u003ca href=\"https://usergeneratededucation.wordpress.com/2016/03/16/framing-and-frontloading-maker-activities/\" target=\"_blank\">frame it\u003c/a> and \u003ca href=\"https://usergeneratededucation.wordpress.com/2015/10/05/reflecting-on-the-making-process/\" target=\"_blank\">reflect upon it\u003c/a> to make sure learning happens.\u003c/p>\n\u003cp>“If we don’t create a process of reflecting and framing them, then we are leaving learning up to chance,” Gerstein said on a panel about makerspaces hosted at the \u003ca href=\"https://conference.iste.org/2016/\" target=\"_blank\">International Society of Technology in Education (ISTE)\u003c/a> conference.\u003c/p>\n\u003cp>To frame lessons, Gerstein thinks carefully about her goals for the lesson and then makes sure the kids are thinking about those goals, too, by asking essential questions. If the goal is to meet certain standards, the class might have a brief discussion of the standards in question, framed in kid language. Or the teacher might ask, “How would an inventor or scientist approach this problem?”\u003c/p>\n\u003cfigure id=\"attachment_46320\" class=\"wp-caption aligncenter\" style=\"max-width: 700px\">\u003cimg class=\"wp-image-46320 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/09/frontloading-maker-activities1.jpg\" alt=\"Frontloading and framing are important parts of a maker activity.\" width=\"700\" height=\"700\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/09/frontloading-maker-activities1.jpg 700w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/frontloading-maker-activities1-400x400.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/frontloading-maker-activities1-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/frontloading-maker-activities1-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/frontloading-maker-activities1-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/frontloading-maker-activities1-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/frontloading-maker-activities1-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/frontloading-maker-activities1-150x150.jpg 150w\" sizes=\"(max-width: 700px) 100vw, 700px\">\u003cfigcaption class=\"wp-caption-text\">Frontloading and framing are important parts of a maker activity. \u003ccite>(Courtesy Jackie Gerstein/\u003ca href=\"https://usergeneratededucation.wordpress.com/author/jackiegerstein/\">User Generated Education\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I think maker-ed has huge potential to build social emotional skills and I don’t think that’s being tapped enough,” Gerstein said. Problem-solving, managing emotions, organizing one's time and designing with empathy are often all part of the making experience, but if teachers want to make sure students recognize they are building those skills, they need to frame them explicitly.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For example, Gerstein will raise the question of frustration, noting that some students were frustrated during the last experience and asking what they might do if they experience frustration again. Then, while the making is happening, if she notices a child getting frustrated, she can remind him of the ideas the class generated together before the activity.\u003c/p>\n\u003cp>“I like framing my activities with self-awareness,” Gerstein said. “You’re planting these things into our learners' heads prior to doing our making.” This seeding of ideas before students dive in is crucial, Gerstein said, because it is easy to assume that students understand the learning goals, when really they are just following directions.\u003c/p>\n\u003cp>“Just because students are complying doesn’t mean they are learning,” Gerstein said. “We teach too much compliance in schools. I think if 10 percent [of your students] like your lesson and 90 percent are sitting there tolerating because they’ve learned to tolerate, that’s a failure in my mind.”\u003c/p>\n\u003cp>In addition to coaching pre-service teachers, Gerstein often works with gifted elementary school children in Santa Fe. Since many of her students think a little differently, she emphasizes the social and emotional learning skills in each activity, often explicitly working to build empathy.\u003c/p>\n\u003cp>Reticent educators often worry that hands-on, integrated activities take too much time and create an unruly classroom, but Gerstein says often when teachers experience a maker-education lesson for themselves they see the potential for their students.\u003c/p>\n\u003cp>“When I did the maker-ed workshops, the teachers were so excited because they got to experience it and see how engaged their colleagues were,” Gerstein said. If teachers can get students that engaged in an activity, most behavior problems fade away, too.\u003c/p>\n\u003cp>Reflection after the activity is just as important as how it is framed and often gets overlooked or cut out when time runs short. Educator and consultant Silvia Tolisano \u003ca href=\"http://langwitches.org/blog/2016/08/30/amplify-reflection/\" target=\"_blank\">writes powerfully about reflection\u003c/a>, reminding educators that it’s a learned skill.\u003c/p>\n\u003cblockquote>\u003cp>Asking a teacher to simply “reflect” on a lesson taught or asking students to “reflect” on their learning, will often be met with blank stares. Being able to reflect is a skill to be learned, a habit to develop. Reflection requires metacognition (thinking about your thinking), articulation of that thinking and the ability to make connections (past, present, future, outliers, relevant information, etc.).\u003c/p>\u003c/blockquote>\n\u003cp>Many educators use reflection in their classrooms, sometimes in the form of exit tickets or quick-writes at the end of the class. But those methods can get stale for students. Gerstein likes to try to make the reflection portion of the lesson as fun as the making portion. One of her favorite ways is to embed questions about the day’s learning in a board game.\u003c/p>\n\u003cfigure id=\"attachment_46317\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-46317 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/09/maker-game-best-1440x1018.jpg\" alt=\"A reflection board game designed to solidify learning after a maker activity.\" width=\"640\" height=\"452\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/09/maker-game-best-1440x1018.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/maker-game-best-400x283.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/maker-game-best-800x566.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/maker-game-best-768x543.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/maker-game-best-1180x834.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/maker-game-best-960x679.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A reflection board game designed to solidify learning after a maker activity. \u003ccite>(Courtesy Jackie Gerstein/\u003ca href=\"https://usergeneratededucation.wordpress.com/2015/10/05/reflecting-on-the-making-process/\">User Generated Education\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Instead of just asking questions like, ‘What was your major learning?’ or ‘How did you use the resources of your peers?’ I embedded them in the game,” Gerstein said. Student might hop two spaces forward if they can name a way they worked through a problem on their own, but slide back a few spaces if upon reflection they realize they didn’t ask friends for help before going to the teacher. Gerstein also likes to let kids get creative with reflections through video, podcasts or a blog post about their learning experiences.\u003c/p>\n\u003cp>“Coax them into uncomfortable ways to reflect and it might be ways they use in the future,” Gerstein said. She had a pre-service teacher who hated mind mapping before writing, but by the end of the semester she had learned to love the tool and used it before she wrote anything.\u003c/p>\n\u003cp>The main thing for teachers to remember is that just because they can see that students are learning doesn’t mean the students are making the same connection. And while sometimes that dynamic is good because students don’t feel like they are “in school” in the typical, boring way they are used to, it is important for students to make meaning on their own, \u003ca href=\"https://ww2.kqed.org/mindshift/2016/08/10/the-role-of-metacognition-in-learning-and-achievement/\" target=\"_blank\">practice metacognition\u003c/a> and learn to self-evaluate.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“We’re missing something when we gloss over what we just did in this powerful making and not being intentional about what you learned,” Gerstein said.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Why Discipline Should Be Aligned With A School's Learning Philosophy",
"title": "Why Discipline Should Be Aligned With A School's Learning Philosophy",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>After school one day, a middle school girl got physically aggressive with one of her peers while still on school property. At some schools she would have been suspended or expelled for assaulting another student, but \u003ca href=\"http://www.hightechhigh.org/schools/HTMCV/\" target=\"_blank\">High Tech Middle Chula Vista\u003c/a> is experimenting with restorative practices. So, instead of taking that typical disciplinary step, school leaders called the two students and their families in for a meeting, where they discussed what had led up to the point where she boiled over and lashed out.\u003c/p>\n\u003cp>“It was incredibly deep and emotional,” said Rhea Brown, a recent graduate of the \u003ca href=\"http://gse.hightechhigh.org/\" target=\"_blank\">High Tech High Graduate School of Education\u003c/a>, who was working in the school at the time. Not only were the students able to talk through the underlying issues of the fight, but the student who would have been suspended ended up feeling reconnected to the school community, not alienated. And, she became a big advocate for restorative practices, often pushing students in conflict to meet with the social and emotional coach to work out their problems.\u003c/p>\n\u003cp>“Our approach really kept her as part of the community and really valued the strengths she was bringing, and honored what she was going through as a person,” Brown said. She could easily have been labeled troublemaker, but instead the experience turned her into a peacemaker.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Pedagogy builds culture, just as discipline practices can teach skills. \u003c/aside>\n\u003cp>Chula Vista has been experimenting with \u003ca href=\"http://ww2.kqed.org/mindshift/2014/12/17/alternative-to-school-suspension-explored-with-restorative-justice/\" target=\"_blank\">restorative practice\u003c/a> for the past few years in a grass-roots way. It’s not the official discipline policy of the school, and when the occasion merits it, school leaders will suspend students. But some teachers are interested in shifting the way adults and teachers handle discipline to better match the student-centered, collaborative ways students learn in Chula Vista classrooms.\u003c/p>\n\u003cp>Schools in the High Tech High network have become well-known for their project-based approach to school. Students work collaboratively most of the time, following a line of inquiry and producing artifacts of learning as varied as the students in any class. Often called “\u003ca href=\"http://ww2.kqed.org/mindshift/tag/deeper-learning/\">deeper learning,\u003c/a>” teachers in this model are trying to make sure content feels relevant to students and that the work they create makes an authentic impact on the world.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“With deeper learning you’re aiming to get your kids digging into things, getting them engaged, getting them to invest in their learning, taking it over and being in charge,” said Brown. “So when your idea of discipline doesn’t match that, it’s really tough for kids.”\u003c/p>\n\u003cp>The mismatch between the independent, student-driven pedagogy of the school and the message sent by traditional discipline is part of the reason Chula Vista has been trying to shift toward restorative practices.\u003c/p>\n\u003cp>“It’s awesome to watch kids make pretty big mistakes, but then instead of that defining them, it’s really about what’s going on with this kid and how can we support them in making better decisions,” Brown said. The school staff is trying to see interpersonal and behavior mistakes in the same way they’d frame academic mistakes -- opportunities to learn and grow. A behavior version of \u003ca href=\"http://ww2.kqed.org/mindshift/tag/growth-mindset/\">growth mindset\u003c/a>, so to speak.\u003c/p>\n\u003cp>Sarah Fine, a doctoral candidate at Harvard’s School of Education and a visiting scholar at High Tech High Graduate School, wrote about the close parallels she has observed, between restorative practices where students lead the accountability process and environments where powerful learning is happening, in an \u003ca href=\"http://blogs.edweek.org/edweek/learning_deeply/2015/10/deeper_discipline_demands_deeper_pedagogy.html\" target=\"_blank\">Education Week blog\u003c/a> post. Fine writes:\u003c/p>\n\u003cblockquote>\u003cp>“It wasn't until I interviewed the vice principal who had taken the video that I realized just how deep these parallels run. In describing her journey toward becoming a restorative educator, she talked not only about needing to master new practices but also about needing to unlearn deeply-rooted habits of control. ‘One of the lessons I've learned in implementing restorative circles is that when I insert myself the focus is no longer on the relationships among the kids or the social-emotional learning,’ she said. ‘And it can be so hard to do...you've got to have an open agenda, not a closed one, and you've got to be patient. You've got to get it out of your mind what you want them to say.’\u003c/p>\n\u003cp>Listening to her speak, I had an intense sense of déja-vu. The vice principal's descriptions echoed countless interviews I have conducted in which teachers have described their transition from traditional to more student-centered, constructivist, and/or critical pedagogies. As I reflected further, I realized that the parallels between these pedagogies and alternative discipline models can be explained by a set of shared underlying assumptions: a desire to draw out students' experiences and perspectives, a belief in the capacity of students to take the reins when provided with the right tools and support, an attentiveness to the fact that learning is often social in nature, and an easing of the traditionally top-down relationships between educators and those in their charge.”\u003c/p>\u003c/blockquote>\n\u003cp>Fine argues that just as academic work is more powerful when it is organized around a shared vision with internal coherence, so too school culture requires coherence. Pedagogy builds culture, just as discipline practices can teach skills.\u003c/p>\n\u003cp>“Culture is being enacted at every moment in the classroom when you’re talking about academic content or when you’re talking about what Jose did when he threw a paper airplane,” Fine said.\u003c/p>\n\u003cp>While schools tend to treat academics and discipline as two siloed areas, with separate staff and credentials to handle them, in reality “the boundaries are more porous than lots of people think,” Fine said. Educators working hard to transform their instructional approaches might be simultaneously undermining the message that they believe kids can solve problems, learn from mistakes and be productive members of the community every time a behavior issues arises.\u003c/p>\n\u003cp>“The most powerful restorative conferences I’ve seen have a lot of learning going on,” Fine said. What’s more, the lessons are entirely developmentally appropriate and important to young people, especially adolescents. They are constantly thinking about how they interact with the world, how they confront power, how they wield it and who they want to become.\u003c/p>\n\u003cp>\u003cstrong>GETTING AT THE ROOT CAUSE\u003c/strong>\u003c/p>\n\u003cp>Many big school districts have been trying to implement restorative practices in response to \u003ca href=\"http://www.ed.gov/news/press-releases/expansive-survey-americas-public-schools-reveals-troubling-racial-disparities\">inequitable suspension numbers\u003c/a>. While those inequities are important to document and imperative to reduce, a blanket restorative justice policy from the district without extensive training and buy-in from teachers often backfires. Without the traditional toolbox to fall back on, but with no real new tools either, teachers and administrators are stuck in the middle and might even continue to suspend without documenting it.\u003c/p>\n\u003cp>“If you’re implementing restorative justice just to get your suspensions down, then you’re not getting at the root of why you’re suspending kids in the first place or the issues going on that are leading to suspensions,” Brown said.\u003c/p>\n\u003cp>Getting at the root cause of the many conflicts in schools takes a lot of work, much of it preventative. At Chula Vista, teachers are each approaching this challenge in their own way. Some teachers choose to teach various social and emotional skills directly through class circles. As a group they discuss qualities like kindness and why it’s important. Others handle issues as they arise, working on conflict resolution skills when students get involved in altercations. Since most work at High Tech High is done in groups, and group members inevitably have problems with one another, teachers do a lot of working through what it means to be a good group member on the fly.\u003c/p>\n\u003cp>“A lot of it comes down to a kid’s sense of belonging in the school,” Brown said. Most kids act out when they’re not feeling good about something that’s going on in their life or at school. Focusing on creating a community where students feel cared for and safe goes a long way to making them believe restorative practices can solve their problems. But even with a \u003ca href=\"http://ww2.kqed.org/mindshift/2016/04/07/how-to-develop-a-school-culture-that-helps-curb-bullying/\">focused effort on prevention\u003c/a>, and constant work to build a school culture of care and belonging, Chula Vista administrators still sometimes suspend kids.\u003c/p>\n\u003cp>“What’s different is even if we do end up suspending kids, there’s still a ton of restorative pieces we do,” Brown said. Chula Vista staff have gotten a lot of feedback from students that one of the biggest challenges is re-entering the community after a separation or even after a restorative circle. So when a student comes back from a suspension, school staff make sure to welcome her back to the community. They also debrief things she could tell her classmates about where she has been, and sometimes even have a circle with the whole class to address the point directly.\u003c/p>\n\u003cp>“Overwhelmingly, our kids have expressed this idea of appreciation that they were able to make things right and move on from the incident,” Brown said. Parents also appreciate the process, although it does take more involvement on their part. Brown said she’s noticed that parents who are used to traditional school discipline often don’t bring up home issues that might affect their child’s school life. But if a parent has been involved in the restorative process, she will be more likely to preemptively communicate about ongoing home issues.