Want more meaningful classroom management? Here are 8 questions teachers can ask themselves.
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Compassion-Based Strategies for Managing Classroom Behavior
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Here are 8 questions teachers can ask themselves.","publishDate":1661757499,"format":"audio","headTitle":"Want more meaningful classroom management? Here are 8 questions teachers can ask themselves. | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">The first days of school usually include going over ground rules for the classroom as students return from nearly three months of summer break. All teachers approach this process differently, from posting rules on the board to co-creating norms as a class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s nothing inherently wrong with coming up with all the rules by yourself or deciding all the rules as a class, said Detroit-based educator Carla Shalaby, author of the book \u003c/span>\u003ca href=\"https://thenewpress.com/books/troublemakers\">\u003cspan style=\"font-weight: 400\">“Troublemakers: Lessons in Freedom.”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> But she also encourages teachers to consider how norms are carried out and what they communicate to students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Classroom management in itself is a curriculum,” said Shalaby about how teachers – often without knowing – are teaching young people through rules. “We think we’re teaching math; they’re paying attention to how we’re teaching power, authority, use of control, definitions of safety, who gets to belong and who’s good or bad.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A former public school teacher, Shalaby now trains educators at the University of Michigan’s School of Education. She helped open a \u003c/span>\u003ca href=\"https://soe.umich.edu/p20\">\u003cspan style=\"font-weight: 400\">partnership school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with the Detroit Public Schools Community District where she’ll be working with novice teachers who work with kids from infancy to graduation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When she trains teachers, Shalaby provides a list of eight questions they can ask themselves to guide how they think about classroom management.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>1. Do I use power to manage people in a space or do I use it to hold and make space?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Children are not born knowing how to talk through what to do when someone breaks a rule or causes harm. So they’re looking to teachers as models for how power is used. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“[These skills] are hard to teach and learn at home because home is not a democratic community. It’s a private space,” said Shalaby. “School is kids’ first exposure to the problems of the community.” \u003c/span>\u003cbr>\n[aside postID=’mindshift_58616′]\u003cbr>\n\u003cspan style=\"font-weight: 400\">Shalaby encourages teachers to try out new models of power that feel fair and democratic. For example, teachers can opt to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49558/a-deeper-look-at-the-whole-school-approach-to-behavior\">\u003cspan style=\"font-weight: 400\">not kick kids out\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of class when they misbehave.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Give kids practice in the problems that come up when you really try to take care of every single person without removing people from your space,” said Shalaby. Kids who violate rules will also develop the skills needed to take accountability. “We’re all human beings in this project together and in this space together, and we’ve got to figure out how to do it for 180 days.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>2. Am I serving kids by having a comprehensive set of rules that eliminates all potential conflict, harm and drama?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometimes rules are used to get ahead of any possible issue that might come up in the classroom. But disagreement and conflict can be generative for children and in the future when they’re adults.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Solving all problems takes away kids’ opportunities to practice how to solve problems,” said Shalaby. When teachers eliminate the possibility of conflict, kids don’t learn essential basics, she said. For example, students might have a hard time working well in small groups without an adult because they don’t have the skills to find solutions on their own. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Kids grow to understand that the person in power gets to do that,” said Shalaby.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While it may seem like more work to deal with problems collaboratively than it is to decide and enforce rules, Shalaby said it takes more time in the long run to constantly redirect kids when they fail to comply.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>3. If a student asks ‘Why?,’ will your reason for having the policy stand up to the uniquely smart and relentless scrutiny of 30+ young people collectively seeking freedom? \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Saying “because I said so” can lead to the “nightmare of an un-winnable power struggle” against students, said Shalaby. And it’s not worth it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The main way that time gets wasted in classrooms is power struggle,” she said. “It’s exhausting. It’s driving teachers out of our profession. It’s pushing kids out of school.