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"content": "\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>View the full episode transcript.\u003c/i>\u003c/a>\u003c/p>\n\u003cp>Teacher Ivy Mitchell has spent two decades helping students understand how government works. But recently, her \u003ca href=\"https://www.kqed.org/mindshift/58660/teaching-civics-soft-skills-how-do-civics-education-and-social-emotional-learning-overlap\">eighth-grade civics students \u003c/a>didn’t see a clear role for themselves in democracy, particularly because they were learning within the confines of the classroom.\u003c/p>\n\u003cp>So, she tried something new – she invited \u003ca href=\"https://secure.smore.com/n/x2yqe\">older adults into her classroom to participate on a panel to answer a basic question\u003c/a>, “Why do we have civics?”\u003c/p>\n\u003cp>Panelists shared first-hand stories about the Vietnam War, the Civil Rights Movement and women’s rights, which brought history to life for students in a way textbooks rarely do. In turn, the older adults asked students about their views on \u003ca href=\"https://www.kqed.org/mindshift/65296/with-ai-changing-everything-heres-how-teachers-can-shape-the-new-culture-of-learning\">artificial intelligence\u003c/a> and whether they were interested in civic life and volunteering.\u003c/p>\n\u003cp>Her hope for both the older adults and students was that they would connect with one another through learning about each other and start building community connections.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://pmc.ncbi.nlm.nih.gov/articles/PMC6728408/\">Research shows intergenerational programs\u003c/a> can improve students’ empathy, literacy and\u003ca href=\"https://www.kqed.org/mindshift/54968/how-classroom-political-discussions-controversies-too-prepare-students-for-needed-civic-participation\"> civic engagement\u003c/a>, but opportunities to develop those relationships outside of the home are hard to come by.\u003c/p>\n\u003cfigure id=\"attachment_65780\" class=\"wp-caption alignright\" style=\"max-width: 249px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-65780\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/09/0780.jpg\" alt=\"\" width=\"249\" height=\"311\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/09/0780.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/09/0780-160x200.jpg 160w\" sizes=\"auto, (max-width: 249px) 100vw, 249px\">\u003cfigcaption class=\"wp-caption-text\">Ivy Mitchell has spent two decades helping students understand how government works.\u003c/figcaption>\u003c/figure>\n\u003cp>“We are the \u003ca href=\"https://cogenerate.org/wp-content/uploads/2023/02/Beyond-Passing-The-Torch.pdf\">most age segregated society,” said Mitchell.\u003c/a> “There’s a lot of research out there on how seniors are dealing with their lack of connection to the community, because a lot of those community resources have eroded over time.”\u003c/p>\n\u003cp>While some schools like \u003ca href=\"https://www.jenksps.org/o/west-elementary/page/grace-skilled-nursing-and-therapy-center\">Jenks West Elementary in Oklahoma\u003c/a> have built daily intergenerational interaction into their infrastructure, Mitchell shows that powerful learning experiences can happen within a single classroom. Her approach to intergenerational learning is supported by four takeaways.\u003c/p>\n\u003cp>\u003cstrong style=\"font-size: 24px;color: #2b2b2b\">1. Have Conversations With Students Before An Event\u003c/strong>\u003cbr>\nBefore the panel, Mitchell guided students through a structured \u003ca href=\"https://www.kqed.org/mindshift/54378/how-to-create-deeper-student-learning-experiences-through-questions\">question-generating process\u003c/a>. She gave them broad topics to brainstorm around and encouraged them to think about what they were genuinely curious to ask someone from an older generation. After reviewing their suggestions, she selected the questions that would work best for the event and assigned student volunteers to ask them.\u003c/p>\n\u003cp>To help the older adult panelists feel comfortable, Mitchell also hosted a brunch before the event. It gave panelists a chance to meet each other and ease into the school environment before stepping in front of a room full of eighth graders.\u003c/p>\n\u003cp>That kind of preparation makes a big difference, said Ruby Belle Booth, a researcher from the \u003ca href=\"https://circle.tufts.edu/\">Center for Information and Research on Civic Learning and Engagement\u003c/a> at Tufts University. “Having really clear goals and expectations is one of the easiest ways to facilitate this process for young people or for older adults,” she said. When students know what to expect, they’re more confident stepping into unfamiliar conversations.\u003c/p>\n\u003cp>That scaffolding helped students ask thoughtful, big-picture questions like: “What were the major civic issues of your life?” and “What was it like to be in a country at war?”\u003c/p>\n\u003ch2>\u003cstrong>2. Build Connections Into Work You’re Already Doing\u003c/strong>\u003c/h2>\n\u003cp>Mitchell didn’t start from scratch. In the past, she had assigned students to interview older adults. But she noticed those conversations often stayed surface level. “How’s school? How’s soccer?” Mitchell said, summarizing the questions often asked. “The moment for reflecting on your life and sharing that is pretty rare.”\u003c/p>\n\u003cp>She saw an opportunity to go deeper. By bringing those intergenerational conversations into her civics class, Mitchell hoped students would hear first-hand how older adults experienced civic life and begin to see themselves as future voters and engaged citizens. “\u003ca href=\"https://www.democraticknowledgeproject.org/\">[A majority] of baby boomers believe that democracy is the best system\u003c/a>,” she said. “But a third of young people are like, ‘Yeah, we don’t really have to vote.’”\u003c/p>\n\u003cp>Integrating this work into existing curriculum can be practical and powerful. “Thinking about how you can start with what you have is a really great way to implement this kind of intergenerational learning without fully reinventing the wheel,” said Booth.\u003c/p>\n\u003cp>That could mean taking a guest speaker visit and building in time for students to ask questions or even inviting the speaker to ask questions of the students. The key, said Booth, is shifting from one-way learning to a more reciprocal exchange. “Start to think about little places where you can implement this, or where these intergenerational connections might already be happening, and try to enhance the benefits and learning outcomes,” she said.\u003c/p>\n\u003cfigure id=\"attachment_65769\" class=\"wp-caption alignnone\" style=\"max-width: 960px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-65769 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/09/Ivy-Mitchel-2.jpg\" alt=\"\" width=\"960\" height=\"540\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/09/Ivy-Mitchel-2.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/09/Ivy-Mitchel-2-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/09/Ivy-Mitchel-2-768x432.jpg 768w\" sizes=\"auto, (max-width: 960px) 100vw, 960px\">\u003cfigcaption class=\"wp-caption-text\">Panelists from Ivy Mitchell’s intergenerational event shared first-hand stories about the Vietnam War, the Civil Rights Movement and women’s rights.\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cstrong>3. Don’t Get Into Divisive Issues Off The Bat\u003c/strong>\u003c/h2>\n\u003cp>For the first event, Mitchell and her students intentionally stayed away from \u003ca href=\"https://www.kqed.org/mindshift/63250/politicians-love-to-talk-about-race-and-lgbtq-issues-in-school-teachers-and-teens-not-so-much\">controversial topics\u003c/a>. That decision helped create a space where both panelists and students could feel more at ease. Booth agreed that it’s important to start slow. “You don’t want to jump headfirst into some of these more sensitive issues,” she said.\u003ca href=\"https://www.kqed.org/mindshift/65502/how-better-conversations-can-help-fight-misinformation-and-build-media-literacy\"> A structured conversation\u003c/a> can help build comfort and trust, which lays the groundwork for deeper, more challenging discussions down the line.\u003c/p>\n\u003cp>It’s also important to prepare older adults for how certain topics may be deeply personal to students. “A big one that we see divides with between generations is \u003ca href=\"https://www.kqed.org/mindshift/61031/teen-girls-and-lgbtq-youth-plagued-by-violence-and-trauma-survey-says\">LGBTQ identities\u003c/a>,” said Booth. “Being a young person with one of those identities in the classroom and then talking to older adults who may not have this similar understanding of the expansiveness of gender identity or sexuality can be challenging.”\u003c/p>\n\u003cp>Even without diving into the most divisive topics, Mitchell felt the panel sparked rich and meaningful conversation.\u003c/p>\n\u003ch2>\u003cstrong>4. Leave Time For Reflection Afterwards\u003c/strong>\u003c/h2>\n\u003cp>Leaving \u003ca href=\"https://www.kqed.org/mindshift/60009/keep-those-diaries-strategies-for-centering-student-voices-and-improving-reflection-habits\">space for students to reflect\u003c/a> after an intergenerational event is crucial, said Booth. “Talking about how it went — not just about the things you talked about, but the process of having this intergenerational conversation — is vital,” she said. “It helps cement and deepen the learnings and takeaways.”\u003c/p>\n\u003cp>Mitchell could tell the event resonated with her students in real time. “In our auditorium, the chairs are squeaky,” she said. “Whenever we have an event they’re not interested in, the squeaking starts and you know they’re not focused. And we didn’t have that.”\u003c/p>\n\u003cp>Afterward, Mitchell invited students to write thank-you notes to the senior panelists and reflect on the experience. The feedback was overwhelmingly positive with one common theme. “All my students said consistently, ‘We wish we had more time,’” Mitchell said. “‘And we wish we’d been able to have a more authentic conversation with them.’” That feedback is shaping how Mitchell plans her next event. She wants to loosen the structure and give students more space to guide the dialogue.\u003c/p>\n\u003cp>For Mitchell, the impact is clear. “The intergenerational voice brings so much more value and deepens the meaning of what you’re trying to do,” she said. “It makes civics come alive when you bring in people who have lived a civic life to talk about the things they’ve done and the ways they’ve connected to their community. And that can inspire kids to also connect to their community.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC2332768897\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> It’s 10am at Grace Skilled Nursing Facility in Oklahoma and a cluster of 4- and 5-year-olds bounce with excitement, their sneakers squeaking on the linoleum floor of the rec room. Around them, seniors in wheelchairs and armchairs follow along as a teacher counts off stretches. They shake out limb by limb and every once in a while a kid adds a silly flair to one of the movements and everyone cracks a little smile as they try and keep up.\u003c/p>\n\u003cp data-start=\"633\" data-end=\"678\">\u003cem data-start=\"633\" data-end=\"676\">[Audio of teacher counting with students]\u003c/em>\u003c/p>\n\u003cp data-start=\"680\" data-end=\"786\">\u003cstrong data-start=\"680\" data-end=\"696\">Nimah Gobir:\u003c/strong> Kids and seniors are moving together in rhythm. This is just another Wednesday morning.\u003c/p>\n\u003cp data-start=\"788\" data-end=\"820\">\u003cem data-start=\"788\" data-end=\"818\">[Audio of grands exercising]\u003c/em>\u003c/p>\n\u003cp data-start=\"822\" data-end=\"1094\">\u003cstrong data-start=\"822\" data-end=\"838\">Nimah Gobir:\u003c/strong> These preschoolers and kindergartners go to school here, inside of the senior living facility. The children are here every day—learning their ABCs, doing art projects, and eating snacks alongside the senior residents of Grace – who they call the grands.\u003c/p>\n\u003cp data-start=\"1096\" data-end=\"1390\">\u003cstrong data-start=\"1096\" data-end=\"1113\">Amanda Moore:\u003c/strong> When it originally started, it was the nursing home. And beside the nursing home was an early childhood center, which was like a daycare that was tied to our district. And so the residents and the students there at our early childhood center started making some connections.\u003c/p>\n\u003cp data-start=\"1392\" data-end=\"1694\">\u003cstrong data-start=\"1392\" data-end=\"1408\">Nimah Gobir:\u003c/strong> This is Amanda Moore, the principal of Jenks West Elementary, the school inside of Grace. In the early days, the childhood center noticed the bonds that were forming between the youngest and oldest members of the community. The owners of Grace saw how much it meant to the residents.\u003c/p>\n\u003cp data-start=\"1696\" data-end=\"1784\">\u003cstrong data-start=\"1696\" data-end=\"1713\">Amanda Moore:\u003c/strong> They decided, okay, what can we do to make this a full-time program?\u003c/p>\n\u003cp data-start=\"1786\" data-end=\"1930\">\u003cstrong data-start=\"1786\" data-end=\"1803\">Amanda Moore:\u003c/strong> They did a renovation and they built on space so that we could have our students there housed in the nursing home every day.\u003c/p>\n\u003cp data-start=\"1953\" data-end=\"2075\">\u003cstrong data-start=\"1953\" data-end=\"1969\">Nimah Gobir:\u003c/strong> This is MindShift, the podcast about the future of learning and how we raise our kids. I’m Nimah Gobir. Today we’ll explore how intergenerational learning works and why it might be exactly what schools need more of.\u003c/p>\n\u003cp data-start=\"2300\" data-end=\"2518\">\u003cstrong data-start=\"2300\" data-end=\"2316\">Nimah Gobir:\u003c/strong> Book Buddies is one of the regular activities students at Jenks West Elementary do with the grands. Every other week, kids walk in an orderly line through the facility to meet their reading partners.\u003c/p>\n\u003cp data-start=\"2520\" data-end=\"2660\">\u003cstrong data-start=\"2520\" data-end=\"2536\">Nimah Gobir:\u003c/strong> Katy Wilson, a Kindergarten teacher at the school, says just being around older adults changes how students move and act.\u003c/p>\n\u003cp data-start=\"2662\" data-end=\"2742\">\u003cstrong data-start=\"2662\" data-end=\"2678\">Katy Wilson:\u003c/strong> They start to learn body control more than a typical student.\u003c/p>\n\u003cp data-start=\"2744\" data-end=\"2933\">\u003cstrong data-start=\"2744\" data-end=\"2760\">Katy Wilson:\u003c/strong> We know we can’t run out there with the grands. We know it’s not safe. We could trip somebody. They could get hurt. We learn that balance more because it’s higher stakes.\u003c/p>\n\u003cp data-start=\"2935\" data-end=\"2987\">\u003cem data-start=\"2935\" data-end=\"2985\">[Mariah giving students their grands assignment]\u003c/em>\u003c/p>\n\u003cp data-start=\"2989\" data-end=\"3098\">\u003cstrong data-start=\"2989\" data-end=\"3005\">Nimah Gobir:\u003c/strong> In the common room, kids settle in at tables. A teacher pairs students up with the grands.\u003c/p>\n\u003cp data-start=\"3208\" data-end=\"3276\">\u003cstrong data-start=\"3208\" data-end=\"3224\">Nimah Gobir:\u003c/strong> Sometimes the kids read. Sometimes the grands do.\u003c/p>\n\u003cp data-start=\"3278\" data-end=\"3351\">\u003cstrong data-start=\"3278\" data-end=\"3294\">Nimah Gobir:\u003c/strong> Either way, it’s one-on-one time with a trusted adult.\u003c/p>\n\u003cp data-start=\"3377\" data-end=\"3528\">\u003cstrong data-start=\"3377\" data-end=\"3393\">Katy Wilson:\u003c/strong> And that’s something that I couldn’t accomplish in a typical classroom without all those tutors essentially built in to the program.\u003c/p>\n\u003cp data-start=\"3530\" data-end=\"3701\">\u003cstrong data-start=\"3530\" data-end=\"3546\">Nimah Gobir:\u003c/strong> And it’s working. Jenks West has tracked student progress. Kids who go through the program tend to score higher on reading assessments than their peers.\u003c/p>\n\u003cp data-start=\"3703\" data-end=\"3952\">\u003cstrong data-start=\"3703\" data-end=\"3719\">Katy Wilson:\u003c/strong> They get to read books that maybe we don’t cover on the academic side that are more fun books, which is great because they get to read about what they’re interested in that maybe we wouldn’t have time for in the typical classroom.\u003c/p>\n\u003cp data-start=\"3954\" data-end=\"4020\">\u003cstrong data-start=\"3954\" data-end=\"3970\">Nimah Gobir:\u003c/strong> Grandma Margaret enjoys her time with the kids.\u003c/p>\n\u003cp data-start=\"4022\" data-end=\"4191\">\u003cstrong data-start=\"4022\" data-end=\"4043\">Grandma Margaret:\u003c/strong> I get to work with the children, and you’ll go down to read a book. Sometimes they’ll read it to you because they’ve got it memorized. Life would be kind of boring without them.\u003c/p>\n\u003cp data-start=\"4262\" data-end=\"4409\">\u003cstrong data-start=\"4262\" data-end=\"4278\">Nimah Gobir:\u003c/strong> There’s also research that kids in these types of programs are more likely to have better attendance and stronger social skills. One of the long-term benefits is that students become more comfortable being around people who are different from them. Like a grand in a wheelchair, or one who doesn’t communicate easily.\u003c/p>\n\u003cp data-start=\"4624\" data-end=\"4740\">\u003cstrong data-start=\"4624\" data-end=\"4640\">Nimah Gobir:\u003c/strong> Amanda told me a story about a student who left Jenks West and later attended a different school.\u003c/p>\n\u003cp data-start=\"4742\" data-end=\"5230\">\u003cstrong data-start=\"4742\" data-end=\"4759\">Amanda Moore:\u003c/strong> There were some students in her class that were in wheelchairs. She said her daughter naturally befriended these students and the teacher had actually recognized that and told the mom that. And she said, I truly believe it was the interactions that she had with the residents at Grace that helped her to have that understanding and empathy and not feel like there was anything that she needed to be worried about or afraid of, that it was just a part of her every day.\u003c/p>\n\u003cp data-start=\"5232\" data-end=\"5418\">\u003cstrong data-start=\"5232\" data-end=\"5248\">Nimah Gobir:\u003c/strong> The program benefits the grands too. There’s evidence that older adults experience improved mental health and less social isolation when they spend time with children.\u003c/p>\n\u003cp data-start=\"5467\" data-end=\"5628\">\u003cstrong data-start=\"5467\" data-end=\"5483\">Nimah Gobir:\u003c/strong> Even the grands who are bedbound benefit. Just having kids in the building—hearing their laughter and songs in the hallway—makes a difference.\u003c/p>\n\u003cp data-start=\"5630\" data-end=\"5694\">\u003cstrong data-start=\"5630\" data-end=\"5646\">Nimah Gobir:\u003c/strong> So why don’t more places have these programs?\u003c/p>\n\u003cp data-start=\"5696\" data-end=\"5759\">\u003cstrong data-start=\"5696\" data-end=\"5713\">Amanda Moore:\u003c/strong> You really have to have everybody on board.\u003c/p>\n\u003cp data-start=\"5761\" data-end=\"5800\">\u003cstrong data-start=\"5761\" data-end=\"5777\">Nimah Gobir:\u003c/strong> Here’s Amanda again.\u003c/p>\n\u003cp data-start=\"5802\" data-end=\"5908\">\u003cstrong data-start=\"5802\" data-end=\"5819\">Amanda Moore:\u003c/strong> Because both sides saw the benefits, we were able to create that partnership together.\u003c/p>\n\u003cp data-start=\"5910\" data-end=\"5989\">\u003cstrong data-start=\"5910\" data-end=\"5926\">Nimah Gobir:\u003c/strong> It’s likely not something that a school could do on its own.\u003c/p>\n\u003cp data-start=\"5991\" data-end=\"6200\">\u003cstrong data-start=\"5991\" data-end=\"6008\">Amanda Moore:\u003c/strong> Because it is expensive. They maintain that facility for us. If anything goes wrong in the rooms, they’re the ones that are taking care of all of that. They built a playground there for us.\u003c/p>\n\u003cp data-start=\"6202\" data-end=\"6335\">\u003cstrong data-start=\"6202\" data-end=\"6218\">Nimah Gobir:\u003c/strong> Grace even employs a full-time liaison, who is in charge of communication between the nursing home and the school.\u003c/p>\n\u003cp data-start=\"6337\" data-end=\"6503\">\u003cstrong data-start=\"6337\" data-end=\"6354\">Amanda Moore:\u003c/strong> She is always there and she helps organize our activities. We meet monthly to plan out the activities residents are going to do with the students.\u003c/p>\n\u003cp data-start=\"6526\" data-end=\"6814\">\u003cstrong data-start=\"6526\" data-end=\"6542\">Nimah Gobir:\u003c/strong> Younger people interacting with older people has tons of advantages. But what if your school doesn’t have the resources to build a senior center? After the break, we look at how a middle school is making intergenerational learning work in a different way. Stay with us.\u003c/p>\n\u003cp data-start=\"6856\" data-end=\"7206\">\u003cstrong data-start=\"6856\" data-end=\"6872\">Nimah Gobir:\u003c/strong> Before the break we learned about how intergenerational learning can boost literacy and empathy in younger children, not to mention a bunch of benefits for older adults. In a middle school classroom, those same ideas are being used in a new way—to help strengthen something that many people worry is on shaky ground: our democracy.\u003c/p>\n\u003cp data-start=\"7229\" data-end=\"7319\">\u003cstrong data-start=\"7229\" data-end=\"7246\">Ivy Mitchell:\u003c/strong> My name is Ivy Mitchell. I teach eighth grade civics in Massachusetts.\u003c/p>\n\u003cp data-start=\"7321\" data-end=\"7642\">\u003cstrong data-start=\"7321\" data-end=\"7337\">Nimah Gobir:\u003c/strong> In Ivy’s civics class, students learn how to be active members of the community. They also learn that they’ll need to work with people of all ages. After more than 20 years of teaching, Ivy noticed that older and younger generations don’t often get a chance to talk to each other—unless they’re family.\u003c/p>\n\u003cp data-start=\"7644\" data-end=\"7949\">\u003cstrong data-start=\"7644\" data-end=\"7661\">Ivy Mitchell:\u003c/strong> We are the most age-segregated society. This is the time when our age segregation has been the most extreme. There’s a lot of research out there on how seniors are dealing with their lack of connection to the community, because a lot of those community resources have eroded over time.\u003c/p>\n\u003cp data-start=\"7974\" data-end=\"8047\">\u003cstrong data-start=\"7974\" data-end=\"7990\">Nimah Gobir:\u003c/strong> When kids do talk to adults, it’s often surface level.\u003c/p>\n\u003cp data-start=\"8049\" data-end=\"8168\">\u003cstrong data-start=\"8049\" data-end=\"8066\">Ivy Mitchell:\u003c/strong> How’s school? How’s soccer? The moment for reflecting on your life and sharing that is pretty rare.\u003c/p>\n\u003cp data-start=\"8170\" data-end=\"8567\">\u003cstrong data-start=\"8170\" data-end=\"8186\">Nimah Gobir:\u003c/strong> That’s a missed opportunity for all kinds of reasons. But as a civics teacher Ivy is especially concerned about one thing: cultivating students who are interested in voting when they get older. She believes that having deeper conversations with older adults about their experiences can help students better understand the past—and maybe feel more invested in shaping the future.\u003c/p>\n\u003cp data-start=\"8569\" data-end=\"8764\">\u003cstrong data-start=\"8569\" data-end=\"8586\">Ivy Mitchell:\u003c/strong> Ninety percent of baby boomers believe that democracy is the best way, the only best way. Whereas like a third of young people are like, yeah, you know, we don’t have to vote.\u003c/p>\n\u003cp data-start=\"8766\" data-end=\"8839\">\u003cstrong data-start=\"8766\" data-end=\"8782\">Nimah Gobir:\u003c/strong> Ivy wants to close that gap by connecting generations.\u003c/p>\n\u003cp data-start=\"8862\" data-end=\"9109\">\u003cstrong data-start=\"8862\" data-end=\"8879\">Ivy Mitchell:\u003c/strong> Democracy is a very valuable thing. And the only place my students are hearing it is in my classroom. And if I could bring more voices in to say no, democracy has its flaws, but it’s still the best system we’ve ever discovered.\u003c/p>\n\u003cp data-start=\"9111\" data-end=\"9228\">\u003cstrong data-start=\"9111\" data-end=\"9127\">Nimah Gobir:\u003c/strong> The idea that civic learning can come from cross-generational relationships is backed by research.\u003c/p>\n\u003cp data-start=\"9230\" data-end=\"9421\">\u003cstrong data-start=\"9230\" data-end=\"9250\">Ruby Belle Booth:\u003c/strong> I do a lot of thinking about youth voice and institutions, youth civic development, and how young people can be more involved in our democracy and in their communities.\u003c/p>\n\u003cp data-start=\"9446\" data-end=\"9525\">\u003cstrong data-start=\"9446\" data-end=\"9462\">Nimah Gobir:\u003c/strong> Ruby Belle Booth wrote a report about youth civic engagement. In it she says together young people and older adults can tackle big challenges facing our democracy—like polarization, culture wars, extremism, and misinformation. But sometimes, misunderstandings between generations get in the way.\u003c/p>\n\u003cp data-start=\"9764\" data-end=\"10137\">\u003cstrong data-start=\"9764\" data-end=\"9784\">Ruby Belle Booth:\u003c/strong> Young people, I think, tend to look at older generations as having sort of antiquated views on everything. And that’s largely in part because younger generations have different views on issues. They have different experiences. They have different understandings of modern technology. And as a result, they sort of judge older generations accordingly.\u003c/p>\n\u003cp data-start=\"10139\" data-end=\"10249\">\u003cstrong data-start=\"10139\" data-end=\"10155\">Nimah Gobir:\u003c/strong> Young people’s feelings towards older generations can be summed up in two dismissive words.\u003c/p>\n\u003cp data-start=\"10272\" data-end=\"10375\">\u003cstrong data-start=\"10272\" data-end=\"10288\">Nimah Gobir:\u003c/strong> “OK, Boomer,” which is often said in response to an older person being out of touch.\u003c/p>\n\u003cp data-start=\"10377\" data-end=\"10506\">\u003cstrong data-start=\"10377\" data-end=\"10397\">Ruby Belle Booth:\u003c/strong> There’s a lot of humor and sass and attitude that young people bring to that relationship and that divide.\u003c/p>\n\u003cp data-start=\"10508\" data-end=\"10698\">\u003cstrong data-start=\"10508\" data-end=\"10528\">Ruby Belle Booth:\u003c/strong> It speaks to the challenges that young people face in feeling like they have a voice and they feel like they’re often dismissed by older people—because often they are.\u003c/p>\n\u003cp data-start=\"10700\" data-end=\"10780\">\u003cstrong data-start=\"10700\" data-end=\"10716\">Nimah Gobir:\u003c/strong> And older people have thoughts about younger generations too.\u003c/p>\n\u003cp data-start=\"10782\" data-end=\"10890\">\u003cstrong data-start=\"10782\" data-end=\"10802\">Ruby Belle Booth:\u003c/strong> Sometimes older generations are like, okay, it’s all good. Gen Z is going to save us.\u003c/p>\n\u003cp data-start=\"10892\" data-end=\"11053\">\u003cstrong data-start=\"10892\" data-end=\"10912\">Ruby Belle Booth:\u003c/strong> That puts a lot of pressure on the very small group of Gen Z who is really activist and engaged and trying to make a lot of social change.\u003c/p>\n\u003cp data-start=\"11055\" data-end=\"11255\">\u003cstrong data-start=\"11055\" data-end=\"11071\">Nimah Gobir:\u003c/strong> One of the big challenges that educators face in creating intergenerational learning opportunities is the power imbalance between adults and students. And schools only amplify that.\u003c/p>\n\u003cp data-start=\"11257\" data-end=\"11611\">\u003cstrong data-start=\"11257\" data-end=\"11277\">Ruby Belle Booth:\u003c/strong> When you move that already existing age dynamic into a school setting where all the adults in the room are holding additional power—teachers giving out grades, principals calling students to their office and having disciplinary powers—it makes it so that those already entrenched age dynamics are even more challenging to overcome.\u003c/p>\n\u003cp data-start=\"11636\" data-end=\"11839\">\u003cstrong data-start=\"11636\" data-end=\"11652\">Nimah Gobir:\u003c/strong> One way to offset this power imbalance could be bringing people from outside of the school into the classroom, which is exactly what Ivy Mitchell, our teacher in Boston, decided to do.\u003c/p>\n\u003cp data-start=\"11841\" data-end=\"11896\">\u003cstrong data-start=\"11841\" data-end=\"11866\">Ivy Mitchell :\u003c/strong> Thank you for coming today.\u003c/p>\n\u003cp data-start=\"11898\" data-end=\"12021\">\u003cstrong data-start=\"11898\" data-end=\"11914\">Nimah Gobir:\u003c/strong> Her students came up with a list of questions, and Ivy assembled a panel of older adults to answer them.\u003c/p>\n\u003cp data-start=\"12023\" data-end=\"12377\">\u003cstrong data-start=\"12023\" data-end=\"12048\">Ivy Mitchell (event):\u003c/strong> The idea behind this event is I saw a problem and I’m trying to solve it. And the idea is to bring the generations together to help answer the question, why do we have civics? I know a lot of you wonder about that. And also to have them share their life experience and start building community connections, which are so vital.\u003c/p>\n\u003cp data-start=\"12379\" data-end=\"12510\">\u003cstrong data-start=\"12379\" data-end=\"12395\">Nimah Gobir:\u003c/strong> One by one, students took the mic and asked questions to Berta, Steve, Tony, Eileen, and Jane. Questions like…\u003c/p>\n\u003cp data-start=\"12512\" data-end=\"12570\">\u003cstrong data-start=\"12512\" data-end=\"12524\">Student:\u003c/strong> Do any of you think it’s hard to pay taxes?\u003c/p>\n\u003cp data-start=\"12572\" data-end=\"12655\">\u003cstrong data-start=\"12572\" data-end=\"12584\">Student:\u003c/strong> What is it like to be in a country at war, either at home or abroad?\u003c/p>\n\u003cp data-start=\"12657\" data-end=\"12774\">\u003cstrong data-start=\"12657\" data-end=\"12669\">Student:\u003c/strong> What were the major civic issues of your life, and what experiences shaped your views on these issues?\u003c/p>\n\u003cp data-start=\"12776\" data-end=\"12844\">\u003cstrong data-start=\"12776\" data-end=\"12792\">Nimah Gobir:\u003c/strong> And one by one they gave answers to the students.\u003c/p>\n\u003cp data-start=\"12846\" data-end=\"13001\">\u003cstrong data-start=\"12846\" data-end=\"12865\">Steve Humphrey:\u003c/strong> I mean, I think for me, the Vietnam War, for example, was a huge issue in my lifetime, and, you know, still is. I mean, it shaped us.\u003c/p>\n\u003cp data-start=\"13003\" data-end=\"13311\">\u003cstrong data-start=\"13003\" data-end=\"13018\">Tony Surge:\u003c/strong> Yeah, we had, in our generation, we had a lot going on at once. We also had a big civil rights movement, Martin Luther King, that you probably will study, all very historical, if you go back and look at that. So during our generation, we saw a lot of major changes inside the United States.\u003c/p>\n\u003cp data-start=\"13313\" data-end=\"13546\">\u003cstrong data-start=\"13313\" data-end=\"13329\">Eileen Hill:\u003c/strong> The one that I kind of remember, I was young during the Vietnam War, but women’s rights. So back in ‘74 is when women could actually get a credit card without—if they were married—without their husband’s signature.\u003c/p>\n\u003cp data-start=\"13548\" data-end=\"13648\">\u003cstrong data-start=\"13548\" data-end=\"13564\">Nimah Gobir:\u003c/strong> And then they flipped the panel around so elders could ask questions to students.\u003c/p>\n\u003cp data-start=\"13650\" data-end=\"13728\">\u003cstrong data-start=\"13650\" data-end=\"13666\">Eileen Hill:\u003c/strong> What are the concerns that those of you in school have now?\u003c/p>\n\u003cp data-start=\"13730\" data-end=\"13897\">\u003cstrong data-start=\"13730\" data-end=\"13746\">Eileen Hill:\u003c/strong> I mean, especially with computers and AI—does the AI scare any of you? Or do you feel that this is something you can really adapt to and understand?\u003c/p>\n\u003cp data-start=\"13899\" data-end=\"14200\">\u003cstrong data-start=\"13899\" data-end=\"13911\">Student:\u003c/strong> AI is starting to do new things. It can start to take over people’s jobs, which is concerning. There’s AI music now and my dad’s a musician, and that’s concerning because it’s not good right now, but it’s starting to get better. And it could end up taking over people’s jobs eventually.\u003c/p>\n\u003cp data-start=\"14202\" data-end=\"14416\">\u003cstrong data-start=\"14202\" data-end=\"14214\">Student:\u003c/strong> I think it really depends on how you’re using it. Like, it can definitely be used for good and helpful things, but if you’re using it to fake images of people or things that they said, it’s not good.\u003c/p>\n\u003cp data-start=\"14439\" data-end=\"14607\">\u003cstrong data-start=\"14439\" data-end=\"14455\">Nimah Gobir:\u003c/strong> When Ivy debriefed with students after the event, they had overwhelmingly positive things to say. But there was one piece of feedback that stood out.\u003c/p>\n\u003cp data-start=\"14609\" data-end=\"14764\">\u003cstrong data-start=\"14609\" data-end=\"14626\">Ivy Mitchell:\u003c/strong> All my students said consistently, we wish we had more time and we wish we’d been able to have a more authentic conversation with them.\u003c/p>\n\u003cp data-start=\"14766\" data-end=\"14840\">\u003cstrong data-start=\"14766\" data-end=\"14783\">Ivy Mitchell:\u003c/strong> They wanted to be able to talk, to really get into it.\u003c/p>\n\u003cp data-start=\"14842\" data-end=\"14950\">\u003cstrong data-start=\"14842\" data-end=\"14858\">Nimah Gobir:\u003c/strong> Next time, she’s planning to loosen the reins and make space for more authentic dialogue.\u003c/p>\n\u003cp data-start=\"14952\" data-end=\"15115\">Some of Ruby Belle Booth’s research inspired Ivy’s project. She noted some things that make intergenerational activities a success. Ivy did a lot of these things!\u003c/p>\n\u003cp data-start=\"15117\" data-end=\"15341\">\u003cstrong data-start=\"15117\" data-end=\"15133\">Nimah Gobir:\u003c/strong> One: Ivy had conversations with her students where they came up with questions and talked about the event with students and older folks. This can make everyone feel a lot more comfortable and less nervous.\u003c/p>\n\u003cp data-start=\"15343\" data-end=\"15500\">\u003cstrong data-start=\"15343\" data-end=\"15363\">Ruby Belle Booth:\u003c/strong> Having really clear goals and expectations is one of the easiest ways to facilitate this process for young people or for older adults.\u003c/p>\n\u003cp data-start=\"15502\" data-end=\"15681\">\u003cstrong data-start=\"15502\" data-end=\"15518\">Nimah Gobir:\u003c/strong> Two: They didn’t get into tough and divisive questions during this first event. Maybe you don’t want to jump headfirst into some of these more sensitive issues.\u003c/p>\n\u003cp data-start=\"15683\" data-end=\"15919\">\u003cstrong data-start=\"15683\" data-end=\"15699\">Nimah Gobir:\u003c/strong> Three: Ivy built these connections into the work she was already doing. Ivy had assigned students to interview older adults before, but she wanted to take it further. So she made those conversations part of her class.\u003c/p>\n\u003cp data-start=\"15921\" data-end=\"16124\">\u003cstrong data-start=\"15921\" data-end=\"15941\">Ruby Belle Booth:\u003c/strong> Thinking about how you can start with what you have I think is a really great way to start to implement this kind of intergenerational learning without fully reinventing the wheel.\u003c/p>\n\u003cp data-start=\"16126\" data-end=\"16202\">\u003cstrong data-start=\"16126\" data-end=\"16142\">Nimah Gobir:\u003c/strong> Four: Ivy had time for reflection and feedback afterward.\u003c/p>\n\u003cp data-start=\"16204\" data-end=\"16472\">\u003cstrong data-start=\"16204\" data-end=\"16224\">Ruby Belle Booth:\u003c/strong> Talking about how it went—not just about the things you talked about, but the process of having this intergenerational conversation for both parties—is vital to really cement, deepen, and further the learnings and takeaways from the opportunity.\u003c/p>\n\u003cp data-start=\"16474\" data-end=\"16641\">\u003cstrong data-start=\"16474\" data-end=\"16490\">Nimah Gobir:\u003c/strong> Ruby doesn’t say that intergenerational connections are the only solution for the problems our democracy faces. In fact, on its own it’s not enough.\u003c/p>\n\u003cp data-start=\"16664\" data-end=\"17207\">\u003cstrong data-start=\"16664\" data-end=\"16684\">Ruby Belle Booth:\u003c/strong> I think that when we’re thinking about the long-term health of democracy, it needs to be grounded in communities and connection and reciprocity. A piece of that, when we’re thinking about including more young people in democracy—having more young people turn out to vote, having more young people who see a pathway to create change in their communities—we have to be thinking about what an inclusive democracy looks like, what a democracy that welcomes young voices looks like. Our democracy has to be intergenerational.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp data-start=\"17209\" data-end=\"17477\">\u003cstrong data-start=\"17209\" data-end=\"17225\">Nimah Gobir:\u003c/strong> For the students, having conversations with older adults can help make history feel personal. And for the older adults, it’s a chance to share their stories and maybe even see the future a little more clearly through the eyes of the next generation.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>View the full episode transcript.\u003c/i>\u003c/a>\u003c/p>\n\u003cp>Teacher Ivy Mitchell has spent two decades helping students understand how government works. But recently, her \u003ca href=\"https://www.kqed.org/mindshift/58660/teaching-civics-soft-skills-how-do-civics-education-and-social-emotional-learning-overlap\">eighth-grade civics students \u003c/a>didn’t see a clear role for themselves in democracy, particularly because they were learning within the confines of the classroom.\u003c/p>\n\u003cp>So, she tried something new – she invited \u003ca href=\"https://secure.smore.com/n/x2yqe\">older adults into her classroom to participate on a panel to answer a basic question\u003c/a>, “Why do we have civics?”\u003c/p>\n\u003cp>Panelists shared first-hand stories about the Vietnam War, the Civil Rights Movement and women’s rights, which brought history to life for students in a way textbooks rarely do. In turn, the older adults asked students about their views on \u003ca href=\"https://www.kqed.org/mindshift/65296/with-ai-changing-everything-heres-how-teachers-can-shape-the-new-culture-of-learning\">artificial intelligence\u003c/a> and whether they were interested in civic life and volunteering.\u003c/p>\n\u003cp>Her hope for both the older adults and students was that they would connect with one another through learning about each other and start building community connections.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://pmc.ncbi.nlm.nih.gov/articles/PMC6728408/\">Research shows intergenerational programs\u003c/a> can improve students’ empathy, literacy and\u003ca href=\"https://www.kqed.org/mindshift/54968/how-classroom-political-discussions-controversies-too-prepare-students-for-needed-civic-participation\"> civic engagement\u003c/a>, but opportunities to develop those relationships outside of the home are hard to come by.\u003c/p>\n\u003cfigure id=\"attachment_65780\" class=\"wp-caption alignright\" style=\"max-width: 249px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-65780\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/09/0780.jpg\" alt=\"\" width=\"249\" height=\"311\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/09/0780.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/09/0780-160x200.jpg 160w\" sizes=\"auto, (max-width: 249px) 100vw, 249px\">\u003cfigcaption class=\"wp-caption-text\">Ivy Mitchell has spent two decades helping students understand how government works.\u003c/figcaption>\u003c/figure>\n\u003cp>“We are the \u003ca href=\"https://cogenerate.org/wp-content/uploads/2023/02/Beyond-Passing-The-Torch.pdf\">most age segregated society,” said Mitchell.\u003c/a> “There’s a lot of research out there on how seniors are dealing with their lack of connection to the community, because a lot of those community resources have eroded over time.”\u003c/p>\n\u003cp>While some schools like \u003ca href=\"https://www.jenksps.org/o/west-elementary/page/grace-skilled-nursing-and-therapy-center\">Jenks West Elementary in Oklahoma\u003c/a> have built daily intergenerational interaction into their infrastructure, Mitchell shows that powerful learning experiences can happen within a single classroom. Her approach to intergenerational learning is supported by four takeaways.