allies, achievers, & risk takers

Across the realm not all teachers are waiting for permission from administrators, or the implementation of cultural proficiency components of evaluation tools, to focus on the social-emotional, many are taking action. Likewise, I recognize that not all are either sold on or comfortable with the idea that the subjects and issues that Jan and I put forth are the most important in the quest to get kids to deliver their absolute best. One presenter I remember said that you should never expect 100% buy-in with regards to any idea or programming. You should appreciate 80% if you can attain it. Understood! However, even if we don’t say it or bring it up, children are surrounded by issues related to race, cultural identity, sexual identity, sexual orientation, gender, religion, friendships, popularity, socioeconomic status, ethnicity, privilege, advantage/disadvantage, bullying and so on day in and day out.

If we as adults don’t let children know that we are here to support them, that it is okay to bring up questions about such subject matter, or more important that we know those topics are somehow at play and we see them as important topics for discussion and work, then we are basically telling them that they are on their own, when in our charge. We are telling them that we don’t see these topics as being influential, or we are not there to help them.  They need help and we as educators have to be assertive and willing to step out of our comfort zone. We challenge kids to take risks in our classrooms all the time. They may not have the exact answer or all the answers, but we want them to be part of the conversation. The same should go for adults, and especially educators. It may be outside our comfort zone, but we can be a part of the discussion and facilitate on the most basic level. Actually, the same goes for parents and families. There has to be a team approach.

Life experience should have prepared each of us to at least deliver the basic message that bias and prejudice with regards to any of these constructs is wrong and intolerable, and we should be able to say why. The next time it could be you or, if you look at your own cultural identity, one of the groups to which you belong was at one point mistreated or persecuted and we aim to end such mistreatment for all groups is a lesson we should all be able to teach. Lessons from Initiatives for Developing Equity and Achievement for All students (IDEAS which was formerly EMI) and Teaching Tolerance along with taking our course can help if you need it.

I do agree with and value the idea that there are many times when these lessons are best delivered in a cotaught setting or environment. Schools should identify any staff that are available/prepared to support these discussions and pair educators as best they can. It is vital that we address that with which we know kids struggle and focus. These topics are at play all day for them and for us.

Fortunately, I think I have seen far more than the 80% agree that this is important. Most just don’t want to get it wrong. That is valiant, but even those people are far more capable than they give themselves credit for being. If there is any hope that kids will get it right as adults more often than we have then we have to work with them now.

Bill

The kids are gems….and we need to be the guides at the side as we let them discover their own sparks.  That is what will ultimately ignite our world ….

Jan

Last year was a good year in terms of efforts to address the topics and subject matter from which so many shy away in education, and there is some good stuff happening lately with regards to a focus on the social and emotional needs of kids. I am somewhat excited. I am happy to say that I do see a passionate focus on this work, and I look forward to the days and months ahead. There are administrators who believe this is the “good or important stuff.” Yay!!!  I will share more as things transpire.

I also have found myself asking,

“Are the questions and focus I present geared toward getting for children the socio-emotional support they need or are they more in the name of garnering the behavior we as adults would like to see?”

I still believe in working with kids around reputation, and I believe their consideration of the way others see them is beneficial to their well-being. At the same time, I am thinking that such a focus is also about getting kids to behave the way we think they should. Questions and activities centered around ways that kids conduct themselves and the resulting reputations that may be developed could easily wander toward getting them to curb certain behaviors for our benefit over helping them to be seen in the most positive light and being treated as the gems that they are. I want to be sure to be careful not to have my wishes for behavior drive my work to the point of moving away from what I believe is most important which is the social well-being of children and the emotional well-being of children. Ask yourselves,

“Is this ultimately going to benefit me and the adults and is this about behavior management or is this really aimed at positively affecting the happiness and socio-emotional well-being of children?”

I may be a bit too reflective. At the same time, I totally believe in reinventing oneself whenever the need arises. We are looking for a way for you to weigh in on such matters. If we can get feedback to post here, we will. Otherwise, we may need to open up Facebook for your posts. In the meantime email us at the addresses in the “Contact Us” section.

Bill

This week I had the opportunity to ask two phenomenal kindergarten teachers how they, as teachers, help their students celebrate and learn from the cultural similarities and differences within their classroom communities.  They shared many wonderful literacy resources and activities they have done with their students.  They always begin with connecting with each other first in the classroom… where the child is at the moment…and then, through looking at maps, where they are in the town(s) and community in which they live. Traditions, favorite foods, hobbies, and many stories are shared within the classroom.  You can well imagine!  We are talking about five year olds!  At conferences or during back to school nights, parents are invited to visit the classroom to share something that is special about their family…

All of these strategies are ones we have encouraged as teachers.  However, what these teachers said at the end stood out to me.  We, as educators, need to continually model that acceptance and respect as we celebrate all of the similarities and differences within our classroom communities.  The final agreement in the kindergarten class was that they decided they wanted everyone to treat them with kindness. So, shouldn’t we do that for everybody else?