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\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=KQINC9096356573&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n\u003c/span>\u003c/p>\n\u003ch2>\u003cb>4. Does this classroom rule exist only because I happen to have a personal pet peeve?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can tell students that a rule is based on a personal pet peeve, but they have to be prepared to accommodate everyone’s pet peeves because teachers are just another member of the classroom community, said Shalaby. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s difficult for students and teachers alike to make space for each person’s unique quirks when everyone is used to deferring to a teacher. Students discover how to deal with the tensions and questions that come up when they are trying to make everyone feel like they belong.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s the space and the time to skill build around harm, how we treat each other, how and whether we take care of each other and what the real challenges are in balancing what I need against what a group needs,” said Shalaby. “Those are really hard democratic problems that kids need many years of practice with.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>5. Are my actions grounded in cultivating safety or control?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">A common misunderstanding is that more rules make classrooms safer, according to Shalaby. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Those are efforts to try to avoid bad things happening by exerting more control over human beings, constraining their rights more and more so that they can be trustworthy,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shalaby admits that safety and control are tricky subjects these days in light of recent school shootings. In response, schools \u003c/span>\u003ca href=\"https://theintercept.com/2018/05/30/face-recognition-schools-school-shootings/\">\u003cspan style=\"font-weight: 400\">monitor students’ movements\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> around campus, limit \u003c/span>\u003ca href=\"https://www.npr.org/2022/07/19/1112211589/dallas-schools-clear-backpacks\">\u003cspan style=\"font-weight: 400\">what they are allowed to bring into school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and even restrict \u003c/span>\u003ca href=\"https://www.theatlantic.com/education/archive/2016/04/dress-codes-after-columbine/624407/\">\u003cspan style=\"font-weight: 400\">what they’re allowed to wear\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As an alternative to counting on increased security to keep students safe, Shalaby points to \u003c/span>\u003ca href=\"https://jyd.pitt.edu/ojs/jyd/article/view/19-14-04-PA-3\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> saying that young people are less likely to commit community violence when they join pro-social activities such as mentorships, arts programs and after school sports. Providing access to practices and activities that foster belonging increases safety without relying on rules to control students’ bodies and behavior.\u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">The first question comes from this artwork by Molly Costello, recently reprinted in Lessons in Liberation: An Abolitionist Toolkit for Educators (AK Press, 2021). “Are my actions grounded in cultivating safety or control?” \u003ca href=\"https://t.co/vSEDtZJP2h\">pic.twitter.com/vSEDtZJP2h\u003c/a>\u003c/p>\n\u003cp>— Carla Shalaby (@CarlaShalaby) \u003ca href=\"https://twitter.com/CarlaShalaby/status/1556306636934979588?ref_src=twsrc%5Etfw\">August 7, 2022\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp> \u003c/p>\n\u003ch2>\u003cb>6. Am I defining safety in a way that requires control or freedom?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When schools use restrictive regulations, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59560/how-do-you-stop-cheating-students-hint-tech-isnt-the-only-answer\">\u003cspan style=\"font-weight: 400\">security and surveillance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to make schools safer, they operate on the idea that taking away students’ autonomy will lead to safety. According to Shalaby, freedom is an essential part of safety.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Safety is the practice of freedom responsibly,” she said. “In order to learn how to do that, students need to practice being accountable to others.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If rules are too constraining, students don’t have the opportunity to make decisions to keep each other safe. Instead of relying on restrictions as a means to safety, Shalaby recommends a “We keep us safe” mentality. “We mind our actions in terms of how they affect and impact other people. We learn to take accountability for the harm that we cause and set things right. Those are the things that increase our safety.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>7. Does enforcing this rule require me to behave like a police officer or an educator?