\u003c/p>\n\u003cp>\u003cstrong style=\"font-size: 24px;color: #2b2b2b\">1. Have Conversations With Students Before An Event\u003c/strong>\u003cbr>\nBefore the panel, Mitchell guided students through a structured \u003ca href=\"https://www.kqed.org/mindshift/54378/how-to-create-deeper-student-learning-experiences-through-questions\">question-generating process\u003c/a>. She gave them broad topics to brainstorm around and encouraged them to think about what they were genuinely curious to ask someone from an older generation. After reviewing their suggestions, she selected the questions that would work best for the event and assigned student volunteers to ask them.\u003c/p>\n\u003cp>To help the older adult panelists feel comfortable, Mitchell also hosted a brunch before the event. It gave panelists a chance to meet each other and ease into the school environment before stepping in front of a room full of eighth graders.\u003c/p>\n\u003cp>That kind of preparation makes a big difference, said Ruby Belle Booth, a researcher from the \u003ca href=\"https://circle.tufts.edu/\">Center for Information and Research on Civic Learning and Engagement\u003c/a> at Tufts University. “Having really clear goals and expectations is one of the easiest ways to facilitate this process for young people or for older adults,” she said. When students know what to expect, they’re more confident stepping into unfamiliar conversations.\u003c/p>\n\u003cp>That scaffolding helped students ask thoughtful, big-picture questions like: “What were the major civic issues of your life?” and “What was it like to be in a country at war?”\u003c/p>\n\u003ch2>\u003cstrong>2. Build Connections Into Work You’re Already Doing\u003c/strong>\u003c/h2>\n\u003cp>Mitchell didn’t start from scratch. In the past, she had assigned students to interview older adults. But she noticed those conversations often stayed surface level. “How’s school? How’s soccer?” Mitchell said, summarizing the questions often asked. “The moment for reflecting on your life and sharing that is pretty rare.”\u003c/p>\n\u003cp>She saw an opportunity to go deeper. By bringing those intergenerational conversations into her civics class, Mitchell hoped students would hear first-hand how older adults experienced civic life and begin to see themselves as future voters and engaged citizens. “\u003ca href=\"https://www.democraticknowledgeproject.org/\">[A majority] of baby boomers believe that democracy is the best system\u003c/a>,” she said. “But a third of young people are like, ‘Yeah, we don’t really have to vote.’”\u003c/p>\n\u003cp>Integrating this work into existing curriculum can be practical and powerful. “Thinking about how you can start with what you have is a really great way to implement this kind of intergenerational learning without fully reinventing the wheel,” said Booth.\u003c/p>\n\u003cp>That could mean taking a guest speaker visit and building in time for students to ask questions or even inviting the speaker to ask questions of the students. The key, said Booth, is shifting from one-way learning to a more reciprocal exchange. “Start to think about little places where you can implement this, or where these intergenerational connections might already be happening, and try to enhance the benefits and learning outcomes,” she said.\u003c/p>\n\u003cfigure id=\"attachment_65769\" class=\"wp-caption alignnone\" style=\"max-width: 960px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-65769 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/09/Ivy-Mitchel-2.jpg\" alt=\"\" width=\"960\" height=\"540\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/09/Ivy-Mitchel-2.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/09/Ivy-Mitchel-2-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/09/Ivy-Mitchel-2-768x432.jpg 768w\" sizes=\"auto, (max-width: 960px) 100vw, 960px\">\u003cfigcaption class=\"wp-caption-text\">Panelists from Ivy Mitchell’s intergenerational event shared first-hand stories about the Vietnam War, the Civil Rights Movement and women’s rights.\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cstrong>3. Don’t Get Into Divisive Issues Off The Bat\u003c/strong>\u003c/h2>\n\u003cp>For the first event, Mitchell and her students intentionally stayed away from \u003ca href=\"https://www.kqed.org/mindshift/63250/politicians-love-to-talk-about-race-and-lgbtq-issues-in-school-teachers-and-teens-not-so-much\">controversial topics\u003c/a>. That decision helped create a space where both panelists and students could feel more at ease. Booth agreed that it’s important to start slow. “You don’t want to jump headfirst into some of these more sensitive issues,” she said.\u003ca href=\"https://www.kqed.org/mindshift/65502/how-better-conversations-can-help-fight-misinformation-and-build-media-literacy\"> A structured conversation\u003c/a> can help build comfort and trust, which lays the groundwork for deeper, more challenging discussions down the line.\u003c/p>\n\u003cp>It’s also important to prepare older adults for how certain topics may be deeply personal to students. “A big one that we see divides with between generations is \u003ca href=\"https://www.kqed.org/mindshift/61031/teen-girls-and-lgbtq-youth-plagued-by-violence-and-trauma-survey-says\">LGBTQ identities\u003c/a>,” said Booth. “Being a young person with one of those identities in the classroom and then talking to older adults who may not have this similar understanding of the expansiveness of gender identity or sexuality can be challenging.”\u003c/p>\n\u003cp>Even without diving into the most divisive topics, Mitchell felt the panel sparked rich and meaningful conversation.\u003c/p>\n\u003ch2>\u003cstrong>4. Leave Time For Reflection Afterwards\u003c/strong>\u003c/h2>\n\u003cp>Leaving \u003ca href=\"https://www.kqed.org/mindshift/60009/keep-those-diaries-strategies-for-centering-student-voices-and-improving-reflection-habits\">space for students to reflect\u003c/a> after an intergenerational event is crucial, said Booth. “Talking about how it went — not just about the things you talked about, but the process of having this intergenerational conversation — is vital,” she said. “It helps cement and deepen the learnings and takeaways.”\u003c/p>\n\u003cp>Mitchell could tell the event resonated with her students in real time. “In our auditorium, the chairs are squeaky,” she said. “Whenever we have an event they’re not interested in, the squeaking starts and you know they’re not focused. And we didn’t have that.”\u003c/p>\n\u003cp>Afterward, Mitchell invited students to write thank-you notes to the senior panelists and reflect on the experience. The feedback was overwhelmingly positive with one common theme. “All my students said consistently, ‘We wish we had more time,’” Mitchell said. “‘And we wish we’d been able to have a more authentic conversation with them.’” That feedback is shaping how Mitchell plans her next event. She wants to loosen the structure and give students more space to guide the dialogue.\u003c/p>\n\u003cp>For Mitchell, the impact is clear. “The intergenerational voice brings so much more value and deepens the meaning of what you’re trying to do,” she said. “It makes civics come alive when you bring in people who have lived a civic life to talk about the things they’ve done and the ways they’ve connected to their community. And that can inspire kids to also connect to their community.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC2332768897\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/div>",
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"content": "\u003cdiv class=\"post-content post-body\">\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> It’s 10am at Grace Skilled Nursing Facility in Oklahoma and a cluster of 4- and 5-year-olds bounce with excitement, their sneakers squeaking on the linoleum floor of the rec room. Around them, seniors in wheelchairs and armchairs follow along as a teacher counts off stretches. They shake out limb by limb and every once in a while a kid adds a silly flair to one of the movements and everyone cracks a little smile as they try and keep up.\u003c/p>\n\u003cp data-start=\"633\" data-end=\"678\">\u003cem data-start=\"633\" data-end=\"676\">[Audio of teacher counting with students]\u003c/em>\u003c/p>\n\u003cp data-start=\"680\" data-end=\"786\">\u003cstrong data-start=\"680\" data-end=\"696\">Nimah Gobir:\u003c/strong> Kids and seniors are moving together in rhythm. This is just another Wednesday morning.\u003c/p>\n\u003cp data-start=\"788\" data-end=\"820\">\u003cem data-start=\"788\" data-end=\"818\">[Audio of grands exercising]\u003c/em>\u003c/p>\n\u003cp data-start=\"822\" data-end=\"1094\">\u003cstrong data-start=\"822\" data-end=\"838\">Nimah Gobir:\u003c/strong> These preschoolers and kindergartners go to school here, inside of the senior living facility. The children are here every day—learning their ABCs, doing art projects, and eating snacks alongside the senior residents of Grace – who they call the grands.\u003c/p>\n\u003cp data-start=\"1096\" data-end=\"1390\">\u003cstrong data-start=\"1096\" data-end=\"1113\">Amanda Moore:\u003c/strong> When it originally started, it was the nursing home. And beside the nursing home was an early childhood center, which was like a daycare that was tied to our district. And so the residents and the students there at our early childhood center started making some connections.\u003c/p>\n\u003cp data-start=\"1392\" data-end=\"1694\">\u003cstrong data-start=\"1392\" data-end=\"1408\">Nimah Gobir:\u003c/strong> This is Amanda Moore, the principal of Jenks West Elementary, the school inside of Grace. In the early days, the childhood center noticed the bonds that were forming between the youngest and oldest members of the community. The owners of Grace saw how much it meant to the residents.\u003c/p>\n\u003cp data-start=\"1696\" data-end=\"1784\">\u003cstrong data-start=\"1696\" data-end=\"1713\">Amanda Moore:\u003c/strong> They decided, okay, what can we do to make this a full-time program?\u003c/p>\n\u003cp data-start=\"1786\" data-end=\"1930\">\u003cstrong data-start=\"1786\" data-end=\"1803\">Amanda Moore:\u003c/strong> They did a renovation and they built on space so that we could have our students there housed in the nursing home every day.\u003c/p>\n\u003cp data-start=\"1953\" data-end=\"2075\">\u003cstrong data-start=\"1953\" data-end=\"1969\">Nimah Gobir:\u003c/strong> This is MindShift, the podcast about the future of learning and how we raise our kids. I’m Nimah Gobir. Today we’ll explore how intergenerational learning works and why it might be exactly what schools need more of.\u003c/p>\n\u003cp data-start=\"2300\" data-end=\"2518\">\u003cstrong data-start=\"2300\" data-end=\"2316\">Nimah Gobir:\u003c/strong> Book Buddies is one of the regular activities students at Jenks West Elementary do with the grands. Every other week, kids walk in an orderly line through the facility to meet their reading partners.\u003c/p>\n\u003cp data-start=\"2520\" data-end=\"2660\">\u003cstrong data-start=\"2520\" data-end=\"2536\">Nimah Gobir:\u003c/strong> Katy Wilson, a Kindergarten teacher at the school, says just being around older adults changes how students move and act.\u003c/p>\n\u003cp data-start=\"2662\" data-end=\"2742\">\u003cstrong data-start=\"2662\" data-end=\"2678\">Katy Wilson:\u003c/strong> They start to learn body control more than a typical student.\u003c/p>\n\u003cp data-start=\"2744\" data-end=\"2933\">\u003cstrong data-start=\"2744\" data-end=\"2760\">Katy Wilson:\u003c/strong> We know we can’t run out there with the grands. We know it’s not safe. We could trip somebody. They could get hurt. We learn that balance more because it’s higher stakes.\u003c/p>\n\u003cp data-start=\"2935\" data-end=\"2987\">\u003cem data-start=\"2935\" data-end=\"2985\">[Mariah giving students their grands assignment]\u003c/em>\u003c/p>\n\u003cp data-start=\"2989\" data-end=\"3098\">\u003cstrong data-start=\"2989\" data-end=\"3005\">Nimah Gobir:\u003c/strong> In the common room, kids settle in at tables. A teacher pairs students up with the grands.\u003c/p>\n\u003cp data-start=\"3208\" data-end=\"3276\">\u003cstrong data-start=\"3208\" data-end=\"3224\">Nimah Gobir:\u003c/strong> Sometimes the kids read. Sometimes the grands do.\u003c/p>\n\u003cp data-start=\"3278\" data-end=\"3351\">\u003cstrong data-start=\"3278\" data-end=\"3294\">Nimah Gobir:\u003c/strong> Either way, it’s one-on-one time with a trusted adult.\u003c/p>\n\u003cp data-start=\"3377\" data-end=\"3528\">\u003cstrong data-start=\"3377\" data-end=\"3393\">Katy Wilson:\u003c/strong> And that’s something that I couldn’t accomplish in a typical classroom without all those tutors essentially built in to the program.\u003c/p>\n\u003cp data-start=\"3530\" data-end=\"3701\">\u003cstrong data-start=\"3530\" data-end=\"3546\">Nimah Gobir:\u003c/strong> And it’s working. Jenks West has tracked student progress. Kids who go through the program tend to score higher on reading assessments than their peers.\u003c/p>\n\u003cp data-start=\"3703\" data-end=\"3952\">\u003cstrong data-start=\"3703\" data-end=\"3719\">Katy Wilson:\u003c/strong> They get to read books that maybe we don’t cover on the academic side that are more fun books, which is great because they get to read about what they’re interested in that maybe we wouldn’t have time for in the typical classroom.\u003c/p>\n\u003cp data-start=\"3954\" data-end=\"4020\">\u003cstrong data-start=\"3954\" data-end=\"3970\">Nimah Gobir:\u003c/strong> Grandma Margaret enjoys her time with the kids.\u003c/p>\n\u003cp data-start=\"4022\" data-end=\"4191\">\u003cstrong data-start=\"4022\" data-end=\"4043\">Grandma Margaret:\u003c/strong> I get to work with the children, and you’ll go down to read a book. Sometimes they’ll read it to you because they’ve got it memorized. Life would be kind of boring without them.\u003c/p>\n\u003cp data-start=\"4262\" data-end=\"4409\">\u003cstrong data-start=\"4262\" data-end=\"4278\">Nimah Gobir:\u003c/strong> There’s also research that kids in these types of programs are more likely to have better attendance and stronger social skills. One of the long-term benefits is that students become more comfortable being around people who are different from them. Like a grand in a wheelchair, or one who doesn’t communicate easily.\u003c/p>\n\u003cp data-start=\"4624\" data-end=\"4740\">\u003cstrong data-start=\"4624\" data-end=\"4640\">Nimah Gobir:\u003c/strong> Amanda told me a story about a student who left Jenks West and later attended a different school.\u003c/p>\n\u003cp data-start=\"4742\" data-end=\"5230\">\u003cstrong data-start=\"4742\" data-end=\"4759\">Amanda Moore:\u003c/strong> There were some students in her class that were in wheelchairs. She said her daughter naturally befriended these students and the teacher had actually recognized that and told the mom that. And she said, I truly believe it was the interactions that she had with the residents at Grace that helped her to have that understanding and empathy and not feel like there was anything that she needed to be worried about or afraid of, that it was just a part of her every day.\u003c/p>\n\u003cp data-start=\"5232\" data-end=\"5418\">\u003cstrong data-start=\"5232\" data-end=\"5248\">Nimah Gobir:\u003c/strong> The program benefits the grands too. There’s evidence that older adults experience improved mental health and less social isolation when they spend time with children.\u003c/p>\n\u003cp data-start=\"5467\" data-end=\"5628\">\u003cstrong data-start=\"5467\" data-end=\"5483\">Nimah Gobir:\u003c/strong> Even the grands who are bedbound benefit. Just having kids in the building—hearing their laughter and songs in the hallway—makes a difference.\u003c/p>\n\u003cp data-start=\"5630\" data-end=\"5694\">\u003cstrong data-start=\"5630\" data-end=\"5646\">Nimah Gobir:\u003c/strong> So why don’t more places have these programs?\u003c/p>\n\u003cp data-start=\"5696\" data-end=\"5759\">\u003cstrong data-start=\"5696\" data-end=\"5713\">Amanda Moore:\u003c/strong> You really have to have everybody on board.\u003c/p>\n\u003cp data-start=\"5761\" data-end=\"5800\">\u003cstrong data-start=\"5761\" data-end=\"5777\">Nimah Gobir:\u003c/strong> Here’s Amanda again.\u003c/p>\n\u003cp data-start=\"5802\" data-end=\"5908\">\u003cstrong data-start=\"5802\" data-end=\"5819\">Amanda Moore:\u003c/strong> Because both sides saw the benefits, we were able to create that partnership together.\u003c/p>\n\u003cp data-start=\"5910\" data-end=\"5989\">\u003cstrong data-start=\"5910\" data-end=\"5926\">Nimah Gobir:\u003c/strong> It’s likely not something that a school could do on its own.\u003c/p>\n\u003cp data-start=\"5991\" data-end=\"6200\">\u003cstrong data-start=\"5991\" data-end=\"6008\">Amanda Moore:\u003c/strong> Because it is expensive. They maintain that facility for us. If anything goes wrong in the rooms, they’re the ones that are taking care of all of that. They built a playground there for us.\u003c/p>\n\u003cp data-start=\"6202\" data-end=\"6335\">\u003cstrong data-start=\"6202\" data-end=\"6218\">Nimah Gobir:\u003c/strong> Grace even employs a full-time liaison, who is in charge of communication between the nursing home and the school.\u003c/p>\n\u003cp data-start=\"6337\" data-end=\"6503\">\u003cstrong data-start=\"6337\" data-end=\"6354\">Amanda Moore:\u003c/strong> She is always there and she helps organize our activities. We meet monthly to plan out the activities residents are going to do with the students.\u003c/p>\n\u003cp data-start=\"6526\" data-end=\"6814\">\u003cstrong data-start=\"6526\" data-end=\"6542\">Nimah Gobir:\u003c/strong> Younger people interacting with older people has tons of advantages. But what if your school doesn’t have the resources to build a senior center? After the break, we look at how a middle school is making intergenerational learning work in a different way. Stay with us.\u003c/p>\n\u003cp data-start=\"6856\" data-end=\"7206\">\u003cstrong data-start=\"6856\" data-end=\"6872\">Nimah Gobir:\u003c/strong> Before the break we learned about how intergenerational learning can boost literacy and empathy in younger children, not to mention a bunch of benefits for older adults. In a middle school classroom, those same ideas are being used in a new way—to help strengthen something that many people worry is on shaky ground: our democracy.\u003c/p>\n\u003cp data-start=\"7229\" data-end=\"7319\">\u003cstrong data-start=\"7229\" data-end=\"7246\">Ivy Mitchell:\u003c/strong> My name is Ivy Mitchell. I teach eighth grade civics in Massachusetts.\u003c/p>\n\u003cp data-start=\"7321\" data-end=\"7642\">\u003cstrong data-start=\"7321\" data-end=\"7337\">Nimah Gobir:\u003c/strong> In Ivy’s civics class, students learn how to be active members of the community. They also learn that they’ll need to work with people of all ages. After more than 20 years of teaching, Ivy noticed that older and younger generations don’t often get a chance to talk to each other—unless they’re family.\u003c/p>\n\u003cp data-start=\"7644\" data-end=\"7949\">\u003cstrong data-start=\"7644\" data-end=\"7661\">Ivy Mitchell:\u003c/strong> We are the most age-segregated society. This is the time when our age segregation has been the most extreme. There’s a lot of research out there on how seniors are dealing with their lack of connection to the community, because a lot of those community resources have eroded over time.\u003c/p>\n\u003cp data-start=\"7974\" data-end=\"8047\">\u003cstrong data-start=\"7974\" data-end=\"7990\">Nimah Gobir:\u003c/strong> When kids do talk to adults, it’s often surface level.\u003c/p>\n\u003cp data-start=\"8049\" data-end=\"8168\">\u003cstrong data-start=\"8049\" data-end=\"8066\">Ivy Mitchell:\u003c/strong> How’s school? How’s soccer? The moment for reflecting on your life and sharing that is pretty rare.\u003c/p>\n\u003cp data-start=\"8170\" data-end=\"8567\">\u003cstrong data-start=\"8170\" data-end=\"8186\">Nimah Gobir:\u003c/strong> That’s a missed opportunity for all kinds of reasons. But as a civics teacher Ivy is especially concerned about one thing: cultivating students who are interested in voting when they get older. She believes that having deeper conversations with older adults about their experiences can help students better understand the past—and maybe feel more invested in shaping the future.\u003c/p>\n\u003cp data-start=\"8569\" data-end=\"8764\">\u003cstrong data-start=\"8569\" data-end=\"8586\">Ivy Mitchell:\u003c/strong> Ninety percent of baby boomers believe that democracy is the best way, the only best way. Whereas like a third of young people are like, yeah, you know, we don’t have to vote.\u003c/p>\n\u003cp data-start=\"8766\" data-end=\"8839\">\u003cstrong data-start=\"8766\" data-end=\"8782\">Nimah Gobir:\u003c/strong> Ivy wants to close that gap by connecting generations.\u003c/p>\n\u003cp data-start=\"8862\" data-end=\"9109\">\u003cstrong data-start=\"8862\" data-end=\"8879\">Ivy Mitchell:\u003c/strong> Democracy is a very valuable thing. And the only place my students are hearing it is in my classroom. And if I could bring more voices in to say no, democracy has its flaws, but it’s still the best system we’ve ever discovered.\u003c/p>\n\u003cp data-start=\"9111\" data-end=\"9228\">\u003cstrong data-start=\"9111\" data-end=\"9127\">Nimah Gobir:\u003c/strong> The idea that civic learning can come from cross-generational relationships is backed by research.\u003c/p>\n\u003cp data-start=\"9230\" data-end=\"9421\">\u003cstrong data-start=\"9230\" data-end=\"9250\">Ruby Belle Booth:\u003c/strong> I do a lot of thinking about youth voice and institutions, youth civic development, and how young people can be more involved in our democracy and in their communities.\u003c/p>\n\u003cp data-start=\"9446\" data-end=\"9525\">\u003cstrong data-start=\"9446\" data-end=\"9462\">Nimah Gobir:\u003c/strong> Ruby Belle Booth wrote a report about youth civic engagement. In it she says together young people and older adults can tackle big challenges facing our democracy—like polarization, culture wars, extremism, and misinformation. But sometimes, misunderstandings between generations get in the way.\u003c/p>\n\u003cp data-start=\"9764\" data-end=\"10137\">\u003cstrong data-start=\"9764\" data-end=\"9784\">Ruby Belle Booth:\u003c/strong> Young people, I think, tend to look at older generations as having sort of antiquated views on everything. And that’s largely in part because younger generations have different views on issues. They have different experiences. They have different understandings of modern technology. And as a result, they sort of judge older generations accordingly.\u003c/p>\n\u003cp data-start=\"10139\" data-end=\"10249\">\u003cstrong data-start=\"10139\" data-end=\"10155\">Nimah Gobir:\u003c/strong> Young people’s feelings towards older generations can be summed up in two dismissive words.\u003c/p>\n\u003cp data-start=\"10272\" data-end=\"10375\">\u003cstrong data-start=\"10272\" data-end=\"10288\">Nimah Gobir:\u003c/strong> “OK, Boomer,” which is often said in response to an older person being out of touch.\u003c/p>\n\u003cp data-start=\"10377\" data-end=\"10506\">\u003cstrong data-start=\"10377\" data-end=\"10397\">Ruby Belle Booth:\u003c/strong> There’s a lot of humor and sass and attitude that young people bring to that relationship and that divide.\u003c/p>\n\u003cp data-start=\"10508\" data-end=\"10698\">\u003cstrong data-start=\"10508\" data-end=\"10528\">Ruby Belle Booth:\u003c/strong> It speaks to the challenges that young people face in feeling like they have a voice and they feel like they’re often dismissed by older people—because often they are.\u003c/p>\n\u003cp data-start=\"10700\" data-end=\"10780\">\u003cstrong data-start=\"10700\" data-end=\"10716\">Nimah Gobir:\u003c/strong> And older people have thoughts about younger generations too.\u003c/p>\n\u003cp data-start=\"10782\" data-end=\"10890\">\u003cstrong data-start=\"10782\" data-end=\"10802\">Ruby Belle Booth:\u003c/strong> Sometimes older generations are like, okay, it’s all good. Gen Z is going to save us.\u003c/p>\n\u003cp data-start=\"10892\" data-end=\"11053\">\u003cstrong data-start=\"10892\" data-end=\"10912\">Ruby Belle Booth:\u003c/strong> That puts a lot of pressure on the very small group of Gen Z who is really activist and engaged and trying to make a lot of social change.\u003c/p>\n\u003cp data-start=\"11055\" data-end=\"11255\">\u003cstrong data-start=\"11055\" data-end=\"11071\">Nimah Gobir:\u003c/strong> One of the big challenges that educators face in creating intergenerational learning opportunities is the power imbalance between adults and students. And schools only amplify that.\u003c/p>\n\u003cp data-start=\"11257\" data-end=\"11611\">\u003cstrong data-start=\"11257\" data-end=\"11277\">Ruby Belle Booth:\u003c/strong> When you move that already existing age dynamic into a school setting where all the adults in the room are holding additional power—teachers giving out grades, principals calling students to their office and having disciplinary powers—it makes it so that those already entrenched age dynamics are even more challenging to overcome.\u003c/p>\n\u003cp data-start=\"11636\" data-end=\"11839\">\u003cstrong data-start=\"11636\" data-end=\"11652\">Nimah Gobir:\u003c/strong> One way to offset this power imbalance could be bringing people from outside of the school into the classroom, which is exactly what Ivy Mitchell, our teacher in Boston, decided to do.\u003c/p>\n\u003cp data-start=\"11841\" data-end=\"11896\">\u003cstrong data-start=\"11841\" data-end=\"11866\">Ivy Mitchell :\u003c/strong> Thank you for coming today.\u003c/p>\n\u003cp data-start=\"11898\" data-end=\"12021\">\u003cstrong data-start=\"11898\" data-end=\"11914\">Nimah Gobir:\u003c/strong> Her students came up with a list of questions, and Ivy assembled a panel of older adults to answer them.\u003c/p>\n\u003cp data-start=\"12023\" data-end=\"12377\">\u003cstrong data-start=\"12023\" data-end=\"12048\">Ivy Mitchell (event):\u003c/strong> The idea behind this event is I saw a problem and I’m trying to solve it. And the idea is to bring the generations together to help answer the question, why do we have civics? I know a lot of you wonder about that. And also to have them share their life experience and start building community connections, which are so vital.\u003c/p>\n\u003cp data-start=\"12379\" data-end=\"12510\">\u003cstrong data-start=\"12379\" data-end=\"12395\">Nimah Gobir:\u003c/strong> One by one, students took the mic and asked questions to Berta, Steve, Tony, Eileen, and Jane. Questions like…\u003c/p>\n\u003cp data-start=\"12512\" data-end=\"12570\">\u003cstrong data-start=\"12512\" data-end=\"12524\">Student:\u003c/strong> Do any of you think it’s hard to pay taxes?\u003c/p>\n\u003cp data-start=\"12572\" data-end=\"12655\">\u003cstrong data-start=\"12572\" data-end=\"12584\">Student:\u003c/strong> What is it like to be in a country at war, either at home or abroad?\u003c/p>\n\u003cp data-start=\"12657\" data-end=\"12774\">\u003cstrong data-start=\"12657\" data-end=\"12669\">Student:\u003c/strong> What were the major civic issues of your life, and what experiences shaped your views on these issues?\u003c/p>\n\u003cp data-start=\"12776\" data-end=\"12844\">\u003cstrong data-start=\"12776\" data-end=\"12792\">Nimah Gobir:\u003c/strong> And one by one they gave answers to the students.\u003c/p>\n\u003cp data-start=\"12846\" data-end=\"13001\">\u003cstrong data-start=\"12846\" data-end=\"12865\">Steve Humphrey:\u003c/strong> I mean, I think for me, the Vietnam War, for example, was a huge issue in my lifetime, and, you know, still is. I mean, it shaped us.\u003c/p>\n\u003cp data-start=\"13003\" data-end=\"13311\">\u003cstrong data-start=\"13003\" data-end=\"13018\">Tony Surge:\u003c/strong> Yeah, we had, in our generation, we had a lot going on at once. We also had a big civil rights movement, Martin Luther King, that you probably will study, all very historical, if you go back and look at that. So during our generation, we saw a lot of major changes inside the United States.\u003c/p>\n\u003cp data-start=\"13313\" data-end=\"13546\">\u003cstrong data-start=\"13313\" data-end=\"13329\">Eileen Hill:\u003c/strong> The one that I kind of remember, I was young during the Vietnam War, but women’s rights. So back in ‘74 is when women could actually get a credit card without—if they were married—without their husband’s signature.\u003c/p>\n\u003cp data-start=\"13548\" data-end=\"13648\">\u003cstrong data-start=\"13548\" data-end=\"13564\">Nimah Gobir:\u003c/strong> And then they flipped the panel around so elders could ask questions to students.\u003c/p>\n\u003cp data-start=\"13650\" data-end=\"13728\">\u003cstrong data-start=\"13650\" data-end=\"13666\">Eileen Hill:\u003c/strong> What are the concerns that those of you in school have now?\u003c/p>\n\u003cp data-start=\"13730\" data-end=\"13897\">\u003cstrong data-start=\"13730\" data-end=\"13746\">Eileen Hill:\u003c/strong> I mean, especially with computers and AI—does the AI scare any of you? Or do you feel that this is something you can really adapt to and understand?\u003c/p>\n\u003cp data-start=\"13899\" data-end=\"14200\">\u003cstrong data-start=\"13899\" data-end=\"13911\">Student:\u003c/strong> AI is starting to do new things. It can start to take over people’s jobs, which is concerning. There’s AI music now and my dad’s a musician, and that’s concerning because it’s not good right now, but it’s starting to get better. And it could end up taking over people’s jobs eventually.\u003c/p>\n\u003cp data-start=\"14202\" data-end=\"14416\">\u003cstrong data-start=\"14202\" data-end=\"14214\">Student:\u003c/strong> I think it really depends on how you’re using it. Like, it can definitely be used for good and helpful things, but if you’re using it to fake images of people or things that they said, it’s not good.\u003c/p>\n\u003cp data-start=\"14439\" data-end=\"14607\">\u003cstrong data-start=\"14439\" data-end=\"14455\">Nimah Gobir:\u003c/strong> When Ivy debriefed with students after the event, they had overwhelmingly positive things to say. But there was one piece of feedback that stood out.\u003c/p>\n\u003cp data-start=\"14609\" data-end=\"14764\">\u003cstrong data-start=\"14609\" data-end=\"14626\">Ivy Mitchell:\u003c/strong> All my students said consistently, we wish we had more time and we wish we’d been able to have a more authentic conversation with them.\u003c/p>\n\u003cp data-start=\"14766\" data-end=\"14840\">\u003cstrong data-start=\"14766\" data-end=\"14783\">Ivy Mitchell:\u003c/strong> They wanted to be able to talk, to really get into it.\u003c/p>\n\u003cp data-start=\"14842\" data-end=\"14950\">\u003cstrong data-start=\"14842\" data-end=\"14858\">Nimah Gobir:\u003c/strong> Next time, she’s planning to loosen the reins and make space for more authentic dialogue.\u003c/p>\n\u003cp data-start=\"14952\" data-end=\"15115\">Some of Ruby Belle Booth’s research inspired Ivy’s project. She noted some things that make intergenerational activities a success. Ivy did a lot of these things!\u003c/p>\n\u003cp data-start=\"15117\" data-end=\"15341\">\u003cstrong data-start=\"15117\" data-end=\"15133\">Nimah Gobir:\u003c/strong> One: Ivy had conversations with her students where they came up with questions and talked about the event with students and older folks. This can make everyone feel a lot more comfortable and less nervous.\u003c/p>\n\u003cp data-start=\"15343\" data-end=\"15500\">\u003cstrong data-start=\"15343\" data-end=\"15363\">Ruby Belle Booth:\u003c/strong> Having really clear goals and expectations is one of the easiest ways to facilitate this process for young people or for older adults.\u003c/p>\n\u003cp data-start=\"15502\" data-end=\"15681\">\u003cstrong data-start=\"15502\" data-end=\"15518\">Nimah Gobir:\u003c/strong> Two: They didn’t get into tough and divisive questions during this first event. Maybe you don’t want to jump headfirst into some of these more sensitive issues.\u003c/p>\n\u003cp data-start=\"15683\" data-end=\"15919\">\u003cstrong data-start=\"15683\" data-end=\"15699\">Nimah Gobir:\u003c/strong> Three: Ivy built these connections into the work she was already doing. Ivy had assigned students to interview older adults before, but she wanted to take it further. So she made those conversations part of her class.\u003c/p>\n\u003cp data-start=\"15921\" data-end=\"16124\">\u003cstrong data-start=\"15921\" data-end=\"15941\">Ruby Belle Booth:\u003c/strong> Thinking about how you can start with what you have I think is a really great way to start to implement this kind of intergenerational learning without fully reinventing the wheel.\u003c/p>\n\u003cp data-start=\"16126\" data-end=\"16202\">\u003cstrong data-start=\"16126\" data-end=\"16142\">Nimah Gobir:\u003c/strong> Four: Ivy had time for reflection and feedback afterward.\u003c/p>\n\u003cp data-start=\"16204\" data-end=\"16472\">\u003cstrong data-start=\"16204\" data-end=\"16224\">Ruby Belle Booth:\u003c/strong> Talking about how it went—not just about the things you talked about, but the process of having this intergenerational conversation for both parties—is vital to really cement, deepen, and further the learnings and takeaways from the opportunity.\u003c/p>\n\u003cp data-start=\"16474\" data-end=\"16641\">\u003cstrong data-start=\"16474\" data-end=\"16490\">Nimah Gobir:\u003c/strong> Ruby doesn’t say that intergenerational connections are the only solution for the problems our democracy faces. In fact, on its own it’s not enough.\u003c/p>\n\u003cp data-start=\"16664\" data-end=\"17207\">\u003cstrong data-start=\"16664\" data-end=\"16684\">Ruby Belle Booth:\u003c/strong> I think that when we’re thinking about the long-term health of democracy, it needs to be grounded in communities and connection and reciprocity. A piece of that, when we’re thinking about including more young people in democracy—having more young people turn out to vote, having more young people who see a pathway to create change in their communities—we have to be thinking about what an inclusive democracy looks like, what a democracy that welcomes young voices looks like. Our democracy has to be intergenerational.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp data-start=\"17209\" data-end=\"17477\">\u003cstrong data-start=\"17209\" data-end=\"17225\">Nimah Gobir:\u003c/strong> For the students, having conversations with older adults can help make history feel personal. And for the older adults, it’s a chance to share their stories and maybe even see the future a little more clearly through the eyes of the next generation.\u003c/p>\n\n\u003c/div>"
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Last fall one of \u003c/span>\u003ca href=\"https://twitter.com/heymrsbond\">\u003cspan style=\"font-weight: 400\">Chanea Bond\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">’s ninth grade students told her that he was going to “SOB” next semester. She was confused. A quick Google search didn’t yield a definition that made sense to Bond. So, she asked her student to clarify. The answer? He was going to \u003c/span>\u003ca href=\"https://www.usatoday.com/story/news/nation/2023/12/04/standing-on-business-meaning/71803593007/\">\u003cspan style=\"font-weight: 400\">‘stand on business\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,’ a slang term used to express a person’s promise to take care of their responsibilities.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This semester, Bond, who teaches in North Texas, created a lesson plan around the phrase “standing on business” to teach about connotation and prepositional phrases. By involving language that students use every day to learn new concepts in the classroom, “I position them as the experts in that language,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bond’s response to her students’ language contrasts with the \u003ca href=\"https://www.kqed.org/mindshift/60120/helicopter-teaching-how-using-student-feedback-can-help-with-that\">restrictive approach\u003c/a> that’s recently been a recent hot topic among educators on social media. Last month, a list of “prohibited language” from an anonymous educator was \u003c/span>\u003ca href=\"https://twitter.com/heymrsbond/status/1744059371854696576\">\u003cspan style=\"font-weight: 400\">shared and reshared\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on X, sparking \u003c/span>\u003ca href=\"https://twitter.com/MattRKay/status/1745109113762202074\">\u003cspan style=\"font-weight: 400\">comments and criticisms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Many of the terms and phrases on the list are rooted in African American Vernacular English or AAVE, popularized by Gen Z on TikTok and other digital platforms.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/heymrsbond/status/1744059371854696576\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead of prohibiting language, Bond and \u003c/span>\u003ca href=\"https://twitter.com/MattRKay\">\u003cspan style=\"font-weight: 400\">Matthew R. Kay\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an English teacher in Philadelphia, use inclusive and culturally responsive practices to connect with and learn from students – in both formal lesson plans and casual conversations. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cb>Respecting and connecting to student language\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Wright, whose \u003c/span>\u003ca href=\"https://kellywright5.wixsite.com/raciolinguistics/recent-publications\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> often focuses on African American language communities, AAVE is “the largest pool of innovation in our country and in the English language” and “it’s also the most studied variety of English,” she said. It’s important for teachers to recognize that and \u003ca href=\"https://www.kqed.org/mindshift/60096/why-teachers-must-examine-their-own-ideologies-to-create-identity-affirming-classrooms\">learn how to notice differences without assigning stereotypes or negative ideologies\u003c/a> to certain behavior or language use in the classroom. For example, she pointed to the common use of the word “bruh” by students in a classroom as an entry point for thinking about the linguistic value in culturally specific student speech. “You can say the same thing in many different ways and places,” she said. “It’s absolutely part of writing and learning.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Wright, a student being told that “their sentences aren’t good enough,” or that they can’t communicate effectively with language that is culturally specific is “incredibly harmful.” This type of cultural devaluation from the education system can lead to what Wright calls linguistic trauma. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her first year of teaching, Bond noticed that there were many words and phrases that her students used that she didn’t understand. “I legitimately could not have a conversation with some of my students,” she said. Bond decided to position herself as a learner first in her classroom. “I never want [students] to feel any sort of shame or disregard for the language that they speak,” she said. “One of my biggest goals in English education, and specifically in writing, is to center my students as writers of their own stories.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Being curious about slang\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When teachers notice themselves having a negative reaction to slang, it can be a chance to pause and reflect on why. If the concern is about academic rigor or appropriateness for the assignment, Wright encouraged educators to “embrace the variation.” She added: “If your main concern is preparing students to write excellent essays you can do that without discouraging them.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Asking for a simple explanation can go a long way. This is something that both Bond and Kay have done when confused about language in their classrooms. According to Kay, students are often generous when sharing the meaning behind the language that they use. Bond also said that asking for an explanation to a suspected inappropriate word or phrase will organically filter out the use of that word or phrase in the classroom. Educators can also use context clues if they are unsure of the meaning of a phrase or word, according to Kay. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Speaking to students in ways that they will identify with and understand lets Bond’s students know that they are active participants in language comprehension and acquisition. “I’m always, always, always, borrowing their language to communicate with them,” she said. According to Bond, if an educator isn’t engaging with students \u003ca href=\"https://www.kqed.org/mindshift/60114/how-prioritizing-acceptance-enables-young-people-to-learn-in-community\">as a member of their community\u003c/a>, they’re not just doing a disservice to students, but to themselves. By observing and participating in the language that students use, teachers can watch language “evolve in real time.