As we continue celebrating those aspects of our own cultural identities that are similar or different from others in our classrooms or in our connections with anyone …it always seems to come back to treating each other with kindness….

I stopped writing notes at the meeting…. so thankful that there are such wonderful, wise and caring adults at the helm.  Thank you, all of you, who model more than tolerance…. We need to be kind to each other! Celebrate and learn from all..

Jan

Untying the “Nots” of Bullying Prevention

This is the title of a wonderful article in Principal Magazine by Jim Dillon that I highly recommend. Here is a quote that is the heart of what you will find in the link I am including.

“Just telling bystanders to ‘stand up’ to bullying makes little sense, no more sense than just telling a student  to be a good reader or become a safe driver without first providing instruction, guidance, coaching, and support.”

Here’s another awesome thought by Jim Dillon.

“Students who make mistakes need compassion and will accept guidance and direction when given respect and care. Students who bully aren’t bad kids or inherent troublemakers- some just need to learn how not to bully others.” 

A must read…..

Jan
“Untying the ‘Nots’ of Bullying Prevention” by Jim Dillon in Principal Magazine, January/February 2014 (Vol. 93, #3, p. 36-39), www.naesp.org

Yesterday, life showed me two wonderful sides of how awesome teaching and learning are. It reminded me of a song from my high school days….”Both Sides Now” by Judy Collins. Don’t worry, I won’t sing the verse of one of my favorite songs.  In the morning, I met with my daughter, who is an enthusiastic first year high school English teacher. She was in the middle of grading her 9th grade mid-term exams.  She shared in great detail the reasoning behind each carefully and thoughtfully constructed question…including some in-depth essay questions that allowed for her students to reflect on the material assigned since September in meaningful and creative ways. She shared her hopes and concerns for each of her students, both academically and emotionally.  Her passion for the students outweighed the content.  I was listening to what she was saying…no so much about the rubric used or the final grade affixed to the top.  I heard her rooting for her kids…relieved when they had learned the material…and challenging her own teaching strategies as she saw ways in which she might improve her instruction.  The students were front and center…and it amazed me that she “knew” their personal stories in such a short few months.    They may have studied “memoirs”…..but she had asked them to then reflect and write their own.  Their personal stories and poems filled the classroom.  Trust between BOTH Sides is forming….How rewarding for me to have been the captive person at the table.

At noon, I had the opportunity to meet for lunch with a 9th grade student- she had the day off because she had just completed her very first mid-term exams in another school district.  I heard what it felt like…how her English mid-term was constructed, strategies she had used in her preparation for the exam  and how she thought she had done on it.  Following that, she told me it really didn’t matter that much…she had done her very best.  She was prepared and had worked as hard as she thought she could have.  Also, she just loves her English teacher.

“Why?” I asked….

“Because she makes it so much fun and has us read materials that I would never choose.  I just love going into that room every day.  She always has something going on!”

So, the important take-away for me? What matters most is that teachers continue to trust that when they make it their mission connect with each student every day…it is amazing how Both Sides will grow in their personal learning and trust of others within the community. What a day…..

Jan

I happened to be sitting next to two guys when one commented,
“Physical diversity is great, but if you are not exchanging ideas, thoughts, and conversing what the hell is the point!?”
What a great question I thought. So, what is the point? Fortunately, we are exchanging ideas, thoughts, and conversing. Still, the comment and subsequent question are worth sharing with colleagues and could be useful in pushing for more action.

Bill

Check out The Skin on My Chin on Facebook! Michelle Chalmers is a parent, cultural ambassador, author, and friend who wrote this children’s book on skin color that really nails it! It is appropriate for all ages, and the book offers great definitions and discussion points at the end. Michelle is also available to facilitate in classrooms/schools. Our sixth graders were unbelievably focused, and the activities and discussions lingered beyond the day and time that Michelle was there. Buy the book at least!

Bill

I realized recently that I am not following my own advice, which is something so many of us adults tend to do. In working with a group of students, I failed to adequately build a sense of community before delving into the deeper work. The kids responded with requests to play games etc. They don’t really know each other, and I have not fully earned the “buy-in” that I was tentatively rewarded when they expressed their excitement over working with me. I am backing up to take the time to get to know my group, to allow them to get to know each other, and to allow them to get to know me.  I think teachers feel a certain amount of pressure to deliver something astounding, or at least that which we promised, as early as possible even when that perceived pressure is not as heavy as it seems. I will take care of the social and emotional connections and needs first, and then ask my kids to take the leap (or risks).  At least I can say that I heard them loud and clear, and I am responding. Be flexible and put them first, right?

Bill