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">If a student is on their phone during class, a teacher might tell the student to put the phone away or even confiscate the phone. And they’ll likely have to do this several times a week. “It’s the one policy that no matter how hard they enforce it, kids break the rule,” said Shalaby\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Recent studies show that the temptation to look at \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59094/does-my-kid-have-a-tech-addiction\">\u003cspan style=\"font-weight: 400\">cell phone screens is powerful for young people\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who can get \u003c/span>\u003ca href=\"https://www.kiro7.com/news/trending/teacher-records-800-phone-alerts-her-students-course-day/BHHOS5SFVNH5PNU2QNOCZ4S4ZI/\">\u003cspan style=\"font-weight: 400\">hundreds of notifications during the course of a school day\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Instead of getting mixed up in a power struggle with her students over policing their phone use, she turns it into a conversation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Nobody tells me when or how I’m allowed to use my phone,” said Shalaby about the complex decisions she has to make around using her phone as an adult outside of school. “What’s the real and genuine and authentic opportunity to teach and learn something about freedom?’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She shifts away from trying to get rid of phones completely to helping students make safe and healthy decisions about screen time and responsible phone use. They can discuss how to change settings to receive less notifications, understand the addictive nature of phones and how their phone use may impact other learners.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>8. Why do I teach?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers make decisions that align with why they teach. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If the reason I teach is to deliver instruction in a content area, then nothing else is going to matter,” said Shalaby. “If the reason I teach is because I want a safer, freer and more beautiful world than the one that we have now and I believe in young people as stewards of that possible future, then I’m going to make different moves in my every day as a teacher.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Historically, educators have played an important role in freedom movements and at the forefront of struggles. They registered people to vote, promoted literacy campaigns and organized students to \u003ca href=\"https://news.yahoo.com/oral-histories-nearly-300-civil-135332641.html?guccounter=1\">advocate for civil rights\u003c/a>. Teachers today can continue the work of teachers who came before and give students the opportunities and skills to practice and build a better world, said Shalaby.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the same time, it’s hard to be a teacher right now. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Teachers are abused, mistreated, disrespected and disinvested in, so asking people why they teach now is such a hard and painful question,” said Shalaby.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Envisioning a new world with students keeps her from feeling demoralized because she’s actively working towards a future where everyone, including teachers, are valued. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Teaching is not for everyone and I think anybody who has the privilege of doing it ought to ask themselves every day, ‘Why do I do this?’ And, ‘Are my actions aligning with my purpose?’”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Classroom management styles run the gamut, from controlling to free. Educator Carla Shalaby provides back-to-school strategies for teachers who want to manage their classrooms more effectively.","status":"publish","parent":0,"modified":1700528879,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":39,"wordCount":1776},"headData":{"title":"Want more meaningful classroom management? Here are 8 questions teachers can ask themselves. | KQED","description":"Educator Carla Shalaby provides back-to-school strategies for teachers who want to manage their classrooms more effectively.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Educator Carla Shalaby provides back-to-school strategies for teachers who want to manage their classrooms more effectively."},"audioUrl":"https://dcs.megaphone.fm/KQINC9096356573.mp3?key=c09807f43df7464d183fc6e1ad3bc9d8&request_event_id=6690caeb-2a10-47d3-bbd5-b0fa34f36f62","excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/59777/want-more-meaningful-classroom-management-here-are-8-questions-teachers-can-ask-themselves","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">The first days of school usually include going over ground rules for the classroom as students return from nearly three months of summer break. All teachers approach this process differently, from posting rules on the board to co-creating norms as a class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s nothing inherently wrong with coming up with all the rules by yourself or deciding all the rules as a class, said Detroit-based educator Carla Shalaby, author of the book \u003c/span>\u003ca href=\"https://thenewpress.com/books/troublemakers\">\u003cspan style=\"font-weight: 400\">“Troublemakers: Lessons in Freedom.”