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similarly, Kay doesn’t see a point in policing the language that his students use. Instead he wants “kids to understand how language works and evolves and the role the language plays in our lives and our cultures.” Kay reflects this both in his everyday interactions with students and by structuring assignments to allow students to explore their own languages.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/MattRKay/status/1745109113762202074\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While he makes sure to show interest in what his students are saying, Kay also engages in playful banter when he recognizes a term from his generation being used incorrectly by his students. “I’m 40 years old, and I’m from Philly and from some of the same neighborhoods that the kids are from. And I’ll teach them. I’ll say, ‘Hey, you’re using that word wrong,” he said. According to Kay, scholars recognize the evolution of language. “Shutting scholarship down and banning the mechanism [of language acquisition]” is not a solutions-oriented approach, he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Wright acknowledged that educators have the freedom to determine what is and isn’t allowed in their learning environments, “those boundaries can’t cut across someone’s identity,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Learning through shared language\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Wright said she supports the use of comparative language exercises in the classroom, where students are asked to find equivalents for a slang word they might use, like the word “bruh,” and explain those equivalencies and why they matter. Rather than assigning this task as a punitive measure to prohibit certain language in the classroom, the educator and students can engage in shared language and \u003ca href=\"https://www.kqed.org/mindshift/60793/gholdy-muhammad-wants-teachers-to-see-the-world-as-curriculum\">learn from the diversity of language around them\u003c/a>. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Depending on the learning level and age group of students, educators can also address appropriateness and flexibility of language with students by using what Wright calls the tools metaphor. A student might use language like a screwdriver, but in some cases when it comes to school you might need to use language like a hammer. By reinforcing the idea that different tools can be used in different ways and often simultaneously, students’ language variation can be celebrated.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bond incorporates chances for her students to explore their own use of language in classroom exercises, such as her start-of-semester check-in when she asks students to write about themselves in a language that feels comfortable. They also get a chance to see their language as canonical when Bond assigns them 10 minutes of free writing, which she doesn’t grade or review.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kay includes a memoir unit for his ninth graders, in which they cover topics like language, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62672/using-picture-books-and-classroom-dialogue-to-honor-and-respect-students-name\">\u003cspan style=\"font-weight: 400\">names\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and religion. During this unit he teaches students about the evolution of language and the differences between dialect, jargon and slang. Instead of banning certain uses of language, he encourages students to approach language differences and evolution within their assignments and classwork. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This year, Kay introduced the use of footnotes to his students if they use a phrase or word in their memoirs that their audience might not understand or recognize. “It’s all about the audience. There’s nothing wrong with that language, but will your audience understand it?” Kay said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kay, who used to teach drama, recommended improv activities like having students act as \u003c/span>\u003cspan style=\"font-weight: 400\">translators to their peers’ selected use of a slang or dialectal term. The “translators” are asked to say the phrase or term for a different audience, which Kay said his students enjoy doing.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bond does a similar exercise in her classroom. She uses skits, where students act out words or phrases, to learn new vocabulary. According to Bond, it’s important that students are internalizing the words in a context that makes sense to their lives.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>Respecting and connecting to student language\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Wright, whose \u003c/span>\u003ca href=\"https://kellywright5.wixsite.com/raciolinguistics/recent-publications\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> often focuses on African American language communities, AAVE is “the largest pool of innovation in our country and in the English language” and “it’s also the most studied variety of English,” she said. It’s important for teachers to recognize that and \u003ca href=\"https://www.kqed.org/mindshift/60096/why-teachers-must-examine-their-own-ideologies-to-create-identity-affirming-classrooms\">learn how to notice differences without assigning stereotypes or negative ideologies\u003c/a> to certain behavior or language use in the classroom. For example, she pointed to the common use of the word “bruh” by students in a classroom as an entry point for thinking about the linguistic value in culturally specific student speech. “You can say the same thing in many different ways and places,” she said. “It’s absolutely part of writing and learning.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Wright, a student being told that “their sentences aren’t good enough,” or that they can’t communicate effectively with language that is culturally specific is “incredibly harmful.” This type of cultural devaluation from the education system can lead to what Wright calls linguistic trauma. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her first year of teaching, Bond noticed that there were many words and phrases that her students used that she didn’t understand. “I legitimately could not have a conversation with some of my students,” she said. Bond decided to position herself as a learner first in her classroom. “I never want [students] to feel any sort of shame or disregard for the language that they speak,” she said. “One of my biggest goals in English education, and specifically in writing, is to center my students as writers of their own stories.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Being curious about slang\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When teachers notice themselves having a negative reaction to slang, it can be a chance to pause and reflect on why. If the concern is about academic rigor or appropriateness for the assignment, Wright encouraged educators to “embrace the variation.” She added: “If your main concern is preparing students to write excellent essays you can do that without discouraging them.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Asking for a simple explanation can go a long way. This is something that both Bond and Kay have done when confused about language in their classrooms. According to Kay, students are often generous when sharing the meaning behind the language that they use. Bond also said that asking for an explanation to a suspected inappropriate word or phrase will organically filter out the use of that word or phrase in the classroom. Educators can also use context clues if they are unsure of the meaning of a phrase or word, according to Kay. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Speaking to students in ways that they will identify with and understand lets Bond’s students know that they are active participants in language comprehension and acquisition. “I’m always, always, always, borrowing their language to communicate with them,” she said. According to Bond, if an educator isn’t engaging with students \u003ca href=\"https://www.kqed.org/mindshift/60114/how-prioritizing-acceptance-enables-young-people-to-learn-in-community\">as a member of their community\u003c/a>, they’re not just doing a disservice to students, but to themselves. By observing and participating in the language that students use, teachers can watch language “evolve in real time.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similarly, Kay doesn’t see a point in policing the language that his students use. Instead he wants “kids to understand how language works and evolves and the role the language plays in our lives and our cultures.” Kay reflects this both in his everyday interactions with students and by structuring assignments to allow students to explore their own languages.\u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">While he makes sure to show interest in what his students are saying, Kay also engages in playful banter when he recognizes a term from his generation being used incorrectly by his students. “I’m 40 years old, and I’m from Philly and from some of the same neighborhoods that the kids are from. And I’ll teach them. I’ll say, ‘Hey, you’re using that word wrong,” he said. According to Kay, scholars recognize the evolution of language. “Shutting scholarship down and banning the mechanism [of language acquisition]” is not a solutions-oriented approach, he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Wright acknowledged that educators have the freedom to determine what is and isn’t allowed in their learning environments, “those boundaries can’t cut across someone’s identity,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Learning through shared language\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Wright said she supports the use of comparative language exercises in the classroom, where students are asked to find equivalents for a slang word they might use, like the word “bruh,” and explain those equivalencies and why they matter. Rather than assigning this task as a punitive measure to prohibit certain language in the classroom, the educator and students can engage in shared language and \u003ca href=\"https://www.kqed.org/mindshift/60793/gholdy-muhammad-wants-teachers-to-see-the-world-as-curriculum\">learn from the diversity of language around them\u003c/a>. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Depending on the learning level and age group of students, educators can also address appropriateness and flexibility of language with students by using what Wright calls the tools metaphor. A student might use language like a screwdriver, but in some cases when it comes to school you might need to use language like a hammer. By reinforcing the idea that different tools can be used in different ways and often simultaneously, students’ language variation can be celebrated.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bond incorporates chances for her students to explore their own use of language in classroom exercises, such as her start-of-semester check-in when she asks students to write about themselves in a language that feels comfortable. They also get a chance to see their language as canonical when Bond assigns them 10 minutes of free writing, which she doesn’t grade or review.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kay includes a memoir unit for his ninth graders, in which they cover topics like language, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62672/using-picture-books-and-classroom-dialogue-to-honor-and-respect-students-name\">\u003cspan style=\"font-weight: 400\">names\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and religion. During this unit he teaches students about the evolution of language and the differences between dialect, jargon and slang. Instead of banning certain uses of language, he encourages students to approach language differences and evolution within their assignments and classwork. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This year, Kay introduced the use of footnotes to his students if they use a phrase or word in their memoirs that their audience might not understand or recognize. “It’s all about the audience. There’s nothing wrong with that language, but will your audience understand it?” Kay said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kay, who used to teach drama, recommended improv activities like having students act as \u003c/span>\u003cspan style=\"font-weight: 400\">translators to their peers’ selected use of a slang or dialectal term. The “translators” are asked to say the phrase or term for a different audience, which Kay said his students enjoy doing.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bond does a similar exercise in her classroom. She uses skits, where students act out words or phrases, to learn new vocabulary. According to Bond, it’s important that students are internalizing the words in a context that makes sense to their lives.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Microphone? Check. Headphones? Ready. A story you just can’t stop talking about? Got it!\u003c/p>\n\u003cp>Yup, it’s time again for \u003ca href=\"http://npr.org/studentpodcastchallenge\">NPR’s Student Podcast Challenge\u003c/a>. And we’re here to announce the opening bell of year six of this annual competition.\u003c/p>\n\u003cp>In our first half-decade, we’ve listened to more than 15,000 podcasts, from more than 80,000 young people all over the country. You’ve explored serious issues, like the pandemic lockdown and how it affected learning and mental health; how our changing climate is impacting your lives.\u003c/p>\n\u003cp>Other students, including a number of our winners, have poured into their microphones deeply personal stories, about their families, their hometowns, or their identities. Among the great podcasts that we remember years later are stories about race, gender, disabilities, and the \u003ca href=\"https://www.npr.org/2023/07/13/1187626149/the-sunday-story-the-kids-have-something-to-say\">struggle of being a young person in these troubled times\u003c/a>. And along the way students have, of course, remembered to \u003ca href=\"https://www.wbur.org/hereandnow/2023/06/30/npr-student-podcast-challenge\">bring us the joy and fun and excitement\u003c/a> they see in their lives and their communities.\u003c/p>\n\u003cp>On our end, we’ve listened to your feedback each year – great suggestions that have brought our ongoing College Podcast Challenge, and a special prize last year for the best podcast about mental health.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This year, we’ve got a big new change: Since the beginning, the contest has been open for students in grades five through 12. But each year, we’ve heard from elementary teachers asking, what about my younger kids?\u003c/p>\n\u003cp>This year, in response to that popular demand, from elementary teachers, we are introducing our \u003cstrong>first-ever fourth grade contest! \u003c/strong>So if you teach or work with fourth graders – please consider podcasting with your students and entering our contest!\u003c/p>\n\u003cp>The sixth annual Student Podcast Challenge is now open for entries starting \u003cstrong>Feb. 2, 2024\u003c/strong> and will close on \u003cstrong>May 3, 2024\u003c/strong>. Our judges will choose winners in three categories: \u003cstrong>grade four, grades five through eight, and grades nine through 12\u003c/strong>.\u003c/p>\n\u003cp>As in the past, entries must be submitted by a teacher, educator, or mentor who is 18 years or older. And don’t forget all the tips, advice and lesson plans we’ve compiled over the years – more on that below. \u003cem>\u003cstrong>Especially the rules around the maximum length of eight minutes, and about the use of music\u003c/strong>\u003c/em>\u003cem>.\u003c/em> (\u003ca href=\"https://www.npr.org/2018/11/15/662979069/npr-student-podcast-challenge-official-rules\">You can find the contest rules here.\u003c/a>) After years of listening to student podcasts, we’ve learned that shorter is better.\u003c/p>\n\u003cp>And, for our college podcasters, we’ll be announcing finalists and the winner of the 2023 College Podcast Challenge in the next month. So please keep an eye out! The college edition will return this fall with a $5,000 grand prize and $500 prizes for finalists.\u003c/p>\n\u003cp>The contest rules remain pretty much the same: Students can create a podcast about any topic they wish to explore. To give you an idea, we’ve listened to stories on everything from \u003ca href=\"https://www.npr.org/2022/05/16/1098786005/middle-school-winners-npr-student-podcast-contest\">social media\u003c/a>, \u003ca href=\"https://www.npr.org/2021/10/16/1017879531/dont-judge-these-teens-by-their-tattoos\">tattoos\u003c/a> to even \u003ca href=\"https://soundcloud.com/rodney-west-estell/amelias-storytelling/s-3gS1X9Y0BFO?si=12e97c079c4743eea645e07ffe2a7339&utm_source=clipboard&utm_medium=text&utm_campaign=social_sharing\">fictional tales\u003c/a>. Some themes we’ve seen over and over include \u003ca href=\"https://www.npr.org/2021/08/17/1028353571/who-runs-the-world-kids\">questions on race and identity\u003c/a> and how young people \u003ca href=\"https://www.npr.org/transcripts/704860132\">do, or don’t, fit in\u003c/a>. Your podcast can also be in many different formats: an interview, narrative story or even investigative reporting. You can do it by yourself or with your entire class.\u003c/p>\n\u003cp>To help you get started, we’ve got a slew of podcasting resources on \u003ca href=\"https://www.npr.org/2021/11/13/1055572907/how-to-tell-a-great-story\">how to tell a good story\u003c/a>, \u003ca href=\"https://www.npr.org/2021/11/07/1053294692/warm-up-time\">how to warm up your voice\u003c/a> and \u003ca href=\"https://www.npr.org/2020/02/13/805858075/everything-you-need-to-know-about-using-music-in-your-podcast\">how to use music in your podcast\u003c/a>, among other topics. Even, and we’re serious about this: \u003ca href=\"https://www.npr.org/2020/01/10/794201416/how-a-pillow-fort-can-make-your-podcast-sound-better\">how making a pillow fort \u003c/a>can make you sound better!\u003c/p>\n\u003cp>You can find more tips and tricks on \u003ca href=\"https://www.npr.org/podcasts/510354/the-students-podcast\">The Students’ Podcast\u003c/a>, our podcast on how to make a good podcast. We also encourage you to get a feel for what we’re looking for by listening to last year’s \u003ca href=\"https://www.npr.org/2023/06/21/1181726312/student-podcast-challenge-2023-high-school-winner\">high school winner\u003c/a> and \u003ca href=\"https://www.npr.org/2023/06/21/1182424027/student-podcast-challenge-2023-middle-school-winner\">middle school winners\u003c/a>. And previous years’ winners’ \u003ca href=\"http://npr.org/studentpodcastchallenge\">here\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>For more tips, advice and the latest updates on this year’s contest, make sure to \u003ca href=\"https://www.npr.org/newsletter/student-podcast-challenge\">sign up for our newsletter\u003c/a>. Students, we can’t wait to hear your stories. Good luck!\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=NPR%27s+Student+Podcast+Challenge+is+back+%E2%80%93+with+a+fourth-grade+edition%21&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This year, we’ve got a big new change: Since the beginning, the contest has been open for students in grades five through 12. But each year, we’ve heard from elementary teachers asking, what about my younger kids?\u003c/p>\n\u003cp>This year, in response to that popular demand, from elementary teachers, we are introducing our \u003cstrong>first-ever fourth grade contest! \u003c/strong>So if you teach or work with fourth graders – please consider podcasting with your students and entering our contest!\u003c/p>\n\u003cp>The sixth annual Student Podcast Challenge is now open for entries starting \u003cstrong>Feb. 2, 2024\u003c/strong> and will close on \u003cstrong>May 3, 2024\u003c/strong>. Our judges will choose winners in three categories: \u003cstrong>grade four, grades five through eight, and grades nine through 12\u003c/strong>.\u003c/p>\n\u003cp>As in the past, entries must be submitted by a teacher, educator, or mentor who is 18 years or older. And don’t forget all the tips, advice and lesson plans we’ve compiled over the years – more on that below. \u003cem>\u003cstrong>Especially the rules around the maximum length of eight minutes, and about the use of music\u003c/strong>\u003c/em>\u003cem>.\u003c/em> (\u003ca href=\"https://www.npr.org/2018/11/15/662979069/npr-student-podcast-challenge-official-rules\">You can find the contest rules here.\u003c/a>) After years of listening to student podcasts, we’ve learned that shorter is better.\u003c/p>\n\u003cp>And, for our college podcasters, we’ll be announcing finalists and the winner of the 2023 College Podcast Challenge in the next month. So please keep an eye out! The college edition will return this fall with a $5,000 grand prize and $500 prizes for finalists.\u003c/p>\n\u003cp>The contest rules remain pretty much the same: Students can create a podcast about any topic they wish to explore. To give you an idea, we’ve listened to stories on everything from \u003ca href=\"https://www.npr.org/2022/05/16/1098786005/middle-school-winners-npr-student-podcast-contest\">social media\u003c/a>, \u003ca href=\"https://www.npr.org/2021/10/16/1017879531/dont-judge-these-teens-by-their-tattoos\">tattoos\u003c/a> to even \u003ca href=\"https://soundcloud.com/rodney-west-estell/amelias-storytelling/s-3gS1X9Y0BFO?si=12e97c079c4743eea645e07ffe2a7339&utm_source=clipboard&utm_medium=text&utm_campaign=social_sharing\">fictional tales\u003c/a>. Some themes we’ve seen over and over include \u003ca href=\"https://www.npr.org/2021/08/17/1028353571/who-runs-the-world-kids\">questions on race and identity\u003c/a> and how young people \u003ca href=\"https://www.npr.org/transcripts/704860132\">do, or don’t, fit in\u003c/a>. Your podcast can also be in many different formats: an interview, narrative story or even investigative reporting. You can do it by yourself or with your entire class.\u003c/p>\n\u003cp>To help you get started, we’ve got a slew of podcasting resources on \u003ca href=\"https://www.npr.org/2021/11/13/1055572907/how-to-tell-a-great-story\">how to tell a good story\u003c/a>, \u003ca href=\"https://www.npr.org/2021/11/07/1053294692/warm-up-time\">how to warm up your voice\u003c/a> and \u003ca href=\"https://www.npr.org/2020/02/13/805858075/everything-you-need-to-know-about-using-music-in-your-podcast\">how to use music in your podcast\u003c/a>, among other topics. Even, and we’re serious about this: \u003ca href=\"https://www.npr.org/2020/01/10/794201416/how-a-pillow-fort-can-make-your-podcast-sound-better\">how making a pillow fort \u003c/a>can make you sound better!\u003c/p>\n\u003cp>You can find more tips and tricks on \u003ca href=\"https://www.npr.org/podcasts/510354/the-students-podcast\">The Students’ Podcast\u003c/a>, our podcast on how to make a good podcast. We also encourage you to get a feel for what we’re looking for by listening to last year’s \u003ca href=\"https://www.npr.org/2023/06/21/1181726312/student-podcast-challenge-2023-high-school-winner\">high school winner\u003c/a> and \u003ca href=\"https://www.npr.org/2023/06/21/1182424027/student-podcast-challenge-2023-middle-school-winner\">middle school winners\u003c/a>. And previous years’ winners’ \u003ca href=\"http://npr.org/studentpodcastchallenge\">here\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>For more tips, advice and the latest updates on this year’s contest, make sure to \u003ca href=\"https://www.npr.org/newsletter/student-podcast-challenge\">sign up for our newsletter\u003c/a>. Students, we can’t wait to hear your stories. Good luck!\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=NPR%27s+Student+Podcast+Challenge+is+back+%E2%80%93+with+a+fourth-grade+edition%21&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp class=\"p2\">For 10 days this August, some 150 high schoolers from across the U.S. are descending on a sleepaway camp in Southern Illinois to discuss the fate of the planet — and what they can do about it.\u003c/p>\n\u003cp class=\"p2\">The summer program is run by the Sunrise Movement, a youth-led campaign to halt climate change. Its goal is to teach students the skills they will need to launch an effort this fall using schools as a lever for slowing greenhouse gas emissions and accelerating the green energy transition.\u003c/p>\n\u003cp class=\"p2\">Known as the \u003ca href=\"https://www.sunrisemovement.org/campaign/green-new-deal-for-schools/\">\u003cspan class=\"s1\">Green New Deal for Schools\u003c/span>\u003c/a>, the plan calls for making school buildings greener and safer, advancing high-quality, interdisciplinary climate change lessons, developing disaster plans for schools, providing free lunch for all students and creating pathways to green jobs.\u003c/p>\n\u003cp class=\"p2\">“The Green New Deal for Schools is so important right now in the U.S., where our school buildings are crumbling, where our students are not being adequately prepared to face the realities of the climate crisis, where there are vast inequities across race and class,” said Shiva Rajbhandari, a Sunrise Movement organizer and a 2023 graduate of Idaho’s Boise High School.\u003c/p>\n\u003cp class=\"p2\">The campaign is part of a growing recognition of the importance of schools and young people in the fight against climate change. Heat waves, wildfires, floods and other disasters worsened by climate change are \u003ca href=\"https://hechingerreport.org/canceled-classes-sweltering-classrooms-how-extreme-heat-impairs-learning/\">\u003cspan class=\"s1\">disrupting classes\u003c/span>\u003c/a>, \u003ca href=\"https://hechingerreport.org/seeking-stability-in-school-when-the-waters-rise/\">\u003cspan class=\"s1\">displacing students\u003c/span>\u003c/a>, \u003ca href=\"https://hechingerreport.org/climate-change-is-sabotaging-education-for-americas-students-and-its-only-going-to-get-worse/\">\u003cspan class=\"s1\">leveling school buildings\u003c/span>\u003c/a> and contributing to student \u003ca href=\"https://hechingerreport.org/teaching-among-the-ashes-its-not-just-your-house-that-burned-its-everyones/\">\u003cspan class=\"s1\">mental health problems\u003c/span>\u003c/a>. Some school districts have started to take the problem seriously, by \u003ca href=\"https://hechingerreport.org/one-state-mandates-teaching-climate-change-in-almost-all-subjects-even-pe/\">\u003cspan class=\"s1\">adding more climate change education\u003c/span>\u003c/a> and investing in electrified buses, composting and renewable sources for heating and cooling. But climate change advocates say schools — community hubs that impart knowledge and rely on billions of taxpayer money — can do much more.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p2\">Young people, meanwhile, are significantly more likely than older Americans \u003ca href=\"https://climatecommunication.yale.edu/publications/global-warmings-six-americas-age-race-ethnicity-gender/\">\u003cspan class=\"s1\">to be concerned \u003c/span>\u003c/a>about the problem. They’ve helped shape lawsuits, protests and movements designed to inspire climate action; some, including Rajbhandari, have \u003ca href=\"https://hechingerreport.org/column-how-student-school-board-members-are-driving-climate-action/\">\u003cspan class=\"s1\">run successfully for local school boards\u003c/span>\u003c/a> on climate platforms. Yet many of them receive \u003ca href=\"https://hechingerreport.org/are-we-ready-how-we-are-teaching-and-not-teaching-kids-about-climate-change/\">\u003cspan class=\"s1\">little to no introduction\u003c/span>\u003c/a> to climate science in K-12 schools.\u003c/p>\n\u003cp class=\"p2\">The Green New Deal for Schools is meant to focus this climate activism on the education system. At the camp in Benton, Illinois, students will learn about the plan and how to advocate for it, along with participating in typical camp activities like swimming and using the ropes course. Camp organizers hope they’ll turn their schools into centers for climate action and press school administrators and legislators for new policies and investments.\u003c/p>\n\u003cp class=\"p2\">Aster Chau, a rising sophomore at the Academy of Palumbo in Philadelphia, had an awakening about climate change in world history class, when they were introduced to a book called “1,001 Voices on Climate Change: Everyday Stories of Flood, Fire, Drought and Displacement Around the World.” Learning about the warming planet left them feeling like they were “being suffocated,” they said. Signing up for their school’s environmental justice club and being connected to Sunrise, they said, “made me feel less alone.”\u003c/p>\n\u003cp class=\"p2\">This past winter, they attended a precursor event to the camp in Philadelphia, at which students got an introduction to the Sunrise Movement and climate advocacy. This month, in Illinois, they’re part of the program’s art team. Students are making banners, stickers, signs and even a zine to help inspire action on climate change, they said.\u003c/p>\n\u003cp class=\"p2\">Chau said they’re particularly troubled by the ways climate change is exacerbating racial and socioeconomic inequities in their district. Philadelphia schools are chronically underfunded, with notoriously decrepit school buildings; many, including Chau’s sister’s school, lack air conditioning. Some years, the district has had to let kids out early and delay the start of the school year because of high temperatures.\u003c/p>\n\u003cp class=\"p2\">Meanwhile, some parts of the city that are predominantly Black and Hispanic tend to be hotter than whiter neighborhoods, because those\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/35076872/\">\u003cspan class=\"s1\"> formerly redlined areas tend to\u003c/span>\u003c/a> have dark, flat roofs and fewer trees. “It’s difficult to acknowledge, until you see it,” they said.\u003c/p>\n\u003cp class=\"p2\">Rajbhandari, who plans to study public policy and math at the University of North Carolina-Chapel Hill this fall, said that racism — not politics or funding — has proved the biggest obstacle to climate action on the school and district level.\u003c/p>\n\u003cp class=\"p2\">“Black and Brown students in our cohort have the toughest time getting their hubs off the ground because their principals are suspicious of the organizing they are doing and don’t want them to start a club, or their schools don’t have a model of student engagement that exists in many other public schools, or their school district is so dramatically underfunded,” he said.\u003c/p>\n\u003cp class=\"p2\">In New Orleans, Gerard Isaac, a rising sophomore at New Harmony High School, said he sees that dynamic play out in his district. His current school, which he said is more racially integrated than those he previously attended, has a focus on environmental studies, but he said some schools have few activities and clubs beyond sports and band.\u003c/p>\n\u003cp class=\"p2\">At the Sunrise camp this summer, Isaac said he hopes to focus on solutions to the climate crisis. He said he wants educators to emphasize solutions, too. In his freshman world geography class, he said, students sometimes felt overwhelmed by the climate catastrophe, leaving them depressed and despairing.\u003c/p>\n\u003cp class=\"p2\">“It would leave a bad taste in their mouth, like they can’t do anything to help,” he said. Isaac added: “I literally signed up for an environmentally based high school, and I want to help.”\u003c/p>\n\u003cp class=\"p2\">There are reasons to be optimistic. Rajbhandari said he’s witnessed a big shift in the level of advocacy for schools and climate since he attended his first Sunrise event in 2019, a protest at the Idaho state capitol. “There’s a ton of momentum right now for comprehensive action on schools,” he said. “The groundwork has been laid by students across the country working in individual schools. Now it’s time for a coordinated strategy, and to bring a more massive federal investment for states and at the federal level to decarbonize schools.”\u003c/p>\n\u003cp class=\"p2\">\u003ci>This story about the \u003c/i>\u003ca href=\"http://hechingerreport.org/activist-students-go-to-summer-camp-to-learn-how-to-help-institute-a-green-new-deal-on-their-campuses/\">\u003cspan class=\"s4\">\u003ci>Green New Deal for Schools\u003c/i>\u003c/span>\u003c/a>\u003ci> was produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan class=\"s5\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/i>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cspan class=\"s5\">\u003ci>Hechinger newsletter\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Editor’s note: An earlier version of this post used incorrect pronouns for one student, and Heather Chen’s photo was miscredited. We regret these errors.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p2\">For 10 days this August, some 150 high schoolers from across the U.S. are descending on a sleepaway camp in Southern Illinois to discuss the fate of the planet — and what they can do about it.\u003c/p>\n\u003cp class=\"p2\">The summer program is run by the Sunrise Movement, a youth-led campaign to halt climate change. Its goal is to teach students the skills they will need to launch an effort this fall using schools as a lever for slowing greenhouse gas emissions and accelerating the green energy transition.\u003c/p>\n\u003cp class=\"p2\">Known as the \u003ca href=\"https://www.sunrisemovement.org/campaign/green-new-deal-for-schools/\">\u003cspan class=\"s1\">Green New Deal for Schools\u003c/span>\u003c/a>, the plan calls for making school buildings greener and safer, advancing high-quality, interdisciplinary climate change lessons, developing disaster plans for schools, providing free lunch for all students and creating pathways to green jobs.\u003c/p>\n\u003cp class=\"p2\">“The Green New Deal for Schools is so important right now in the U.S., where our school buildings are crumbling, where our students are not being adequately prepared to face the realities of the climate crisis, where there are vast inequities across race and class,” said Shiva Rajbhandari, a Sunrise Movement organizer and a 2023 graduate of Idaho’s Boise High School.\u003c/p>\n\u003cp class=\"p2\">The campaign is part of a growing recognition of the importance of schools and young people in the fight against climate change. Heat waves, wildfires, floods and other disasters worsened by climate change are \u003ca href=\"https://hechingerreport.org/canceled-classes-sweltering-classrooms-how-extreme-heat-impairs-learning/\">\u003cspan class=\"s1\">disrupting classes\u003c/span>\u003c/a>, \u003ca href=\"https://hechingerreport.org/seeking-stability-in-school-when-the-waters-rise/\">\u003cspan class=\"s1\">displacing students\u003c/span>\u003c/a>, \u003ca href=\"https://hechingerreport.org/climate-change-is-sabotaging-education-for-americas-students-and-its-only-going-to-get-worse/\">\u003cspan class=\"s1\">leveling school buildings\u003c/span>\u003c/a> and contributing to student \u003ca href=\"https://hechingerreport.org/teaching-among-the-ashes-its-not-just-your-house-that-burned-its-everyones/\">\u003cspan class=\"s1\">mental health problems\u003c/span>\u003c/a>. Some school districts have started to take the problem seriously, by \u003ca href=\"https://hechingerreport.org/one-state-mandates-teaching-climate-change-in-almost-all-subjects-even-pe/\">\u003cspan class=\"s1\">adding more climate change education\u003c/span>\u003c/a> and investing in electrified buses, composting and renewable sources for heating and cooling. But climate change advocates say schools — community hubs that impart knowledge and rely on billions of taxpayer money — can do much more.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p2\">Young people, meanwhile, are significantly more likely than older Americans \u003ca href=\"https://climatecommunication.yale.edu/publications/global-warmings-six-americas-age-race-ethnicity-gender/\">\u003cspan class=\"s1\">to be concerned \u003c/span>\u003c/a>about the problem. They’ve helped shape lawsuits, protests and movements designed to inspire climate action; some, including Rajbhandari, have \u003ca href=\"https://hechingerreport.org/column-how-student-school-board-members-are-driving-climate-action/\">\u003cspan class=\"s1\">run successfully for local school boards\u003c/span>\u003c/a> on climate platforms. Yet many of them receive \u003ca href=\"https://hechingerreport.org/are-we-ready-how-we-are-teaching-and-not-teaching-kids-about-climate-change/\">\u003cspan class=\"s1\">little to no introduction\u003c/span>\u003c/a> to climate science in K-12 schools.\u003c/p>\n\u003cp class=\"p2\">The Green New Deal for Schools is meant to focus this climate activism on the education system. At the camp in Benton, Illinois, students will learn about the plan and how to advocate for it, along with participating in typical camp activities like swimming and using the ropes course. Camp organizers hope they’ll turn their schools into centers for climate action and press school administrators and legislators for new policies and investments.\u003c/p>\n\u003cp class=\"p2\">Aster Chau, a rising sophomore at the Academy of Palumbo in Philadelphia, had an awakening about climate change in world history class, when they were introduced to a book called “1,001 Voices on Climate Change: Everyday Stories of Flood, Fire, Drought and Displacement Around the World.” Learning about the warming planet left them feeling like they were “being suffocated,” they said. Signing up for their school’s environmental justice club and being connected to Sunrise, they said, “made me feel less alone.”\u003c/p>\n\u003cp class=\"p2\">This past winter, they attended a precursor event to the camp in Philadelphia, at which students got an introduction to the Sunrise Movement and climate advocacy. This month, in Illinois, they’re part of the program’s art team. Students are making banners, stickers, signs and even a zine to help inspire action on climate change, they said.\u003c/p>\n\u003cp class=\"p2\">Chau said they’re particularly troubled by the ways climate change is exacerbating racial and socioeconomic inequities in their district. Philadelphia schools are chronically underfunded, with notoriously decrepit school buildings; many, including Chau’s sister’s school, lack air conditioning. Some years, the district has had to let kids out early and delay the start of the school year because of high temperatures.\u003c/p>\n\u003cp class=\"p2\">Meanwhile, some parts of the city that are predominantly Black and Hispanic tend to be hotter than whiter neighborhoods, because those\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/35076872/\">\u003cspan class=\"s1\"> formerly redlined areas tend to\u003c/span>\u003c/a> have dark, flat roofs and fewer trees. “It’s difficult to acknowledge, until you see it,” they said.\u003c/p>\n\u003cp class=\"p2\">Rajbhandari, who plans to study public policy and math at the University of North Carolina-Chapel Hill this fall, said that racism — not politics or funding — has proved the biggest obstacle to climate action on the school and district level.\u003c/p>\n\u003cp class=\"p2\">“Black and Brown students in our cohort have the toughest time getting their hubs off the ground because their principals are suspicious of the organizing they are doing and don’t want them to start a club, or their schools don’t have a model of student engagement that exists in many other public schools, or their school district is so dramatically underfunded,” he said.\u003c/p>\n\u003cp class=\"p2\">In New Orleans, Gerard Isaac, a rising sophomore at New Harmony High School, said he sees that dynamic play out in his district. His current school, which he said is more racially integrated than those he previously attended, has a focus on environmental studies, but he said some schools have few activities and clubs beyond sports and band.\u003c/p>\n\u003cp class=\"p2\">At the Sunrise camp this summer, Isaac said he hopes to focus on solutions to the climate crisis. He said he wants educators to emphasize solutions, too. In his freshman world geography class, he said, students sometimes felt overwhelmed by the climate catastrophe, leaving them depressed and despairing.\u003c/p>\n\u003cp class=\"p2\">“It would leave a bad taste in their mouth, like they can’t do anything to help,” he said. Isaac added: “I literally signed up for an environmentally based high school, and I want to help.”\u003c/p>\n\u003cp class=\"p2\">There are reasons to be optimistic. Rajbhandari said he’s witnessed a big shift in the level of advocacy for schools and climate since he attended his first Sunrise event in 2019, a protest at the Idaho state capitol. “There’s a ton of momentum right now for comprehensive action on schools,” he said. “The groundwork has been laid by students across the country working in individual schools. Now it’s time for a coordinated strategy, and to bring a more massive federal investment for states and at the federal level to decarbonize schools.”\u003c/p>\n\u003cp class=\"p2\">\u003ci>This story about the \u003c/i>\u003ca href=\"http://hechingerreport.org/activist-students-go-to-summer-camp-to-learn-how-to-help-institute-a-green-new-deal-on-their-campuses/\">\u003cspan class=\"s4\">\u003ci>Green New Deal for Schools\u003c/i>\u003c/span>\u003c/a>\u003ci> was produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan class=\"s5\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/i>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cspan class=\"s5\">\u003ci>Hechinger newsletter\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Editor’s note: An earlier version of this post used incorrect pronouns for one student, and Heather Chen’s photo was miscredited. We regret these errors.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "are-dress-codes-fair-how-one-middle-school-transformed-its-rules-for-what-students-wear",