\u003cbr>\n\u003cstrong>\u003cbr>\nRESTORATIVE PRACTICES: EASY TO SAY, TOUGH TO DO\u003c/strong>\u003c/p>\n\u003cp>It's not easy to switch discipline policies toward restorative practices. Without a lot of training and practice, as well as a fundamental cultural shift toward communication and trust between teachers and students, it’s hard to get both adults and students to buy into something different. But school leaders that have committed to the practice, and hired staff who are committed to it, too, say it makes a huge difference.\u003c/p>\n\u003cp>“I think the success of restorative justice in this school is teachers really understanding the effects of trauma,” said Godwin Higa, principal of \u003ca href=\"https://www.sandiegounified.org/schools/cherokee-point\">Cherokee Point Elementary\u003c/a> in San Diego. Principal Higa’s school is one of \u003ca href=\"https://acestoohigh.com/2013/07/22/at-cherokee-point-elementary-kids-dont-conform-to-school-school-conforms-to-kids/\">very high needs\u003c/a>. His staff often sends food bundles home with children who don’t get enough to eat over the weekend, and students come to school with all kinds of trauma that they act out in the classroom. And yet, Cherokee Point is a school visited by educators from around the country.\u003c/p>\n\u003cp>“The biggest thing they notice when they look at instruction, not behavior, is student engagement,” Higa said. “Students are jumping up and asking questions and modeling strategies for other students. The engagement we’re talking about is how students are responding to your higher-level questioning.” He says this academic behavior stems from the children feeling safe and the trust teachers have built with them.\u003c/p>\n\u003cp>Even offenses that would get a child suspended or expelled at another school are handled in-house at Cherokee Point because every educator in that building understands the question is not, “what’s wrong with this child?” but rather, “what has happened to this child?”\u003c/p>\n\u003cp>Higa believes restorative practices are a good intervention, but without the trauma-informed lens, restorative work can easily become a series of meaningless steps. He’s also clear that nothing good comes from suspending kids, either for the perpetrator or the victim. Often no real lesson is learned and social pressures on the victim can become even worse.\u003c/p>\n\u003cp>The whole premise of restorative practices, on the other hand, is to help the victimizer see what she did was wrong, to see the human cost of her actions. And when adults give students space and time to come to that realization, they say beautiful things. “They come out with some really great stuff after they realize what they did wrong,” Higa said.\u003c/p>\n\u003cp>Fundamentally, students won’t learn if they don’t feel safe. And restorative practices alone might not be enough to make students realize school is not like home, Higa said. He admits the approach he advocates takes time, but when done right he has watched kids come alive.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“[Some educators] don’t realize that once the kids start feeling safe and wanting to learn, the academics will come so beautifully,” Higa said.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>After school one day, a middle school girl got physically aggressive with one of her peers while still on school property. At some schools she would have been suspended or expelled for assaulting another student, but \u003ca href=\"http://www.hightechhigh.org/schools/HTMCV/\" target=\"_blank\">High Tech Middle Chula Vista\u003c/a> is experimenting with restorative practices. So, instead of taking that typical disciplinary step, school leaders called the two students and their families in for a meeting, where they discussed what had led up to the point where she boiled over and lashed out.\u003c/p>\n\u003cp>“It was incredibly deep and emotional,” said Rhea Brown, a recent graduate of the \u003ca href=\"http://gse.hightechhigh.org/\" target=\"_blank\">High Tech High Graduate School of Education\u003c/a>, who was working in the school at the time. Not only were the students able to talk through the underlying issues of the fight, but the student who would have been suspended ended up feeling reconnected to the school community, not alienated. And, she became a big advocate for restorative practices, often pushing students in conflict to meet with the social and emotional coach to work out their problems.\u003c/p>\n\u003cp>“Our approach really kept her as part of the community and really valued the strengths she was bringing, and honored what she was going through as a person,” Brown said. She could easily have been labeled troublemaker, but instead the experience turned her into a peacemaker.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Pedagogy builds culture, just as discipline practices can teach skills. \u003c/aside>\n\u003cp>Chula Vista has been experimenting with \u003ca href=\"http://ww2.kqed.org/mindshift/2014/12/17/alternative-to-school-suspension-explored-with-restorative-justice/\" target=\"_blank\">restorative practice\u003c/a> for the past few years in a grass-roots way. It’s not the official discipline policy of the school, and when the occasion merits it, school leaders will suspend students. But some teachers are interested in shifting the way adults and teachers handle discipline to better match the student-centered, collaborative ways students learn in Chula Vista classrooms.\u003c/p>\n\u003cp>Schools in the High Tech High network have become well-known for their project-based approach to school. Students work collaboratively most of the time, following a line of inquiry and producing artifacts of learning as varied as the students in any class. Often called “\u003ca href=\"http://ww2.kqed.org/mindshift/tag/deeper-learning/\">deeper learning,\u003c/a>” teachers in this model are trying to make sure content feels relevant to students and that the work they create makes an authentic impact on the world.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“With deeper learning you’re aiming to get your kids digging into things, getting them engaged, getting them to invest in their learning, taking it over and being in charge,” said Brown. “So when your idea of discipline doesn’t match that, it’s really tough for kids.”\u003c/p>\n\u003cp>The mismatch between the independent, student-driven pedagogy of the school and the message sent by traditional discipline is part of the reason Chula Vista has been trying to shift toward restorative practices.\u003c/p>\n\u003cp>“It’s awesome to watch kids make pretty big mistakes, but then instead of that defining them, it’s really about what’s going on with this kid and how can we support them in making better decisions,” Brown said. The school staff is trying to see interpersonal and behavior mistakes in the same way they’d frame academic mistakes -- opportunities to learn and grow. A behavior version of \u003ca href=\"http://ww2.kqed.org/mindshift/tag/growth-mindset/\">growth mindset\u003c/a>, so to speak.\u003c/p>\n\u003cp>Sarah Fine, a doctoral candidate at Harvard’s School of Education and a visiting scholar at High Tech High Graduate School, wrote about the close parallels she has observed, between restorative practices where students lead the accountability process and environments where powerful learning is happening, in an \u003ca href=\"http://blogs.edweek.org/edweek/learning_deeply/2015/10/deeper_discipline_demands_deeper_pedagogy.html\" target=\"_blank\">Education Week blog\u003c/a> post. Fine writes:\u003c/p>\n\u003cblockquote>\u003cp>“It wasn't until I interviewed the vice principal who had taken the video that I realized just how deep these parallels run. In describing her journey toward becoming a restorative educator, she talked not only about needing to master new practices but also about needing to unlearn deeply-rooted habits of control. ‘One of the lessons I've learned in implementing restorative circles is that when I insert myself the focus is no longer on the relationships among the kids or the social-emotional learning,’ she said. ‘And it can be so hard to do...you've got to have an open agenda, not a closed one, and you've got to be patient. You've got to get it out of your mind what you want them to say.’\u003c/p>\n\u003cp>Listening to her speak, I had an intense sense of déja-vu. The vice principal's descriptions echoed countless interviews I have conducted in which teachers have described their transition from traditional to more student-centered, constructivist, and/or critical pedagogies. As I reflected further, I realized that the parallels between these pedagogies and alternative discipline models can be explained by a set of shared underlying assumptions: a desire to draw out students' experiences and perspectives, a belief in the capacity of students to take the reins when provided with the right tools and support, an attentiveness to the fact that learning is often social in nature, and an easing of the traditionally top-down relationships between educators and those in their charge.”\u003c/p>\u003c/blockquote>\n\u003cp>Fine argues that just as academic work is more powerful when it is organized around a shared vision with internal coherence, so too school culture requires coherence. Pedagogy builds culture, just as discipline practices can teach skills.\u003c/p>\n\u003cp>“Culture is being enacted at every moment in the classroom when you’re talking about academic content or when you’re talking about what Jose did when he threw a paper airplane,” Fine said.\u003c/p>\n\u003cp>While schools tend to treat academics and discipline as two siloed areas, with separate staff and credentials to handle them, in reality “the boundaries are more porous than lots of people think,” Fine said. Educators working hard to transform their instructional approaches might be simultaneously undermining the message that they believe kids can solve problems, learn from mistakes and be productive members of the community every time a behavior issues arises.\u003c/p>\n\u003cp>“The most powerful restorative conferences I’ve seen have a lot of learning going on,” Fine said. What’s more, the lessons are entirely developmentally appropriate and important to young people, especially adolescents. They are constantly thinking about how they interact with the world, how they confront power, how they wield it and who they want to become.\u003c/p>\n\u003cp>\u003cstrong>GETTING AT THE ROOT CAUSE\u003c/strong>\u003c/p>\n\u003cp>Many big school districts have been trying to implement restorative practices in response to \u003ca href=\"http://www.ed.gov/news/press-releases/expansive-survey-americas-public-schools-reveals-troubling-racial-disparities\">inequitable suspension numbers\u003c/a>. While those inequities are important to document and imperative to reduce, a blanket restorative justice policy from the district without extensive training and buy-in from teachers often backfires. Without the traditional toolbox to fall back on, but with no real new tools either, teachers and administrators are stuck in the middle and might even continue to suspend without documenting it.\u003c/p>\n\u003cp>“If you’re implementing restorative justice just to get your suspensions down, then you’re not getting at the root of why you’re suspending kids in the first place or the issues going on that are leading to suspensions,” Brown said.\u003c/p>\n\u003cp>Getting at the root cause of the many conflicts in schools takes a lot of work, much of it preventative. At Chula Vista, teachers are each approaching this challenge in their own way. Some teachers choose to teach various social and emotional skills directly through class circles. As a group they discuss qualities like kindness and why it’s important. Others handle issues as they arise, working on conflict resolution skills when students get involved in altercations. Since most work at High Tech High is done in groups, and group members inevitably have problems with one another, teachers do a lot of working through what it means to be a good group member on the fly.\u003c/p>\n\u003cp>“A lot of it comes down to a kid’s sense of belonging in the school,” Brown said. Most kids act out when they’re not feeling good about something that’s going on in their life or at school. Focusing on creating a community where students feel cared for and safe goes a long way to making them believe restorative practices can solve their problems. But even with a \u003ca href=\"http://ww2.kqed.org/mindshift/2016/04/07/how-to-develop-a-school-culture-that-helps-curb-bullying/\">focused effort on prevention\u003c/a>, and constant work to build a school culture of care and belonging, Chula Vista administrators still sometimes suspend kids.\u003c/p>\n\u003cp>“What’s different is even if we do end up suspending kids, there’s still a ton of restorative pieces we do,” Brown said. Chula Vista staff have gotten a lot of feedback from students that one of the biggest challenges is re-entering the community after a separation or even after a restorative circle. So when a student comes back from a suspension, school staff make sure to welcome her back to the community. They also debrief things she could tell her classmates about where she has been, and sometimes even have a circle with the whole class to address the point directly.\u003c/p>\n\u003cp>“Overwhelmingly, our kids have expressed this idea of appreciation that they were able to make things right and move on from the incident,” Brown said. Parents also appreciate the process, although it does take more involvement on their part. Brown said she’s noticed that parents who are used to traditional school discipline often don’t bring up home issues that might affect their child’s school life. But if a parent has been involved in the restorative process, she will be more likely to preemptively communicate about ongoing home issues.\u003cbr>\n\u003cstrong>\u003cbr>\nRESTORATIVE PRACTICES: EASY TO SAY, TOUGH TO DO\u003c/strong>\u003c/p>\n\u003cp>It's not easy to switch discipline policies toward restorative practices. Without a lot of training and practice, as well as a fundamental cultural shift toward communication and trust between teachers and students, it’s hard to get both adults and students to buy into something different. But school leaders that have committed to the practice, and hired staff who are committed to it, too, say it makes a huge difference.\u003c/p>\n\u003cp>“I think the success of restorative justice in this school is teachers really understanding the effects of trauma,” said Godwin Higa, principal of \u003ca href=\"https://www.sandiegounified.org/schools/cherokee-point\">Cherokee Point Elementary\u003c/a> in San Diego. Principal Higa’s school is one of \u003ca href=\"https://acestoohigh.com/2013/07/22/at-cherokee-point-elementary-kids-dont-conform-to-school-school-conforms-to-kids/\">very high needs\u003c/a>. His staff often sends food bundles home with children who don’t get enough to eat over the weekend, and students come to school with all kinds of trauma that they act out in the classroom. And yet, Cherokee Point is a school visited by educators from around the country.\u003c/p>\n\u003cp>“The biggest thing they notice when they look at instruction, not behavior, is student engagement,” Higa said. “Students are jumping up and asking questions and modeling strategies for other students. The engagement we’re talking about is how students are responding to your higher-level questioning.” He says this academic behavior stems from the children feeling safe and the trust teachers have built with them.\u003c/p>\n\u003cp>Even offenses that would get a child suspended or expelled at another school are handled in-house at Cherokee Point because every educator in that building understands the question is not, “what’s wrong with this child?” but rather, “what has happened to this child?”\u003c/p>\n\u003cp>Higa believes restorative practices are a good intervention, but without the trauma-informed lens, restorative work can easily become a series of meaningless steps. He’s also clear that nothing good comes from suspending kids, either for the perpetrator or the victim. Often no real lesson is learned and social pressures on the victim can become even worse.\u003c/p>\n\u003cp>The whole premise of restorative practices, on the other hand, is to help the victimizer see what she did was wrong, to see the human cost of her actions. And when adults give students space and time to come to that realization, they say beautiful things. “They come out with some really great stuff after they realize what they did wrong,” Higa said.\u003c/p>\n\u003cp>Fundamentally, students won’t learn if they don’t feel safe. And restorative practices alone might not be enough to make students realize school is not like home, Higa said. He admits the approach he advocates takes time, but when done right he has watched kids come alive.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“[Some educators] don’t realize that once the kids start feeling safe and wanting to learn, the academics will come so beautifully,” Higa said.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How To Raise Brilliant Children, According To Science",