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> But she also encourages teachers to consider how norms are carried out and what they communicate to students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Classroom management in itself is a curriculum,” said Shalaby about how teachers – often without knowing – are teaching young people through rules. “We think we’re teaching math; they’re paying attention to how we’re teaching power, authority, use of control, definitions of safety, who gets to belong and who’s good or bad.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A former public school teacher, Shalaby now trains educators at the University of Michigan’s School of Education. She helped open a \u003c/span>\u003ca href=\"https://soe.umich.edu/p20\">\u003cspan style=\"font-weight: 400\">partnership school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with the Detroit Public Schools Community District where she’ll be working with novice teachers who work with kids from infancy to graduation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When she trains teachers, Shalaby provides a list of eight questions they can ask themselves to guide how they think about classroom management.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>1. Do I use power to manage people in a space or do I use it to hold and make space?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Children are not born knowing how to talk through what to do when someone breaks a rule or causes harm. So they’re looking to teachers as models for how power is used. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“[These skills] are hard to teach and learn at home because home is not a democratic community. It’s a private space,” said Shalaby. “School is kids’ first exposure to the problems of the community.” \u003c/span>\u003cbr>\n\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"’mindshift_58616′","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Shalaby encourages teachers to try out new models of power that feel fair and democratic. For example, teachers can opt to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49558/a-deeper-look-at-the-whole-school-approach-to-behavior\">\u003cspan style=\"font-weight: 400\">not kick kids out\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of class when they misbehave.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Give kids practice in the problems that come up when you really try to take care of every single person without removing people from your space,” said Shalaby. Kids who violate rules will also develop the skills needed to take accountability. “We’re all human beings in this project together and in this space together, and we’ve got to figure out how to do it for 180 days.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>2. Am I serving kids by having a comprehensive set of rules that eliminates all potential conflict, harm and drama?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometimes rules are used to get ahead of any possible issue that might come up in the classroom. But disagreement and conflict can be generative for children and in the future when they’re adults.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Solving all problems takes away kids’ opportunities to practice how to solve problems,” said Shalaby. When teachers eliminate the possibility of conflict, kids don’t learn essential basics, she said. For example, students might have a hard time working well in small groups without an adult because they don’t have the skills to find solutions on their own. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Kids grow to understand that the person in power gets to do that,” said Shalaby.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While it may seem like more work to deal with problems collaboratively than it is to decide and enforce rules, Shalaby said it takes more time in the long run to constantly redirect kids when they fail to comply.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>3. If a student asks ‘Why?,’ will your reason for having the policy stand up to the uniquely smart and relentless scrutiny of 30+ young people collectively seeking freedom? \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Saying “because I said so” can lead to the “nightmare of an un-winnable power struggle” against students, said Shalaby. And it’s not worth it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The main way that time gets wasted in classrooms is power struggle,” she said. “It’s exhausting. It’s driving teachers out of our profession. It’s pushing kids out of school.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\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=KQINC9096356573&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n\u003c/span>\u003c/p>\n\u003ch2>\u003cb>4. Does this classroom rule exist only because I happen to have a personal pet peeve?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can tell students that a rule is based on a personal pet peeve, but they have to be prepared to accommodate everyone’s pet peeves because teachers are just another member of the classroom community, said Shalaby. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s difficult for students and teachers alike to make space for each person’s unique quirks when everyone is used to deferring to a teacher. Students discover how to deal with the tensions and questions that come up when they are trying to make everyone feel like they belong.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s the space and the time to skill build around harm, how we treat each other, how and whether we take care of each other and what the real challenges are in balancing what I need against what a group needs,” said Shalaby. “Those are really hard democratic problems that kids need many years of practice with.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>5. Are my actions grounded in cultivating safety or control?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">A common misunderstanding is that more rules make classrooms safer, according to Shalaby. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Those are efforts to try to avoid bad things happening by exerting more control over human beings, constraining their rights more and more so that they can be trustworthy,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shalaby admits that safety and control are tricky subjects these days in light of recent school shootings. In response, schools \u003c/span>\u003ca href=\"https://theintercept.com/2018/05/30/face-recognition-schools-school-shootings/\">\u003cspan style=\"font-weight: 400\">monitor students’ movements\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> around campus, limit \u003c/span>\u003ca href=\"https://www.npr.org/2022/07/19/1112211589/dallas-schools-clear-backpacks\">\u003cspan style=\"font-weight: 400\">what they are allowed to bring into school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and even restrict \u003c/span>\u003ca href=\"https://www.theatlantic.com/education/archive/2016/04/dress-codes-after-columbine/624407/\">\u003cspan style=\"font-weight: 400\">what they’re allowed to wear\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As an alternative to counting on increased security to keep students safe, Shalaby points to \u003c/span>\u003ca href=\"https://jyd.pitt.edu/ojs/jyd/article/view/19-14-04-PA-3\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> saying that young people are less likely to commit community violence when they join pro-social activities such as mentorships, arts programs and after school sports. Providing access to practices and activities that foster belonging increases safety without relying on rules to control students’ bodies and behavior.\u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">The first question comes from this artwork by Molly Costello, recently reprinted in Lessons in Liberation: An Abolitionist Toolkit for Educators (AK Press, 2021). “Are my actions grounded in cultivating safety or control?” \u003ca href=\"https://t.co/vSEDtZJP2h\">pic.twitter.com/vSEDtZJP2h\u003c/a>\u003c/p>\n\u003cp>— Carla Shalaby (@CarlaShalaby) \u003ca href=\"https://twitter.com/CarlaShalaby/status/1556306636934979588?ref_src=twsrc%5Etfw\">August 7, 2022\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp> \u003c/p>\n\u003ch2>\u003cb>6. Am I defining safety in a way that requires control or freedom?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When schools use restrictive regulations, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59560/how-do-you-stop-cheating-students-hint-tech-isnt-the-only-answer\">\u003cspan style=\"font-weight: 400\">security and surveillance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to make schools safer, they operate on the idea that taking away students’ autonomy will lead to safety. According to Shalaby, freedom is an essential part of safety.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Safety is the practice of freedom responsibly,” she said. “In order to learn how to do that, students need to practice being accountable to others.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If rules are too constraining, students don’t have the opportunity to make decisions to keep each other safe. Instead of relying on restrictions as a means to safety, Shalaby recommends a “We keep us safe” mentality. “We mind our actions in terms of how they affect and impact other people. We learn to take accountability for the harm that we cause and set things right. Those are the things that increase our safety.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>7. Does enforcing this rule require me to behave like a police officer or an educator?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">If a student is on their phone during class, a teacher might tell the student to put the phone away or even confiscate the phone. And they’ll likely have to do this several times a week. “It’s the one policy that no matter how hard they enforce it, kids break the rule,” said Shalaby\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Recent studies show that the temptation to look at \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59094/does-my-kid-have-a-tech-addiction\">\u003cspan style=\"font-weight: 400\">cell phone screens is powerful for young people\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who can get \u003c/span>\u003ca href=\"https://www.kiro7.com/news/trending/teacher-records-800-phone-alerts-her-students-course-day/BHHOS5SFVNH5PNU2QNOCZ4S4ZI/\">\u003cspan style=\"font-weight: 400\">hundreds of notifications during the course of a school day\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Instead of getting mixed up in a power struggle with her students over policing their phone use, she turns it into a conversation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Nobody tells me when or how I’m allowed to use my phone,” said Shalaby about the complex decisions she has to make around using her phone as an adult outside of school. “What’s the real and genuine and authentic opportunity to teach and learn something about freedom?’