"title": "Are Dress Codes Fair? How One Middle School Transformed Its Rules for What Students Wear",
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"headTitle": "Are Dress Codes Fair? How One Middle School Transformed Its Rules for What Students Wear | KQED",
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"content": "\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>\u003cspan style=\"font-weight: 400\">View the full episode transcript.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2018, following the reveal of a new dress code, students enthusiastically showed up to Alice Deal Middle School in spaghetti straps, flip flops and short hemlines. “It was just on parade,” said Principal Diedre Neal about students’ attire. With time, the strappy, short outfits leveled off. Neal said that while \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59687/middle-schoolers-are-social-what-opportunity-does-that-create-for-learning\">\u003cspan style=\"font-weight: 400\">adolescents revel in novelty\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, their desire to be comfortable won out in the end: “They ran out of completely outrageous things. The completely outrageous things are also not comfortable or feasible.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The decision to reevaluate the dress code arose from the realization that the existing policies were no longer aligned with the needs of the students at Alice Deal, a public middle school in Washington, D.C. Prior to the change, students were pulled out of class if their outfits violated the school dress code. “They had their work. They were engaging. They were learning,” said Neal. “And we took them away from their learning to have a conversation about what they were wearing.” For instance, Zya Kinney, now 23, remembered getting pulled out of class by a teacher and being asked to do the “fingertip test” — a practice where students put their hand by their sides to see if the hemline of their shorts or skirts pass their fingertips. When Kinney’s skirt did not pass her fingertips, she had to change into her gym shorts. “I had to go back to that classroom,” said Kinney, who described herself as an insecure middle schooler. “That is embarrassing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To reshape the policy in a way that truly supported student learning and wellbeing, Neal embraced a school-wide approach. She knew that for an updated dress code to be successful and work for learners, it required the active involvement from the students and community members it would impact.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Identify the gaps\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The catalyst for changing the dress code at Alice Deal came in the form of a \u003c/span>\u003ca href=\"https://nwlc.org/wp-content/uploads/2018/04/5.1web_Final_nwlc_DressCodeReport.pdf\">\u003cspan style=\"font-weight: 400\">dress code report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> written by Nia Evans from the National Women’s Law Center (NWLC) and a group of students in 2018. The report brought to light the discriminatory and harmful effects of dress code policies at schools in D.C. Evans’ research focused on school pushout — when schools use \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58817/how-changing-schools-culture-of-discipline-paves-the-way-for-inclusivity\">\u003cspan style=\"font-weight: 400\">exclusionary discipline practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that result in students leaving school altogether. “What we found in conversations with students, parents and teachers was that dress codes were consistently coming up as a massive contributor to school push out,” Evans said. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She recruited over 20 young people ages 12 to 18 to research dress codes with her and produce a report on dress codes featuring the twelve schools they collectively attended in DC. Their findings exposed gender and race stereotypes within dress code policies. “They were using language saying girls need to cover up to avoid distracting boys or Black girls can’t wear head wraps because it’s unprofessional or it’s not neat,” said Evans.These policies resulted in harsh punishments ranging from disrupting classroom time to suspensions. According to a Government Accountability Office \u003c/span>\u003ca href=\"https://www.gao.gov/products/gao-23-105348\">\u003cspan style=\"font-weight: 400\">report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, 90% of dress codes have policies that dictate what girls can wear. The NWLC found that Black girls, who had the highest suspension rate in the country compared to white girls, were being unfairly targeted by school dress codes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Uniforms, which are lauded as a way to reduce the appearance of economic disparity, proved to be an imperfect solution. Nearly 20% of the nation’s public schools and preschools require uniforms, according to the \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/digest/d21/tables/dt21_233.60.asp\">\u003cspan style=\"font-weight: 400\">National Center for Education Statistics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Over the course of their research, students found that uniforms, often sold at specific stores, can become a financial burden for many families. They can also be limiting from a developmental standpoint. “You’re taking an opportunity away from students to be able to express themselves,” Evans said. The student researchers found that uniforms can alienate non-binary students. “We are enforcing what we think girls should look like and what boys should look like. We’re not creating a lot of space for any type of spectrum,” Evans added.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The student researchers proposed solutions for school leaders looking to improve their dress codes. They recommended the creation of dress code task forces, made up of teachers, administrators, parents, and students, to discuss whether a school’s dress code achieved the intended goals. They emphasized the importance of, allowing students to express their authentic selves, including cultural representations like headwraps and Black hairstyles. Additionally, students called for gender-neutral dress codes that didn’t require students to have to wear specific clothes because of their gender identity. They also suggested taking out vague language such as ‘distracting’ or ‘inappropriate’ from dress code policies, as it often leaves room for teacher bias and subjective interpretation.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Collaboration and communication\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Alice Deal, Principal Neal partnered with parent Deborah Zerwitz to get input from students and families before changing the dress code. Zerwitz drew insights from the NWLC report, as well as from \u003c/span>\u003ca href=\"https://www.today.com/style/high-school-changes-dress-code-promote-body-positivity-t115656\">\u003cspan style=\"font-weight: 400\">student-centered practices from Evanston Township High School in Illinois\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a school that had changed their dress code the year prior. Recognizing the need to foster a respectful and equitable learning environment, Evanston Township engaged in collaborative discussions involving students, parents, teachers, and administrators to redefine their dress code guidelines. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Neal let parents know in her weekly newsletter that they could attend four listening sessions for students, parents and administrators to voice their ideas and opinions on the dress code. Listening sessions were offered at various times and locations on and off the school campus to make them as accessible as possible. To gather even more student feedback, Zerwitz put up poster boards outside of the school cafeteria with questions like:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“What changes would you make to the dress code?”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“What do you think about school uniforms?”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“What should the consequences be for violating a dress code?”\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students could stick post-it notes to the board with their answers or place anonymous ideas in a shoebox with a slot in it.. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, Neal and Zerwitz created a task force made up of student and parent volunteers. “Somebody’s got to put pen to paper at some point,” said Zerwitz. “We were trying to identify a core group of people that will actually take all this information and distill it.” The task force used the feedback from the listening sessions and posters to create the new dress code.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC9608676364&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n\u003cspan class=\"c-message__edited_label\" dir=\"ltr\" data-sk=\"tooltip_parent\"> \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Empowering students and redefining dress code policies\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Zerwitz and Neal received diverse feedback about the dress code, with students, particularly girls, expressing their desire to be heard and understood. “They wanted to say how it was making them feel. And they felt awkward. They felt like, ‘Why are these grown ups looking at me every morning and telling me something’s wrong?” Zerwitz said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The consensus from teachers was that they did not like spending time enforcing the dress code. However, some teachers — usually older teachers, Zerwitz said — tended to think the students should dress professionally for school and were in favor of a strict dress code. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Among parents, safety concerns surfaced. For example, a parent of two Black boys said that she likes using the dress code policies as a reason her son cannot wear hoodies to school. Citing concerns about stereotypes and racial profiling, especially considering incidents like the 2012 killing of Trayvon Martin, the parent explained that she could “breathe a little bit easier when my two Black sons leave the house and they’re not wearing a hood.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With support from the NWLC, Neal, Zerwitz and the task force members worked through these tensions. “Sometimes in wanting to protect our young people, we end up reinforcing the very inequalities that the world puts on them,” said Evans. “The solution to sexual harassment isn’t to get girls to cover up. The solution to police violence and racist violence is not to punish Black boys for wearing hoodies.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Long-term benefits and impact\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The results of the schoolwide effort to change the dress code came at the end of the 2017-18 school year when Alice Deal Middle School introduced a revised, gender non-specific and relaxed dress code. Students were required to cover the core of their bodies with opaque fabric, but there was greater flexibility with articles like crop tops and hoodies. Importantly, teachers were advised not to remove students from class if they violated the dress code. Principal Neal saw a decrease in dress code-related disciplinary actions. Students reported feeling more comfortable expressing their identities, which is\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59008/5-strategies-for-developing-a-school-wide-culture-of-healing\">\u003cspan style=\"font-weight: 400\"> associated with overall well-being\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the positive changes, in interviews last year, some students reported that certain staff members still commented on what they wore. “We’re still working with staff,” said Neal. “I need to check with students and see if people are dress coding them.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The journey to a new dress code was a source of pride for students. In a graduation shortly after the revised dress code was implemented, Zerwitz listened to a student speaker talk about how the class collectively achieved this transformation. It was evident to Zerwitz that the students understood the power of their voices and felt empowered by the impact they had at their school. “Those kids — all of the ones that came to the listening sessions or wrote a note in the little box or whatever — all of them contributed in some way to this,” said Zerwitz. “And, hopefully, [they went to high school] knowing that their voice matters.”\u003c/span>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003cem>This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/em>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Welcome to MindShift. Where we explore the future of learning and how we raise our kids. I’m Nimah Gobir.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Every day, when students get ready in the morning, they are faced with a challenge: [dramatic music] deciding what to wear to school that day.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> They have to weigh a lot of factors. Like…What makes me feel comfortable? What’s the weather outside? And maybe even What will my crush in 3rd period think about my fit?\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">In 7th grade, when Zya Kinney was in her favorite outfit, you couldn’t tell her nothing.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney: \u003c/b>\u003cspan style=\"font-weight: 400\">I wore my red skirt with a spaghetti strap kind of tank top – And I had no leggings on. I was feeling myself! \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Zya’s twenty-three now. She was talking about when she was a student at Alice Deal Middle School in Washington, DC. It was ten years ago, but she remembers how putting on the perfect outfit could make her feel good about herself.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney:\u003c/b>\u003cspan style=\"font-weight: 400\"> I would just put on whatever was comfortable and whatever was like kind of cute. And i would have my little pop out moments here and there.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> One of the reasons Zya remembers the outfit she wore is because it was the day she got dress coded. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">That means she was in violation of the school’s rules that dictate what students should and should not wear. There’s usually language about visible skin, footwear and even hair in some cases. Most schools have them, but they can be flawed.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Leora Tanenbaum:\u003c/b>\u003cspan style=\"font-weight: 400\"> The big irony, of course, that lies at the heart of school dress codes is that they are drafted with the intention of eliminating distraction and helping learners. But the opposite actually happens in the end because learners themselves are targeted and therefore they are unable to focus on learning. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">That’s writer and researcher Leora Tanenbaum. She also calls out dress code incidents on her Instagram. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Leora Tanenbaum:\u003c/b>\u003cspan style=\"font-weight: 400\"> Where they go wrong is when they are gendered. When the codes are created with a presupposition that girls’ bodies pose a distraction to other learners and therefore girls’ bodies need to be covered up in a specific way. And therefore the dress code is drafted in a way that has different language and different rules depending on one’s gender.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> If you violate the dress code, a teacher might call you over to talk with you privately about your clothes or you’ll be sent to the principal’s office. You might have to do the fingertip test where you put your hands by your sides and see if your skirt or shorts go past your fingertips.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Leora Tanenbaum:\u003c/b>\u003cspan style=\"font-weight: 400\"> It embarrasses the student. It makes her all of a sudden very aware of her physicality in a way that she may not have been at all. The teacher might assume she was aware of her physicality but you can’t assume that.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Zya was in class when she got dress coded. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney: \u003c/b>\u003cspan style=\"font-weight: 400\">My teacher gave us some work to do. Like just busy work or whatever. And she’s like, ‘Can I talk to you, you know, outside the classroom?’ You know, I think I’m not even thinking it has something to do with my outfit. She said ” Your skirt is too short.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> When Zya put her hands at her sides, her middle fingertips were just barely past her skirt!\u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney:\u003c/b>\u003cspan style=\"font-weight: 400\"> and, do you know, they made me change it to my gym shorts? I’m walking around here, cute up top, gym down, down…down below, like I’m not looking the same. And I remember being so upset about it because it’s like, Why are you sexualizing a seventh grader? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> To her, it was so much more than having to change clothes. She was trying to fit in and be confident and her school basically told her that she was doing it wrong.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney:\u003c/b>\u003cspan style=\"font-weight: 400\"> I can’t lie and tell you that the popular girls weren’t wearing the skirts and had all the new things. They had the accessories. They had like three different book bags in rotation when I had just the one backpack. And I definitely remember seeing the difference in attention that they would get from guys and stuff like that, and then even their girlfriends. Like I felt like they were always the ones that you chose for stuff or, you know, they were like the most likable people and everything. And while I was, I was okay with myself, but I was also really insecure too. [00:07:01][19.3]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Zya, who’s Black, also noticed something else about the dress codes… \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney: \u003c/b>\u003cspan style=\"font-weight: 400\">It wasn’t until I started wearing skirts and dresses and I noticed how my white friends wouldn’t have anything said to them about what they have on. And I realized, okay, if I wear a skirt and she wears a skirt, we have on two different skirts.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> And Zya was on to something. Here’s researcher and writer Nia Evans.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">I’m basically a Black girl who grew up in D.C. And when I was working at the National Women’s Law Center, we were doing a lot of research about what we call school push out.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> School push out is basically when schools use disciplinary actions that exclude students. These discipline practices often end up forcing students out of school altogether.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">What we found was that dress codes were consistently coming up as a massive contributor to school push out. That black girls in particular were being unfairly targeted by school dress codes. But not only were they being treated differently in school, they were being removed from schools.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> At the time she was doing this research – around 2018. Black girls had some of the highest suspension rates in the country. So high that the obama administration opened investigations into school discipline policies. back then black girls were 20 times more likely to be suspended than white girls. And to be clear, it was not because Black girls were misbehaving more, it’s because they were being targeted by harsher rules.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">We decided to partner with the experts when it comes to dress codes, which is students. We recruited over 20 young people, ages 12 to 18 from 12 different high schools in Washington, D.C., to be our co-researchers. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Nia worked with them to produce a report about their experiences with dress codes and how they’re enforced. What they found confirmed Zya’s suspicions: for black students, dress codes hit different.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans:\u003c/b>\u003cspan style=\"font-weight: 400\"> Dress codes often are steeped in race and gender stereotypes. \u003c/span>\u003cspan style=\"font-weight: 400\"> They were using language saying, you know, girls need to cover up to avoid from distracting boys or black girls can’t wear head wraps because it’s unprofessional or it’s not neat. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">At a high level, a lot of these rules are sort of remnants of racist, sexist ideas and are invested in and are a mechanism to sort of keep students in line and to communicate a certain narrative around what it means to be professional, what it means to be neat, what it means to be successful. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Many schools will defend their dress code saying that they want their students to be prepared to dress for jobs as an adult, but that’s open to interpretation. Different jobs require different clothes. Zya, the 23 year old I spoke to dresses pretty casually for her job at ABC studios because she’s running around delivering scripts to producers all day. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> When dress codes come into question, sometimes the response is to put kids in uniforms – almost half of schools and preschools use uniforms now. It makes sense… If everyone has to wear the same thing that means no more problems right? Well… not necessarily. Here’s Nia again.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">From a growth standpoint, you’re taking an opportunity away from students to be able to express themselves. Uniforms are often gender specific, which means, again, we are enforcing what we think girls should look like, boys should look like. We’re not creating a lot of space for any in between any type of spectrum. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> The students that Nia worked with offered a few solutions.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">A lot of them recommended that schools create dress code task force forces, where teachers and administrators and parents and students can come together and really start with the question of what is the goal of this? Why do we have a dress code? What is the point? Is it achieving its goals? And if it’s not, do we need it? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans:\u003c/b>\u003cspan style=\"font-weight: 400\"> So it really ignited, I think, a long overdue issue in D.C. And we saw a lot of student and parent activism as a result of it. And some teachers and administrators listened. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> News of this report reached the principal at Zya’s former school – Alice Deal middle school. And when we get back from the break we’ll hear about what THE principal did when she took a closer look at her school’s dress code. Her reaction may surprise you.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> When I talked to Principal Diedre Neal from Alice Deal Middle School she said that moments ago there were three young women in her office. One was wearing ripped jeans, another was wearing a tube top, and another wearing a spaghetti strap tank top. Ordinarily, they all would have gotten dress coded, but something amazing happened: Principal Neal didn’t care. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> And that’s significant because dress codes used to be a situation…\u003c/span>\u003c/p>\n\u003cp>\u003cb>Diedre Neal:\u003c/b>\u003cspan style=\"font-weight: 400\"> Every spring when children wanted to shift from, you know, long pants to shorts and skirts, there would be either commentary or and I’m smiling because there was always a petition. It was always a petition. And I remember saying, “I can’t wait until we solve this issue, and then you can move on and give me a petition for something else.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> After reading the dress code report, Principal Neal recognized that it was probably time for dress codes to change.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Diedre Neal:\u003c/b>\u003cspan style=\"font-weight: 400\"> Over time, like enforcing it. I would say there was cognitive dissonance.\u003c/span>\u003cspan style=\"font-weight: 400\"> People were being sent out of class to address what they had on. So they were in class , they had their work, they were engaging, they were learning, and so we took them away from their learning to have a conversation about what they were wearing. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> She needed to figure out what it would take to make Alice Deal’s dress code work in favor of learning. To get started, Principal Neal partnered with a parent named Debb Zerwitz.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Debb Zerwitz: \u003c/b>\u003cspan style=\"font-weight: 400\">We announced that we were going to be creating a task force to review and update the dress code.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> They created a little set up outside the school cafeteria .\u003c/span>\u003c/p>\n\u003cp>\u003cb>Debb Zerwitz:\u003c/b>\u003cspan style=\"font-weight: 400\"> We put up big poster boards with questions like.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Debb Zerwitz:\u003c/b>\u003cspan style=\"font-weight: 400\"> What changes would you make to the dress code? What do you think about school uniforms? And what should the consequences be for violating a dress code?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> They had post-it notes in all these different colors so students could stick their ideas to the poster board. And they had 4 listening sessions where they would get feedback and input from students, administrators and parents. They had conversations with parents who wanted to keep the dress code for really valid reasons. For example, a lot of schools don’t let students wear hoodies. Black parents didn’t want their kids wearing hooded sweatshirts out the door because of Trayvon Martin.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">[News clip\u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Reporter: Trayvon Martin was wearing a gray hoodie the night he was killed, a fact that caught the attention of neighborhood watch volunteer George Zimmerman. \u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Zimmerman: This guy looks like he’s up to no good or he’s on drugs or something. \u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Dispatcher: Did you see what he was wearing? \u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Zimmerman: Yeah. A dark hoodie. Like a gray hoodie. \u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Reporter: A few minutes later Zimmerman shot Trayvon Martin, he claims, in self defense.]\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> One Black parent in one of the listening sessions, said she liked having the support of the school dress code, to keep her child from wearing hoodies . \u003c/span>\u003c/p>\n\u003cp>\u003cb>Debb Zerwitz:\u003c/b>\u003cspan style=\"font-weight: 400\"> She said I can point to the policy and say you’re going to get in trouble and you’re going to get you’re going to have to change your clothes and it’s going to be embarrassing that that helps me at home if there’s a policy. Who the hell am I to, like, dismiss this mother telling me like, I like the dress code? And this is one of the reasons why. Like, of course I hear you. You know I do.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Another thing that surfaced in the listening sessions were some generational differences. In many cases it’s older Black adults telling younger black kids that they need to look more presentable. \u003c/span>\u003cspan style=\"font-weight: 400\">In other words, they leaned into respectability politics, a way of trying to navigate prejudice and discrimination by making oneself match the visual standards set by those in power. . It’s basically saying, “Hey, look, we’re just like you, so you should respect us and treat us better!”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Nia — she’s the researcher who made the dress code report with students — noticed respectability politics in dress codes too.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">You also have a deeper layer of Black teachers and young people and parents who love each other, who are really struggling with how to keep kids safe. And the same way the solution to sexual harassment isn’t to get girls to cover up. The solution to police violence and racist violence is not to punish black boys for wearing hoodies. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans:\u003c/b>\u003cspan style=\"font-weight: 400\"> I don’t think you can dress your way out of racism and sexism. I don’t. And I also think that sometimes in wanting to protect our young people, we end up reinforcing the very inequalities that the world puts on them.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans:\u003c/b>\u003cspan style=\"font-weight: 400\"> Dress codes actually hold a lot of our values and fears and anxieties as a culture. It says a lot about how we want students and young people to move through the world, how we want to protect them, how we want to set them up for success and our baggage as a culture around race and gender and sexuality and different identities. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Based on what she learned from all the feedback , Principal Neal with the help of Deb and the National Women’s Law Center ended up changing their dress code to be more casual and gender nonspecific. Technically, students are required to wear clothing that covers the core of the student’s body including private areas and midriff, with opaque fabric. But no one really says anything about crop tops. Even if a student is in violation of the dress code they are not supposed to be taken out of class. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">When the dress code changed, students had an enthusiastic response. All the clothing they couldn’t wear before was on display. Here’s Principal Neal again.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Principal Neal: \u003c/b>\u003cspan style=\"font-weight: 400\">It was just on parade and then they ran out of the completely outrageous things and it leveled off.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> A student even mentioned in their graduation speech the way Alice Deal middle school’s student body had worked together to change the dress code. It was clear that being part of creating meaningful change at their school felt really empowering to students. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> To find out what Alice Deal Middle School Students are wearing these days we went straight to the source. These students may be walking down hallways instead of the red carpet, but I still wanted to know “Who are you wearing?” “How did you achieve this look?” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 1: \u003c/b>\u003cspan style=\"font-weight: 400\">I like to put on something that’ll make me comfortable and also make me feel good. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 2:\u003c/b>\u003cspan style=\"font-weight: 400\"> Jewelry is a really big part of like, what I wear. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 3: \u003c/b>\u003cspan style=\"font-weight: 400\"> I’m wearing leggings right now, but that’s kind of just because it’s kind of colder right now than it normally is.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 2:\u003c/b>\u003cspan style=\"font-weight: 400\"> I have a lot of bracelets on most of the time.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 1: \u003c/b>\u003cspan style=\"font-weight: 400\">Right now I’m just wearing sweatpants and my Reeboks, which are the shoes that I like to wear because they’re comfortable.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 4: \u003c/b>\u003cspan style=\"font-weight: 400\">I mostly wear crocs.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Sweatpants. Crocs. Leggings. They sound pretty unburdened. And you know what else….they sound comfy.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Student: \u003c/b>\u003cspan style=\"font-weight: 400\">I feel like, in a sense, we don’t really have a dress code like we’re allowed to wear what we want. But like to a certain point. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">But not all teachers and administrators are fully on board. Some students mentioned that there are still teachers at the school who call them out for what they’re wearing.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">It’s one thing to change a policy, but it’s another thing to change the hearts and minds of all the administrators and teachers. Here’s principal Neal talking about next steps.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Diedre Neal: \u003c/b>\u003cspan style=\"font-weight: 400\">We’re still working with staff. I now know that I need to check with students and see if people are dress coding them. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Some might call what Principal Neal did intellectual humility. It involves recognizing the limits of what you think you know. When Principal Neal learned more from students, parents and research, she realized the dress codes might be doing more harm than good. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nimah Gobir: \u003c/b>Alice Deal Middle School set out to re-evaluate their dress code and even though they’re still working with teachers on changing their mindsets, it is a step towards better reflecting the needs and identities of their students. It’s important to involve students in the process of creating policies that impact them. While it may not solve every problem, it is an essential step towards finding more equitable and inclusive solutions. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Thank you to Lawrence Lanahan, Zya Kinney, Leora Tanenbaum, Nia Evans, Debb Zerwitz, Principal Diedre Neal and students at Alice Deal Middle School\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">The MindShift team includes Ki Sung, Kara Newhouse, Marlena Jackson Retondo and me, Nimah Gobir. Our editor is Chris Hambrick, Seth Samuel is our sound designer, Jen Chien is our head of podcasts, and Holly Kernan is KQED’s chief content officer.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">MindShift’s intellectual humility series is supported by the Greater Good Science Center’s “Expanding Awareness of the Science of Intellectual Humility” project and the Templeton Foundation.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">MindShift is also supported in part by the generosity of the William & Flora Hewlett Foundation and members of KQED. Thank you for listening!\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>\u003cspan style=\"font-weight: 400\">View the full episode transcript.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2018, following the reveal of a new dress code, students enthusiastically showed up to Alice Deal Middle School in spaghetti straps, flip flops and short hemlines. “It was just on parade,” said Principal Diedre Neal about students’ attire. With time, the strappy, short outfits leveled off. Neal said that while \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59687/middle-schoolers-are-social-what-opportunity-does-that-create-for-learning\">\u003cspan style=\"font-weight: 400\">adolescents revel in novelty\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, their desire to be comfortable won out in the end: “They ran out of completely outrageous things. The completely outrageous things are also not comfortable or feasible.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The decision to reevaluate the dress code arose from the realization that the existing policies were no longer aligned with the needs of the students at Alice Deal, a public middle school in Washington, D.C. Prior to the change, students were pulled out of class if their outfits violated the school dress code. “They had their work. They were engaging. They were learning,” said Neal. “And we took them away from their learning to have a conversation about what they were wearing.” For instance, Zya Kinney, now 23, remembered getting pulled out of class by a teacher and being asked to do the “fingertip test” — a practice where students put their hand by their sides to see if the hemline of their shorts or skirts pass their fingertips. When Kinney’s skirt did not pass her fingertips, she had to change into her gym shorts. “I had to go back to that classroom,” said Kinney, who described herself as an insecure middle schooler. “That is embarrassing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To reshape the policy in a way that truly supported student learning and wellbeing, Neal embraced a school-wide approach. She knew that for an updated dress code to be successful and work for learners, it required the active involvement from the students and community members it would impact.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Identify the gaps\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The catalyst for changing the dress code at Alice Deal came in the form of a \u003c/span>\u003ca href=\"https://nwlc.org/wp-content/uploads/2018/04/5.1web_Final_nwlc_DressCodeReport.pdf\">\u003cspan style=\"font-weight: 400\">dress code report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> written by Nia Evans from the National Women’s Law Center (NWLC) and a group of students in 2018. The report brought to light the discriminatory and harmful effects of dress code policies at schools in D.C. Evans’ research focused on school pushout — when schools use \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58817/how-changing-schools-culture-of-discipline-paves-the-way-for-inclusivity\">\u003cspan style=\"font-weight: 400\">exclusionary discipline practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that result in students leaving school altogether. “What we found in conversations with students, parents and teachers was that dress codes were consistently coming up as a massive contributor to school push out,” Evans said. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She recruited over 20 young people ages 12 to 18 to research dress codes with her and produce a report on dress codes featuring the twelve schools they collectively attended in DC. Their findings exposed gender and race stereotypes within dress code policies. “They were using language saying girls need to cover up to avoid distracting boys or Black girls can’t wear head wraps because it’s unprofessional or it’s not neat,” said Evans.These policies resulted in harsh punishments ranging from disrupting classroom time to suspensions. According to a Government Accountability Office \u003c/span>\u003ca href=\"https://www.gao.gov/products/gao-23-105348\">\u003cspan style=\"font-weight: 400\">report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, 90% of dress codes have policies that dictate what girls can wear. The NWLC found that Black girls, who had the highest suspension rate in the country compared to white girls, were being unfairly targeted by school dress codes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Uniforms, which are lauded as a way to reduce the appearance of economic disparity, proved to be an imperfect solution. Nearly 20% of the nation’s public schools and preschools require uniforms, according to the \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/digest/d21/tables/dt21_233.60.asp\">\u003cspan style=\"font-weight: 400\">National Center for Education Statistics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Over the course of their research, students found that uniforms, often sold at specific stores, can become a financial burden for many families. They can also be limiting from a developmental standpoint. “You’re taking an opportunity away from students to be able to express themselves,” Evans said. The student researchers found that uniforms can alienate non-binary students. “We are enforcing what we think girls should look like and what boys should look like. We’re not creating a lot of space for any type of spectrum,” Evans added.