"title": "How To Raise Brilliant Children, According To Science",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\"Why are traffic lights red, yellow and green?\"\u003c/p>\n\u003cp>When a child asks you a question like this, you have a few options. You can shut her down with a \"Just because.\" You can explain: \"Red is for stop and green is for go.\" Or, you can turn the question back to her and help her figure out the answer with plenty of encouragement.\u003c/p>\n\u003cp>No parent, teacher or caregiver has the time or patience to respond perfectly to all of the many, many, many opportunities like these that come along. But a new book,\u003cem> Becoming Brilliant: What Science Tells Us About Raising Successful Children\u003c/em>, is designed to get us thinking about the magnitude of these moments.\u003c/p>\n\u003cp>Kathy Hirsh-Pasek, the book's co-author, compares the challenge to climate change.\u003c/p>\n\u003cp>\"What we do with little kids today will matter in 20 years,\" she says. \"If you don't get it right, you will have an unlivable environment. That's the crisis I see.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Hirsh-Pasek, a professor at Temple University and a senior fellow at the Brookings Institution, is a distinguished developmental psychologist with decades of experience, as is her co-author, Roberta Golinkoff at the University of Delaware. And with this book, the two are putting forward a new framework, based on the science of learning and development, to help parents think about cultivating the skills people really need to succeed.\u003c/p>\n\u003cp>What follows is an excerpt from our conversation.\u003c/p>\n\u003cp>\u003cstrong>What led you to write this book now? \u003c/strong>\u003c/p>\n\u003cp>Golinkoff: We live in a crazy time, and parents are very worried about their children's futures. They're getting all kinds of messages about children having to score at the top level on some test. The irony is, kids could score at the top and still not succeed at finding great employment or becoming a great person.\u003c/p>\n\u003cp>Hirsh-Pasek: If Rip Van Winkle came back, there's only one institution he would recognize: \"Oh! That's a school. Kids are still sitting in rows, still listening to the font of wisdom at the front of the classroom.\"\u003c/p>\n\u003cp>We're training kids to do what computers do, which is spit back facts. And computers are always going to be better than human beings at that. But what they're not going to be better at is being social, navigating relationships, being citizens in a community. So we need to change the whole definition of what success in school, and out of school, means.\u003c/p>\n\u003cp>\u003cstrong>You present something you call the 21st-century report card. And it contains six C's, which I've seen \u003ca href=\"http://www.npr.org/sections/ed/2015/05/28/404684712/non-academic-skills-are-key-to-success-but-what-should-we-call-them\">versions of elsewhere\u003c/a>: collaboration, communication, content, critical thinking, creative innovation and confidence. But what's new is the way you relate these skills to each other, and also, you've described what they look like at four levels of development. \u003c/strong>\u003c/p>\n\u003cp>Hirsh-Pasek: The first, basic, most core is collaboration. Collaboration is everything from getting along with others to controlling your impulses so you can get along and not kick someone else off the swing. It's building a community and experiencing diversity and culture. Everything we do, in the classroom or at home, has to be built on that foundation.\u003c/p>\n\u003cp>Communication comes next, because you can't communicate if you have no one to communicate with. This includes speaking, writing, reading and that all-but-lost art of listening.\u003c/p>\n\u003cp>Content is built on communication. You can't learn anything if you haven't learned how to understand language, or to read.\u003c/p>\n\u003cp>Critical thinking relies on content, because you can't navigate masses of information if you have nothing to navigate to.\u003c/p>\n\u003cp>Creative innovation requires knowing something. You can't just be a monkey throwing paint on a canvas. It's the 10,000-hour rule: You need to know something well enough to make something new.\u003c/p>\n\u003cp>And finally, confidence: You have to have the confidence to take safe risks.\u003c/p>\n\u003cp>Golinkoff: There isn't an entrepreneur or a scientific pioneer who hasn't had failures. And if we don't rear children who are comfortable taking risks, we won't have successes.\u003c/p>\n\u003cp>\u003cstrong>OK, and for each of your six C's, you also go into what they look like at four levels of development. Can you give us the deep dive on one of these? \u003c/strong>\u003c/p>\n\u003cp>Golinkoff: So, critical thinking. First you have to have content, right?\u003c/p>\n\u003cp>Most people at their desks at work have papers, books, magazines all over the place. Information is doubling every 2 1/2 years. We have to figure out how to select and synthesize the information we need.\u003c/p>\n\u003cp>So, at Level 1, we call it \"seeing is believing.\" If someone tells you alligators live in sewers in New York City, you buy it.\u003c/p>\n\u003cp>At Level 2, you see that truths differ; there are multiple points of view.\u003c/p>\n\u003cp>You learn Columbus discovered America, then you learn that there are alternative narratives — the Native Americans already lived here. This is kind of when critical thinking starts.\u003c/p>\n\u003cp>At the third level, we have opinions. All of us have used the phrase \"they say.\" That will get you into trouble because it shows little respect for science or evidence.\u003c/p>\n\u003cp>At Level 4, we talk about evidence, mastery, the intricacies of doubt.\u003c/p>\n\u003cp>\u003ca href=\"https://en.wikipedia.org/wiki/E._O._Wilson\">E.O. Wilson\u003c/a>, one of my heroes, the biologist, says we're drowning in information and starved for wisdom. When we're getting to be more at Level 4, we'll see the gaps and the holes in a line of reasoning. Critical thinking is what leads to the next breakthroughs in any area.\u003c/p>\n\u003cp>\u003cstrong>In addition to breaking down the six C's and four levels within each of them, you also cover the opportunities for parents, teachers and grandparents to cultivate those skills. Talk about that. \u003c/strong>\u003c/p>\n\u003cp>Golinkoff: So, if you're going to have a kid who engages in critical thinking, you're not going to shut them down when they ask a question. You're not going to settle for \"because.\" You're going to encourage them to ask more. And you want them to understand how other people think.\u003c/p>\n\u003cp>If you see a homeless person in the street: What do you think that person is thinking? How do you think they feel about not having a home?\u003c/p>\n\u003cp>Get someone else's point of view activated to help them recognize that things are not always what they appear. That's going to help them understand critical thinking.\u003c/p>\n\u003cp>\u003cstrong>OK, so that helps me understand how these skills are all interrelated. Perspective-taking, which I think of as a component of empathy, you're saying is also foundational for critical thinking. \u003c/strong>\u003c/p>\n\u003cp>Hirsh-Pasek: Yes, theory of mind is important to be able to do critical thinking.\u003c/p>\n\u003cp>\u003cstrong>A big part of what you're doing with this book is to try to get parents to supplement what's going on in school. Talk a little more about that.\u003c/strong>\u003c/p>\n\u003cp>Hirsh-Pasek: One of the biggest concepts is breadth. Learning isn't just K-12. It starts prenatally. If you get a bead on what your children are and aren't being exposed to at school, that will suggest the kinds of experiences you want your children to have outside of school.\u003c/p>\n\u003cp>\u003cstrong>And you want people to look at where they themselves fall in the four levels within the 6 C's, right? It's not just for kids.\u003c/strong>\u003c/p>\n\u003cp>Hirsh-Pasek: Yes. I can say as a mom, well, let's think about it — who am I as a collaborator? Am I an on-my-own kind of girl [Level 1] or a side-by-side [Level 2]?\u003c/p>\n\u003cp>When I was rushing my kids to get dressed and out the door, I was an on my own. I wish I weren't!\u003c/p>\n\u003cp>It's not a big deal to let my kid try to pick out his wardrobe. Who cares if it's stripes and plaids? Let's see that back-and-forth collaboration is built into our routines.\u003c/p>\n\u003cp>And then, how much communication is built in? Did we tell a joint story or did I just read the book and get it over with? It's a really good idea to evaluate ourselves according to the grid. We can ask where we want to grow as parents.\u003c/p>\n\u003cp>Then we can ask, with the same grid: What do I want for my child? Where is my child now, and how can I build an environment in my house that will enable the child to grow up with these different skills?\u003c/p>\n\u003cp>\u003cstrong>Wow. OK. So this is really reinforcing the idea of learning as a social, relationship-oriented process. It's not just a grid for sorting and measuring our kids; it's about how we are relating to our kids. \u003c/strong>\u003c/p>\n\u003cp>Golinkoff: The other thing I think is crucial to notice is that we're talking about doing things in the moment with your child. Notice we're talking about buying nothing, signing up for no classes, and no tablets. Not that we're Luddites, but we're talking about how the crucible of social interaction between child and parent really helps set up the child for the development of these skills.\u003c/p>\n\u003cp>We're particularly concerned about confidence. At school, when kids are being encouraged to get the one right answer and fill in that bubble, people can do things that enable their children to solve problems in multiple ways: \"Can you think of different ways to make the bed?\"\u003c/p>\n\u003cp>It costs nothing, and the child is learning, \"I have good ideas, I can be creative, and I can show you that I have confidence.\"\u003c/p>\n\u003cp>\u003cstrong>And the bed gets made.\u003c/strong>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>That too!\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+To+Raise+Brilliant+Children%2C+According+To+Science&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\u003cdiv class=\"fullattribution\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\"Why are traffic lights red, yellow and green?\"\u003c/p>\n\u003cp>When a child asks you a question like this, you have a few options. You can shut her down with a \"Just because.\" You can explain: \"Red is for stop and green is for go.\" Or, you can turn the question back to her and help her figure out the answer with plenty of encouragement.\u003c/p>\n\u003cp>No parent, teacher or caregiver has the time or patience to respond perfectly to all of the many, many, many opportunities like these that come along. But a new book,\u003cem> Becoming Brilliant: What Science Tells Us About Raising Successful Children\u003c/em>, is designed to get us thinking about the magnitude of these moments.\u003c/p>\n\u003cp>Kathy Hirsh-Pasek, the book's co-author, compares the challenge to climate change.\u003c/p>\n\u003cp>\"What we do with little kids today will matter in 20 years,\" she says. \"If you don't get it right, you will have an unlivable environment. That's the crisis I see.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Hirsh-Pasek, a professor at Temple University and a senior fellow at the Brookings Institution, is a distinguished developmental psychologist with decades of experience, as is her co-author, Roberta Golinkoff at the University of Delaware. And with this book, the two are putting forward a new framework, based on the science of learning and development, to help parents think about cultivating the skills people really need to succeed.\u003c/p>\n\u003cp>What follows is an excerpt from our conversation.\u003c/p>\n\u003cp>\u003cstrong>What led you to write this book now? \u003c/strong>\u003c/p>\n\u003cp>Golinkoff: We live in a crazy time, and parents are very worried about their children's futures. They're getting all kinds of messages about children having to score at the top level on some test. The irony is, kids could score at the top and still not succeed at finding great employment or becoming a great person.\u003c/p>\n\u003cp>Hirsh-Pasek: If Rip Van Winkle came back, there's only one institution he would recognize: \"Oh! That's a school. Kids are still sitting in rows, still listening to the font of wisdom at the front of the classroom.\"\u003c/p>\n\u003cp>We're training kids to do what computers do, which is spit back facts. And computers are always going to be better than human beings at that. But what they're not going to be better at is being social, navigating relationships, being citizens in a community. So we need to change the whole definition of what success in school, and out of school, means.\u003c/p>\n\u003cp>\u003cstrong>You present something you call the 21st-century report card. And it contains six C's, which I've seen \u003ca href=\"http://www.npr.org/sections/ed/2015/05/28/404684712/non-academic-skills-are-key-to-success-but-what-should-we-call-them\">versions of elsewhere\u003c/a>: collaboration, communication, content, critical thinking, creative innovation and confidence. But what's new is the way you relate these skills to each other, and also, you've described what they look like at four levels of development. \u003c/strong>\u003c/p>\n\u003cp>Hirsh-Pasek: The first, basic, most core is collaboration. Collaboration is everything from getting along with others to controlling your impulses so you can get along and not kick someone else off the swing. It's building a community and experiencing diversity and culture. Everything we do, in the classroom or at home, has to be built on that foundation.\u003c/p>\n\u003cp>Communication comes next, because you can't communicate if you have no one to communicate with. This includes speaking, writing, reading and that all-but-lost art of listening.\u003c/p>\n\u003cp>Content is built on communication. You can't learn anything if you haven't learned how to understand language, or to read.\u003c/p>\n\u003cp>Critical thinking relies on content, because you can't navigate masses of information if you have nothing to navigate to.\u003c/p>\n\u003cp>Creative innovation requires knowing something. You can't just be a monkey throwing paint on a canvas. It's the 10,000-hour rule: You need to know something well enough to make something new.\u003c/p>\n\u003cp>And finally, confidence: You have to have the confidence to take safe risks.\u003c/p>\n\u003cp>Golinkoff: There isn't an entrepreneur or a scientific pioneer who hasn't had failures. And if we don't rear children who are comfortable taking risks, we won't have successes.\u003c/p>\n\u003cp>\u003cstrong>OK, and for each of your six C's, you also go into what they look like at four levels of development. Can you give us the deep dive on one of these? \u003c/strong>\u003c/p>\n\u003cp>Golinkoff: So, critical thinking. First you have to have content, right?\u003c/p>\n\u003cp>Most people at their desks at work have papers, books, magazines all over the place. Information is doubling every 2 1/2 years. We have to figure out how to select and synthesize the information we need.\u003c/p>\n\u003cp>So, at Level 1, we call it \"seeing is believing.\" If someone tells you alligators live in sewers in New York City, you buy it.\u003c/p>\n\u003cp>At Level 2, you see that truths differ; there are multiple points of view.\u003c/p>\n\u003cp>You learn Columbus discovered America, then you learn that there are alternative narratives — the Native Americans already lived here. This is kind of when critical thinking starts.\u003c/p>\n\u003cp>At the third level, we have opinions. All of us have used the phrase \"they say.\" That will get you into trouble because it shows little respect for science or evidence.\u003c/p>\n\u003cp>At Level 4, we talk about evidence, mastery, the intricacies of doubt.\u003c/p>\n\u003cp>\u003ca href=\"https://en.wikipedia.org/wiki/E._O._Wilson\">E.O. Wilson\u003c/a>, one of my heroes, the biologist, says we're drowning in information and starved for wisdom. When we're getting to be more at Level 4, we'll see the gaps and the holes in a line of reasoning. Critical thinking is what leads to the next breakthroughs in any area.\u003c/p>\n\u003cp>\u003cstrong>In addition to breaking down the six C's and four levels within each of them, you also cover the opportunities for parents, teachers and grandparents to cultivate those skills. Talk about that. \u003c/strong>\u003c/p>\n\u003cp>Golinkoff: So, if you're going to have a kid who engages in critical thinking, you're not going to shut them down when they ask a question. You're not going to settle for \"because.\" You're going to encourage them to ask more. And you want them to understand how other people think.\u003c/p>\n\u003cp>If you see a homeless person in the street: What do you think that person is thinking? How do you think they feel about not having a home?\u003c/p>\n\u003cp>Get someone else's point of view activated to help them recognize that things are not always what they appear. That's going to help them understand critical thinking.\u003c/p>\n\u003cp>\u003cstrong>OK, so that helps me understand how these skills are all interrelated. Perspective-taking, which I think of as a component of empathy, you're saying is also foundational for critical thinking. \u003c/strong>\u003c/p>\n\u003cp>Hirsh-Pasek: Yes, theory of mind is important to be able to do critical thinking.\u003c/p>\n\u003cp>\u003cstrong>A big part of what you're doing with this book is to try to get parents to supplement what's going on in school. Talk a little more about that.\u003c/strong>\u003c/p>\n\u003cp>Hirsh-Pasek: One of the biggest concepts is breadth. Learning isn't just K-12. It starts prenatally. If you get a bead on what your children are and aren't being exposed to at school, that will suggest the kinds of experiences you want your children to have outside of school.\u003c/p>\n\u003cp>\u003cstrong>And you want people to look at where they themselves fall in the four levels within the 6 C's, right? It's not just for kids.\u003c/strong>\u003c/p>\n\u003cp>Hirsh-Pasek: Yes. I can say as a mom, well, let's think about it — who am I as a collaborator? Am I an on-my-own kind of girl [Level 1] or a side-by-side [Level 2]?\u003c/p>\n\u003cp>When I was rushing my kids to get dressed and out the door, I was an on my own. I wish I weren't!\u003c/p>\n\u003cp>It's not a big deal to let my kid try to pick out his wardrobe. Who cares if it's stripes and plaids? Let's see that back-and-forth collaboration is built into our routines.\u003c/p>\n\u003cp>And then, how much communication is built in? Did we tell a joint story or did I just read the book and get it over with? It's a really good idea to evaluate ourselves according to the grid. We can ask where we want to grow as parents.\u003c/p>\n\u003cp>Then we can ask, with the same grid: What do I want for my child? Where is my child now, and how can I build an environment in my house that will enable the child to grow up with these different skills?\u003c/p>\n\u003cp>\u003cstrong>Wow. OK. So this is really reinforcing the idea of learning as a social, relationship-oriented process. It's not just a grid for sorting and measuring our kids; it's about how we are relating to our kids. \u003c/strong>\u003c/p>\n\u003cp>Golinkoff: The other thing I think is crucial to notice is that we're talking about doing things in the moment with your child. Notice we're talking about buying nothing, signing up for no classes, and no tablets. Not that we're Luddites, but we're talking about how the crucible of social interaction between child and parent really helps set up the child for the development of these skills.\u003c/p>\n\u003cp>We're particularly concerned about confidence. At school, when kids are being encouraged to get the one right answer and fill in that bubble, people can do things that enable their children to solve problems in multiple ways: \"Can you think of different ways to make the bed?\"\u003c/p>\n\u003cp>It costs nothing, and the child is learning, \"I have good ideas, I can be creative, and I can show you that I have confidence.\"\u003c/p>\n\u003cp>\u003cstrong>And the bed gets made.\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That too!\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+To+Raise+Brilliant+Children%2C+According+To+Science&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\u003cdiv class=\"fullattribution\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Is It OK For Boys To Cry?",
"title": "Is It OK For Boys To Cry?",