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She shifts away from trying to get rid of phones completely to helping students make safe and healthy decisions about screen time and responsible phone use. They can discuss how to change settings to receive less notifications, understand the addictive nature of phones and how their phone use may impact other learners.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>8. Why do I teach?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers make decisions that align with why they teach. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If the reason I teach is to deliver instruction in a content area, then nothing else is going to matter,” said Shalaby. “If the reason I teach is because I want a safer, freer and more beautiful world than the one that we have now and I believe in young people as stewards of that possible future, then I’m going to make different moves in my every day as a teacher.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Historically, educators have played an important role in freedom movements and at the forefront of struggles. They registered people to vote, promoted literacy campaigns and organized students to \u003ca href=\"https://news.yahoo.com/oral-histories-nearly-300-civil-135332641.html?guccounter=1\">advocate for civil rights\u003c/a>. Teachers today can continue the work of teachers who came before and give students the opportunities and skills to practice and build a better world, said Shalaby.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the same time, it’s hard to be a teacher right now. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Teachers are abused, mistreated, disrespected and disinvested in, so asking people why they teach now is such a hard and painful question,” said Shalaby.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Envisioning a new world with students keeps her from feeling demoralized because she’s actively working towards a future where everyone, including teachers, are valued. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Teaching is not for everyone and I think anybody who has the privilege of doing it ought to ask themselves every day, ‘Why do I do this?’ And, ‘Are my actions aligning with my purpose?’”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59777/want-more-meaningful-classroom-management-here-are-8-questions-teachers-can-ask-themselves","authors":["11721"],"programs":["mindshift_21847"],"categories":["mindshift_20729","mindshift_21130","mindshift_21848"],"tags":["mindshift_21198","mindshift_21474","mindshift_698","mindshift_21167","mindshift_20794","mindshift_21134","mindshift_21213","mindshift_72","mindshift_21252"],"featImg":"mindshift_59783","label":"mindshift_21847"},"mindshift_59748":{"type":"posts","id":"mindshift_59748","meta":{"index":"posts_1591205157","site":"mindshift","id":"59748","score":null,"sort":[1661240165000]},"guestAuthors":[],"slug":"how-perspective-taking-can-improve-classroom-behavior-and-teacher-student-relationships","title":"How perspective taking can improve classroom behavior and teacher-student relationships","publishDate":1661240165,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>One of the most vexing dilemmas for teachers is finding the best way to respond to students who misbehave. Experts argue over whether the best classroom-management approach is a consistent, strict discipline or a more forgiving response where students discuss their grievances with an adult’s guidance, a process called restorative justice. For-profit software companies sell systems to encourage teachers to award points or stars for good behavior and deduct them for misbehavior, but critics complain that the constant monitoring can feel too controlling and public shaming can be discouraging. Who can blame new teachers for feeling confused and ill-prepared to manage classroom disruptions?\u003c/p>\n\u003cp>Education researchers have been studying ways to prevent behavior problems from erupting in the first place, much like the field of preventive medicine aims to help people live healthier lives to minimize incidence of heart disease, cancer and diabetes. Generously doling out \u003ca href=\"https://hechingerreport.org/proof-points-putting-praise-to-the-test/\">praise\u003c/a> has proved to be somewhat effective in previous studies. In this column, I’m going to explain an idea that steals a page from marriage counseling: perspective taking. Its advocates advise teachers to put themselves in the shoes of their most perplexing, misbehaving students and simply imagine what they are thinking and feeling.\u003c/p>\n\u003cp>It might seem far-fetched that a simple, imaginative exercise inside the mind of the person who isn’t misbehaving – the teacher – would make any difference to the classroom atmosphere. But Johns Hopkins education professor Hunter Gehlbach found that students of teachers who were briefly trained in this thought experiment reported better relationships with their teachers and earned higher grades.