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The student researchers proposed solutions for school leaders looking to improve their dress codes. They recommended the creation of dress code task forces, made up of teachers, administrators, parents, and students, to discuss whether a school’s dress code achieved the intended goals. They emphasized the importance of, allowing students to express their authentic selves, including cultural representations like headwraps and Black hairstyles. Additionally, students called for gender-neutral dress codes that didn’t require students to have to wear specific clothes because of their gender identity. They also suggested taking out vague language such as ‘distracting’ or ‘inappropriate’ from dress code policies, as it often leaves room for teacher bias and subjective interpretation.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Collaboration and communication\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Alice Deal, Principal Neal partnered with parent Deborah Zerwitz to get input from students and families before changing the dress code. Zerwitz drew insights from the NWLC report, as well as from \u003c/span>\u003ca href=\"https://www.today.com/style/high-school-changes-dress-code-promote-body-positivity-t115656\">\u003cspan style=\"font-weight: 400\">student-centered practices from Evanston Township High School in Illinois\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a school that had changed their dress code the year prior. Recognizing the need to foster a respectful and equitable learning environment, Evanston Township engaged in collaborative discussions involving students, parents, teachers, and administrators to redefine their dress code guidelines. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Neal let parents know in her weekly newsletter that they could attend four listening sessions for students, parents and administrators to voice their ideas and opinions on the dress code. Listening sessions were offered at various times and locations on and off the school campus to make them as accessible as possible. To gather even more student feedback, Zerwitz put up poster boards outside of the school cafeteria with questions like:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“What changes would you make to the dress code?”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“What do you think about school uniforms?”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“What should the consequences be for violating a dress code?”\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students could stick post-it notes to the board with their answers or place anonymous ideas in a shoebox with a slot in it.. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, Neal and Zerwitz created a task force made up of student and parent volunteers. “Somebody’s got to put pen to paper at some point,” said Zerwitz. “We were trying to identify a core group of people that will actually take all this information and distill it.” The task force used the feedback from the listening sessions and posters to create the new dress code.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC9608676364&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n\u003cspan class=\"c-message__edited_label\" dir=\"ltr\" data-sk=\"tooltip_parent\"> \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Empowering students and redefining dress code policies\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Zerwitz and Neal received diverse feedback about the dress code, with students, particularly girls, expressing their desire to be heard and understood. “They wanted to say how it was making them feel. And they felt awkward. They felt like, ‘Why are these grown ups looking at me every morning and telling me something’s wrong?” Zerwitz said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The consensus from teachers was that they did not like spending time enforcing the dress code. However, some teachers — usually older teachers, Zerwitz said — tended to think the students should dress professionally for school and were in favor of a strict dress code. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Among parents, safety concerns surfaced. For example, a parent of two Black boys said that she likes using the dress code policies as a reason her son cannot wear hoodies to school. Citing concerns about stereotypes and racial profiling, especially considering incidents like the 2012 killing of Trayvon Martin, the parent explained that she could “breathe a little bit easier when my two Black sons leave the house and they’re not wearing a hood.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With support from the NWLC, Neal, Zerwitz and the task force members worked through these tensions. “Sometimes in wanting to protect our young people, we end up reinforcing the very inequalities that the world puts on them,” said Evans. “The solution to sexual harassment isn’t to get girls to cover up. The solution to police violence and racist violence is not to punish Black boys for wearing hoodies.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Long-term benefits and impact\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The results of the schoolwide effort to change the dress code came at the end of the 2017-18 school year when Alice Deal Middle School introduced a revised, gender non-specific and relaxed dress code. Students were required to cover the core of their bodies with opaque fabric, but there was greater flexibility with articles like crop tops and hoodies. Importantly, teachers were advised not to remove students from class if they violated the dress code. Principal Neal saw a decrease in dress code-related disciplinary actions. Students reported feeling more comfortable expressing their identities, which is\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59008/5-strategies-for-developing-a-school-wide-culture-of-healing\">\u003cspan style=\"font-weight: 400\"> associated with overall well-being\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the positive changes, in interviews last year, some students reported that certain staff members still commented on what they wore. “We’re still working with staff,” said Neal. “I need to check with students and see if people are dress coding them.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The journey to a new dress code was a source of pride for students. In a graduation shortly after the revised dress code was implemented, Zerwitz listened to a student speaker talk about how the class collectively achieved this transformation. It was evident to Zerwitz that the students understood the power of their voices and felt empowered by the impact they had at their school. “Those kids — all of the ones that came to the listening sessions or wrote a note in the little box or whatever — all of them contributed in some way to this,” said Zerwitz. “And, hopefully, [they went to high school] knowing that their voice matters.”\u003c/span>\u003c/div>",
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"content": "\u003cdiv class=\"post-content post-body\">\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003cem>This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/em>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Welcome to MindShift. Where we explore the future of learning and how we raise our kids. I’m Nimah Gobir.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Every day, when students get ready in the morning, they are faced with a challenge: [dramatic music] deciding what to wear to school that day.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> They have to weigh a lot of factors. Like…What makes me feel comfortable? What’s the weather outside? And maybe even What will my crush in 3rd period think about my fit?\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">In 7th grade, when Zya Kinney was in her favorite outfit, you couldn’t tell her nothing.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney: \u003c/b>\u003cspan style=\"font-weight: 400\">I wore my red skirt with a spaghetti strap kind of tank top – And I had no leggings on. I was feeling myself! \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Zya’s twenty-three now. She was talking about when she was a student at Alice Deal Middle School in Washington, DC. It was ten years ago, but she remembers how putting on the perfect outfit could make her feel good about herself.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney:\u003c/b>\u003cspan style=\"font-weight: 400\"> I would just put on whatever was comfortable and whatever was like kind of cute. And i would have my little pop out moments here and there.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> One of the reasons Zya remembers the outfit she wore is because it was the day she got dress coded. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">That means she was in violation of the school’s rules that dictate what students should and should not wear. There’s usually language about visible skin, footwear and even hair in some cases. Most schools have them, but they can be flawed.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Leora Tanenbaum:\u003c/b>\u003cspan style=\"font-weight: 400\"> The big irony, of course, that lies at the heart of school dress codes is that they are drafted with the intention of eliminating distraction and helping learners. But the opposite actually happens in the end because learners themselves are targeted and therefore they are unable to focus on learning. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">That’s writer and researcher Leora Tanenbaum. She also calls out dress code incidents on her Instagram. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Leora Tanenbaum:\u003c/b>\u003cspan style=\"font-weight: 400\"> Where they go wrong is when they are gendered. When the codes are created with a presupposition that girls’ bodies pose a distraction to other learners and therefore girls’ bodies need to be covered up in a specific way. And therefore the dress code is drafted in a way that has different language and different rules depending on one’s gender.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> If you violate the dress code, a teacher might call you over to talk with you privately about your clothes or you’ll be sent to the principal’s office. You might have to do the fingertip test where you put your hands by your sides and see if your skirt or shorts go past your fingertips.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Leora Tanenbaum:\u003c/b>\u003cspan style=\"font-weight: 400\"> It embarrasses the student. It makes her all of a sudden very aware of her physicality in a way that she may not have been at all. The teacher might assume she was aware of her physicality but you can’t assume that.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Zya was in class when she got dress coded. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney: \u003c/b>\u003cspan style=\"font-weight: 400\">My teacher gave us some work to do. Like just busy work or whatever. And she’s like, ‘Can I talk to you, you know, outside the classroom?’ You know, I think I’m not even thinking it has something to do with my outfit. She said ” Your skirt is too short.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> When Zya put her hands at her sides, her middle fingertips were just barely past her skirt!\u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney:\u003c/b>\u003cspan style=\"font-weight: 400\"> and, do you know, they made me change it to my gym shorts? I’m walking around here, cute up top, gym down, down…down below, like I’m not looking the same. And I remember being so upset about it because it’s like, Why are you sexualizing a seventh grader? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> To her, it was so much more than having to change clothes. She was trying to fit in and be confident and her school basically told her that she was doing it wrong.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney:\u003c/b>\u003cspan style=\"font-weight: 400\"> I can’t lie and tell you that the popular girls weren’t wearing the skirts and had all the new things. They had the accessories. They had like three different book bags in rotation when I had just the one backpack. And I definitely remember seeing the difference in attention that they would get from guys and stuff like that, and then even their girlfriends. Like I felt like they were always the ones that you chose for stuff or, you know, they were like the most likable people and everything. And while I was, I was okay with myself, but I was also really insecure too. [00:07:01][19.3]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Zya, who’s Black, also noticed something else about the dress codes… \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney: \u003c/b>\u003cspan style=\"font-weight: 400\">It wasn’t until I started wearing skirts and dresses and I noticed how my white friends wouldn’t have anything said to them about what they have on. And I realized, okay, if I wear a skirt and she wears a skirt, we have on two different skirts.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> And Zya was on to something. Here’s researcher and writer Nia Evans.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">I’m basically a Black girl who grew up in D.C. And when I was working at the National Women’s Law Center, we were doing a lot of research about what we call school push out.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> School push out is basically when schools use disciplinary actions that exclude students. These discipline practices often end up forcing students out of school altogether.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">What we found was that dress codes were consistently coming up as a massive contributor to school push out. That black girls in particular were being unfairly targeted by school dress codes. But not only were they being treated differently in school, they were being removed from schools.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> At the time she was doing this research – around 2018. Black girls had some of the highest suspension rates in the country. So high that the obama administration opened investigations into school discipline policies. back then black girls were 20 times more likely to be suspended than white girls. And to be clear, it was not because Black girls were misbehaving more, it’s because they were being targeted by harsher rules.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">We decided to partner with the experts when it comes to dress codes, which is students. We recruited over 20 young people, ages 12 to 18 from 12 different high schools in Washington, D.C., to be our co-researchers. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Nia worked with them to produce a report about their experiences with dress codes and how they’re enforced. What they found confirmed Zya’s suspicions: for black students, dress codes hit different.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans:\u003c/b>\u003cspan style=\"font-weight: 400\"> Dress codes often are steeped in race and gender stereotypes. \u003c/span>\u003cspan style=\"font-weight: 400\"> They were using language saying, you know, girls need to cover up to avoid from distracting boys or black girls can’t wear head wraps because it’s unprofessional or it’s not neat. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">At a high level, a lot of these rules are sort of remnants of racist, sexist ideas and are invested in and are a mechanism to sort of keep students in line and to communicate a certain narrative around what it means to be professional, what it means to be neat, what it means to be successful. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Many schools will defend their dress code saying that they want their students to be prepared to dress for jobs as an adult, but that’s open to interpretation. Different jobs require different clothes. Zya, the 23 year old I spoke to dresses pretty casually for her job at ABC studios because she’s running around delivering scripts to producers all day. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> When dress codes come into question, sometimes the response is to put kids in uniforms – almost half of schools and preschools use uniforms now. It makes sense… If everyone has to wear the same thing that means no more problems right? Well… not necessarily. Here’s Nia again.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">From a growth standpoint, you’re taking an opportunity away from students to be able to express themselves. Uniforms are often gender specific, which means, again, we are enforcing what we think girls should look like, boys should look like. We’re not creating a lot of space for any in between any type of spectrum. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> The students that Nia worked with offered a few solutions.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">A lot of them recommended that schools create dress code task force forces, where teachers and administrators and parents and students can come together and really start with the question of what is the goal of this? Why do we have a dress code? What is the point? Is it achieving its goals? And if it’s not, do we need it? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans:\u003c/b>\u003cspan style=\"font-weight: 400\"> So it really ignited, I think, a long overdue issue in D.C. And we saw a lot of student and parent activism as a result of it. And some teachers and administrators listened. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> News of this report reached the principal at Zya’s former school – Alice Deal middle school. And when we get back from the break we’ll hear about what THE principal did when she took a closer look at her school’s dress code. Her reaction may surprise you.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> When I talked to Principal Diedre Neal from Alice Deal Middle School she said that moments ago there were three young women in her office. One was wearing ripped jeans, another was wearing a tube top, and another wearing a spaghetti strap tank top. Ordinarily, they all would have gotten dress coded, but something amazing happened: Principal Neal didn’t care. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> And that’s significant because dress codes used to be a situation…\u003c/span>\u003c/p>\n\u003cp>\u003cb>Diedre Neal:\u003c/b>\u003cspan style=\"font-weight: 400\"> Every spring when children wanted to shift from, you know, long pants to shorts and skirts, there would be either commentary or and I’m smiling because there was always a petition. It was always a petition. And I remember saying, “I can’t wait until we solve this issue, and then you can move on and give me a petition for something else.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> After reading the dress code report, Principal Neal recognized that it was probably time for dress codes to change.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Diedre Neal:\u003c/b>\u003cspan style=\"font-weight: 400\"> Over time, like enforcing it. I would say there was cognitive dissonance.\u003c/span>\u003cspan style=\"font-weight: 400\"> People were being sent out of class to address what they had on. So they were in class , they had their work, they were engaging, they were learning, and so we took them away from their learning to have a conversation about what they were wearing. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> She needed to figure out what it would take to make Alice Deal’s dress code work in favor of learning. To get started, Principal Neal partnered with a parent named Debb Zerwitz.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Debb Zerwitz: \u003c/b>\u003cspan style=\"font-weight: 400\">We announced that we were going to be creating a task force to review and update the dress code.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> They created a little set up outside the school cafeteria .\u003c/span>\u003c/p>\n\u003cp>\u003cb>Debb Zerwitz:\u003c/b>\u003cspan style=\"font-weight: 400\"> We put up big poster boards with questions like.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Debb Zerwitz:\u003c/b>\u003cspan style=\"font-weight: 400\"> What changes would you make to the dress code? What do you think about school uniforms? And what should the consequences be for violating a dress code?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> They had post-it notes in all these different colors so students could stick their ideas to the poster board. And they had 4 listening sessions where they would get feedback and input from students, administrators and parents. They had conversations with parents who wanted to keep the dress code for really valid reasons. For example, a lot of schools don’t let students wear hoodies. Black parents didn’t want their kids wearing hooded sweatshirts out the door because of Trayvon Martin.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">[News clip\u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Reporter: Trayvon Martin was wearing a gray hoodie the night he was killed, a fact that caught the attention of neighborhood watch volunteer George Zimmerman. \u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Zimmerman: This guy looks like he’s up to no good or he’s on drugs or something. \u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Dispatcher: Did you see what he was wearing? \u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Zimmerman: Yeah. A dark hoodie. Like a gray hoodie. \u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Reporter: A few minutes later Zimmerman shot Trayvon Martin, he claims, in self defense.]\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> One Black parent in one of the listening sessions, said she liked having the support of the school dress code, to keep her child from wearing hoodies . \u003c/span>\u003c/p>\n\u003cp>\u003cb>Debb Zerwitz:\u003c/b>\u003cspan style=\"font-weight: 400\"> She said I can point to the policy and say you’re going to get in trouble and you’re going to get you’re going to have to change your clothes and it’s going to be embarrassing that that helps me at home if there’s a policy. Who the hell am I to, like, dismiss this mother telling me like, I like the dress code? And this is one of the reasons why. Like, of course I hear you. You know I do.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Another thing that surfaced in the listening sessions were some generational differences. In many cases it’s older Black adults telling younger black kids that they need to look more presentable. \u003c/span>\u003cspan style=\"font-weight: 400\">In other words, they leaned into respectability politics, a way of trying to navigate prejudice and discrimination by making oneself match the visual standards set by those in power. . It’s basically saying, “Hey, look, we’re just like you, so you should respect us and treat us better!”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Nia — she’s the researcher who made the dress code report with students — noticed respectability politics in dress codes too.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">You also have a deeper layer of Black teachers and young people and parents who love each other, who are really struggling with how to keep kids safe. And the same way the solution to sexual harassment isn’t to get girls to cover up. The solution to police violence and racist violence is not to punish black boys for wearing hoodies. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans:\u003c/b>\u003cspan style=\"font-weight: 400\"> I don’t think you can dress your way out of racism and sexism. I don’t. And I also think that sometimes in wanting to protect our young people, we end up reinforcing the very inequalities that the world puts on them.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans:\u003c/b>\u003cspan style=\"font-weight: 400\"> Dress codes actually hold a lot of our values and fears and anxieties as a culture. It says a lot about how we want students and young people to move through the world, how we want to protect them, how we want to set them up for success and our baggage as a culture around race and gender and sexuality and different identities. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Based on what she learned from all the feedback , Principal Neal with the help of Deb and the National Women’s Law Center ended up changing their dress code to be more casual and gender nonspecific. Technically, students are required to wear clothing that covers the core of the student’s body including private areas and midriff, with opaque fabric. But no one really says anything about crop tops. Even if a student is in violation of the dress code they are not supposed to be taken out of class. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">When the dress code changed, students had an enthusiastic response. All the clothing they couldn’t wear before was on display. Here’s Principal Neal again.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Principal Neal: \u003c/b>\u003cspan style=\"font-weight: 400\">It was just on parade and then they ran out of the completely outrageous things and it leveled off.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> A student even mentioned in their graduation speech the way Alice Deal middle school’s student body had worked together to change the dress code. It was clear that being part of creating meaningful change at their school felt really empowering to students. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> To find out what Alice Deal Middle School Students are wearing these days we went straight to the source. These students may be walking down hallways instead of the red carpet, but I still wanted to know “Who are you wearing?” “How did you achieve this look?” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 1: \u003c/b>\u003cspan style=\"font-weight: 400\">I like to put on something that’ll make me comfortable and also make me feel good. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 2:\u003c/b>\u003cspan style=\"font-weight: 400\"> Jewelry is a really big part of like, what I wear. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 3: \u003c/b>\u003cspan style=\"font-weight: 400\"> I’m wearing leggings right now, but that’s kind of just because it’s kind of colder right now than it normally is.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 2:\u003c/b>\u003cspan style=\"font-weight: 400\"> I have a lot of bracelets on most of the time.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 1: \u003c/b>\u003cspan style=\"font-weight: 400\">Right now I’m just wearing sweatpants and my Reeboks, which are the shoes that I like to wear because they’re comfortable.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 4: \u003c/b>\u003cspan style=\"font-weight: 400\">I mostly wear crocs.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Sweatpants. Crocs. Leggings. They sound pretty unburdened. And you know what else….they sound comfy.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Student: \u003c/b>\u003cspan style=\"font-weight: 400\">I feel like, in a sense, we don’t really have a dress code like we’re allowed to wear what we want. But like to a certain point. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">But not all teachers and administrators are fully on board. Some students mentioned that there are still teachers at the school who call them out for what they’re wearing.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">It’s one thing to change a policy, but it’s another thing to change the hearts and minds of all the administrators and teachers. Here’s principal Neal talking about next steps.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Diedre Neal: \u003c/b>\u003cspan style=\"font-weight: 400\">We’re still working with staff. I now know that I need to check with students and see if people are dress coding them. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Some might call what Principal Neal did intellectual humility. It involves recognizing the limits of what you think you know. When Principal Neal learned more from students, parents and research, she realized the dress codes might be doing more harm than good. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nimah Gobir: \u003c/b>Alice Deal Middle School set out to re-evaluate their dress code and even though they’re still working with teachers on changing their mindsets, it is a step towards better reflecting the needs and identities of their students. It’s important to involve students in the process of creating policies that impact them. While it may not solve every problem, it is an essential step towards finding more equitable and inclusive solutions. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Thank you to Lawrence Lanahan, Zya Kinney, Leora Tanenbaum, Nia Evans, Debb Zerwitz, Principal Diedre Neal and students at Alice Deal Middle School\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">The MindShift team includes Ki Sung, Kara Newhouse, Marlena Jackson Retondo and me, Nimah Gobir. Our editor is Chris Hambrick, Seth Samuel is our sound designer, Jen Chien is our head of podcasts, and Holly Kernan is KQED’s chief content officer.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">MindShift’s intellectual humility series is supported by the Greater Good Science Center’s “Expanding Awareness of the Science of Intellectual Humility” project and the Templeton Foundation.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">MindShift is also supported in part by the generosity of the William & Flora Hewlett Foundation and members of KQED. Thank you for listening!\u003c/span>\u003c/p>\n\n\u003c/div>"
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"content": "\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This column on student school board members was produced by \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.org/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>“\u003c/b>\u003cspan style=\"font-weight: 400\">Idaho really is the state where we can solve climate change,” Shiva Rajbhandari tells me over bagels and lox at Russ & Daughters Cafe in New York City. “It’s got sun and it’s got wind and these beautiful natural spaces. And it’s a very resilient ecosystem.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">”\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rajbhandari, who beat an incumbent to win a seat on Boise’s school board last year, sounds like any other boosterish local elected official — except he’s an 18-year-old high school senior in the same district he governs. And he’s part of a growing number of student school board members across the country, many of whom are putting climate action at the top of their agendas.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61438\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-61438 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Shiva-Rajbhandari-160x160.jpg\" alt=\"\" width=\"160\" height=\"160\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/04/Shiva-Rajbhandari-160x160.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/04/Shiva-Rajbhandari-800x800.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/04/Shiva-Rajbhandari-1020x1020.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/04/Shiva-Rajbhandari-768x768.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/04/Shiva-Rajbhandari-1536x1536.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/04/Shiva-Rajbhandari-2048x2048.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/04/Shiva-Rajbhandari-1920x1920.jpg 1920w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Shiva Rajbhandari, a high school senior, beat an incumbent to win a seat on Boise’s school board last year. \u003ccite>(Courtesy of Shiva Rajbhandari)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Currently, Rajbhandari is one of approximately 500 student school board members in 42 states serving almost 20 million students. That’s according to a new organization, the National Student Board Member Association. Its founder, Zachary Patterson, is now an undergrad at Duke University. Back in high school, he first organized his fellow students to petition for a permanent student board seat on San Diego’s school board, and was then elected to the position in 2019, in a wave of student activism that around the same time pushed the district to pass an \u003c/span>\u003ca href=\"https://www.sandiegounified.org/about/newscenter/archived_news/san_diego_unified_passes_first-of-its-_kind_youth\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">ambitious climate action plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a board member he worked to keep focus on the new climate plan, helping the district get funding to convert to electric school buses. \u003c/span>\u003cspan style=\"font-weight: 400\">He’s clearly passionate about student power: “We believe that when students are central to educational decision making, outcomes improve.” \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now, Patterson said, student board members around the country are helping each other create comprehensive climate action plans for net-zero buildings and \u003ca href=\"https://www.kqed.org/mindshift/60851/can-a-middle-school-class-help-scientists-create-a-cooler-place-to-play\" target=\"_blank\" rel=\"noopener\">climate curricula\u003c/a>, and are moving them forward in their school districts. There’s a lot of momentum around these issues: Billions of dollars in funding in the federal Inflation Reduction Act, passed last fall, were specifically designated to \u003ca href=\"https://www.kqed.org/mindshift/60630/7-steps-schools-can-take-to-benefit-the-climate-and-save-money\" target=\"_blank\" rel=\"noopener\">incentivize cutting the energy usage and emissions\u003c/a> of the nation’s 100,000 school buildings, as well as swapping out diesel buses for electric. Student board members are working alongside groups like Schools for Climate Action (which just held a lobby day in Washington that Rajbhandari attended), Generation 180, Undaunted K12 and the Green Schools National Network. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last spring, Portland Public Schools, which has included student representatives on its board for several years, passed a pathbreaking \u003c/span>\u003ca href=\"https://www.pps.net/cms/lib/OR01913224/Centricity/Domain/4814/3.30.080-P.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">climate policy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that was co-written by the student representative. Kat Davis, the Oregon district’s advisor for climate justice, a newly created position, said students have been “so important” to the district’s role as a climate pioneer. She said: “We take student engagement really seriously.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The district’s high school students elect one of their own to a permanent seat. Students also sit on committees, including the Climate Crisis Response Committee. The district’s new climate policy prohibits the installation of gas-fired equipment in all new buildings, and requires all fossil fuel infrastructure be phased out of existing buildings by 2050. The policy also mandates climate education, and requires schools to address climate-related impacts on health, safety and well-being. “\u003c/span>\u003cspan style=\"font-weight: 400\">We are all very much aware of the fact that it’s not an option NOT to do something about climate change,” said \u003c/span>\u003cspan style=\"font-weight: 400\">Byronie McMahon, the high school student who currently sits on the board. “\u003c/span>\u003cspan style=\"font-weight: 400\">We have a responsibility.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The district’s students, born in the 21st century, haven’t known a world without heat waves and wildfire smoke; their moral clarity and fierce urgency “push us to be better,” Davis said. “Their role is to never be fully satisfied.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The drive for student representation has been growing — \u003c/span>\u003ca href=\"https://ny.chalkbeat.org/2023/1/24/23569203/nyc-school-board-panel-for-educational-policy-student-power\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Chalkbeat reported\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> earlier this year that 14\u003c/span>\u003cspan style=\"font-weight: 400\"> percent of the nation’s largest school districts now have a student serving on their boards in some capacity. But it’s most common for them to be in an “advisory” role, without a vote. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That was true for Solyana Mesfin, another student leader and climate advocate. She was appointed by Gov. Andy Beshear to serve as the first student representative on Kentucky’s State Board of Education from 2020-22. “\u003c/span>\u003cspan style=\"font-weight: 400\">To have a voice at the table is very important — but also a voting voice as well,” she said. “Students are the main consumers of the education system. There’s nobody more impacted.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now a first-year at the University of Louisville, Mesfin is also advocating for electric school bus adoption as co-chair of an advisory council for the\u003c/span> \u003cspan style=\"font-weight: 400\">World Resources Institute.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Boise, Rajbhandari said his journey to the school board started in seventh grade Earth science, when he was “lucky” to have a teacher who went above and beyond the state standards to \u003ca href=\"https://www.kqed.org/mindshift/61263/garbology-is-the-study-of-trash-this-is-why-students-love-it\" target=\"_blank\" rel=\"noopener\">teach about climate change\u003c/a>. “I think we talked about the polar bears and the rainforests and the effects of climate change on places like Miami. But it’s kind of weird because we didn’t really talk about how climate change is causing the [wildfire] smog that cancels our cross-country practice every year for two weeks in September or is causing an uptick in asthma in our community or caused people to lose their homes, literally, like a few miles from our school.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After a few years of battling his personal \u003ca href=\"https://www.kqed.org/mindshift/60498/what-parents-should-know-about-eco-anxiety-and-its-impact-on-todays-teens\" target=\"_blank\" rel=\"noopener\">climate anxiety\u003c/a> with individual actions, like buying fewer new clothes, Rajbhandari found and joined the activist groups Sunrise Movement and Extinction Rebellion. And his experience with those groups, in turn, empowered him to seek elected office. Since he joined the school board last fall, it has contracted with a consulting firm to conduct a carbon audit and find “low-hanging fruit,” easy fixes, like improving building insulation and swapping regular lights for LEDs, changes that, Rajbhandari said, will quickly pay for themselves. Next, he said, “We can put solar panels on our schools and make money for the school system through the state’s first power purchase agreement [and ultimately] surpass our city’s climate goals and save millions of dollars in the process.”\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cfigure id=\"attachment_61440\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-61440\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/kamenetz-schoolboard02-160x200.jpg\" alt=\"\" width=\"160\" height=\"200\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/04/kamenetz-schoolboard02-160x200.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/04/kamenetz-schoolboard02-800x1000.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/04/kamenetz-schoolboard02-1020x1275.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/04/kamenetz-schoolboard02-768x960.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/04/kamenetz-schoolboard02-1229x1536.jpg 1229w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/04/kamenetz-schoolboard02-1638x2048.jpg 1638w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/04/kamenetz-schoolboard02-1920x2400.