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"content": "\u003cp>A few weeks ago at a soccer game I was coaching, my team got trounced. They are 7 and they are not used to losing. As soon as I called the game and they realized what had just happened, two of the boys burst out crying.\u003c/p>\n\u003cp>The first one cried loudly, and desperately. He was upset because he hadn't run hard enough or passed enough or scored enough goals. It was the cry of a battle commander who had let his troops down, and his father hugged him proudly. The second boy cried because of a minor injury and a general sense of exhaustion. His mom gave him a stern face and whisked him away to the car.\u003c/p>\n\u003cp>Do we care if our sons cry? When I asked that question on Twitter, a handful of moms immediately wrote me back to say: Of course! I want my son to cry! But I suspect that only applies to the kind of parents who follow me on Twitter, and even less so for the dads. The most fulsome and possibly honest answer I received (from a dad) was: \"I don't mind at all when my 11-year-old cries when he is overcome with emotion. I do mind when he cries over small injuries.\"\u003c/p>\n\u003cp>My conclusion: I think we care a lot less about boys crying than we used to, but more than we will admit. Or to put it another way: boys can cry, if they do it in just the right way.\u003c/p>\n\u003cp>The academic research about boys and crying – or more accurately, vulnerability – shows that society is right now in a precarious place. One body of research shows that boys will fall further behind in school and in an increasingly complex society if we do not teach them how to be emotionally open and honest, able to recognize and navigate their feelings rather than stuffing them down. But another body of research shows that \u003ca href=\"http://www.nytimes.com/2016/04/10/education/edlife/teaching-men-to-be-emotionally-honest.html\">teaching boys to accept their own vulnerability is harder than we think.\u003c/a> Despite our best intentions, our progressive instincts, and an increasingly gender-fluid society — the mama's boy stigma dies hard.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In fact, we have been stuck in this spot for a while. Nearly 20 years ago \u003cem>The Atlantic\u003c/em> ran a cover story about the \u003ca href=\"http://www.theatlantic.com/magazine/archive/2000/05/the-war-against-boys/304659/\">boy crisis in schools\u003c/a>. Boys were falling behind in math and reading scores, in high school and college graduation rates. For working-class men this translated into a very slim chance of an easy middle-class life, as I wrote about in my 2012 book \u003ca href=\"https://www.amazon.com/End-Men-Rise-Women/dp/B00D9TA4VY\">\u003cem>The End of Men\u003c/em>\u003c/a>\u003cem>.\u003c/em> Initially researchers thought that what boys needed was more ... boyishness, more rough and tumble play, more adventure stories!\u003c/p>\n\u003cp>But now it looks like they might need the opposite. In a 2013 \u003ca href=\"http://pages.uoregon.edu/eherman/teaching/texts/DiPrete%20&%20Buchmann,%202013%20Briefing%20The-rise-of-women.pdf\">repor\u003c/a>t, sociologists Thomas Di Prete and Claudia Buchmann wrote that \"boys' underperformance in school has more to do with society's norms about masculinity than with anatomy, hormones or brain structure.\" Boys who do extracurriculars like music, art and drama tend to get higher grades, they found, but those things are often denigrated as \"un-masculine,\" they write. And they found many examples of boys who strive for good grades being called \"pussies\" or \"fags\" by their peers.\u003c/p>\n\u003cp>Why at a time when acceptable behavior for women has expanded, do men remain stuck? After all, studies of infants and young children show that \u003ca href=\"http://psycnet.apa.org/journals/dev/35/1/175/\">babies and very young boys are just as emotive\u003c/a> as little girls. So why do we socialize it out of them? Sociologist Stephanie Coontz calls this the age of the \u003ca href=\"http://www.stephaniecoontz.com/articles/article93.htm\">masculine mystique\u003c/a>. In the 50s and early 60s it was women who were stuck in a box. But now it's men who are trapped in a narrow gender stereotype that \"prevents them from exploring the full range of their individual capabilities,\" she writes.\u003c/p>\n\u003cp>I own a 1958 book called \u003cem>The Decline of the American Male\u003c/em>. It shows a picture of a wickedly indifferent goddess woman pulling the puppet strings of a boy. Chapter One is called \"Why Do Women Dominate Him?\" The fear of female domination runs deep. You can see it in Gamergate, in Donald Trump, in bro culture on campus. In fact, it's a strain of misogyny that runs alongside gender equality. Ask the question: \"Can Boys Cry?\" and you are only likely to inflame it, confirm the fear that boys are being forced to conform to a girls' world.\u003c/p>\n\u003cp>My guess is that there has always been an acceptable category of male vulnerability and that it always looked different from the female kind. You can see it in boys' eternal attraction to superheroes, who are simultaneously invincible and tender. You can see it in boy-men's undying love for Bruce Springsteen. Boys seem magnetized to men who express the full range of emotions. But we have lost that along the way, or at least it's gotten perverted. In her 1999 book \u003cem>Stiffed: The Betrayal of the American Man\u003c/em>, Susan Faludi says that these days boys are modeling themselves on what she calls \"ornamental masculinity\" – the flattened, crude version of macho that dominates TV and music and porn.\u003c/p>\n\u003cp>To me the most promising efforts are the ones that address male vulnerability on its own terms, or at least in gender-neutral terms. As it happens, some of the most exciting trends in education right now are ones boys can get behind. New research on motivation encourages kids to \u003ca href=\"http://mindsetonline.com/abouttheauthor/\">fail\u003c/a>. The newly trendy concept of grit implies a life of endless obstacle courses and toughness, something boys can also own. And my favorite, psychiatrist Jonathan Shay's program to \u003ca href=\"http://www.nytimes.com/2008/01/13/us/excerpt-odysseus.html\">ease combat trauma with Greek classics\u003c/a>. Shay sees that the classics understood something we have forgotten — that men who are coming back from war, or who have just lost a soccer game, or who are just plain tired, would naturally want to cry. But he also sees that the message is easier to take coming from a Greek hero.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Hanna Rosin is a co-host of the \u003ca href=\"http://www.npr.org/programs/invisibilia/\">NPR podcast Invisibilia\u003c/a>. She's written for The Atlantic and Slate, and is the author of The End of Men.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Is+It+OK+For+Boys+To+Cry%3F+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A few weeks ago at a soccer game I was coaching, my team got trounced. They are 7 and they are not used to losing. As soon as I called the game and they realized what had just happened, two of the boys burst out crying.\u003c/p>\n\u003cp>The first one cried loudly, and desperately. He was upset because he hadn't run hard enough or passed enough or scored enough goals. It was the cry of a battle commander who had let his troops down, and his father hugged him proudly. The second boy cried because of a minor injury and a general sense of exhaustion. His mom gave him a stern face and whisked him away to the car.\u003c/p>\n\u003cp>Do we care if our sons cry? When I asked that question on Twitter, a handful of moms immediately wrote me back to say: Of course! I want my son to cry! But I suspect that only applies to the kind of parents who follow me on Twitter, and even less so for the dads. The most fulsome and possibly honest answer I received (from a dad) was: \"I don't mind at all when my 11-year-old cries when he is overcome with emotion. I do mind when he cries over small injuries.\"\u003c/p>\n\u003cp>My conclusion: I think we care a lot less about boys crying than we used to, but more than we will admit. Or to put it another way: boys can cry, if they do it in just the right way.\u003c/p>\n\u003cp>The academic research about boys and crying – or more accurately, vulnerability – shows that society is right now in a precarious place. One body of research shows that boys will fall further behind in school and in an increasingly complex society if we do not teach them how to be emotionally open and honest, able to recognize and navigate their feelings rather than stuffing them down. But another body of research shows that \u003ca href=\"http://www.nytimes.com/2016/04/10/education/edlife/teaching-men-to-be-emotionally-honest.html\">teaching boys to accept their own vulnerability is harder than we think.\u003c/a> Despite our best intentions, our progressive instincts, and an increasingly gender-fluid society — the mama's boy stigma dies hard.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In fact, we have been stuck in this spot for a while. Nearly 20 years ago \u003cem>The Atlantic\u003c/em> ran a cover story about the \u003ca href=\"http://www.theatlantic.com/magazine/archive/2000/05/the-war-against-boys/304659/\">boy crisis in schools\u003c/a>. Boys were falling behind in math and reading scores, in high school and college graduation rates. For working-class men this translated into a very slim chance of an easy middle-class life, as I wrote about in my 2012 book \u003ca href=\"https://www.amazon.com/End-Men-Rise-Women/dp/B00D9TA4VY\">\u003cem>The End of Men\u003c/em>\u003c/a>\u003cem>.\u003c/em> Initially researchers thought that what boys needed was more ... boyishness, more rough and tumble play, more adventure stories!\u003c/p>\n\u003cp>But now it looks like they might need the opposite. In a 2013 \u003ca href=\"http://pages.uoregon.edu/eherman/teaching/texts/DiPrete%20&%20Buchmann,%202013%20Briefing%20The-rise-of-women.pdf\">repor\u003c/a>t, sociologists Thomas Di Prete and Claudia Buchmann wrote that \"boys' underperformance in school has more to do with society's norms about masculinity than with anatomy, hormones or brain structure.\" Boys who do extracurriculars like music, art and drama tend to get higher grades, they found, but those things are often denigrated as \"un-masculine,\" they write. And they found many examples of boys who strive for good grades being called \"pussies\" or \"fags\" by their peers.\u003c/p>\n\u003cp>Why at a time when acceptable behavior for women has expanded, do men remain stuck? After all, studies of infants and young children show that \u003ca href=\"http://psycnet.apa.org/journals/dev/35/1/175/\">babies and very young boys are just as emotive\u003c/a> as little girls. So why do we socialize it out of them? Sociologist Stephanie Coontz calls this the age of the \u003ca href=\"http://www.stephaniecoontz.com/articles/article93.htm\">masculine mystique\u003c/a>. In the 50s and early 60s it was women who were stuck in a box. But now it's men who are trapped in a narrow gender stereotype that \"prevents them from exploring the full range of their individual capabilities,\" she writes.\u003c/p>\n\u003cp>I own a 1958 book called \u003cem>The Decline of the American Male\u003c/em>. It shows a picture of a wickedly indifferent goddess woman pulling the puppet strings of a boy. Chapter One is called \"Why Do Women Dominate Him?\" The fear of female domination runs deep. You can see it in Gamergate, in Donald Trump, in bro culture on campus. In fact, it's a strain of misogyny that runs alongside gender equality. Ask the question: \"Can Boys Cry?\" and you are only likely to inflame it, confirm the fear that boys are being forced to conform to a girls' world.\u003c/p>\n\u003cp>My guess is that there has always been an acceptable category of male vulnerability and that it always looked different from the female kind. You can see it in boys' eternal attraction to superheroes, who are simultaneously invincible and tender. You can see it in boy-men's undying love for Bruce Springsteen. Boys seem magnetized to men who express the full range of emotions. But we have lost that along the way, or at least it's gotten perverted. In her 1999 book \u003cem>Stiffed: The Betrayal of the American Man\u003c/em>, Susan Faludi says that these days boys are modeling themselves on what she calls \"ornamental masculinity\" – the flattened, crude version of macho that dominates TV and music and porn.\u003c/p>\n\u003cp>To me the most promising efforts are the ones that address male vulnerability on its own terms, or at least in gender-neutral terms. As it happens, some of the most exciting trends in education right now are ones boys can get behind. New research on motivation encourages kids to \u003ca href=\"http://mindsetonline.com/abouttheauthor/\">fail\u003c/a>. The newly trendy concept of grit implies a life of endless obstacle courses and toughness, something boys can also own. And my favorite, psychiatrist Jonathan Shay's program to \u003ca href=\"http://www.nytimes.com/2008/01/13/us/excerpt-odysseus.html\">ease combat trauma with Greek classics\u003c/a>. Shay sees that the classics understood something we have forgotten — that men who are coming back from war, or who have just lost a soccer game, or who are just plain tired, would naturally want to cry. But he also sees that the message is easier to take coming from a Greek hero.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Hanna Rosin is a co-host of the \u003ca href=\"http://www.npr.org/programs/invisibilia/\">NPR podcast Invisibilia\u003c/a>. She's written for The Atlantic and Slate, and is the author of The End of Men.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Is+It+OK+For+Boys+To+Cry%3F+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Third grade teacher Anita Parameswaran is no stranger to students who have experienced trauma. She has taught kids who have experienced the effects of abuse, neglect and divorce. She had one student experience a huge setback when he learned his father was arrested and sent to jail. The student then became violent, throwing things, and hurting other students, according to Parameswaran.\u003c/p>\n\u003cp>Her main goal quickly became trying to keep him in class, whether or not he was able to engage fully in the activities. She would set short term goals, like focusing for 15 minutes. She tried to make his day feel very predictable, so he knew what was coming every ten minutes. These were some of the steps suggested by a program called \u003ca href=\"http://www.senecafoa.org/unconditional-education\" target=\"_blank\">Unconditional Education\u003c/a>, run by Seneca Family of Agencies, a non-profit focused on the mental health and well-being of children. They work with Parameswaran and staff at Daniel Webster Elementary in San Francisco.\u003c/p>\n\u003cp>“It was really rough when he first learned about his father, but since then we’ve made strides,” Parameswaran said.\u003c/p>\n\u003caside class=\"pullquote alignright\">'They need that strong relational attachment with their teacher and that's how you can feel secure and safe at school.'\u003c/aside>\n\u003cp>The program works with schools to train teachers about the effects of trauma on the brain and behavior of children. Trainers ask teachers to examine their own triggers and reactions to students, equipping them to disprove beliefs children have about safety and the trustworthiness of adults. They brainstorm strategies for particular students and support teachers as they try to implement them. They help teachers working with high-needs students practice self-care and voice their own frustration and anger about the situation.\u003c/p>\n\u003cp>Teachers across the country face similar issues when trying to teach students who have experienced extreme trauma or even the day-to-day stress of poverty. When a student becomes too much for a teacher to handle, it’s common practice to send that child out of the classroom to a wellness center or to the principal’s office. And once those patterns start forming, the student is much more likely to fall behind in academics, to be diagnosed with learning disabilities or emotional disorders, and down the line, to end up in prison. Schools are trying many things to disrupt that cycle, including training teachers in trauma-informed practices.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“These trainings bring you back to what’s happening; it helps you understand the psychological background of what the students are going through and what we can do in the classroom,” Parameswaran said. She says it’s easy to become negative about a student and his prospects when confronted with the same challenging behavior day after day. The Unconditional Education coach has helped Parameswaran to frame feedback positively, to work on building relationships with difficult students outside of academics, and generally to serve as a reminder that a student’s trauma isn’t his fault. She’s found specific strategies, like goal setting with a “check-in check-out” system, has helped many of her students.\u003c/p>\n\u003cp>Learning about how trauma works and how a teacher’s interactions with a student can reinforce his or her view of the world, has helped Parameswaran to focus on what she can control -- her own reactions. She’s more aware of her own triggers and why student behavior worsens when she reacts the way they expect.\u003c/p>\n\u003cp>\u003cstrong>UNCONDITIONAL EDUCATION PROGRAM\u003c/strong>\u003c/p>\n\u003cp>Seneca’s work in education started in the limited capacity of running “\u003ca href=\"http://www.senecafoa.org/nps\" target=\"_blank\">nonpublic schools\u003c/a>,” residential programs for kids with the most severe mental health and behavior challenges. But by the time a child is referred to this type of specialized program, he or she has already had a lot of negative experiences in school. The Unconditional Education program was born out of a desire to work with public schools to create a sustainable whole-school approach to trauma that could become part of the school culture. The goal is to train teachers and administrators in a clinical understanding of trauma and help them develop individual interventions to keep students learning.\u003c/p>\n\u003cp>“The majority of kids walking through the door have had some kind of [trauma] experience and they’re bringing that with them,” said Jenny Ventura, who is charge of implementing and assessing the Unconditional Education program. Most schools cobble together some psychological services for kids who qualify for Medicaid, but that often means pulling a kid out of class for an hour once a week. Meanwhile, the student interacts with his or her teacher close to 30 hours each week. Seneca wanted to help teachers become the first responders to trauma in their classrooms, a task made difficult because many students have specific traumas around safety and attachment to adults.\u003c/p>\n\u003cp>“They need that strong relational attachment with their teacher and that’s how you can feel secure and safe at school,” said Robin Detterman, who directs all school-based Seneca partnerships. “It leaves [them] free to take risks.”\u003c/p>\n\u003cp>Often helping teachers to take a trauma-informed approach to students whose behavior triggers their frustration and anger means supporting teachers first. Seneca trainers try to create a safe space for teachers to talk about behavior frustrations in constructive ways. Trainers recognize that without an outlet for those emotions teachers internalize all the hard and frustrating moments, making it harder to respond next time and contributing to burnout.\u003c/p>\n\u003cp>In a typical training, teachers first identify strengths in their students. “I always start with student strengths because I want to be able to remember that this is a three dimensional student,” said Robyn Ganeles, who leads trauma-informed trainings for Seneca. It’s easy to forget about a student’s strengths when the focus is on behavior problems, but Ganeles said in general teachers are very able to identify those strengths when asked. Then teachers \u003ca href=\"http://senecafoa.org/sites/default/files/publication_files/IWM%20Worksheet.pdf\" target=\"_blank\">write down specific behaviors\u003c/a> they can observe. The idea is to keep judgement out of this section and only note behaviors.\u003c/p>\n\u003cp>Ganeles also asks teachers to reflect on what these behaviors bring up for them. They talk through how behaviors can lead to assumptions about the student or the family. Ganeles wants teachers to be brave and really talk through these feelings, a support she says many other mental health professionals get regularly, but that is missing from teaching. “They definitely are on the front line and they don’t have the time or the space to work through these things,” she said. A really common feeling is that the student is manipulative, that she could control her behavior if she wanted.\u003c/p>\n\u003cp>Next, teachers examine what the child’s behavior is inviting them to do. “Understanding how a child is inviting us to respond to their behaviors gives us a window into what their internal working model might be,” Ganeles said. For example, if the child is threatening to throw a chair at his teacher, he could be inviting either a flight or fight response. He’s inviting a power struggle or abandonment. “We might hypothesize that this kid might not trust that people are going to meet his needs,” Ganeles said.\u003c/p>\n\u003cp>At this point it’s important to separate the function of the behavior from the invitation to respond. Teachers are often familiar with behavioral theory and see bad behavior as attention-seeking. That phrase has now become a judgmental term, when really it’s more akin to the proximity seeking that babies do. Maybe the child believes the only way to get someone to care is to yell and scream.\u003c/p>\n\u003cp>All these prior steps will help teachers identify the student’s “internal working model,” their beliefs about how they interact with the world. “People don’t think of those things as an integral part of a behavior plan, but it really is because it’s addressing the underlying thoughts and expectations the kids have that reinforce the behaviors we’re trying to minimize,” Ganeles said.\u003c/p>\n\u003cp>Once a teacher has a hypothesis about what the behavior says about how a child believes he fits into the world, she can take a disconfirming stance. If the behavior is saying adults aren’t trustworthy, an individualized intervention might be to greet the child at the door every day, providing consistency. Or if a student doesn’t think anyone cares about her unless she’s making a disturbance, a teacher might develop a small signal for the student to let her know she’s seen.\u003c/p>\n\u003cp>“Anyone interacting with a kid has the potential to provide a disconfirming stance,” Ganeles said. That’s why Unconditional Education trainers welcome all adults in the building to join these trauma-informed workshops. It might be an afterschool teacher or a janitor who ends up sending a message to the child that helps him see the world differently.\u003c/p>\n\u003cp>“The interventions need to be individualized and come from a place of empathy,” Ganeles said.\u003c/p>\n\u003cp>\u003cstrong>RESULTS\u003c/strong>\u003c/p>\n\u003cp>Seneca is interested to know if the focus on creating an entire school community focused on safety and care using a trauma-informed lens will make measurable impacts on student learning in English and math and on indicators like attendance and suspensions/expulsions. The organization hired \u003ca href=\"https://www.sri.com/research-development/education-learning\" target=\"_blank\">SRI\u003c/a>, a third-party evaluator, to measure impact on five pilot schools in Oakland and two in San Francisco after the first year of implementation.\u003c/p>\n\u003cp>While reversing the effects of trauma and low achievement take time, the \u003ca href=\"http://www.senecafoa.org/Investing_in_Innovation\">SRI report\u003c/a> found promising results. The data only takes into account the five Oakland schools because of consent rules within San Francisco Unified that resulted in small sample sizes. However, Oakland schools saw moderate positive effects on math achievement overall and positive effects in every category for Latino students. African American students saw small or moderate positive effects on mathematics, attendance and suspension rates. Special education students saw large effects in mathematics and small to moderate effects in reading, attendance and suspensions.\u003c/p>\n\u003cp>Anecdotally, Anita Parameswaran says things have improved between the first year of implementation and second year at Webster. The first year was mostly about getting teacher buy-in, but when they started to see the positive impact of Unconditional Education interventions and support, most were eager to participate. It also helped that the school administration prioritized the program, made it the focus of professional development and built capacity within the building to continue the work.\u003c/p>\n\u003cp>The goal of the program is to train teachers and administrators on trauma-informed approaches and help build supportive structures within the school in three years. After that the Unconditional Education coaches will move on to do the same with other schools. Some structures include a culture and climate committee focused on site-wide system changes. At Webster, this committee was first led by the Unconditional Education coach, but now is co-facilitated by school staff.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Staff at participating schools are also trying to \u003ca href=\"http://senecafoa.org/school-assessment-model\" target=\"_blank\">evaluate themselves \u003c/a>on how well they are implementing the tiered approach (similar to Response to Intervention). They write an annual implementation plan each summer to identify areas of focus for the upcoming year, and they do data review meetings, where educators who work with a specific student all get together to talk about successful interventions and how these are moving the student towards a sustainable transformation.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Third grade teacher Anita Parameswaran is no stranger to students who have experienced trauma. She has taught kids who have experienced the effects of abuse, neglect and divorce. She had one student experience a huge setback when he learned his father was arrested and sent to jail. The student then became violent, throwing things, and hurting other students, according to Parameswaran.\u003c/p>\n\u003cp>Her main goal quickly became trying to keep him in class, whether or not he was able to engage fully in the activities. She would set short term goals, like focusing for 15 minutes. She tried to make his day feel very predictable, so he knew what was coming every ten minutes. These were some of the steps suggested by a program called \u003ca href=\"http://www.senecafoa.org/unconditional-education\" target=\"_blank\">Unconditional Education\u003c/a>, run by Seneca Family of Agencies, a non-profit focused on the mental health and well-being of children. They work with Parameswaran and staff at Daniel Webster Elementary in San Francisco.\u003c/p>\n\u003cp>“It was really rough when he first learned about his father, but since then we’ve made strides,” Parameswaran said.\u003c/p>\n\u003caside class=\"pullquote alignright\">'They need that strong relational attachment with their teacher and that's how you can feel secure and safe at school.'\u003c/aside>\n\u003cp>The program works with schools to train teachers about the effects of trauma on the brain and behavior of children. Trainers ask teachers to examine their own triggers and reactions to students, equipping them to disprove beliefs children have about safety and the trustworthiness of adults. They brainstorm strategies for particular students and support teachers as they try to implement them. They help teachers working with high-needs students practice self-care and voice their own frustration and anger about the situation.\u003c/p>\n\u003cp>Teachers across the country face similar issues when trying to teach students who have experienced extreme trauma or even the day-to-day stress of poverty. When a student becomes too much for a teacher to handle, it’s common practice to send that child out of the classroom to a wellness center or to the principal’s office. And once those patterns start forming, the student is much more likely to fall behind in academics, to be diagnosed with learning disabilities or emotional disorders, and down the line, to end up in prison. Schools are trying many things to disrupt that cycle, including training teachers in trauma-informed practices.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“These trainings bring you back to what’s happening; it helps you understand the psychological background of what the students are going through and what we can do in the classroom,” Parameswaran said. She says it’s easy to become negative about a student and his prospects when confronted with the same challenging behavior day after day. The Unconditional Education coach has helped Parameswaran to frame feedback positively, to work on building relationships with difficult students outside of academics, and generally to serve as a reminder that a student’s trauma isn’t his fault. She’s found specific strategies, like goal setting with a “check-in check-out” system, has helped many of her students.\u003c/p>\n\u003cp>Learning about how trauma works and how a teacher’s interactions with a student can reinforce his or her view of the world, has helped Parameswaran to focus on what she can control -- her own reactions. She’s more aware of her own triggers and why student behavior worsens when she reacts the way they expect.\u003c/p>\n\u003cp>\u003cstrong>UNCONDITIONAL EDUCATION PROGRAM\u003c/strong>\u003c/p>\n\u003cp>Seneca’s work in education started in the limited capacity of running “\u003ca href=\"http://www.senecafoa.org/nps\" target=\"_blank\">nonpublic schools\u003c/a>,” residential programs for kids with the most severe mental health and behavior challenges. But by the time a child is referred to this type of specialized program, he or she has already had a lot of negative experiences in school. The Unconditional Education program was born out of a desire to work with public schools to create a sustainable whole-school approach to trauma that could become part of the school culture. The goal is to train teachers and administrators in a clinical understanding of trauma and help them develop individual interventions to keep students learning.\u003c/p>\n\u003cp>“The majority of kids walking through the door have had some kind of [trauma] experience and they’re bringing that with them,” said Jenny Ventura, who is charge of implementing and assessing the Unconditional Education program. Most schools cobble together some psychological services for kids who qualify for Medicaid, but that often means pulling a kid out of class for an hour once a week. Meanwhile, the student interacts with his or her teacher close to 30 hours each week. Seneca wanted to help teachers become the first responders to trauma in their classrooms, a task made difficult because many students have specific traumas around safety and attachment to adults.\u003c/p>\n\u003cp>“They need that strong relational attachment with their teacher and that’s how you can feel secure and safe at school,” said Robin Detterman, who directs all school-based Seneca partnerships. “It leaves [them] free to take risks.”\u003c/p>\n\u003cp>Often helping teachers to take a trauma-informed approach to students whose behavior triggers their frustration and anger means supporting teachers first. Seneca trainers try to create a safe space for teachers to talk about behavior frustrations in constructive ways. Trainers recognize that without an outlet for those emotions teachers internalize all the hard and frustrating moments, making it harder to respond next time and contributing to burnout.\u003c/p>\n\u003cp>In a typical training, teachers first identify strengths in their students. “I always start with student strengths because I want to be able to remember that this is a three dimensional student,” said Robyn Ganeles, who leads trauma-informed trainings for Seneca. It’s easy to forget about a student’s strengths when the focus is on behavior problems, but Ganeles said in general teachers are very able to identify those strengths when asked. Then teachers \u003ca href=\"http://senecafoa.org/sites/default/files/publication_files/IWM%20Worksheet.pdf\" target=\"_blank\">write down specific behaviors\u003c/a> they can observe. The idea is to keep judgement out of this section and only note behaviors.\u003c/p>\n\u003cp>Ganeles also asks teachers to reflect on what these behaviors bring up for them. They talk through how behaviors can lead to assumptions about the student or the family. Ganeles wants teachers to be brave and really talk through these feelings, a support she says many other mental health professionals get regularly, but that is missing from teaching. “They definitely are on the front line and they don’t have the time or the space to work through these things,” she said. A really common feeling is that the student is manipulative, that she could control her behavior if she wanted.\u003c/p>\n\u003cp>Next, teachers examine what the child’s behavior is inviting them to do. “Understanding how a child is inviting us to respond to their behaviors gives us a window into what their internal working model might be,” Ganeles said. For example, if the child is threatening to throw a chair at his teacher, he could be inviting either a flight or fight response. He’s inviting a power struggle or abandonment. “We might hypothesize that this kid might not trust that people are going to meet his needs,” Ganeles said.\u003c/p>\n\u003cp>At this point it’s important to separate the function of the behavior from the invitation to respond. Teachers are often familiar with behavioral theory and see bad behavior as attention-seeking. That phrase has now become a judgmental term, when really it’s more akin to the proximity seeking that babies do. Maybe the child believes the only way to get someone to care is to yell and scream.\u003c/p>\n\u003cp>All these prior steps will help teachers identify the student’s “internal working model,” their beliefs about how they interact with the world. “People don’t think of those things as an integral part of a behavior plan, but it really is because it’s addressing the underlying thoughts and expectations the kids have that reinforce the behaviors we’re trying to minimize,” Ganeles said.\u003c/p>\n\u003cp>Once a teacher has a hypothesis about what the behavior says about how a child believes he fits into the world, she can take a disconfirming stance. If the behavior is saying adults aren’t trustworthy, an individualized intervention might be to greet the child at the door every day, providing consistency. Or if a student doesn’t think anyone cares about her unless she’s making a disturbance, a teacher might develop a small signal for the student to let her know she’s seen.\u003c/p>\n\u003cp>“Anyone interacting with a kid has the potential to provide a disconfirming stance,” Ganeles said. That’s why Unconditional Education trainers welcome all adults in the building to join these trauma-informed workshops. It might be an afterschool teacher or a janitor who ends up sending a message to the child that helps him see the world differently.\u003c/p>\n\u003cp>“The interventions need to be individualized and come from a place of empathy,” Ganeles said.\u003c/p>\n\u003cp>\u003cstrong>RESULTS\u003c/strong>\u003c/p>\n\u003cp>Seneca is interested to know if the focus on creating an entire school community focused on safety and care using a trauma-informed lens will make measurable impacts on student learning in English and math and on indicators like attendance and suspensions/expulsions. The organization hired \u003ca href=\"https://www.sri.com/research-development/education-learning\" target=\"_blank\">SRI\u003c/a>, a third-party evaluator, to measure impact on five pilot schools in Oakland and two in San Francisco after the first year of implementation.\u003c/p>\n\u003cp>While reversing the effects of trauma and low achievement take time, the \u003ca href=\"http://www.senecafoa.org/Investing_in_Innovation\">SRI report\u003c/a> found promising results. The data only takes into account the five Oakland schools because of consent rules within San Francisco Unified that resulted in small sample sizes. However, Oakland schools saw moderate positive effects on math achievement overall and positive effects in every category for Latino students. African American students saw small or moderate positive effects on mathematics, attendance and suspension rates. Special education students saw large effects in mathematics and small to moderate effects in reading, attendance and suspensions.\u003c/p>\n\u003cp>Anecdotally, Anita Parameswaran says things have improved between the first year of implementation and second year at Webster. The first year was mostly about getting teacher buy-in, but when they started to see the positive impact of Unconditional Education interventions and support, most were eager to participate. It also helped that the school administration prioritized the program, made it the focus of professional development and built capacity within the building to continue the work.\u003c/p>\n\u003cp>The goal of the program is to train teachers and administrators on trauma-informed approaches and help build supportive structures within the school in three years. After that the Unconditional Education coaches will move on to do the same with other schools. Some structures include a culture and climate committee focused on site-wide system changes. At Webster, this committee was first led by the Unconditional Education coach, but now is co-facilitated by school staff.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Staff at participating schools are also trying to \u003ca href=\"http://senecafoa.org/school-assessment-model\" target=\"_blank\">evaluate themselves \u003c/a>on how well they are implementing the tiered approach (similar to Response to Intervention). They write an annual implementation plan each summer to identify areas of focus for the upcoming year, and they do data review meetings, where educators who work with a specific student all get together to talk about successful interventions and how these are moving the student towards a sustainable transformation.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Why Emotions Are Integral to Learning",