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/04/kamenetz-schoolboard02-scaled.jpg 2048w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Markus Ceniceros, a high school senior, was recently elected to the governing board of the Littleton Elementary School District, west of Phoenix, Arizona. \u003ccite>(Courtesy of Markus Ceniceros)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s a lot easier to think big like this when you’re sitting on the dais as a voting board member, rather than petitioning the board. “\u003c/span>\u003cspan style=\"font-weight: 400\">The difference is you have a vote,” said \u003c/span>\u003cspan style=\"font-weight: 400\">Markus Ceniceros, a high school senior who was recently elected to the governing board of the Littleton Elementary School District, west of Phoenix, Arizona.\u003c/span>\u003cspan style=\"font-weight: 400\"> Ceniceros is a champion of LGBTQ rights and mental health as well as clean energy and electric school buses. “When you’re just a student, people can tell you, well, maybe.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This column on student school board members was produced by \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.org/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003cb>\u003c/b>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This column on student school board members was produced by \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.org/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>“\u003c/b>\u003cspan style=\"font-weight: 400\">Idaho really is the state where we can solve climate change,” Shiva Rajbhandari tells me over bagels and lox at Russ & Daughters Cafe in New York City. “It’s got sun and it’s got wind and these beautiful natural spaces. And it’s a very resilient ecosystem.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">”\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rajbhandari, who beat an incumbent to win a seat on Boise’s school board last year, sounds like any other boosterish local elected official — except he’s an 18-year-old high school senior in the same district he governs. And he’s part of a growing number of student school board members across the country, many of whom are putting climate action at the top of their agendas.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61438\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-61438 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Shiva-Rajbhandari-160x160.jpg\" alt=\"\" width=\"160\" height=\"160\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/04/Shiva-Rajbhandari-160x160.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/04/Shiva-Rajbhandari-800x800.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/04/Shiva-Rajbhandari-1020x1020.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/04/Shiva-Rajbhandari-768x768.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/04/Shiva-Rajbhandari-1536x1536.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/04/Shiva-Rajbhandari-2048x2048.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/04/Shiva-Rajbhandari-1920x1920.jpg 1920w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Shiva Rajbhandari, a high school senior, beat an incumbent to win a seat on Boise’s school board last year. \u003ccite>(Courtesy of Shiva Rajbhandari)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Currently, Rajbhandari is one of approximately 500 student school board members in 42 states serving almost 20 million students. That’s according to a new organization, the National Student Board Member Association. Its founder, Zachary Patterson, is now an undergrad at Duke University. Back in high school, he first organized his fellow students to petition for a permanent student board seat on San Diego’s school board, and was then elected to the position in 2019, in a wave of student activism that around the same time pushed the district to pass an \u003c/span>\u003ca href=\"https://www.sandiegounified.org/about/newscenter/archived_news/san_diego_unified_passes_first-of-its-_kind_youth\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">ambitious climate action plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a board member he worked to keep focus on the new climate plan, helping the district get funding to convert to electric school buses. \u003c/span>\u003cspan style=\"font-weight: 400\">He’s clearly passionate about student power: “We believe that when students are central to educational decision making, outcomes improve.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now, Patterson said, student board members around the country are helping each other create comprehensive climate action plans for net-zero buildings and \u003ca href=\"https://www.kqed.org/mindshift/60851/can-a-middle-school-class-help-scientists-create-a-cooler-place-to-play\" target=\"_blank\" rel=\"noopener\">climate curricula\u003c/a>, and are moving them forward in their school districts. There’s a lot of momentum around these issues: Billions of dollars in funding in the federal Inflation Reduction Act, passed last fall, were specifically designated to \u003ca href=\"https://www.kqed.org/mindshift/60630/7-steps-schools-can-take-to-benefit-the-climate-and-save-money\" target=\"_blank\" rel=\"noopener\">incentivize cutting the energy usage and emissions\u003c/a> of the nation’s 100,000 school buildings, as well as swapping out diesel buses for electric. Student board members are working alongside groups like Schools for Climate Action (which just held a lobby day in Washington that Rajbhandari attended), Generation 180, Undaunted K12 and the Green Schools National Network. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last spring, Portland Public Schools, which has included student representatives on its board for several years, passed a pathbreaking \u003c/span>\u003ca href=\"https://www.pps.net/cms/lib/OR01913224/Centricity/Domain/4814/3.30.080-P.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">climate policy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that was co-written by the student representative. Kat Davis, the Oregon district’s advisor for climate justice, a newly created position, said students have been “so important” to the district’s role as a climate pioneer. She said: “We take student engagement really seriously.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The district’s high school students elect one of their own to a permanent seat. Students also sit on committees, including the Climate Crisis Response Committee. The district’s new climate policy prohibits the installation of gas-fired equipment in all new buildings, and requires all fossil fuel infrastructure be phased out of existing buildings by 2050. The policy also mandates climate education, and requires schools to address climate-related impacts on health, safety and well-being. “\u003c/span>\u003cspan style=\"font-weight: 400\">We are all very much aware of the fact that it’s not an option NOT to do something about climate change,” said \u003c/span>\u003cspan style=\"font-weight: 400\">Byronie McMahon, the high school student who currently sits on the board. “\u003c/span>\u003cspan style=\"font-weight: 400\">We have a responsibility.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The district’s students, born in the 21st century, haven’t known a world without heat waves and wildfire smoke; their moral clarity and fierce urgency “push us to be better,” Davis said. “Their role is to never be fully satisfied.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The drive for student representation has been growing — \u003c/span>\u003ca href=\"https://ny.chalkbeat.org/2023/1/24/23569203/nyc-school-board-panel-for-educational-policy-student-power\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Chalkbeat reported\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> earlier this year that 14\u003c/span>\u003cspan style=\"font-weight: 400\"> percent of the nation’s largest school districts now have a student serving on their boards in some capacity. But it’s most common for them to be in an “advisory” role, without a vote. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That was true for Solyana Mesfin, another student leader and climate advocate. She was appointed by Gov. Andy Beshear to serve as the first student representative on Kentucky’s State Board of Education from 2020-22. “\u003c/span>\u003cspan style=\"font-weight: 400\">To have a voice at the table is very important — but also a voting voice as well,” she said. “Students are the main consumers of the education system. There’s nobody more impacted.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now a first-year at the University of Louisville, Mesfin is also advocating for electric school bus adoption as co-chair of an advisory council for the\u003c/span> \u003cspan style=\"font-weight: 400\">World Resources Institute.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Boise, Rajbhandari said his journey to the school board started in seventh grade Earth science, when he was “lucky” to have a teacher who went above and beyond the state standards to \u003ca href=\"https://www.kqed.org/mindshift/61263/garbology-is-the-study-of-trash-this-is-why-students-love-it\" target=\"_blank\" rel=\"noopener\">teach about climate change\u003c/a>. “I think we talked about the polar bears and the rainforests and the effects of climate change on places like Miami. But it’s kind of weird because we didn’t really talk about how climate change is causing the [wildfire] smog that cancels our cross-country practice every year for two weeks in September or is causing an uptick in asthma in our community or caused people to lose their homes, literally, like a few miles from our school.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After a few years of battling his personal \u003ca href=\"https://www.kqed.org/mindshift/60498/what-parents-should-know-about-eco-anxiety-and-its-impact-on-todays-teens\" target=\"_blank\" rel=\"noopener\">climate anxiety\u003c/a> with individual actions, like buying fewer new clothes, Rajbhandari found and joined the activist groups Sunrise Movement and Extinction Rebellion. And his experience with those groups, in turn, empowered him to seek elected office. Since he joined the school board last fall, it has contracted with a consulting firm to conduct a carbon audit and find “low-hanging fruit,” easy fixes, like improving building insulation and swapping regular lights for LEDs, changes that, Rajbhandari said, will quickly pay for themselves. Next, he said, “We can put solar panels on our schools and make money for the school system through the state’s first power purchase agreement [and ultimately] surpass our city’s climate goals and save millions of dollars in the process.”\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cfigure id=\"attachment_61440\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-61440\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/kamenetz-schoolboard02-160x200.jpg\" alt=\"\" width=\"160\" height=\"200\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/04/kamenetz-schoolboard02-160x200.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/04/kamenetz-schoolboard02-800x1000.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/04/kamenetz-schoolboard02-1020x1275.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/04/kamenetz-schoolboard02-768x960.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/04/kamenetz-schoolboard02-1229x1536.jpg 1229w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/04/kamenetz-schoolboard02-1638x2048.jpg 1638w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/04/kamenetz-schoolboard02-1920x2400.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/04/kamenetz-schoolboard02-scaled.jpg 2048w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Markus Ceniceros, a high school senior, was recently elected to the governing board of the Littleton Elementary School District, west of Phoenix, Arizona. \u003ccite>(Courtesy of Markus Ceniceros)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s a lot easier to think big like this when you’re sitting on the dais as a voting board member, rather than petitioning the board. “\u003c/span>\u003cspan style=\"font-weight: 400\">The difference is you have a vote,” said \u003c/span>\u003cspan style=\"font-weight: 400\">Markus Ceniceros, a high school senior who was recently elected to the governing board of the Littleton Elementary School District, west of Phoenix, Arizona.\u003c/span>\u003cspan style=\"font-weight: 400\"> Ceniceros is a champion of LGBTQ rights and mental health as well as clean energy and electric school buses. “When you’re just a student, people can tell you, well, maybe.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This column on student school board members was produced by \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.org/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003cb>\u003c/b>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Excerpted from “Changing the Context” by Antonio Buehler in “\u003c/span>\u003ca href=\"https://www.akpress.org/trust-kids.html\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Trust Kids! Stories on Youth Autonomy and Confronting Adult Supremacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” edited by carla joy bergman. Published by AK Press.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After our morning meeting on Gabriel’s first day, he asked if he could play video games. I said, “Yes, you get to decide how you spend your time here.” Thirty minutes later I was walking through the space and I noticed a cable running from an outlet into a closet. I knocked on the door and heard, “Come in.” I opened the door and saw fourteen-year-old Gabriel on his knees playing on a laptop. I asked if everything was alright, and he said it was. I asked if he wanted to interact with others, and he said he preferred remaining in the closet. He stayed there until the end of the day. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gabriel’s routine continued day after day. The other facilitators and I became more and more concerned that perhaps we were not properly supporting someone who chose to wall himself off in a closet for the entire day, every day. Our schoolish lens had us worried about missed opportunities for development, as well as possible questions coming from his mom about how he was spending his time. We chose to push down our insecurities, prioritize being welcoming and inviting, and honor his desire to be by himself.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We live in a society predicated on hierarchy. We judge others (and ourselves) by where they fall within various hierarchies. And where they fall determines, to a large degree, on what access, privileges, and so-called rights they have. The pyramid structure of society requires large numbers to fill out the base, so that a select few can benefit from their place near the apex. In other words, most people have to be labeled “losers” in order to justify the outsized gains of the “winners” in an ostensibly meritocratic society. We see these hierarchies in almost all economic, legal, political, and social institutions. These hierarchies not only determine who benefits and who exists to serve those who benefit, they also perpetuate and reinforce the unjustness of other existent hierarchies (e.g., white supremacy, ableism). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Young people are not immune from the impacts of hierarchy. In fact, hierarchy is a primary force that shapes them. As an oppressed group with negligible economic and political power, they are seen by government and industry as raw material to be molded into reliable workers and consumers (the base), while their family often encourages a climb to the top. Because the aforementioned groups are constantly measuring the youth (e.g., grades, athletic performance, leadership positions) in an attempt to rank and sort them, young people learn quickly how they measure up to their same-aged peers. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unfortunately, the cloud of competition leads to a denial of self, as their ways of being are scrutinized and used as inputs for placement within hierarchies. While families with sufficient material resources may find ways around it, children who are considered too far below or behind arbitrary behavioral or performance norms are often singled out and treated as defective. Children whose identities are not idealized by dominant society (i.e., those who are Black, Indigenous, trans, undocumented, autistic, etc.) risk amplified marginalization. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because of the unforgiving nature of the pyramid structure of society, young people must expend significant energy masking their emotions to ward off scrutiny from adults in positions of power. This harms young people in the moment and in the future, as it forces them to ignore their most basic needs, denies them meaningful relationships, and hinders their natural development. Adults can change the context by accepting the child for who they are and their ways of being. Acceptance allows for the emergence of psychologically safe spaces where children are free from assessment, judgment, or ridicule. Instead of declaring what is important and then measuring it, adults can trust kids to take what they need.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright wp-image-60178 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/trustkids-e1667944886973.jpg\" alt=\"Trust Kids! book cover\" width=\"250\" height=\"300\">The closet door in many ways was a physical boundary that Gabriel used to protect his emotional boundaries, and for perhaps the first time in his life, Gabriel’s boundaries were honored. Like many young people who have been wounded both in school and in their personal lives, Gabriel did not need to be pushed into activities or behavior that made adults feel comfortable—he needed to be accepted for who he was in the moment, and to have his needs centered. After a month, Gabriel left the closet for good and fully embedded himself at the heart of the community. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/antoniobuehler\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignleft wp-image-60183\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Antonio-Buehler-e1667945213915.jpeg\" alt=\"Antonio Buehler\" width=\"200\" height=\"260\">Antonio Buehler\u003c/em>\u003c/span>\u003c/a>\u003cem>\u003cspan style=\"font-weight: 400\"> (he/him) founded \u003c/span>\u003ca>\u003cspan style=\"font-weight: 400\">Abrome\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to support the liberation of children and fundamentally change the way people think about education. He wants learners to have full autonomy over their bodies, minds, and time so they can lead meaningful and purposeful lives, positively impact society, and improve the human condition. Abrome is aligned with Antonio’s desire to challenge, undermine, and create alternatives to oppressive systems so we can move toward a freer, healthier world. Antonio also founded the Peaceful Streets Project, which was one of the most active copwatch organizations in the United States from 2012 to 2017. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://linktr.ee/joyfulcarla\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60189 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/carla-joy-bergman-800x574.jpg\" alt=\"carla joy bergman\" width=\"250\" height=\"179\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/carla-joy-bergman-800x574.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/carla-joy-bergman-1020x732.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/carla-joy-bergman-160x115.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/carla-joy-bergman-768x551.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/carla-joy-bergman-1536x1103.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/carla-joy-bergman-1920x1378.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/carla-joy-bergman.jpg 2048w\" sizes=\"(max-width: 250px) 100vw, 250px\">carla joy bergman\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a mom, writer, filmmaker and podcaster. She has spent the past two decades co-creating intergenerational multimedia projects that are rooted in trust and with youth autonomy and undoing adult supremacy at the heart of all she does.\u003c/span>\u003c/em>\u003c/p>\n\n",
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"excerpt": "In \"Trust Kids! Stories on Youth Autonomy and Confronting Adult Supremacy,” Antonio Buehler shares the story of a student who was allowed to acclimate to a new school environment in his own way and time.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Excerpted from “Changing the Context” by Antonio Buehler in “\u003c/span>\u003ca href=\"https://www.akpress.org/trust-kids.html\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Trust Kids! Stories on Youth Autonomy and Confronting Adult Supremacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” edited by carla joy bergman. Published by AK Press.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After our morning meeting on Gabriel’s first day, he asked if he could play video games. I said, “Yes, you get to decide how you spend your time here.” Thirty minutes later I was walking through the space and I noticed a cable running from an outlet into a closet. I knocked on the door and heard, “Come in.” I opened the door and saw fourteen-year-old Gabriel on his knees playing on a laptop. I asked if everything was alright, and he said it was. I asked if he wanted to interact with others, and he said he preferred remaining in the closet. He stayed there until the end of the day. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gabriel’s routine continued day after day. The other facilitators and I became more and more concerned that perhaps we were not properly supporting someone who chose to wall himself off in a closet for the entire day, every day. Our schoolish lens had us worried about missed opportunities for development, as well as possible questions coming from his mom about how he was spending his time. We chose to push down our insecurities, prioritize being welcoming and inviting, and honor his desire to be by himself.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We live in a society predicated on hierarchy. We judge others (and ourselves) by where they fall within various hierarchies. And where they fall determines, to a large degree, on what access, privileges, and so-called rights they have. The pyramid structure of society requires large numbers to fill out the base, so that a select few can benefit from their place near the apex. In other words, most people have to be labeled “losers” in order to justify the outsized gains of the “winners” in an ostensibly meritocratic society. We see these hierarchies in almost all economic, legal, political, and social institutions. These hierarchies not only determine who benefits and who exists to serve those who benefit, they also perpetuate and reinforce the unjustness of other existent hierarchies (e.g., white supremacy, ableism). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Young people are not immune from the impacts of hierarchy. In fact, hierarchy is a primary force that shapes them. As an oppressed group with negligible economic and political power, they are seen by government and industry as raw material to be molded into reliable workers and consumers (the base), while their family often encourages a climb to the top. Because the aforementioned groups are constantly measuring the youth (e.g., grades, athletic performance, leadership positions) in an attempt to rank and sort them, young people learn quickly how they measure up to their same-aged peers. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unfortunately, the cloud of competition leads to a denial of self, as their ways of being are scrutinized and used as inputs for placement within hierarchies. While families with sufficient material resources may find ways around it, children who are considered too far below or behind arbitrary behavioral or performance norms are often singled out and treated as defective. Children whose identities are not idealized by dominant society (i.e., those who are Black, Indigenous, trans, undocumented, autistic, etc.) risk amplified marginalization. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because of the unforgiving nature of the pyramid structure of society, young people must expend significant energy masking their emotions to ward off scrutiny from adults in positions of power. This harms young people in the moment and in the future, as it forces them to ignore their most basic needs, denies them meaningful relationships, and hinders their natural development. Adults can change the context by accepting the child for who they are and their ways of being. Acceptance allows for the emergence of psychologically safe spaces where children are free from assessment, judgment, or ridicule. Instead of declaring what is important and then measuring it, adults can trust kids to take what they need.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright wp-image-60178 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/trustkids-e1667944886973.jpg\" alt=\"Trust Kids! book cover\" width=\"250\" height=\"300\">The closet door in many ways was a physical boundary that Gabriel used to protect his emotional boundaries, and for perhaps the first time in his life, Gabriel’s boundaries were honored. Like many young people who have been wounded both in school and in their personal lives, Gabriel did not need to be pushed into activities or behavior that made adults feel comfortable—he needed to be accepted for who he was in the moment, and to have his needs centered. After a month, Gabriel left the closet for good and fully embedded himself at the heart of the community. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/antoniobuehler\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignleft wp-image-60183\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Antonio-Buehler-e1667945213915.jpeg\" alt=\"Antonio Buehler\" width=\"200\" height=\"260\">Antonio Buehler\u003c/em>\u003c/span>\u003c/a>\u003cem>\u003cspan style=\"font-weight: 400\"> (he/him) founded \u003c/span>\u003ca>\u003cspan style=\"font-weight: 400\">Abrome\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to support the liberation of children and fundamentally change the way people think about education. He wants learners to have full autonomy over their bodies, minds, and time so they can lead meaningful and purposeful lives, positively impact society, and improve the human condition. Abrome is aligned with Antonio’s desire to challenge, undermine, and create alternatives to oppressive systems so we can move toward a freer, healthier world. Antonio also founded the Peaceful Streets Project, which was one of the most active copwatch organizations in the United States from 2012 to 2017. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://linktr.ee/joyfulcarla\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60189 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/carla-joy-bergman-800x574.jpg\" alt=\"carla joy bergman\" width=\"250\" height=\"179\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/carla-joy-bergman-800x574.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/carla-joy-bergman-1020x732.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/carla-joy-bergman-160x115.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/carla-joy-bergman-768x551.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/carla-joy-bergman-1536x1103.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/carla-joy-bergman-1920x1378.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/carla-joy-bergman.jpg 2048w\" sizes=\"(max-width: 250px) 100vw, 250px\">carla joy bergman\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a mom, writer, filmmaker and podcaster. She has spent the past two decades co-creating intergenerational multimedia projects that are rooted in trust and with youth autonomy and undoing adult supremacy at the heart of all she does.\u003c/span>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Warning labels \u003c/span>\u003ca href=\"https://www.nbcnews.com/nbc-out/out-news/florida-school-district-added-parental-advisory-notice-100-books-rcna41779\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">on LGBTQ-themed books\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Florida. Challenges to books related to race, sexuality or gender identity in \u003c/span>\u003ca href=\"https://ohiocapitaljournal.com/2022/08/09/as-the-school-year-begins-calls-for-book-bans-begin-to-accelerate-in-ohio/?utm_source=pocket_mylist\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Ohio\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://news.stlpublicradio.org/education/2022-08-05/federal-judge-keeps-wentzville-book-review-policy-in-place\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Missouri\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.pilotonline.com/news/education/vp-nw-book-decisions-20220805-ssqazsvn5jgrlowknfmzhf2wte-story.html\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Virginia\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.washingtonpost.com/education/2021/09/24/pennsylvania-school-book-ban-diversity/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Pennsylvania\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. A \u003c/span>\u003ca href=\"https://www.washingtonpost.com/nation/2021/09/21/james-whitfield-school-board-vote/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Texas principal placed on leave\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> after accusations of promoting critical race theory. Across the U.S., the topics kids can learn and read about in school have been hotly contested in recent years. Mostly, these controversies have been driven by adults. That’s the way education decisions education are usually made, even in less contentious times, according to school librarian and language arts teacher \u003ca href=\"https://twitter.com/juliaerin80\" target=\"_blank\" rel=\"noopener noreferrer\">Julia Torres\u003c/a>. “We have a lot of conversations about kids. We will involve them in performative ways, but I have only known of a few organizations that really authentically involve young people at every level of decision-making,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Torres makes a call to action for school librarians to \u003ca href=\"http://kqed.org/mindshift/tag/student-voice\" target=\"_blank\" rel=\"noopener noreferrer\">center student voices\u003c/a> in programming and collection management in the book “\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60084/everyone-is-welcome-making-school-libraries-culturally-relevant-for-all-students\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Liven Up Your Library: Design Engaging and Inclusive Programs for Tweens and Teens\u003c/span>\u003c/a>,\u003cspan style=\"font-weight: 400\">” co-authored by Valerie Tagoe.\u003c/span>\u003cspan style=\"font-weight: 400\"> “[W]e cannot claim to serve young people while excluding them from conversations and decision-making about resources and materials that are primarily for their use. We must always prioritize and protect student empowerment as a key right and responsibility when working with young people,” the two educators write.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her school, Torres starts the year by conducting a “reading habits and interest survey” among her students. \u003c/span>\u003cspan style=\"font-weight: 400\">She may be driving toward the same standards with from year to year, but she uses \u003ca href=\"https://www.kqed.org/mindshift/56900/when-kids-say-im-not-a-reader-how-librarians-can-disrupt-traumatic-reading-practices\" target=\"_blank\" rel=\"noopener noreferrer\">what she learns from the surveys\u003c/a> and regular check-ins to chart each group’s path. “When you don’t include them and it feels more like you’re doing education to them, that’s how you get a lot of apathetic students, and it’s a lot harder for things to meet the ends that you’re trying to achieve,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Torres and Tagoe encourage librarians to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56580/how-fan-fiction-inspires-kids-to-read-and-write-and-write-and-write\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">build community around students’ reading interests\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. It just takes listening. For example, Tagoe sponsored a graphic novel club at students’ request. She also invited the Japan America Society to present about Japanese high school life after seeing her students’ passion for manga. The presenter also led a tea ceremony. “So the kids took off their shoes, sat in a circle, made matcha tea, and … they soaked it all up,” Tagoe said. “Just giving them experiences to provide context (to what they’re reading) so that they can learn about different cultures and language and people — I think that’s a powerful tool.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Listening and observation also guides Tagoe’s \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57026/diversifying-your-classroom-book-collections-avoid-these-7-pitfalls\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">collection development choices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “You have to look at the curricular needs of the students and your requests, what they’re looking at, what they’re checking out,” she said. “Especially in high school, I’ve always tried to kind of move based on what the students are telling me.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not everyone grasps the value of student-centered librarianship. Torres recalled a time when an administrator questioned why her students weren’t completing worksheets along with their independent reading. She sees hypocrisy in some adults’ views about students, reading and productivity. “Many adults do not make time for the things that they’re expecting the young people to do. And they think that just because they graduated, they have degrees, what have you, they no longer need to do a lot of the things that these young people need to do, which is adultism,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help students develop life-long literacy, Torres said educators should be realistic that a reading life has peaks and valleys. While in graduate school, for example, she gravitated toward lighter fare, such as poetry and podcasts, for a break from heavy academic texts. She and Tagoe recommend normalizing those experiences with students. They also said they work to counter messages that teenagers have absorbed from adults about their reading preferences, such as the idea that \u003c/span>\u003ca href=\"https://www.todaysparent.com/family/books/celebrity-authors-childrens-books/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">graphic novels\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://time.com/5388681/audiobooks-reading-books/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">audio books\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> aren’t “real” reading.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Torres and Tagoe also aim to increase young people’s awareness of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53955/where-did-all-these-teen-activists-come-from\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">their place in a bigger picture\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. When a student has a great idea, for example, Torres said she encourages them to research who’s done it first. That can lead students to new information and ideas they can build on or respond to, including past achievements and historical injustices.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In their book, Torres and Tagoe write, “Students should absolutely be encouraged to contribute their individual voices and experiences to that of a collective student body, but also understand that their stories and experiences are part of a \u003c/span>\u003cspan style=\"font-weight: 400\">continuum of voices\u003c/span>\u003cspan style=\"font-weight: 400\"> and stories that existed before them and will continue long after they have graduated or moved on.”\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Warning labels \u003c/span>\u003ca href=\"https://www.nbcnews.com/nbc-out/out-news/florida-school-district-added-parental-advisory-notice-100-books-rcna41779\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">on LGBTQ-themed books\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Florida. Challenges to books related to race, sexuality or gender identity in \u003c/span>\u003ca href=\"https://ohiocapitaljournal.com/2022/08/09/as-the-school-year-begins-calls-for-book-bans-begin-to-accelerate-in-ohio/?utm_source=pocket_mylist\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Ohio\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://news.stlpublicradio.org/education/2022-08-05/federal-judge-keeps-wentzville-book-review-policy-in-place\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Missouri\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.pilotonline.com/news/education/vp-nw-book-decisions-20220805-ssqazsvn5jgrlowknfmzhf2wte-story.html\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Virginia\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.washingtonpost.com/education/2021/09/24/pennsylvania-school-book-ban-diversity/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Pennsylvania\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. A \u003c/span>\u003ca href=\"https://www.washingtonpost.com/nation/2021/09/21/james-whitfield-school-board-vote/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Texas principal placed on leave\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> after accusations of promoting critical race theory. Across the U.S., the topics kids can learn and read about in school have been hotly contested in recent years. Mostly, these controversies have been driven by adults. That’s the way education decisions education are usually made, even in less contentious times, according to school librarian and language arts teacher \u003ca href=\"https://twitter.com/juliaerin80\" target=\"_blank\" rel=\"noopener noreferrer\">Julia Torres\u003c/a>. “We have a lot of conversations about kids. We will involve them in performative ways, but I have only known of a few organizations that really authentically involve young people at every level of decision-making,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Torres makes a call to action for school librarians to \u003ca href=\"http://kqed.org/mindshift/tag/student-voice\" target=\"_blank\" rel=\"noopener noreferrer\">center student voices\u003c/a> in programming and collection management in the book “\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60084/everyone-is-welcome-making-school-libraries-culturally-relevant-for-all-students\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Liven Up Your Library: Design Engaging and Inclusive Programs for Tweens and Teens\u003c/span>\u003c/a>,\u003cspan style=\"font-weight: 400\">” co-authored by Valerie Tagoe.\u003c/span>\u003cspan style=\"font-weight: 400\"> “[W]e cannot claim to serve young people while excluding them from conversations and decision-making about resources and materials that are primarily for their use. We must always prioritize and protect student empowerment as a key right and responsibility when working with young people,” the two educators write.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her school, Torres starts the year by conducting a “reading habits and interest survey” among her students. \u003c/span>\u003cspan style=\"font-weight: 400\">She may be driving toward the same standards with from year to year, but she uses \u003ca href=\"https://www.kqed.org/mindshift/56900/when-kids-say-im-not-a-reader-how-librarians-can-disrupt-traumatic-reading-practices\" target=\"_blank\" rel=\"noopener noreferrer\">what she learns from the surveys\u003c/a> and regular check-ins to chart each group’s path. “When you don’t include them and it feels more like you’re doing education to them, that’s how you get a lot of apathetic students, and it’s a lot harder for things to meet the ends that you’re trying to achieve,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Torres and Tagoe encourage librarians to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56580/how-fan-fiction-inspires-kids-to-read-and-write-and-write-and-write\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">build community around students’ reading interests\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. It just takes listening. For example, Tagoe sponsored a graphic novel club at students’ request. She also invited the Japan America Society to present about Japanese high school life after seeing her students’ passion for manga. The presenter also led a tea ceremony. “So the kids took off their shoes, sat in a circle, made matcha tea, and … they soaked it all up,” Tagoe said. “Just giving them experiences to provide context (to what they’re reading) so that they can learn about different cultures and language and people — I think that’s a powerful tool.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Listening and observation also guides Tagoe’s \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57026/diversifying-your-classroom-book-collections-avoid-these-7-pitfalls\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">collection development choices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “You have to look at the curricular needs of the students and your requests, what they’re looking at, what they’re checking out,” she said. “Especially in high school, I’ve always tried to kind of move based on what the students are telling me.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not everyone grasps the value of student-centered librarianship. Torres recalled a time when an administrator questioned why her students weren’t completing worksheets along with their independent reading. She sees hypocrisy in some adults’ views about students, reading and productivity. “Many adults do not make time for the things that they’re expecting the young people to do. And they think that just because they graduated, they have degrees, what have you, they no longer need to do a lot of the things that these young people need to do, which is adultism,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help students develop life-long literacy, Torres said educators should be realistic that a reading life has peaks and valleys. While in graduate school, for example, she gravitated toward lighter fare, such as poetry and podcasts, for a break from heavy academic texts. She and Tagoe recommend normalizing those experiences with students. They also said they work to counter messages that teenagers have absorbed from adults about their reading preferences, such as the idea that \u003c/span>\u003ca href=\"https://www.todaysparent.com/family/books/celebrity-authors-childrens-books/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">graphic novels\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://time.com/5388681/audiobooks-reading-books/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">audio books\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> aren’t “real” reading.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Torres and Tagoe also aim to increase young people’s awareness of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53955/where-did-all-these-teen-activists-come-from\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">their place in a bigger picture\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. When a student has a great idea, for example, Torres said she encourages them to research who’s done it first. That can lead students to new information and ideas they can build on or respond to, including past achievements and historical injustices.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In their book, Torres and Tagoe write, “Students should absolutely be encouraged to contribute their individual voices and experiences to that of a collective student body, but also understand that their stories and experiences are part of a \u003c/span>\u003cspan style=\"font-weight: 400\">continuum of voices\u003c/span>\u003cspan style=\"font-weight: 400\"> and stories that existed before them and will continue long after they have graduated or moved on.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Helicopter Teaching? How Using Student Feedback Can Help With That",