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"content": "\u003cp class=\"p1\">\u003cem>Excerpted from \u003ca href=\"http://books.wwnorton.com/books/detail.aspx?ID=4294985311\">Emotions, Learning, and the Brain\u003c/a>, (c) 2016 by Mary Helen Immordino-Yang. Used with the permission of the publisher, W. W. Norton & Co.\u003c/em>\u003c/p>\n\u003cp class=\"p1\">\u003cstrong>By Mary Helen Immordino-Yang\u003c/strong>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">T\u003c/span>eachers intuitively know that neither their nor their students’ learning is steady and constant, the same day in and day out and moment to moment, consistent from topic to topic. Rather, we all have good and bad days; moments of excitement, engagement, and inspiration and moments of disappointment, disengagement, and frustration; afternoons just before vacation and mornings just after; some skills and topics that we find interesting and some that we don’t. These differences influence how children learn and how teachers teach; they even affect what students know at a given time. In short, learning is dynamic, social, and context dependent because emotions are, and emotions form a critical piece of how, what, when, and why people think, remember, and learn.\u003c/p>\n\u003cp class=\"p1\">The fundamental role of emotions in learning first became apparent to me during my first professional position after college, as a junior high school science teacher in a highly diverse, urban public school near Boston. The community I lived and worked in had many first-generation Americans, 81 languages total spoken in our school of 1,800, and many students living in underprivileged circumstances. Although I was teaching integrated science, a technical academic subject, I was intrigued that my students’ questions and explanations seemed connected to their friendships, home situations, aesthetic tastes, and cultural values. I was fascinated but unprepared, for example, when the race relations among my seventh graders changed (and improved) dramatically after I taught a unit on hominid evolution that I designed with my former undergraduate professor. The students’ new scientific understanding of natural selection for adaptive traits like dark or light skin seemed to powerfully influence their peer relationships and their own ethnic identities.\u003c/p>\n\u003cp class=\"p1\">Why had the students interpreted the science in such a personal, emotional way? And why, after the classroom turbulence had settled, did so many of my students suddenly seem to take a new interest in science? I brought these questions with me to graduate school, and through my research I still seek satisfying and complete answers to them.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p1\">\u003ca href=\"http://books.wwnorton.com/books/detail.aspx?ID=4294985311\">\u003cimg class=\"alignleft wp-image-45304\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Emotions-Learning-and-the-Brain-400x604.jpg\" alt=\"Emotions Learning and the Brain\" width=\"250\" height=\"377\">\u003c/a>Scientific understanding of the influence of emotions on thinking and learning has undergone a major transformation in recent years. In particular, a revolution in neuroscience over the past two decades has overturned early notions that emotions interfere with learning, revealing instead that emotion and cognition are supported by interdependent neural processes. It is literally neurobiologically impossible to build memories, engage complex thoughts, or make meaningful decisions without emotion. And after all, this makes sense: the brain is highly metabolically expensive tissue, and evolution would not support wasting energy and oxygen thinking about things that don’t matter to us. Put succinctly, we only think about things we care about. No wonder my seventh graders had taken that science lesson so personally and so seriously. They had found that science could help them make personally relevant meaning of the racial and ethnic diversity and identity issues they encountered in their daily lives.\u003c/p>\n\u003cp class=\"p1\">This insight—that we only think deeply about things we care about—has important implications for education and pedagogy. It opens questions about how, when, and why students learn meaningfully (or just regurgitate facts and deploy procedures and algorithms, or possibly don’t manage even those).\u003c/p>\n\u003cp class=\"p1\">It also raises issues about how technology, culture, and social relationships shape learning and how teachers can understand and leverage emotions more productively in the classroom. It suggests that, for school-based learning to have a hope of motivating students, of producing deep understanding, or of transferring into real-world skills—all hallmarks of meaningful learning, and all essential to producing informed, skilled, ethical, and reflective adults—we need to find ways to leverage the emotional aspects of learning in education.\u003c/p>\n\u003cp class=\"p1\">To leverage emotions, it helps to understand what emotions are. Emotions, and the more biologically primitive drives that undergird them, such as hunger and sex, are action programs that have evolved as extensions of survival mechanisms. Put simply, emotions have evolved to keep us alive. Human beings have basic emotions, such as fear and disgust, to keep us off the edges of cliffs and to make us avoid spoiled food. We have social emotions such as love to make us affiliate, procreate, and care for our children. Thanks to our intelligent, plastic brain, we can also develop emotions that color and steer our intellectual and social endeavors, such as curiosity to make us explore and discover, admiration to make us emulate the virtue of others, and compassion, indignation, interest, and “flow” (Csíkszentmihályi, 1990).\u003c/p>\n\u003cp class=\"p1\">These complex intellectual and social emotions are the subjective behavioral and mental reactions we have to situations and concepts of all sorts— reactions that play out in the body (e.g., through a racing heart) and in the mind through characteristic ways of thinking (e.g., searching for an escape route during fear, moving to help another person during compassion, or narrowing our attentional focus when we find something interesting). The feeling of these emotions organizes our sociality and morality, making us emulate role models, help those in need, or punish those who warrant it. It forms the basis for creativity and invention and for the decisions we make for now and for the future, even in academic contexts. For example, the act of dedicating one’s professional life to teaching is possible only because of our ability to feel these emotions.\u003c/p>\n\u003cp class=\"p1\">So, emotions evolved and are present in all complex creatures because they are essential to managing life. In humans, efficient life management means managing not just our physical survival but our social life and intellectual life. (These ideas derive from my work with Antonio Damasio; for seminal reading, see Damasio [1999] and Damasio and Carvalho [2013].) But where does the neurobiology come in? Among the most poignant and basic insights from affective neuroscience, the neuroscience of emotion, is that the emotions that regulate our sociocultural and intellectual lives appear to have co-opted the same neural systems that manage our survival in the basic biological sense. Just as poets and artists have suspected for millennia, we feel social relationships and appreciate intellectual achievements using the same brain systems that sense and regulate our guts and viscera, adjust our blood chemistry and hormones, and conjure our awareness and consciousness. No wonder our creations, reputations, cultural ideals, and personal relationships, including those in educational contexts, have such amazing psychological power.\u003c/p>\n\u003cp class=\"p1\">\u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">\u003cimg class=\"alignright wp-image-45053 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Podcast-Square-e1463002696628.jpg\" alt=\"Podcast-Square\" width=\"250\" height=\"227\">\u003c/a>But emotions have another dimension that is critically relevant to education. Complex emotional feelings, such as interest, inspiration, indignation, and compassion, are active mental constructions—they pertain not to the real physical context (the immediate context that we can see) but to abstract inferences, interpretations, and ideas. They pertain, in other words, to what we think we know about the world at the current time, interpreted in light of our past experiences and our imagined possible futures, using our available skills. When I say that many emotions are “complex,” what I really mean is that they rely on subjective, cognitive interpretations of situations and their accompanying embodied reactions.\u003c/p>\n\u003cp class=\"p1\">Even in academic subjects that are traditionally considered unemotional, such as physics, engineering, or math, deep understanding depends on making emotional connections between concepts. For example, one study using functional magnetic resonance imaging found that when mathematicians see equations that they judge to be “beautiful” and elegantly formulated instead of “ugly” and awkwardly formulated, they activate the same sensory, emotional brain region that activates during experiences of perceptual beauty, such as when admiring a painting (Zeki, Romaya, Benincasa, & Atiyah, 2014). In the Brain and Creativity Institute at the University of Southern California, we have found that this region also activates during experiences of moral beauty, such as those associated with feelings of admiration and compassion (Immordino-Yang, McColl, Damasio, & Damasio, 2009; see Chapter 9 for a description of this experiment). This and other evidence suggests that meaningful learning is actually about helping students to connect their isolated algorithmic skills to abstract, intrinsically emotional, subjective and meaningful experiences. Though supporting students in building these connections is a very hard job, it appears to be essential for the development of truly useful, transferable, intrinsically motivated learning.\u003c/p>\n\u003cp class=\"p1\">In addition, emotions, like cognition, develop with maturity and experience. In this sense, emotions are skills—organized patterns of thoughts and behaviors that we actively construct in the moment and across our life spans to adaptively accommodate to various kinds of circumstances, including academic demands. (These ideas derive from my work with Kurt Fischer; for seminal reading, see Fischer and Bidell [2006].) The emotions of a preschooler are not the same as those of a fifth grader, a teenager, or a young or an older adult. The emotions of a brand new teacher are not the same as those of a veteran teacher. And even two people in the same developmental stage could construct different reactions to the same situation, sometimes substantially so. Why?\u003c/p>\n\u003cfigure id=\"attachment_45305\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-45305\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Mary-Helen-Immordino-Yang_Credit-Steve-Cohn-Photography.jpg\" alt=\"Mary Helen Immordino-Yang\" width=\"250\" height=\"321\">\u003cfigcaption class=\"wp-caption-text\">Mary Helen Immordino-Yang \u003ccite>(Steve Cohn Photography)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p1\">The reasons follow from emotion’s survival-related roots and tie to emotion’s centrality in learning. First, emotions involve automatic mental and bodily reactions to situations, and some people, cultural groups, and age groups are more reactive, or differently reactive, than others. For example, some individuals jump when startled, while others remain much calmer. These tendencies can also be influenced by culture; for instance, in many Asian cultures individuals strive to suppress their outward emotional displays, whereas in many Latino and Mediterranean cultures emotional expressiveness is valued.\u003c/p>\n\u003cp class=\"p1\">These differing ideals for emotion influence individuals’ emotional behavior, including expression or suppression. In turn, our work suggests that by changing the magnitude of bodily reactions, cultural and individual differences in emotional expressiveness may affect what emotions “feel like”—how individuals know how they feel, or the subjective embodied quality of their feelings (Immordino-Yang, Yang, & Damasio, 2014).\u003c/p>\n\u003cp class=\"p1\">Second, people learn through experience how to interpret situations, as well as how to make sense of their emotional reactions. Students’ and teachers’ emotion-laden interpretations and inferences, though often implicit or subconscious, form a central dimension of how they learn. The subjective inferences that individuals make, and their experiences of problem solving within an academic domain, imbue their memories and knowledge with emotional relevance. In the case described above, it was the mathematicians’ subjective experience of thinking and solving problems within the mathematical domain that enabled them to appreciate certain equations as “beautiful.”\u003c/p>\n\u003cp class=\"p1\">Their emotional reactions were possible only with an advanced level of technical expertise. As we can see, understanding the role of emotions in learning goes far beyond recognizing the emotion a student is having about a situation in order to design learning environments that strategically manipulate students’ reactions.\u003c/p>\n\u003cp class=\"p1\">For instance, giving candy to make children want to come to math class will not make students feel the joy of mathematical thinking. Instead, understanding emotions is also (and perhaps even more critically) about the meaning that students are making—that is, the ways in which students and teachers are experiencing or feeling their emotional reactions and how their feelings steer their thoughts and behavior, consciously or not. Emotions are not add-ons that are distinct from cognitive skills. Instead emotions, such as interest, anxiety, frustration, excitement, or a sense of awe in beholding beauty, become a dimension of the skill itself. This is one reason that anxiety can be so debilitating to students’ performance, that interest can precipitate a lifetime commitment to studying a topic, that kids have such trouble applying themselves when they don’t know why they would ever use a skill outside of class, and that offering kids candy will make them like coming to class but will not help them learn to appreciate mathematical thinking.\u003c/p>\n\u003cp class=\"p1\">\u003cem>\u003ca href=\"https://rossier.usc.edu/faculty-and-research/directories/a-z/profile/?id=47\">Mary Helen Immordino-Yang\u003c/a> is a professor at the University of Southern California. This excerpt is from \u003ca href=\"http://books.wwnorton.com/books/detail.aspx?ID=4294985311\">Emotions, Learning, and the Brain: Exploring the Educational Implications of Affective Neuroscience\u003c/a>, by Mary Helen Immordino-Yang. \u003c/em>\u003c/p>\n\u003cp>\u003cimg class=\"alignleft\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Podcast-Square-e1463002696628.jpg\" alt=\"\">\u003c/p>\n\u003ch3>\u003ca href=\"https://itunes.apple.com/us/podcast/id1078765985\">Subscribe in iTunes\u003c/a>\u003c/h3>\n\u003cp>Don't miss an episode of \u003cem>Stories Teachers Share\u003c/em>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Also available via \u003ca href=\"https://ww2.kqed.org/mindshift/category/stories-teachers-share/feed/\">RSS\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">\u003cem>Excerpted from \u003ca href=\"http://books.wwnorton.com/books/detail.aspx?ID=4294985311\">Emotions, Learning, and the Brain\u003c/a>, (c) 2016 by Mary Helen Immordino-Yang. Used with the permission of the publisher, W. W. Norton & Co.\u003c/em>\u003c/p>\n\u003cp class=\"p1\">\u003cstrong>By Mary Helen Immordino-Yang\u003c/strong>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">T\u003c/span>eachers intuitively know that neither their nor their students’ learning is steady and constant, the same day in and day out and moment to moment, consistent from topic to topic. Rather, we all have good and bad days; moments of excitement, engagement, and inspiration and moments of disappointment, disengagement, and frustration; afternoons just before vacation and mornings just after; some skills and topics that we find interesting and some that we don’t. These differences influence how children learn and how teachers teach; they even affect what students know at a given time. In short, learning is dynamic, social, and context dependent because emotions are, and emotions form a critical piece of how, what, when, and why people think, remember, and learn.\u003c/p>\n\u003cp class=\"p1\">The fundamental role of emotions in learning first became apparent to me during my first professional position after college, as a junior high school science teacher in a highly diverse, urban public school near Boston. The community I lived and worked in had many first-generation Americans, 81 languages total spoken in our school of 1,800, and many students living in underprivileged circumstances. Although I was teaching integrated science, a technical academic subject, I was intrigued that my students’ questions and explanations seemed connected to their friendships, home situations, aesthetic tastes, and cultural values. I was fascinated but unprepared, for example, when the race relations among my seventh graders changed (and improved) dramatically after I taught a unit on hominid evolution that I designed with my former undergraduate professor. The students’ new scientific understanding of natural selection for adaptive traits like dark or light skin seemed to powerfully influence their peer relationships and their own ethnic identities.\u003c/p>\n\u003cp class=\"p1\">Why had the students interpreted the science in such a personal, emotional way? And why, after the classroom turbulence had settled, did so many of my students suddenly seem to take a new interest in science? I brought these questions with me to graduate school, and through my research I still seek satisfying and complete answers to them.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">\u003ca href=\"http://books.wwnorton.com/books/detail.aspx?ID=4294985311\">\u003cimg class=\"alignleft wp-image-45304\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Emotions-Learning-and-the-Brain-400x604.jpg\" alt=\"Emotions Learning and the Brain\" width=\"250\" height=\"377\">\u003c/a>Scientific understanding of the influence of emotions on thinking and learning has undergone a major transformation in recent years. In particular, a revolution in neuroscience over the past two decades has overturned early notions that emotions interfere with learning, revealing instead that emotion and cognition are supported by interdependent neural processes. It is literally neurobiologically impossible to build memories, engage complex thoughts, or make meaningful decisions without emotion. And after all, this makes sense: the brain is highly metabolically expensive tissue, and evolution would not support wasting energy and oxygen thinking about things that don’t matter to us. Put succinctly, we only think about things we care about. No wonder my seventh graders had taken that science lesson so personally and so seriously. They had found that science could help them make personally relevant meaning of the racial and ethnic diversity and identity issues they encountered in their daily lives.\u003c/p>\n\u003cp class=\"p1\">This insight—that we only think deeply about things we care about—has important implications for education and pedagogy. It opens questions about how, when, and why students learn meaningfully (or just regurgitate facts and deploy procedures and algorithms, or possibly don’t manage even those).\u003c/p>\n\u003cp class=\"p1\">It also raises issues about how technology, culture, and social relationships shape learning and how teachers can understand and leverage emotions more productively in the classroom. It suggests that, for school-based learning to have a hope of motivating students, of producing deep understanding, or of transferring into real-world skills—all hallmarks of meaningful learning, and all essential to producing informed, skilled, ethical, and reflective adults—we need to find ways to leverage the emotional aspects of learning in education.\u003c/p>\n\u003cp class=\"p1\">To leverage emotions, it helps to understand what emotions are. Emotions, and the more biologically primitive drives that undergird them, such as hunger and sex, are action programs that have evolved as extensions of survival mechanisms. Put simply, emotions have evolved to keep us alive. Human beings have basic emotions, such as fear and disgust, to keep us off the edges of cliffs and to make us avoid spoiled food. We have social emotions such as love to make us affiliate, procreate, and care for our children. Thanks to our intelligent, plastic brain, we can also develop emotions that color and steer our intellectual and social endeavors, such as curiosity to make us explore and discover, admiration to make us emulate the virtue of others, and compassion, indignation, interest, and “flow” (Csíkszentmihályi, 1990).\u003c/p>\n\u003cp class=\"p1\">These complex intellectual and social emotions are the subjective behavioral and mental reactions we have to situations and concepts of all sorts— reactions that play out in the body (e.g., through a racing heart) and in the mind through characteristic ways of thinking (e.g., searching for an escape route during fear, moving to help another person during compassion, or narrowing our attentional focus when we find something interesting). The feeling of these emotions organizes our sociality and morality, making us emulate role models, help those in need, or punish those who warrant it. It forms the basis for creativity and invention and for the decisions we make for now and for the future, even in academic contexts. For example, the act of dedicating one’s professional life to teaching is possible only because of our ability to feel these emotions.\u003c/p>\n\u003cp class=\"p1\">So, emotions evolved and are present in all complex creatures because they are essential to managing life. In humans, efficient life management means managing not just our physical survival but our social life and intellectual life. (These ideas derive from my work with Antonio Damasio; for seminal reading, see Damasio [1999] and Damasio and Carvalho [2013].) But where does the neurobiology come in? Among the most poignant and basic insights from affective neuroscience, the neuroscience of emotion, is that the emotions that regulate our sociocultural and intellectual lives appear to have co-opted the same neural systems that manage our survival in the basic biological sense. Just as poets and artists have suspected for millennia, we feel social relationships and appreciate intellectual achievements using the same brain systems that sense and regulate our guts and viscera, adjust our blood chemistry and hormones, and conjure our awareness and consciousness. No wonder our creations, reputations, cultural ideals, and personal relationships, including those in educational contexts, have such amazing psychological power.\u003c/p>\n\u003cp class=\"p1\">\u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">\u003cimg class=\"alignright wp-image-45053 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Podcast-Square-e1463002696628.jpg\" alt=\"Podcast-Square\" width=\"250\" height=\"227\">\u003c/a>But emotions have another dimension that is critically relevant to education. Complex emotional feelings, such as interest, inspiration, indignation, and compassion, are active mental constructions—they pertain not to the real physical context (the immediate context that we can see) but to abstract inferences, interpretations, and ideas. They pertain, in other words, to what we think we know about the world at the current time, interpreted in light of our past experiences and our imagined possible futures, using our available skills. When I say that many emotions are “complex,” what I really mean is that they rely on subjective, cognitive interpretations of situations and their accompanying embodied reactions.\u003c/p>\n\u003cp class=\"p1\">Even in academic subjects that are traditionally considered unemotional, such as physics, engineering, or math, deep understanding depends on making emotional connections between concepts. For example, one study using functional magnetic resonance imaging found that when mathematicians see equations that they judge to be “beautiful” and elegantly formulated instead of “ugly” and awkwardly formulated, they activate the same sensory, emotional brain region that activates during experiences of perceptual beauty, such as when admiring a painting (Zeki, Romaya, Benincasa, & Atiyah, 2014). In the Brain and Creativity Institute at the University of Southern California, we have found that this region also activates during experiences of moral beauty, such as those associated with feelings of admiration and compassion (Immordino-Yang, McColl, Damasio, & Damasio, 2009; see Chapter 9 for a description of this experiment). This and other evidence suggests that meaningful learning is actually about helping students to connect their isolated algorithmic skills to abstract, intrinsically emotional, subjective and meaningful experiences. Though supporting students in building these connections is a very hard job, it appears to be essential for the development of truly useful, transferable, intrinsically motivated learning.\u003c/p>\n\u003cp class=\"p1\">In addition, emotions, like cognition, develop with maturity and experience. In this sense, emotions are skills—organized patterns of thoughts and behaviors that we actively construct in the moment and across our life spans to adaptively accommodate to various kinds of circumstances, including academic demands. (These ideas derive from my work with Kurt Fischer; for seminal reading, see Fischer and Bidell [2006].) The emotions of a preschooler are not the same as those of a fifth grader, a teenager, or a young or an older adult. The emotions of a brand new teacher are not the same as those of a veteran teacher. And even two people in the same developmental stage could construct different reactions to the same situation, sometimes substantially so. Why?\u003c/p>\n\u003cfigure id=\"attachment_45305\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-45305\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Mary-Helen-Immordino-Yang_Credit-Steve-Cohn-Photography.jpg\" alt=\"Mary Helen Immordino-Yang\" width=\"250\" height=\"321\">\u003cfigcaption class=\"wp-caption-text\">Mary Helen Immordino-Yang \u003ccite>(Steve Cohn Photography)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p1\">The reasons follow from emotion’s survival-related roots and tie to emotion’s centrality in learning. First, emotions involve automatic mental and bodily reactions to situations, and some people, cultural groups, and age groups are more reactive, or differently reactive, than others. For example, some individuals jump when startled, while others remain much calmer. These tendencies can also be influenced by culture; for instance, in many Asian cultures individuals strive to suppress their outward emotional displays, whereas in many Latino and Mediterranean cultures emotional expressiveness is valued.\u003c/p>\n\u003cp class=\"p1\">These differing ideals for emotion influence individuals’ emotional behavior, including expression or suppression. In turn, our work suggests that by changing the magnitude of bodily reactions, cultural and individual differences in emotional expressiveness may affect what emotions “feel like”—how individuals know how they feel, or the subjective embodied quality of their feelings (Immordino-Yang, Yang, & Damasio, 2014).\u003c/p>\n\u003cp class=\"p1\">Second, people learn through experience how to interpret situations, as well as how to make sense of their emotional reactions. Students’ and teachers’ emotion-laden interpretations and inferences, though often implicit or subconscious, form a central dimension of how they learn. The subjective inferences that individuals make, and their experiences of problem solving within an academic domain, imbue their memories and knowledge with emotional relevance. In the case described above, it was the mathematicians’ subjective experience of thinking and solving problems within the mathematical domain that enabled them to appreciate certain equations as “beautiful.”\u003c/p>\n\u003cp class=\"p1\">Their emotional reactions were possible only with an advanced level of technical expertise. As we can see, understanding the role of emotions in learning goes far beyond recognizing the emotion a student is having about a situation in order to design learning environments that strategically manipulate students’ reactions.\u003c/p>\n\u003cp class=\"p1\">For instance, giving candy to make children want to come to math class will not make students feel the joy of mathematical thinking. Instead, understanding emotions is also (and perhaps even more critically) about the meaning that students are making—that is, the ways in which students and teachers are experiencing or feeling their emotional reactions and how their feelings steer their thoughts and behavior, consciously or not. Emotions are not add-ons that are distinct from cognitive skills. Instead emotions, such as interest, anxiety, frustration, excitement, or a sense of awe in beholding beauty, become a dimension of the skill itself. This is one reason that anxiety can be so debilitating to students’ performance, that interest can precipitate a lifetime commitment to studying a topic, that kids have such trouble applying themselves when they don’t know why they would ever use a skill outside of class, and that offering kids candy will make them like coming to class but will not help them learn to appreciate mathematical thinking.\u003c/p>\n\u003cp class=\"p1\">\u003cem>\u003ca href=\"https://rossier.usc.edu/faculty-and-research/directories/a-z/profile/?id=47\">Mary Helen Immordino-Yang\u003c/a> is a professor at the University of Southern California. This excerpt is from \u003ca href=\"http://books.wwnorton.com/books/detail.aspx?ID=4294985311\">Emotions, Learning, and the Brain: Exploring the Educational Implications of Affective Neuroscience\u003c/a>, by Mary Helen Immordino-Yang. \u003c/em>\u003c/p>\n\u003cp>\u003cimg class=\"alignleft\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Podcast-Square-e1463002696628.jpg\" alt=\"\">\u003c/p>\n\u003ch3>\u003ca href=\"https://itunes.apple.com/us/podcast/id1078765985\">Subscribe in iTunes\u003c/a>\u003c/h3>\n\u003cp>Don't miss an episode of \u003cem>Stories Teachers Share\u003c/em>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "What Changes When a School Embraces Mindfulness?",
"title": "What Changes When a School Embraces Mindfulness?",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>It was lunch time at Marysville School in Southeast Portland when the \u003ca href=\"http://www.oregonlive.com/news/index.ssf/2009/11/fire_rips_through_marysville_e.html\" target=\"_blank\">fire broke out\u003c/a>. Teachers quickly herded their students out of the building to the sports field behind the school as the old colonial-style building burned. The fire that traumatized students and staff alike was in 2009, when Lana Penley was in her second year as principal. The 460 students and 50 staff members of the K-8 school relocated to a vacant school building in another part of Portland, displaced from their school site for three years as the district rebuilt the Marysville building.\u003c/p>\n\u003cp>“We were already a school that struggled, and then adding [the fire] on top of it, we really thought we needed to find a social and emotional curriculum that connects to the heart to overcome our trauma,” Penley explained. When the school reopened, Penley and her staff started using the \u003ca href=\"http://thehawnfoundation.org/mindup/\" target=\"_blank\">MindUP\u003c/a> curriculum, developed by the Hawn Foundation (founded by the actress Goldie Hawn), to try to address underlying trauma both from the fire and from the daily poverty that many students face.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We've seen this huge shift in the overall tone and civility of the school culture.'\u003c/aside>\n\u003cp>At first they implemented the program using a counselor, rotating between classes, teaching the 15-lesson sequence that starts with explaining to students how their brains work and what’s happening when they are stressed, scared or angry. The program then moves into mindful breathing exercises, meant to help students feel present in their bodies. There’s a section on choosing to approach the world with optimism and discussions of mindfulness in all the senses: seeing, listening and eating. Towards the end of the sequence the lessons expand outward, asking students how they can contribute to the community, how they can be better citizens. Students practice doing random acts of kindness and reflect on how that makes them feel. Gratitude becomes a daily practice.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/wfsPdFNQA10?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>The program is a blend of neuroscience, social and emotional tenets like empathy and perspective taking, and mindfulness, a practice which many schools have already started exploring. Several programs teach mindfulness in schools, including \u003ca href=\"http://www.mindfulschools.org\">Mindful Schools\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>After implementing the MindUP program at Marysville, Penley saw the difference. “We’ve seen this huge shift in the overall tone and civility of the school culture,” she said.\u003c/p>\n\u003cp>Penley and her staff soon realized that when the counselor taught the class, students were getting the benefit, but teachers weren’t. Soon teachers started coming to Penley, asking to teach the class themselves, as part of their regular classes.\u003c/p>\n\u003cp>“After our first year we began to think about how we could bring this to the overall health of the school,” Penley said. As a staff they decided to teach the MindUP lessons concurrently, at the same time every week, so there would be a sense of synergy. “Everyone is in a classroom except the custodian and secretary,” Penley said. “Imagine all of us hearing about gratitude and asking ourselves how we can integrate it throughout everything we do.”\u003c/p>\n\u003cfigure id=\"attachment_44448\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-44448\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/Marysville-class-vertical-800x1067.jpg\" alt=\"A Marysville class doing three minutes of mindfulness.\" width=\"800\" height=\"1067\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/03/Marysville-class-vertical-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/Marysville-class-vertical-400x533.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/Marysville-class-vertical-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/Marysville-class-vertical-1440x1920.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/Marysville-class-vertical-1180x1573.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/Marysville-class-vertical-960x1280.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A Marysville class doing three minutes of mindfulness. \u003ccite>(Lana Penley/Marysville School)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Penley says the real shifts in school culture came when they started implementing the program school-wide. Teachers now start class in the morning with a few breaths to help students feel present. The middle school has breathing exercises after passing periods. Penley described how kindergarteners used to come into their classroom for free breakfast while their teacher was already directing them to look at what she’d written on the board. Students were having a hard time learning that way because they didn’t feel settled or safe.\u003c/p>\n\u003cp>Now, teachers greet kids at the door and play soft music with the lights down; they talk about the practices the whole school is working on at that moment. In this low key environment, the teacher is taking roll and checking in on students.\u003c/p>\n\u003cp>Gradually the practices in the MindUP program became part of how the school operates. “These are the ways we treat each other and that happens all the time throughout the day,” Penley said. The switch to thinking about every interaction and learning moment in the school day as one of mindfulness has dramatically changed the tone of the school, according to Penley. She says discipline referrals have dropped and students are using their mindful seeing practice in classes like English, art and science to make better observations. An eighth grader recently noted that he’d been watching the presidential debates and that the candidates weren’t doing a good job of listening to one another’s perspectives.\u003c/p>\n\u003cp>And this more human approach hasn’t stopped at the classroom door. Teachers get a “brain break” at the start of staff meetings in recognition that they’re coming from a hectic teaching day and need a moment to ground themselves in the present before starting another task. The staff also practice whatever skill they’ll be teaching through MindUP with one another before rolling it out into the classroom.\u003c/p>\n\u003cp>“Our teachers are happier, which is really important, and we have a ton of people applying to our school now because they’re interested in mindfulness,” Penley said. Before they started the MindUP program, Marysville, like many other Title 1 schools serving a diverse population of learners, struggled to attract teachers. Now, Penley said she has 100 applicants for every open position, which also allows her to hire teachers who are in line with their vision.\u003c/p>\n\u003cp>On a teacher survey administered in the 2013-2014 school year 95 percent of the adults in the building said they were satisfied or extremely satisfied working at Marysville. And all of the adults reported that teaching MindUP has carried over into their personal lives and extends into the classroom throughout content areas.\u003c/p>\n\u003cp>Despite the success of the program, it hasn’t been all smooth sailing. Some teachers initially pushed back with the inevitable “initiative fatigue” that plagues many schools. But Penley said she kept them engaged in conversations about what made them uncomfortable and how they could work through those issues. “Once you are on the ground and realize that what it’s teaching are just basic human practices, we’ve seen that even our most resistant teachers have come a long way with it,” Penley said.\u003c/p>\n\u003cp>Penley said the program has also helped her personally. “It’s helped me find the joy in my job,” she said. “Being a principal is a really hard job. A lot of principals don’t like their jobs.” She’s learned to be more present in each meeting and to think of her main job as being a listener. She used to rush about trying to solve every problem, but now she tries to stay focused and present in each moment, giving her staff her full attention. It’s helped her remember why she loves working in education and being around kids.\u003c/p>\n\u003cp>“It really is a shift in the heart,” Penley said. “It’s a way of being. Instead of compliance, we call it moving more towards compassion. It’s going to shift the feel of the school.”\u003c/p>\n\u003cp>\u003cstrong>RESEARCH BEHIND THE PROGRAM\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>University of British Columbia professor Kimberly Schonert-Reichl, who was one of several researchers consulted on the \u003ca href=\"http://thehawnfoundation.org/about-us/team/\">development of MindUP\u003c/a>, conducted a \u003ca href=\"http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4323355/\" target=\"_blank\">randomized controlled trial\u003c/a> on fourth and fifth graders participating in the program in Vancouver public schools. \u003ca href=\"http://thehawnfoundation.org/wp-content/uploads/2012/12/KSR-MSL_Mindfulness_2010-copy.pdf\" target=\"_blank\">Students reported many positive benefits \u003c/a>of the program: 82 percent of children reported having a more positive outlook, 81 percent learned to make themselves happy, and 58 percent of children tried to help others more often.\u003c/p>\n\u003cp>Schonert-Reichl also tested children’s saliva for cortisol levels and found those who participated in the program had healthier levels. Peers also rated students in the program as more prosocial. Schonert-Reichl says teachers in British Columbia were involved in developing the curriculum based on evidence-based neuroscience and psychology principles, which helped ensure the lessons were hitting home for educators.