"headTitle": "Helicopter Teaching? How Using Student Feedback Can Help With That | KQED",
"content": "\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/tag/student-centered-learning\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Student-centered learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is now a common phrase in education, but what does it look like? How can teachers who are accustomed to being in charge start to share power with students? These were some of the questions that led \u003c/span>\u003ca href=\"https://twitter.com/MirPloMCPS\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Miriam Plotinsky\u003c/span>\u003c/a> to write her\u003cspan style=\"font-weight: 400\"> book, \u003c/span>\u003cem>\u003ca href=\"https://wwnorton.com/books/9781324019879\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Teach More, Hover Less: How to Stop Micromanaging Your Secondary Classroom\u003c/span>\u003c/a>\u003c/em>\u003cspan style=\"font-weight: 400\">\u003cem>.\u003c/em>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Plotinsky is an instructional specialist in Montgomery County, Maryland, and a former language arts teacher. She said \u003cem>Teach More, Hover Less\u003c/em> was born from conversations with colleagues about how they appreciated the theories in many education books but needed more advice on application. She wanted to create a resource with \u003ca href=\"https://www.kqed.org/mindshift/60094/strategies-for-building-deeper-relationships-with-students-through-academic-content\" target=\"_blank\" rel=\"noopener noreferrer\">practical strategies\u003c/a> for breaking the habits of what she calls “helicopter teaching.” She describes this phenomenon as \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47223/how-one-teacher-let-go-of-control-to-focus-on-student-centered-approaches\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">micromanaging students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> “by controlling every single aspect of instruction.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Helicopter teaching is usually driven by fear that without the teacher’s control, curriculum will fall apart, pacing will be off and students will be less focused. Plotinsky believes that this approach signals to students that teachers don’t \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52616/why-adults-should-listen-learn-trust-and-expect-more-from-kids\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">trust them\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She said she taught this way for almost a decade before students in a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56580/how-fan-fiction-inspires-kids-to-read-and-write-and-write-and-write\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">creative writing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> elective showed her other possibilities. Initially, she planned a variety of writing assignments, such as character sketches, children’s books and scary stories for Halloween. But then students asked if they could submit alternative pieces — stories and essays they were working on that didn’t match the boundaries of her assignments.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Plotinsky’s gut reaction was an emphatic “no.” She wanted students to try what she’d planned. “But then after a while, I thought, why not? They’re writing. And they’re passionate,” she recalled.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The difference was obvious. “As I released more and more of that ‘it has to be this way’ mentality, they were so excited to come to class. So incredibly excited,” she said. That led her to make other changes, such as inviting students to create their own writing prompts for classmates. In the ensuing years, she applied this new hover-free approach to other courses she taught.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The obvious question is, what do you do when it’s the core content class? And maybe it can’t always be quite as much of a party,” she said. “But at the same time … you can be more flexible. So it’s just being open to the possibility of agility. And then you’ll see kids be more interested in what they’re doing, and that’s reflected in the work.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her book, Plotinsky details four stages for moving away from helicopter teaching. Given the busy lives of teachers, she said \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51827/10-ways-to-start-shifting-your-classroom-practices-little-by-little\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">this shift can be gradual\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teachers can try modifying a single lesson by keeping the content but rethinking the approach. Learning to recognize helicopter teaching and to use student feedback to guide instruction are good starting points.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Recognizing helicopter teaching\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are three obvious symptoms of a micromanaged classroom, according to Plotinksy.\u003c/span>\u003c/p>\n\u003col>\n\u003cli>\u003cb>An overpacked agenda: \u003cspan style=\"font-weight: 400\">This is when teachers have every moment of the class period planned out and often more. “We probably won’t get to all of this, but…” is a common phrase.\u003c/span>\u003c/b>\u003c/li>\n\u003cli>\u003cstrong>Little student talk:\u003c/strong> \u003cspan style=\"font-weight: 400\">This happens when most of the class is devoted to silent work or teacher talk. Some educators and administrators assume that a quiet classroom is a well-managed and productive classroom, but Plotinsky disagrees.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>Discussions dominated by only a few students:\u003c/strong> \u003cspan style=\"font-weight: 400\">This is when a class features frequent dialogue but mainly between the teacher and a few vocal students, while others act as observers. \u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">Plotinsky said she was guilty of all three of these early in her career. Book discussions in her class, for example, often involved a small group of students expressing ideas similar to her own. At the time, she viewed those classes as a success, but reflecting now, she sees a problem: 25 of the students in the room might not have said a word.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She offered a simple idea for \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56401/designing-learning-to-prioritize-student-voices\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">more inclusive class discussions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: Give each student one or two index cards. After speaking, they throw their card into the middle of the room and listen to others. Plotinsky recommended that the topic for this style of discussion be open-ended and low-risk, not something that feels like a “gotcha” about homework assignments. She also recommended explaining the process and giving students time to think about the question before jumping in.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By adopting practices like these, Plotinsky noticed that students who other teachers \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/introvert\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">saw as quiet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> felt more comfortable speaking in her class. “That was a huge benefit — that people found voices in a way that they hadn’t before.”\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Using student feedback\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Requesting and using student feedback is a key part of Plotinsky’s concept of hover-free teaching. She likes to ask students three things in every unit:\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cstrong>What they already know\u003c/strong>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cstrong>How they learn best\u003c/strong>\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cstrong>What has worked and what hasn’t in the class or in the past\u003c/strong>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">Those questions can be asked through online forms or other kinds of exit tickets. As a classroom teacher, Plotinsky would share with students what they collectively said worked and didn’t work and how she was integrating that feedback into class plans. She couldn’t always make requested changes, but she said that being transparent made students more engaged.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like other aspects of hover-free teaching, getting student feedback can be nerve-wracking. “It’s scary to hear what kids think, but it becomes less scary the more we do it, because then it’s less of a surprise,” Plotinsky said. “And then what happens is it gets kind of addictive.”\u003c/span>\u003c/p>\n\n",
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"excerpt": "Helicopter teaching is driven by fear, says instructional specialist and author Miriam Plotinsky. Using student feedback to guide instruction can lead to higher classroom engagement.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/tag/student-centered-learning\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Student-centered learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is now a common phrase in education, but what does it look like? How can teachers who are accustomed to being in charge start to share power with students? These were some of the questions that led \u003c/span>\u003ca href=\"https://twitter.com/MirPloMCPS\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Miriam Plotinsky\u003c/span>\u003c/a> to write her\u003cspan style=\"font-weight: 400\"> book, \u003c/span>\u003cem>\u003ca href=\"https://wwnorton.com/books/9781324019879\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Teach More, Hover Less: How to Stop Micromanaging Your Secondary Classroom\u003c/span>\u003c/a>\u003c/em>\u003cspan style=\"font-weight: 400\">\u003cem>.\u003c/em>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Plotinsky is an instructional specialist in Montgomery County, Maryland, and a former language arts teacher. She said \u003cem>Teach More, Hover Less\u003c/em> was born from conversations with colleagues about how they appreciated the theories in many education books but needed more advice on application. She wanted to create a resource with \u003ca href=\"https://www.kqed.org/mindshift/60094/strategies-for-building-deeper-relationships-with-students-through-academic-content\" target=\"_blank\" rel=\"noopener noreferrer\">practical strategies\u003c/a> for breaking the habits of what she calls “helicopter teaching.” She describes this phenomenon as \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47223/how-one-teacher-let-go-of-control-to-focus-on-student-centered-approaches\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">micromanaging students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> “by controlling every single aspect of instruction.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Helicopter teaching is usually driven by fear that without the teacher’s control, curriculum will fall apart, pacing will be off and students will be less focused. Plotinsky believes that this approach signals to students that teachers don’t \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52616/why-adults-should-listen-learn-trust-and-expect-more-from-kids\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">trust them\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She said she taught this way for almost a decade before students in a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56580/how-fan-fiction-inspires-kids-to-read-and-write-and-write-and-write\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">creative writing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> elective showed her other possibilities. Initially, she planned a variety of writing assignments, such as character sketches, children’s books and scary stories for Halloween. But then students asked if they could submit alternative pieces — stories and essays they were working on that didn’t match the boundaries of her assignments.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Plotinsky’s gut reaction was an emphatic “no.” She wanted students to try what she’d planned. “But then after a while, I thought, why not? They’re writing. And they’re passionate,” she recalled.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The difference was obvious. “As I released more and more of that ‘it has to be this way’ mentality, they were so excited to come to class. So incredibly excited,” she said. That led her to make other changes, such as inviting students to create their own writing prompts for classmates. In the ensuing years, she applied this new hover-free approach to other courses she taught.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The obvious question is, what do you do when it’s the core content class? And maybe it can’t always be quite as much of a party,” she said. “But at the same time … you can be more flexible. So it’s just being open to the possibility of agility. And then you’ll see kids be more interested in what they’re doing, and that’s reflected in the work.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her book, Plotinsky details four stages for moving away from helicopter teaching. Given the busy lives of teachers, she said \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51827/10-ways-to-start-shifting-your-classroom-practices-little-by-little\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">this shift can be gradual\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teachers can try modifying a single lesson by keeping the content but rethinking the approach. Learning to recognize helicopter teaching and to use student feedback to guide instruction are good starting points.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Recognizing helicopter teaching\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are three obvious symptoms of a micromanaged classroom, according to Plotinksy.\u003c/span>\u003c/p>\n\u003col>\n\u003cli>\u003cb>An overpacked agenda: \u003cspan style=\"font-weight: 400\">This is when teachers have every moment of the class period planned out and often more. “We probably won’t get to all of this, but…” is a common phrase.\u003c/span>\u003c/b>\u003c/li>\n\u003cli>\u003cstrong>Little student talk:\u003c/strong> \u003cspan style=\"font-weight: 400\">This happens when most of the class is devoted to silent work or teacher talk. Some educators and administrators assume that a quiet classroom is a well-managed and productive classroom, but Plotinsky disagrees.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>Discussions dominated by only a few students:\u003c/strong> \u003cspan style=\"font-weight: 400\">This is when a class features frequent dialogue but mainly between the teacher and a few vocal students, while others act as observers. \u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">Plotinsky said she was guilty of all three of these early in her career. Book discussions in her class, for example, often involved a small group of students expressing ideas similar to her own. At the time, she viewed those classes as a success, but reflecting now, she sees a problem: 25 of the students in the room might not have said a word.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She offered a simple idea for \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56401/designing-learning-to-prioritize-student-voices\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">more inclusive class discussions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: Give each student one or two index cards. After speaking, they throw their card into the middle of the room and listen to others. Plotinsky recommended that the topic for this style of discussion be open-ended and low-risk, not something that feels like a “gotcha” about homework assignments. She also recommended explaining the process and giving students time to think about the question before jumping in.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By adopting practices like these, Plotinsky noticed that students who other teachers \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/introvert\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">saw as quiet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> felt more comfortable speaking in her class. “That was a huge benefit — that people found voices in a way that they hadn’t before.”\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Using student feedback\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Requesting and using student feedback is a key part of Plotinsky’s concept of hover-free teaching. She likes to ask students three things in every unit:\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cstrong>What they already know\u003c/strong>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cstrong>How they learn best\u003c/strong>\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cstrong>What has worked and what hasn’t in the class or in the past\u003c/strong>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">Those questions can be asked through online forms or other kinds of exit tickets. As a classroom teacher, Plotinsky would share with students what they collectively said worked and didn’t work and how she was integrating that feedback into class plans. She couldn’t always make requested changes, but she said that being transparent made students more engaged.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like other aspects of hover-free teaching, getting student feedback can be nerve-wracking. “It’s scary to hear what kids think, but it becomes less scary the more we do it, because then it’s less of a surprise,” Plotinsky said. “And then what happens is it gets kind of addictive.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"headTitle": "Three tools to help educators better understand what students need | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400;\">While teachers are familiar with wearing many hats, they might be surprised to learn that they are researchers too. Educators are constantly gathering and assessing data from their students, schools and classrooms. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Daphne Baxter, a special education teacher for elementary school students in Hayward Unified School District, gathers data each day when she uses \u003c/span>\u003ca href=\"https://www.lbyr.com/titles/anna-llenas/the-color-monster/9780316450010/\">\u003cspan style=\"font-weight: 400;\">“The Color Monster: A Pop-Up Book of Feelings” by Anna Llenas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> to emotionally check in with her students every morning. One young student pointed to the red angry monster in the book and said that he was mad because his mom was agitated while getting him on the bus that morning. Another student told Baxter that she was feeling scared like the gray monster because the air purifier in the corner of the classroom was making loud rumbling noises that she didn’t like. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Baxter says it’s worth it to take time away from students practicing tracing their name if it means she gets more insight into where they are in their life to learn that day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\"> “The district curriculum really relies on children sitting and discussing things with each other,” says Baxter about her class of 14 students. “Well, that’s not going to work. So, I was really interested in reimagining [their benchmarks].” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For Baxter, this change was prompted after reading the book \u003c/span>\u003ca href=\"https://us.corwin.com/en-us/nam/street-data/book271852\">\u003cspan style=\"font-weight: 400;\">“Street Data: A Next-Generation Model for Equity Pedagogy and School Transformation”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> by Shane Safir and Jamila Dugan. She committed to redefining success in her classroom by focusing on meeting students where they are, instead of imposing curriculum standards that do not take into account her students’ lived experiences. \u003c/span>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Street Data encourages teachers to gather data in a way that is “humanizing, liberatory and healing.” Schools typically collect data – such as test scores, attendance or disciplinary rates – \u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-researchers-blast-data-analysis-for-teachers-to-help-students/\">\u003cspan style=\"font-weight: 400;\">to identify deficits and pain points\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. The authors describe this as satellite data, which might be an aggregate of test scores for an entire grade or a data point about how many students get detention in a given year. It focuses on patterns of achievement, equity and teacher quality retention. However, two additional types of data can help:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400;\">\u003cb>Map data \u003c/b>\u003cspan style=\"font-weight: 400;\">is more focused than satellite data. It can be used to identify skill gaps, pointing educators and school leaders in a slightly more focused direction. Examples include rubric scores and student, staff or parent surveys.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400;\">\u003cb>Street data\u003c/b>\u003cspan style=\"font-weight: 400;\"> illuminates student, staff and parent experience. It is qualitative, relying on anecdotes, interviews and conversations to inform and shape next steps.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While all three levels of data provide important information, in many districts satellite data is usually the most readily available. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“The systems and structures are in place to get that data easily,” says David Haupert, a Hayward Unified School District principal. “It comes right to a portal and it’s color coded and disaggregated.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">However, teachers like Baxter are shifting towards techniques that provide street or map level data, using firsthand information from students to shape their learning experiences. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003cspan style=\"font-weight: 400;\">“My job asks ‘How do I adapt and give them accommodations so that they can work at a level where they can actually achieve?’” says Baxter\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Street Data: A Next-Generation Model for Equity, Pedagogy, and School Transformation\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/69-hTpX9HRw?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">School-wide Connectedness Screener\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">New data practices aren’t only being used in Hayward at the classroom level. Principal Haupert has been using map data to change how his school collects student input about school climate. Initially, only fifth grade students were expected to complete the California Healthy Kids Survey and very few students ended up filling it out. “It meant that for a school of 350 students, we were basing our understanding of school climate on a survey that maybe 12 to 13 students took,” says Haupert. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">He and other teachers collaborated on a new school connectedness and well-being screener for all elementary school students that they will give at the beginning and end of every school year. The survey asks questions like “Is there a grownup at school I trust to talk to if I have a problem?” and “Do you feel safe at school?” The new screener is shorter, inviting and produces data that is more robust and meaningful than results from the California Healthy Kids \u003ca href=\"https://calschls.org/\">Survey\u003c/a>, says Haupert. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While the new screener gets more responses from students, Haupert has had to work with teachers to make sure they feel comfortable with collecting data. “The intent of collecting this data is to determine whether or not we meet our annual school goals related to student climate,” says Haupert. “There’s a real fear around what this data is going to be used for. Is it going to be used to say that I’m doing something wrong or bad?” He makes sure that when implementing unfamiliar data practices, he’s clear about his intentions with how the information will be used. That has meant building – and in some cases repairing – the often fraught relationship between teachers and administrators. “It’s not to do a ‘gotcha,’” says Haupert about collecting data. “It really is to check in on our students.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">Empathy Interviews\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">With an intention to build a culture of compassion and care, San Mateo High School’s assistant principal Adam Gelb relied on another street data strategy: empathy interviews. Empathy interviews are a structured way for teachers and administrators to listen to how a student thinks about a specific challenge or topic that the school wants to address. An educator or school leader identifies at least five students that they think will bring important insights to the topic and each student is asked the same open ended questions. “One of the most rewarding questions for me as the interviewer to ask either students or fellow staff was to dream big with me: if you could change anything about our school, what would it be?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Based on the feedback they received from the interviews, Gelb and his colleagues chose to take a closer look at their\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\">\u003cspan style=\"font-weight: 400;\"> grading and assessment practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. They’ve been focusing on how to make grading more equitable and considering how to ensure students have access to materials and support needed to complete their assignments. To Gelb, empathy interviews were more effective than sending a survey to students because they gave more insight into the nuances in individual students’ experiences. For instance, a prospective first generation college student who was out for 10 days with COVID can speak to things that might get lost or flattened in general survey data, says Gelb.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">As a school, they’ve scheduled time to come together to discuss next steps for changing their grading practices. “[We’re] really taking a deeper dive and a closer look at how specific teachers feel about their grading practices, having them reflect publicly, then breaking in small groups and saying, ‘Okay, what practices do you actually feel like you have to hold on to?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Empathy interviews also made their way into San Francisco Unified School District, where Presidio Middle School principal Emma Dunbar and several educators spoke with their most marginalized learners about literacy. They asked questions like “What helps you feel confident to speak in class?” and “How is class structured so you can talk about what you’re learning?” Students who participated in the interviews said that they enjoyed classes where they could share their ideas, but said they didn’t have opportunities to share their perspectives. “Everybody interviewed students about reading and then intentionally chose literacy strategies to adopt in response to what they heard from students.” \u003c/span>\u003cspan style=\"font-weight: 400;\">Even the PE department developed a literacy strategy, which highlighted ways to listen with your whole body through active listening and body language.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It’s important to be able to go back to students and let them know what we heard, what we have been able to do and what we still have questions about or are not able to do,” says Dunbar about staying accountable to students and making sure they’re still willing to continue sharing their thoughts even when their feedback isn’t immediately implemented. Still, empathy interviews and the access it has granted to student voice has helped them to better serve students. “We have consistently seen literacy grow over time and done empathy interviews again.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">Kiva Panels\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Marlo Bagsik, an 11th grade English teacher at Peninsula High School in Burlingame, California gravitated towards gathering and sharing street data to advocate for students’ needs to the district. Because Peninsula High school is a continuation school that caters to students who are off-track for graduation, there are often stereotypes and misunderstandings about who students are and how to serve them, says Bagsik. He is familiar with making space for student voices in the classroom. “But oftentimes that’s lost in translation when you come to big meetings and look at satellite data,” he says. “So what street data does is help center the voices and experiences and the realities of our students.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Bagsik’s students recorded a Kiva Panel – a facilitated discussion with a diverse group of participants – to capture students’ input about their learning environment and what they would like to see going forward. Students answered questions like “Have you encountered discrimination during your schooling experience?” and “Did the discrimination come from peers, personnel, from the system itself?” and “How do you feel now at your current site?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">They uncovered that several students had felt forgotten and isolated at many points in their educational experience. The Kiva Panel recording was shared with over 600 district and school employees. Many were shocked when they heard that students didn’t feel like they had relationships with staff at previous school sites or that they didn’t feel seen by teachers or administrators. It also highlighted the humanizing and relationship building practices Bagsik and other teachers were using to create safe and caring spaces for Peninsula High School’s students. “I think it really impacted the community at large because it showed them what it takes to center the voices that are at the margins,” he says. “Oftentimes school is not a place that is equated with vulnerability these days.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While Bagsik acknowledges that satellite data can be valuable, he says it is important that it is always paired with student accounts of their lived experiences. “Otherwise, we’re treating our students like they’re check boxes.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n",
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"excerpt": "When it comes to measuring student achievement most schools rely on standardized test scores. “Street Data: A Next-Generation Model for Equity Pedagogy and School Transformation,” by Shane Safir and Jamila Dugan offers asset-based strategies for centering students beyond their academic gaps.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">While teachers are familiar with wearing many hats, they might be surprised to learn that they are researchers too. Educators are constantly gathering and assessing data from their students, schools and classrooms. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Daphne Baxter, a special education teacher for elementary school students in Hayward Unified School District, gathers data each day when she uses \u003c/span>\u003ca href=\"https://www.lbyr.com/titles/anna-llenas/the-color-monster/9780316450010/\">\u003cspan style=\"font-weight: 400;\">“The Color Monster: A Pop-Up Book of Feelings” by Anna Llenas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> to emotionally check in with her students every morning. One young student pointed to the red angry monster in the book and said that he was mad because his mom was agitated while getting him on the bus that morning. Another student told Baxter that she was feeling scared like the gray monster because the air purifier in the corner of the classroom was making loud rumbling noises that she didn’t like. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Baxter says it’s worth it to take time away from students practicing tracing their name if it means she gets more insight into where they are in their life to learn that day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\"> “The district curriculum really relies on children sitting and discussing things with each other,” says Baxter about her class of 14 students. “Well, that’s not going to work. So, I was really interested in reimagining [their benchmarks].” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For Baxter, this change was prompted after reading the book \u003c/span>\u003ca href=\"https://us.corwin.com/en-us/nam/street-data/book271852\">\u003cspan style=\"font-weight: 400;\">“Street Data: A Next-Generation Model for Equity Pedagogy and School Transformation”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> by Shane Safir and Jamila Dugan. She committed to redefining success in her classroom by focusing on meeting students where they are, instead of imposing curriculum standards that do not take into account her students’ lived experiences. \u003c/span>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Street Data encourages teachers to gather data in a way that is “humanizing, liberatory and healing.” Schools typically collect data – such as test scores, attendance or disciplinary rates – \u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-researchers-blast-data-analysis-for-teachers-to-help-students/\">\u003cspan style=\"font-weight: 400;\">to identify deficits and pain points\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. The authors describe this as satellite data, which might be an aggregate of test scores for an entire grade or a data point about how many students get detention in a given year. It focuses on patterns of achievement, equity and teacher quality retention. However, two additional types of data can help:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400;\">\u003cb>Map data \u003c/b>\u003cspan style=\"font-weight: 400;\">is more focused than satellite data. It can be used to identify skill gaps, pointing educators and school leaders in a slightly more focused direction. Examples include rubric scores and student, staff or parent surveys.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400;\">\u003cb>Street data\u003c/b>\u003cspan style=\"font-weight: 400;\"> illuminates student, staff and parent experience. It is qualitative, relying on anecdotes, interviews and conversations to inform and shape next steps.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While all three levels of data provide important information, in many districts satellite data is usually the most readily available. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“The systems and structures are in place to get that data easily,” says David Haupert, a Hayward Unified School District principal. “It comes right to a portal and it’s color coded and disaggregated.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">However, teachers like Baxter are shifting towards techniques that provide street or map level data, using firsthand information from students to shape their learning experiences. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003cspan style=\"font-weight: 400;\">“My job asks ‘How do I adapt and give them accommodations so that they can work at a level where they can actually achieve?’” says Baxter\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Street Data: A Next-Generation Model for Equity, Pedagogy, and School Transformation\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/69-hTpX9HRw?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">School-wide Connectedness Screener\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">New data practices aren’t only being used in Hayward at the classroom level. Principal Haupert has been using map data to change how his school collects student input about school climate. Initially, only fifth grade students were expected to complete the California Healthy Kids Survey and very few students ended up filling it out. “It meant that for a school of 350 students, we were basing our understanding of school climate on a survey that maybe 12 to 13 students took,” says Haupert. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">He and other teachers collaborated on a new school connectedness and well-being screener for all elementary school students that they will give at the beginning and end of every school year. The survey asks questions like “Is there a grownup at school I trust to talk to if I have a problem?” and “Do you feel safe at school?” The new screener is shorter, inviting and produces data that is more robust and meaningful than results from the California Healthy Kids \u003ca href=\"https://calschls.org/\">Survey\u003c/a>, says Haupert. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While the new screener gets more responses from students, Haupert has had to work with teachers to make sure they feel comfortable with collecting data. “The intent of collecting this data is to determine whether or not we meet our annual school goals related to student climate,” says Haupert. “There’s a real fear around what this data is going to be used for. Is it going to be used to say that I’m doing something wrong or bad?” He makes sure that when implementing unfamiliar data practices, he’s clear about his intentions with how the information will be used. That has meant building – and in some cases repairing – the often fraught relationship between teachers and administrators. “It’s not to do a ‘gotcha,’” says Haupert about collecting data. “It really is to check in on our students.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">Empathy Interviews\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">With an intention to build a culture of compassion and care, San Mateo High School’s assistant principal Adam Gelb relied on another street data strategy: empathy interviews. Empathy interviews are a structured way for teachers and administrators to listen to how a student thinks about a specific challenge or topic that the school wants to address. An educator or school leader identifies at least five students that they think will bring important insights to the topic and each student is asked the same open ended questions. “One of the most rewarding questions for me as the interviewer to ask either students or fellow staff was to dream big with me: if you could change anything about our school, what would it be?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Based on the feedback they received from the interviews, Gelb and his colleagues chose to take a closer look at their\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\">\u003cspan style=\"font-weight: 400;\"> grading and assessment practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. They’ve been focusing on how to make grading more equitable and considering how to ensure students have access to materials and support needed to complete their assignments. To Gelb, empathy interviews were more effective than sending a survey to students because they gave more insight into the nuances in individual students’ experiences. For instance, a prospective first generation college student who was out for 10 days with COVID can speak to things that might get lost or flattened in general survey data, says Gelb.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">As a school, they’ve scheduled time to come together to discuss next steps for changing their grading practices. “[We’re] really taking a deeper dive and a closer look at how specific teachers feel about their grading practices, having them reflect publicly, then breaking in small groups and saying, ‘Okay, what practices do you actually feel like you have to hold on to?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Empathy interviews also made their way into San Francisco Unified School District, where Presidio Middle School principal Emma Dunbar and several educators spoke with their most marginalized learners about literacy. They asked questions like “What helps you feel confident to speak in class?” and “How is class structured so you can talk about what you’re learning?” Students who participated in the interviews said that they enjoyed classes where they could share their ideas, but said they didn’t have opportunities to share their perspectives. “Everybody interviewed students about reading and then intentionally chose literacy strategies to adopt in response to what they heard from students.” \u003c/span>\u003cspan style=\"font-weight: 400;\">Even the PE department developed a literacy strategy, which highlighted ways to listen with your whole body through active listening and body language.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It’s important to be able to go back to students and let them know what we heard, what we have been able to do and what we still have questions about or are not able to do,” says Dunbar about staying accountable to students and making sure they’re still willing to continue sharing their thoughts even when their feedback isn’t immediately implemented. Still, empathy interviews and the access it has granted to student voice has helped them to better serve students. “We have consistently seen literacy grow over time and done empathy interviews again.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">Kiva Panels\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Marlo Bagsik, an 11th grade English teacher at Peninsula High School in Burlingame, California gravitated towards gathering and sharing street data to advocate for students’ needs to the district. Because Peninsula High school is a continuation school that caters to students who are off-track for graduation, there are often stereotypes and misunderstandings about who students are and how to serve them, says Bagsik. He is familiar with making space for student voices in the classroom. “But oftentimes that’s lost in translation when you come to big meetings and look at satellite data,” he says. “So what street data does is help center the voices and experiences and the realities of our students.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Bagsik’s students recorded a Kiva Panel – a facilitated discussion with a diverse group of participants – to capture students’ input about their learning environment and what they would like to see going forward. Students answered questions like “Have you encountered discrimination during your schooling experience?” and “Did the discrimination come from peers, personnel, from the system itself?” and “How do you feel now at your current site?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">They uncovered that several students had felt forgotten and isolated at many points in their educational experience. The Kiva Panel recording was shared with over 600 district and school employees. Many were shocked when they heard that students didn’t feel like they had relationships with staff at previous school sites or that they didn’t feel seen by teachers or administrators. It also highlighted the humanizing and relationship building practices Bagsik and other teachers were using to create safe and caring spaces for Peninsula High School’s students. “I think it really impacted the community at large because it showed them what it takes to center the voices that are at the margins,” he says. “Oftentimes school is not a place that is equated with vulnerability these days.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While Bagsik acknowledges that satellite data can be valuable, he says it is important that it is always paired with student accounts of their lived experiences. “Otherwise, we’re treating our students like they’re check boxes.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>The pandemic pushed us all to \u003ca href=\"https://www.kqed.org/mindshift/58972/how-teens-are-experiencing-their-version-of-the-great-resignation\">reevaluate our\u003c/a> priorities in some way. It also forced students into vastly differently learning experiences for the first time: remote learning, later school start times, leniency regarding grades, less bullying.\u003c/p>\n\u003cp>Last fall, MindShift asked its readers to participate in the “Rethink School” youth media challenge, co-hosted by KQED Education, to encourage students to share with us what they would like to see changed about school. Students from around the country submitted audio perspectives about how school could be better for them and their classmates. You can hear some of our selections in our latest podcast episode:\u003c/p>\n\u003cp>\u003cspan class=\"s2\">\u003cbr>\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC8082864435\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Thanks to all the students who shared their perspectives. We had so many great submissions, and we’re sorry we couldn’t include them all (we see you in Minnesota, Washington, New Jersey, Missouri and Hawaii!). For more ideas from students check out \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers/rethinking-school\">\u003cspan style=\"font-weight: 400;\">learn.kqed.org\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> where students also talk about trash and a decades-old issue: school pizzas.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The pandemic pushed us all to \u003ca href=\"https://www.kqed.org/mindshift/58972/how-teens-are-experiencing-their-version-of-the-great-resignation\">reevaluate our\u003c/a> priorities in some way. It also forced students into vastly differently learning experiences for the first time: remote learning, later school start times, leniency regarding grades, less bullying.\u003c/p>\n\u003cp>Last fall, MindShift asked its readers to participate in the “Rethink School” youth media challenge, co-hosted by KQED Education, to encourage students to share with us what they would like to see changed about school. Students from around the country submitted audio perspectives about how school could be better for them and their classmates. You can hear some of our selections in our latest podcast episode:\u003c/p>\n\u003cp>\u003cspan class=\"s2\">\u003cbr>\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC8082864435\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Thanks to all the students who shared their perspectives. We had so many great submissions, and we’re sorry we couldn’t include them all (we see you in Minnesota, Washington, New Jersey, Missouri and Hawaii!). For more ideas from students check out \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers/rethinking-school\">\u003cspan style=\"font-weight: 400;\">learn.kqed.org\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> where students also talk about trash and a decades-old issue: school pizzas.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "How student-led vision statements can nurture school community",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">For teachers, the first weeks of school can feel like a blur, between setting the tone of your classroom and trying to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52183/teachers-strategies-for-pronouncing-and-remembering-students-names-correctly\">\u003cspan style=\"font-weight: 400\">remember a whole set of new names\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. And when it comes to setting expectations and rules, teachers are usually the ones who determine those before students set foot in the door. While such rules are hard to enforce during the best of times, they’re proving to be especially difficult this year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Caregivers and educators alike are seeing social regression in children who have missed out on formative time with their peers – not to mention disruptions created by the pandemic – which has given way to an increase in tantrums and outbursts, including the TikTok trend of \u003c/span>\u003ca href=\"https://www.cnn.com/2021/09/18/health/devious-licks-tiktok-challenge-wellness/index.html\">\u003cspan style=\"font-weight: 400\">vandalizing school property\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In recent years, fifth grade teacher Jess Lifshitz has used the co-creation of vision statements with her students to set expectations and get ahead of behavior, while creating the kind of school community they want. This has meant letting go of some of her power by including students in the process of setting expectations.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The statement itself is a statement of the type of classroom that we want to work towards every day,” says Lifshitz, who teaches at Meadowbrook Elementary School in Illinois. “We might not all contribute to that vision in the same way, but we're heading in the same direction.\"\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Co-creating a class vision with her students also gave Lifshitz the opportunity to build relationships and get to know her learners in a way that’s easy to overlook at the start of the school year. ”So much of what we do is giving the kids procedures that they'll follow and dealing with supplies,” she says. “We spend a lot of those first days talking at kids, unless we very deliberately carve out time and space to invite them into the conversation.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Critical Thinking About Rules\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lifshitz started the process by discussing the ways behavior impacts one’s community. By focusing on the community, the onus is on the classroom as a collective, instead of individual compliance with the teacher’s demands. “One is really asking a child to fall in line, to follow my rules [and] to give up who you are because I said this is the way you should be, versus ‘I need you to make a shift or your community needs you to make a shift so we can all figure out how to coexist together so we can be successful.’”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There is a fear that given the agency to set classroom guidelines, students won’t take them seriously, like demanding everyday to be ice cream day or asking to install a classroom water slide. However, according to Lifshitz, students come up with thoughtful ways to coexist in the classroom alongside their classmates with the right scaffolding.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It took a while for her class vision activity to evolve into what it is today. When she first started doing the activity, she didn’t do a lot leading up to it. “On the first day, I just asked the kids what did they want from their classmates and what did they want from their teacher?” says Lifshitz. She was surprised to see that her students' voices still seemed missing from the final product. “I often still ended up with that same list of rules that I would have written on my own,” she says. “It wasn't doing what I needed it to do, what I wanted it to do or what kids deserved for it to do.” Her attempt at encouraging student agency felt “hokey,” like she was just going through the motions of collaboration without actually getting to the core of what they needed from her or what they needed from each other.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To make more room for authentic collaboration, Lifshitz began to start the school year with a conversation about rules. She wanted learners to think critically about how rules work in the world outside of their school, where rules come from and why we might choose to follow them or not follow them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She gives students prompts to think through as a class while she takes notes of the questions and comments that come up during the discussion. First, students are asked to define a rule. Next, she’ll ask students if they should follow rules. Then, she’ll ask why students need to follow rules. She says at this point, most students feel as if they can predict where the line of questioning is going, which is why some collaborative rule setting activities, like the ones she initially tried out, didn’t work. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When they deliberate on the next question, she says there’s a shift in the room: Are there other rules that treat people unfairly? In response, students bring up the Civil Rights Movement and specific moments in history where rules were used to treat groups of people \u003c/span>\u003cspan style=\"font-weight: 400\">unfairly\u003c/span>\u003cspan style=\"font-weight: 400\">. Together they talk through the distinction between injustice from unequal access and things that just seem unfair like an older sibling having a later bedtime. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometimes she’ll read “\u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.penguinrandomhouse.com/books/556226/the-wedding-portrait-by-innosanto-nagara/\">The Wedding Portrait\u003c/a>'' by Innosanto Nagara\u003c/span>\u003cspan style=\"font-weight: 400\"> or “\u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.michelleknudsen.com/library_lion_77788.htm\">The Library Lion\u003c/a>” by Michelle Knudsen\u003c/span>\u003cspan style=\"font-weight: 400\"> with her class to provide more examples of when and why one should break rules. The class eventually arrives at a collective decision that rules are not the best way to express what kind of classroom they are hoping to build together.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“From there, we then shift to this idea that maybe what we need is a vision that allows us all to thrive. That shifts us to this conversation around creating a class vision statement.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Core Questions For Visioning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lifshitz and her students use four core questions to help them think about how their class environment enables everyone to be their full self and learn in the best way possible. The core questions are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you need from this physical space?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you need from yourself?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you need from the people learning around you?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you need from the people teaching you? \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cfigure id=\"attachment_58648\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/guiding-questions-for-class-vision-scaled.jpeg\">\u003cimg class=\"size-medium wp-image-58648\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/guiding-questions-for-class-vision-800x1067.jpeg\" alt=\"\" width=\"800\" height=\"1067\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/guiding-questions-for-class-vision-800x1067.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/guiding-questions-for-class-vision-1020x1360.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/guiding-questions-for-class-vision-160x213.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/guiding-questions-for-class-vision-768x1024.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/guiding-questions-for-class-vision-1152x1536.jpeg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/guiding-questions-for-class-vision-1536x2048.jpeg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/guiding-questions-for-class-vision-scaled.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Lifshitz uses four core questions as the basis for their class vision statement. ( Courtesy of Jess Lifshitz)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">“I didn’t want to use words like ‘classmates’ and ‘teachers,’” says Lifshiftz. “I really wanted to reinforce that idea that depending on what moment it is we are all learners and we are all teachers in different ways.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lifshitz uses a multimodal approach to invite kids to think through the questions and make sure she has engagement from all of her students. She starts with Jamboard so kids can individually consider and record their answers to each question. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I have found that when we do these activities and solely rely on verbal conversation, that tends to privilege certain students.” she says, referring to students that are more extroverted. “I wanted to make sure that there was space for my more quiet students, more introverted students, [and] students who maybe verbal processing isn’t a strength of theirs.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students who benefit from thinking things over with peers, Lifshitz also makes room for them to work together in small groups to discuss each question. She’ll circle the classroom while taking notes and then engage the whole class in a discussion. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Using a big piece of chart paper divided into four sections and labeled with the four core questions, she writes down their themes and ideas, leaving space for students to verbally add anything they didn’t surface in their groups.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58647\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/class-vision-statement-scaled.jpeg\">\u003cimg class=\"size-medium wp-image-58647\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/class-vision-statement-800x1067.jpeg\" alt=\"\" width=\"800\" height=\"1067\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/class-vision-statement-800x1067.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/class-vision-statement-1020x1360.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/class-vision-statement-160x213.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/class-vision-statement-768x1024.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/class-vision-statement-1152x1536.jpeg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/class-vision-statement-1536x2048.jpeg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/class-vision-statement-scaled.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Lifshitz writes down themes and ideas for their class vision. (Courtesy of Jess Lifshitz)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each section forms the basis of the class vision statement, which Lifshitz types up and shares with students to review. “I show them our draft of the vision statement and allow them to leave notes on paper copies of what they think we're missing.” When students are done with their revisions, she uploads the finalized vision to Google classroom so her entire class has access to it. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Addressing Challenges \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a time where many students are transitioning back to learning in school buildings, having authentic input from her students to co-create a class vision has helped Lifshitz understand students’ needs. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's really important to me that I adjust my teaching in those first few days to meet my kids where they are,” she says. “Making sure this process is collaborative and hearing from my kids what they need in this moment really allows me to do that in a way that I couldn’t if it wasn't collaborative.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, this year, Lifshitz’s learners talked about needing a calm environment more than they had in past years. Kids also expressed desires regarding the classroom that she couldn’t meet such as wanting more flexibility in the physical space.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A lot of that had to be taken away last year as social distancing became so very important in keeping our kids healthy and alive and well” says Lifshitz. “They missed having the flexibility of working in a spot that felt comfortable to them or moving around the room when they needed to.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Co-creating a classroom vision has also given her students the opportunity to grow in a way that a strict set of rules might not have. She says students in one of her classes used to push and shove each other as they raced into the room to pick out the seats they wanted. Lifshitz was worried they were going to hurt each other and was also concerned that certain kids were feeling left out if other students did not want to sit next to them. Her first thought was to take away the ability for students to choose their own seats. Instead, she took time with her class to revisit their vision.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The issue [was that] our actions weren’t making everyone feel included,” says Lifshitz. As they looked through their class vision, they assessed whether they were living into their expectations. They were able to have conversations about their intention and impact: even though students were just wanting to sit next to their friends, the impact was that other students were feeling excluded. When they recognized that they were straying from their class vision, several students noticeably changed their behavior. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It doesn't work that way every time. There are still times where I can see that kids are being harmed and I need to step in in a more structured way. But at that moment, the kids showed me, ‘Look, we've got this. We can do this.’”\u003c/span>\u003c/p>\n\n",
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"excerpt": "Instead of enforcing a predetermined set of class rules, educators may find more success in collaborating with students to come up with the classroom expectations that enable them to thrive.\r\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">For teachers, the first weeks of school can feel like a blur, between setting the tone of your classroom and trying to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52183/teachers-strategies-for-pronouncing-and-remembering-students-names-correctly\">\u003cspan style=\"font-weight: 400\">remember a whole set of new names\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. And when it comes to setting expectations and rules, teachers are usually the ones who determine those before students set foot in the door. While such rules are hard to enforce during the best of times, they’re proving to be especially difficult this year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Caregivers and educators alike are seeing social regression in children who have missed out on formative time with their peers – not to mention disruptions created by the pandemic – which has given way to an increase in tantrums and outbursts, including the TikTok trend of \u003c/span>\u003ca href=\"https://www.cnn.com/2021/09/18/health/devious-licks-tiktok-challenge-wellness/index.html\">\u003cspan style=\"font-weight: 400\">vandalizing school property\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In recent years, fifth grade teacher Jess Lifshitz has used the co-creation of vision statements with her students to set expectations and get ahead of behavior, while creating the kind of school community they want. This has meant letting go of some of her power by including students in the process of setting expectations.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The statement itself is a statement of the type of classroom that we want to work towards every day,” says Lifshitz, who teaches at Meadowbrook Elementary School in Illinois. “We might not all contribute to that vision in the same way, but we're heading in the same direction.\"\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Co-creating a class vision with her students also gave Lifshitz the opportunity to build relationships and get to know her learners in a way that’s easy to overlook at the start of the school year. ”So much of what we do is giving the kids procedures that they'll follow and dealing with supplies,” she says. “We spend a lot of those first days talking at kids, unless we very deliberately carve out time and space to invite them into the conversation.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Critical Thinking About Rules\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lifshitz started the process by discussing the ways behavior impacts one’s community. By focusing on the community, the onus is on the classroom as a collective, instead of individual compliance with the teacher’s demands. “One is really asking a child to fall in line, to follow my rules [and] to give up who you are because I said this is the way you should be, versus ‘I need you to make a shift or your community needs you to make a shift so we can all figure out how to coexist together so we can be successful.’”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There is a fear that given the agency to set classroom guidelines, students won’t take them seriously, like demanding everyday to be ice cream day or asking to install a classroom water slide. However, according to Lifshitz, students come up with thoughtful ways to coexist in the classroom alongside their classmates with the right scaffolding.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It took a while for her class vision activity to evolve into what it is today. When she first started doing the activity, she didn’t do a lot leading up to it. “On the first day, I just asked the kids what did they want from their classmates and what did they want from their teacher?” says Lifshitz. She was surprised to see that her students' voices still seemed missing from the final product. “I often still ended up with that same list of rules that I would have written on my own,” she says. “It wasn't doing what I needed it to do, what I wanted it to do or what kids deserved for it to do.” Her attempt at encouraging student agency felt “hokey,” like she was just going through the motions of collaboration without actually getting to the core of what they needed from her or what they needed from each other.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To make more room for authentic collaboration, Lifshitz began to start the school year with a conversation about rules. She wanted learners to think critically about how rules work in the world outside of their school, where rules come from and why we might choose to follow them or not follow them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She gives students prompts to think through as a class while she takes notes of the questions and comments that come up during the discussion. First, students are asked to define a rule. Next, she’ll ask students if they should follow rules. Then, she’ll ask why students need to follow rules. She says at this point, most students feel as if they can predict where the line of questioning is going, which is why some collaborative rule setting activities, like the ones she initially tried out, didn’t work. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When they deliberate on the next question, she says there’s a shift in the room: Are there other rules that treat people unfairly? In response, students bring up the Civil Rights Movement and specific moments in history where rules were used to treat groups of people \u003c/span>\u003cspan style=\"font-weight: 400\">unfairly\u003c/span>\u003cspan style=\"font-weight: 400\">. Together they talk through the distinction between injustice from unequal access and things that just seem unfair like an older sibling having a later bedtime. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometimes she’ll read “\u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.penguinrandomhouse.com/books/556226/the-wedding-portrait-by-innosanto-nagara/\">The Wedding Portrait\u003c/a>'' by Innosanto Nagara\u003c/span>\u003cspan style=\"font-weight: 400\"> or “\u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.michelleknudsen.com/library_lion_77788.htm\">The Library Lion\u003c/a>” by Michelle Knudsen\u003c/span>\u003cspan style=\"font-weight: 400\"> with her class to provide more examples of when and why one should break rules. The class eventually arrives at a collective decision that rules are not the best way to express what kind of classroom they are hoping to build together.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“From there, we then shift to this idea that maybe what we need is a vision that allows us all to thrive. That shifts us to this conversation around creating a class vision statement.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Core Questions For Visioning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lifshitz and her students use four core questions to help them think about how their class environment enables everyone to be their full self and learn in the best way possible. The core questions are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you need from this physical space?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you need from yourself?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you need from the people learning around you?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you need from the people teaching you? \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cfigure id=\"attachment_58648\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/guiding-questions-for-class-vision-scaled.jpeg\">\u003cimg class=\"size-medium wp-image-58648\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/guiding-questions-for-class-vision-800x1067.jpeg\" alt=\"\" width=\"800\" height=\"1067\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/guiding-questions-for-class-vision-800x1067.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/guiding-questions-for-class-vision-1020x1360.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/guiding-questions-for-class-vision-160x213.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/guiding-questions-for-class-vision-768x1024.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/guiding-questions-for-class-vision-1152x1536.jpeg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/guiding-questions-for-class-vision-1536x2048.jpeg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/guiding-questions-for-class-vision-scaled.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Lifshitz uses four core questions as the basis for their class vision statement. ( Courtesy of Jess Lifshitz)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">“I didn’t want to use words like ‘classmates’ and ‘teachers,’” says Lifshiftz. “I really wanted to reinforce that idea that depending on what moment it is we are all learners and we are all teachers in different ways.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lifshitz uses a multimodal approach to invite kids to think through the questions and make sure she has engagement from all of her students. She starts with Jamboard so kids can individually consider and record their answers to each question. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I have found that when we do these activities and solely rely on verbal conversation, that tends to privilege certain students.” she says, referring to students that are more extroverted. “I wanted to make sure that there was space for my more quiet students, more introverted students, [and] students who maybe verbal processing isn’t a strength of theirs.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students who benefit from thinking things over with peers, Lifshitz also makes room for them to work together in small groups to discuss each question. She’ll circle the classroom while taking notes and then engage the whole class in a discussion. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Using a big piece of chart paper divided into four sections and labeled with the four core questions, she writes down their themes and ideas, leaving space for students to verbally add anything they didn’t surface in their groups.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58647\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/class-vision-statement-scaled.jpeg\">\u003cimg class=\"size-medium wp-image-58647\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/class-vision-statement-800x1067.jpeg\" alt=\"\" width=\"800\" height=\"1067\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/class-vision-statement-800x1067.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/class-vision-statement-1020x1360.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/class-vision-statement-160x213.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/class-vision-statement-768x1024.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/class-vision-statement-1152x1536.jpeg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/class-vision-statement-1536x2048.jpeg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/class-vision-statement-scaled.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Lifshitz writes down themes and ideas for their class vision. (Courtesy of Jess Lifshitz)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each section forms the basis of the class vision statement, which Lifshitz types up and shares with students to review. “I show them our draft of the vision statement and allow them to leave notes on paper copies of what they think we're missing.” When students are done with their revisions, she uploads the finalized vision to Google classroom so her entire class has access to it. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Addressing Challenges \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a time where many students are transitioning back to learning in school buildings, having authentic input from her students to co-create a class vision has helped Lifshitz understand students’ needs. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's really important to me that I adjust my teaching in those first few days to meet my kids where they are,” she says. “Making sure this process is collaborative and hearing from my kids what they need in this moment really allows me to do that in a way that I couldn’t if it wasn't collaborative.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, this year, Lifshitz’s learners talked about needing a calm environment more than they had in past years. Kids also expressed desires regarding the classroom that she couldn’t meet such as wanting more flexibility in the physical space.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A lot of that had to be taken away last year as social distancing became so very important in keeping our kids healthy and alive and well” says Lifshitz. “They missed having the flexibility of working in a spot that felt comfortable to them or moving around the room when they needed to.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Co-creating a classroom vision has also given her students the opportunity to grow in a way that a strict set of rules might not have. She says students in one of her classes used to push and shove each other as they raced into the room to pick out the seats they wanted. Lifshitz was worried they were going to hurt each other and was also concerned that certain kids were feeling left out if other students did not want to sit next to them. Her first thought was to take away the ability for students to choose their own seats. Instead, she took time with her class to revisit their vision.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The issue [was that] our actions weren’t making everyone feel included,” says Lifshitz. As they looked through their class vision, they assessed whether they were living into their expectations. They were able to have conversations about their intention and impact: even though students were just wanting to sit next to their friends, the impact was that other students were feeling excluded. When they recognized that they were straying from their class vision, several students noticeably changed their behavior. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
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},
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"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
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"order": 8
},
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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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"order": 1
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"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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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
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"source": "kqed",
"order": 9
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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",
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"source": "NPR"
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"how-i-built-this": {
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"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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"hyphenacion": {
"id": "hyphenacion",
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"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"order": 15
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"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. ",
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"order": 18
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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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"source": "npr"
},
"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": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
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},
"masters-of-scale": {
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"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"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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}
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