\u003c/p>\n\u003cp>“When the MindUP program was developed it was an iterative process between researchers and teachers,” Schonert-Reichl said. Teachers would teach a lesson, give feedback and help the researchers improve on the program.\u003c/p>\n\u003cfigure id=\"attachment_44450\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-44450\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/marysville-kid-vertical-800x1067.jpg\" alt=\"Marysville student practice mindfulness\" width=\"800\" height=\"1067\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/03/marysville-kid-vertical-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/marysville-kid-vertical-400x533.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/marysville-kid-vertical-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/marysville-kid-vertical-1440x1920.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/marysville-kid-vertical-1180x1573.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/marysville-kid-vertical-960x1280.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Marysville student practice mindfulness \u003ccite>(Lana Penley/Marysville School)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“When teachers see it they’re like, oh yeah I can do this,” she said. “It wasn’t something foreign because it had been developed by teachers.” The program also came out in 2005, just after British Columbia had included social and emotional learning as a part of the curriculum. Schonert-Reichl said the high level recognition that these skills are valuable made it much easier for schools to get access to training money and to implement with fidelity.\u003c/p>\n\u003cp>In Vancouver there is a district-level person who coordinates trainings and materials, supports teachers in classrooms, and connects them to one another. “Instead of it just being this outside person who drops in and does the professional development and leaves with no follow-up, you have this core district support,” Schonert-Reichl said.\u003c/p>\n\u003cp>\u003cstrong>A TRAINER'S EXPERIENCE\u003c/strong>\u003c/p>\n\u003cp>Jonathan Weresch became a MindUP trainer after seeing the results in his own classroom. He taught students with learning differences and disordered behaviors, who were especially hard to teach after lunch.\u003c/p>\n\u003cp>Weresch said it took about six weeks for his students to get on board with the program and there were plenty of times they tested his patience as they got used to it. In the beginning when he’d ask them to focus their attention on their breathing with their eyes closed there would be a lot of silly noises. But he modeled patience and continued to teach them about what these exercises were doing for the brain, and in time students stopped joking around. Although he’s a \u003ca href=\"http://www.vancouversun.com/life+lessons+beliefs+music+culture+vancouver+aboriginal+school/11739127/story.html?__lsa=162b-26fe\" target=\"_blank\">principal now\u003c/a>, he still does MindUP trainings on the side because he believes in it.\u003c/p>\n\u003cp>As a trainer, Weresch answers a lot of questions from teachers who are either having problems getting results or who don’t see how three minutes of focused breathing three times a day can make such a big difference. Weresch explains that it’s like any other skill.\u003c/p>\n\u003cp>”First we have to practice things deliberately, and then what happens -- just like learning to play the piano or something like that -- we practice and then with enough practice it becomes a habit. 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"excerpt": "Taking the time to practice mindfulness, every day, several times a day, has made a big difference at a school trying to overcome trauma. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It was lunch time at Marysville School in Southeast Portland when the \u003ca href=\"http://www.oregonlive.com/news/index.ssf/2009/11/fire_rips_through_marysville_e.html\" target=\"_blank\">fire broke out\u003c/a>. Teachers quickly herded their students out of the building to the sports field behind the school as the old colonial-style building burned. The fire that traumatized students and staff alike was in 2009, when Lana Penley was in her second year as principal. The 460 students and 50 staff members of the K-8 school relocated to a vacant school building in another part of Portland, displaced from their school site for three years as the district rebuilt the Marysville building.\u003c/p>\n\u003cp>“We were already a school that struggled, and then adding [the fire] on top of it, we really thought we needed to find a social and emotional curriculum that connects to the heart to overcome our trauma,” Penley explained. When the school reopened, Penley and her staff started using the \u003ca href=\"http://thehawnfoundation.org/mindup/\" target=\"_blank\">MindUP\u003c/a> curriculum, developed by the Hawn Foundation (founded by the actress Goldie Hawn), to try to address underlying trauma both from the fire and from the daily poverty that many students face.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We've seen this huge shift in the overall tone and civility of the school culture.'\u003c/aside>\n\u003cp>At first they implemented the program using a counselor, rotating between classes, teaching the 15-lesson sequence that starts with explaining to students how their brains work and what’s happening when they are stressed, scared or angry. The program then moves into mindful breathing exercises, meant to help students feel present in their bodies. There’s a section on choosing to approach the world with optimism and discussions of mindfulness in all the senses: seeing, listening and eating. Towards the end of the sequence the lessons expand outward, asking students how they can contribute to the community, how they can be better citizens. Students practice doing random acts of kindness and reflect on how that makes them feel. Gratitude becomes a daily practice.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/wfsPdFNQA10?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>The program is a blend of neuroscience, social and emotional tenets like empathy and perspective taking, and mindfulness, a practice which many schools have already started exploring. Several programs teach mindfulness in schools, including \u003ca href=\"http://www.mindfulschools.org\">Mindful Schools\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>After implementing the MindUP program at Marysville, Penley saw the difference. “We’ve seen this huge shift in the overall tone and civility of the school culture,” she said.\u003c/p>\n\u003cp>Penley and her staff soon realized that when the counselor taught the class, students were getting the benefit, but teachers weren’t. Soon teachers started coming to Penley, asking to teach the class themselves, as part of their regular classes.\u003c/p>\n\u003cp>“After our first year we began to think about how we could bring this to the overall health of the school,” Penley said. As a staff they decided to teach the MindUP lessons concurrently, at the same time every week, so there would be a sense of synergy. “Everyone is in a classroom except the custodian and secretary,” Penley said. “Imagine all of us hearing about gratitude and asking ourselves how we can integrate it throughout everything we do.”\u003c/p>\n\u003cfigure id=\"attachment_44448\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-44448\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/Marysville-class-vertical-800x1067.jpg\" alt=\"A Marysville class doing three minutes of mindfulness.\" width=\"800\" height=\"1067\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/03/Marysville-class-vertical-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/Marysville-class-vertical-400x533.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/Marysville-class-vertical-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/Marysville-class-vertical-1440x1920.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/Marysville-class-vertical-1180x1573.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/Marysville-class-vertical-960x1280.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A Marysville class doing three minutes of mindfulness. \u003ccite>(Lana Penley/Marysville School)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Penley says the real shifts in school culture came when they started implementing the program school-wide. Teachers now start class in the morning with a few breaths to help students feel present. The middle school has breathing exercises after passing periods. Penley described how kindergarteners used to come into their classroom for free breakfast while their teacher was already directing them to look at what she’d written on the board. Students were having a hard time learning that way because they didn’t feel settled or safe.\u003c/p>\n\u003cp>Now, teachers greet kids at the door and play soft music with the lights down; they talk about the practices the whole school is working on at that moment. In this low key environment, the teacher is taking roll and checking in on students.\u003c/p>\n\u003cp>Gradually the practices in the MindUP program became part of how the school operates. “These are the ways we treat each other and that happens all the time throughout the day,” Penley said. The switch to thinking about every interaction and learning moment in the school day as one of mindfulness has dramatically changed the tone of the school, according to Penley. She says discipline referrals have dropped and students are using their mindful seeing practice in classes like English, art and science to make better observations. An eighth grader recently noted that he’d been watching the presidential debates and that the candidates weren’t doing a good job of listening to one another’s perspectives.\u003c/p>\n\u003cp>And this more human approach hasn’t stopped at the classroom door. Teachers get a “brain break” at the start of staff meetings in recognition that they’re coming from a hectic teaching day and need a moment to ground themselves in the present before starting another task. The staff also practice whatever skill they’ll be teaching through MindUP with one another before rolling it out into the classroom.\u003c/p>\n\u003cp>“Our teachers are happier, which is really important, and we have a ton of people applying to our school now because they’re interested in mindfulness,” Penley said. Before they started the MindUP program, Marysville, like many other Title 1 schools serving a diverse population of learners, struggled to attract teachers. Now, Penley said she has 100 applicants for every open position, which also allows her to hire teachers who are in line with their vision.\u003c/p>\n\u003cp>On a teacher survey administered in the 2013-2014 school year 95 percent of the adults in the building said they were satisfied or extremely satisfied working at Marysville. And all of the adults reported that teaching MindUP has carried over into their personal lives and extends into the classroom throughout content areas.\u003c/p>\n\u003cp>Despite the success of the program, it hasn’t been all smooth sailing. Some teachers initially pushed back with the inevitable “initiative fatigue” that plagues many schools. But Penley said she kept them engaged in conversations about what made them uncomfortable and how they could work through those issues. “Once you are on the ground and realize that what it’s teaching are just basic human practices, we’ve seen that even our most resistant teachers have come a long way with it,” Penley said.\u003c/p>\n\u003cp>Penley said the program has also helped her personally. “It’s helped me find the joy in my job,” she said. “Being a principal is a really hard job. A lot of principals don’t like their jobs.” She’s learned to be more present in each meeting and to think of her main job as being a listener. She used to rush about trying to solve every problem, but now she tries to stay focused and present in each moment, giving her staff her full attention. It’s helped her remember why she loves working in education and being around kids.\u003c/p>\n\u003cp>“It really is a shift in the heart,” Penley said. “It’s a way of being. Instead of compliance, we call it moving more towards compassion. It’s going to shift the feel of the school.”\u003c/p>\n\u003cp>\u003cstrong>RESEARCH BEHIND THE PROGRAM\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>University of British Columbia professor Kimberly Schonert-Reichl, who was one of several researchers consulted on the \u003ca href=\"http://thehawnfoundation.org/about-us/team/\">development of MindUP\u003c/a>, conducted a \u003ca href=\"http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4323355/\" target=\"_blank\">randomized controlled trial\u003c/a> on fourth and fifth graders participating in the program in Vancouver public schools. \u003ca href=\"http://thehawnfoundation.org/wp-content/uploads/2012/12/KSR-MSL_Mindfulness_2010-copy.pdf\" target=\"_blank\">Students reported many positive benefits \u003c/a>of the program: 82 percent of children reported having a more positive outlook, 81 percent learned to make themselves happy, and 58 percent of children tried to help others more often.\u003c/p>\n\u003cp>Schonert-Reichl also tested children’s saliva for cortisol levels and found those who participated in the program had healthier levels. Peers also rated students in the program as more prosocial. Schonert-Reichl says teachers in British Columbia were involved in developing the curriculum based on evidence-based neuroscience and psychology principles, which helped ensure the lessons were hitting home for educators.\u003c/p>\n\u003cp>“When the MindUP program was developed it was an iterative process between researchers and teachers,” Schonert-Reichl said. Teachers would teach a lesson, give feedback and help the researchers improve on the program.\u003c/p>\n\u003cfigure id=\"attachment_44450\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-44450\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/marysville-kid-vertical-800x1067.jpg\" alt=\"Marysville student practice mindfulness\" width=\"800\" height=\"1067\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/03/marysville-kid-vertical-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/marysville-kid-vertical-400x533.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/marysville-kid-vertical-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/marysville-kid-vertical-1440x1920.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/marysville-kid-vertical-1180x1573.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/marysville-kid-vertical-960x1280.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Marysville student practice mindfulness \u003ccite>(Lana Penley/Marysville School)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“When teachers see it they’re like, oh yeah I can do this,” she said. “It wasn’t something foreign because it had been developed by teachers.” The program also came out in 2005, just after British Columbia had included social and emotional learning as a part of the curriculum. Schonert-Reichl said the high level recognition that these skills are valuable made it much easier for schools to get access to training money and to implement with fidelity.\u003c/p>\n\u003cp>In Vancouver there is a district-level person who coordinates trainings and materials, supports teachers in classrooms, and connects them to one another. “Instead of it just being this outside person who drops in and does the professional development and leaves with no follow-up, you have this core district support,” Schonert-Reichl said.\u003c/p>\n\u003cp>\u003cstrong>A TRAINER'S EXPERIENCE\u003c/strong>\u003c/p>\n\u003cp>Jonathan Weresch became a MindUP trainer after seeing the results in his own classroom. He taught students with learning differences and disordered behaviors, who were especially hard to teach after lunch.\u003c/p>\n\u003cp>Weresch said it took about six weeks for his students to get on board with the program and there were plenty of times they tested his patience as they got used to it. In the beginning when he’d ask them to focus their attention on their breathing with their eyes closed there would be a lot of silly noises. But he modeled patience and continued to teach them about what these exercises were doing for the brain, and in time students stopped joking around. Although he’s a \u003ca href=\"http://www.vancouversun.com/life+lessons+beliefs+music+culture+vancouver+aboriginal+school/11739127/story.html?__lsa=162b-26fe\" target=\"_blank\">principal now\u003c/a>, he still does MindUP trainings on the side because he believes in it.\u003c/p>\n\u003cp>As a trainer, Weresch answers a lot of questions from teachers who are either having problems getting results or who don’t see how three minutes of focused breathing three times a day can make such a big difference. Weresch explains that it’s like any other skill.\u003c/p>\n\u003cp>”First we have to practice things deliberately, and then what happens -- just like learning to play the piano or something like that -- we practice and then with enough practice it becomes a habit. And the habits become character traits after a while.”\u003c/p>\n\u003cp>The most common complaint he hears from teachers (who are choosing MindUP as their professional development) is that they don’t have time for an extra program, the curriculum is already too big and hard to cover. Weresch sympathizes with that argument, but tells them that in his own experience the time spent on the front end tremendously improved the quality of learning throughout the day. He also points to research indicating that \u003ca href=\"http://www.wondergrovelearn.com/wp-content/uploads/2014/02/The_impact_of_-enhancing_students_social_and_emotional_learning.pdf\" target=\"_blank\">social and emotional learning improves academic achievement\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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},
"closealltabs": {
"id": "closealltabs",
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"order": 1
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"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"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.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"source": "Commonwealth Club of California"
},
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"order": 9
},
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"id": "freakonomics-radio",
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"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
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"id": "fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"hidden-brain": {
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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"link": "/radio/program/how-i-built-this",
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"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
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},
"link": "/radio/program/pbs-newshour",
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"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
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"npr": "https://www.npr.org/podcasts/432309616/perspectives",
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},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
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