\u003c/p>\n\u003cp>“We know, unequivocally, one of the best things that anyone can do for classroom management and for teachers to be effective at their jobs across a whole array of outcomes, is to improve teacher-student relationships,” said Gehlbach.\u003c/p>\n\u003cp>His theory, and hope, is that students’ need or desire to misbehave might be reduced if they feel a positive connection with the teacher at the front of the classroom.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Gehlbach, together with two other researchers, put perspective taking to a real world test at a charter school network in the northeastern United States. About 50 teachers, in kindergarten through ninth grade, were randomly selected to receive a single, 90-minute workshop. Another 50 teachers would eventually also go through the same training, but the staggered timing allowed the researchers to study what happened in the classrooms of the teachers who received the training first compared to classrooms of teachers who were waiting for it.\u003c/p>\n\u003cp>The session resembled a theater workshop. Teachers sat in pairs and were instructed to begin by thinking about their most frustrating student, with whom they often had conflicts.\u003c/p>\n\u003cp>“There’s some child who’s on your roster, who is only one child, but takes up like 70, 80, 90 percent of your emotional bandwidth,” said Gehlbach, a former high school history teacher.\u003c/p>\n\u003cp>Certain students jumped to the front of the brain of more than one teacher; several teachers had the same exact perplexing student in mind.\u003c/p>\n\u003cp>Teachers were then told to think of a particularly puzzling behavior or an incident with the student and tell her workshop partner about it. “We invite them to really let loose, say all the things that are frustrating and maddening about the child,” said Gehlbach.\u003c/p>\n\u003cp>Then, the teacher was asked to retell the story from the child’s perspective. If I were a teacher in this workshop, playing the role of the student, I might say, “Man, Ms. Barshay always picks on me. I think it’s because she doesn’t like me. Like, clearly, she’s out to get me. And I think she even got the other teacher down the hall to pick on me too, because she’s just that mean.”\u003c/p>\n\u003cp>“It doesn’t work for every single teacher,” Gehlbach said, “but the juxtaposition of the two perspectives gets a lot of them to internalize, ‘Oh, right. This is more of a two-way street. And I’ve gotten sort of sucked into my own perspective, a little too much.’”\u003c/p>\n\u003cp>With the partner’s help, the two teachers brainstorm reasons for why the student might have acted this way. Maybe the parents put too much pressure on the kid. Maybe the parents are going through a divorce.\u003c/p>\n\u003cp>“We don’t come to any sure conclusions,” said Gehlbach. “The final step is to go forth and get more information.”\u003c/p>\n\u003cp>A couple of months later, teachers who had taken the workshop reported more positive relationships with their students than teachers who hadn’t taken it. Students in their classrooms, similarly, reported more positive relationships with their teachers. Most importantly, students’ grades improved, a possible sign that improved teacher-student relationships were translating into more motivated students who wanted to learn and work more. However, while grades improved, math and reading test scores did not.\u003c/p>\n\u003cp>Another big disappointment was that the number of disciplinary incidents were no different among middle school students whose teachers had been trained compared with those who hadn’t; improved teacher-student relationships don’t necessarily translate into better student behavior. (The researchers only had discipline records for middle school students so they weren’t able to perform the same analysis for younger kids.)\u003c/p>\n\u003cp>The paper, “\u003ca href=\"https://edarxiv.org/yvcdb/\">Social Perspective Taking: A Professional Development Induction to Improve Teacher-Student Relationships and Student Learning\u003c/a>,” has been peer-reviewed and is slated for publication in the Journal of Educational Psychology this summer.\u003c/p>\n\u003cp>“It’s not bullet proof,” said Gehlbach. “But we have some evidence that they’re probably learning more from this teacher as a result of this intervention.” Gehlbach calls his classroom experiment a “proof of concept” and hopes to see if it can be repeated in other classrooms around the country\u003c/p>\n\u003cp>A 90-minute session on understanding someone else’s perspective will never be a complete answer to student discipline. And, more broadly, all of these preventive discipline ideas are not a substitute for the need to react to student disruptions in the moment. But it’s an interesting theory that appears to do no harm, and this thought experiment might be a helpful addition to the teacher’s toolbox.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about\u003c/em> \u003ca href=\"https://hechingerreport.org/proof-points-borrowing-a-page-from-marriage-therapy-in-the-classroom/\">\u003cem>classroom management\u003c/em>\u003c/a> \u003cem>was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter.\u003c/em>\u003c/a>\u003c/p>\n\n","blocks":[],"excerpt":"A classroom management experiment in perspective taking could help improve teachers’ relationships with disruptive students.","status":"publish","parent":0,"modified":1661240165,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1119},"headData":{"title":"How perspective taking can improve classroom behavior and teacher-student relationships - MindShift","description":"A classroom management experiment in perspective taking could help improve teachers’ relationships with disruptive students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"59748 https://ww2.kqed.org/mindshift/?p=59748","disqusUrl":"https://ww2.kqed.org/mindshift/2022/08/23/how-perspective-taking-can-improve-classroom-behavior-and-teacher-student-relationships/","disqusTitle":"How perspective taking can improve classroom behavior and teacher-student relationships","nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/59748/how-perspective-taking-can-improve-classroom-behavior-and-teacher-student-relationships","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>One of the most vexing dilemmas for teachers is finding the best way to respond to students who misbehave. Experts argue over whether the best classroom-management approach is a consistent, strict discipline or a more forgiving response where students discuss their grievances with an adult’s guidance, a process called restorative justice. For-profit software companies sell systems to encourage teachers to award points or stars for good behavior and deduct them for misbehavior, but critics complain that the constant monitoring can feel too controlling and public shaming can be discouraging. Who can blame new teachers for feeling confused and ill-prepared to manage classroom disruptions?\u003c/p>\n\u003cp>Education researchers have been studying ways to prevent behavior problems from erupting in the first place, much like the field of preventive medicine aims to help people live healthier lives to minimize incidence of heart disease, cancer and diabetes. Generously doling out \u003ca href=\"https://hechingerreport.org/proof-points-putting-praise-to-the-test/\">praise\u003c/a> has proved to be somewhat effective in previous studies. In this column, I’m going to explain an idea that steals a page from marriage counseling: perspective taking. Its advocates advise teachers to put themselves in the shoes of their most perplexing, misbehaving students and simply imagine what they are thinking and feeling.\u003c/p>\n\u003cp>It might seem far-fetched that a simple, imaginative exercise inside the mind of the person who isn’t misbehaving – the teacher – would make any difference to the classroom atmosphere. But Johns Hopkins education professor Hunter Gehlbach found that students of teachers who were briefly trained in this thought experiment reported better relationships with their teachers and earned higher grades.\u003c/p>\n\u003cp>“We know, unequivocally, one of the best things that anyone can do for classroom management and for teachers to be effective at their jobs across a whole array of outcomes, is to improve teacher-student relationships,” said Gehlbach.\u003c/p>\n\u003cp>His theory, and hope, is that students’ need or desire to misbehave might be reduced if they feel a positive connection with the teacher at the front of the classroom.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Gehlbach, together with two other researchers, put perspective taking to a real world test at a charter school network in the northeastern United States. About 50 teachers, in kindergarten through ninth grade, were randomly selected to receive a single, 90-minute workshop. Another 50 teachers would eventually also go through the same training, but the staggered timing allowed the researchers to study what happened in the classrooms of the teachers who received the training first compared to classrooms of teachers who were waiting for it.\u003c/p>\n\u003cp>The session resembled a theater workshop. Teachers sat in pairs and were instructed to begin by thinking about their most frustrating student, with whom they often had conflicts.\u003c/p>\n\u003cp>“There’s some child who’s on your roster, who is only one child, but takes up like 70, 80, 90 percent of your emotional bandwidth,” said Gehlbach, a former high school history teacher.\u003c/p>\n\u003cp>Certain students jumped to the front of the brain of more than one teacher; several teachers had the same exact perplexing student in mind.\u003c/p>\n\u003cp>Teachers were then told to think of a particularly puzzling behavior or an incident with the student and tell her workshop partner about it. “We invite them to really let loose, say all the things that are frustrating and maddening about the child,” said Gehlbach.\u003c/p>\n\u003cp>Then, the teacher was asked to retell the story from the child’s perspective. If I were a teacher in this workshop, playing the role of the student, I might say, “Man, Ms. Barshay always picks on me. I think it’s because she doesn’t like me. Like, clearly, she’s out to get me. And I think she even got the other teacher down the hall to pick on me too, because she’s just that mean.”\u003c/p>\n\u003cp>“It doesn’t work for every single teacher,” Gehlbach said, “but the juxtaposition of the two perspectives gets a lot of them to internalize, ‘Oh, right. This is more of a two-way street. And I’ve gotten sort of sucked into my own perspective, a little too much.’”\u003c/p>\n\u003cp>With the partner’s help, the two teachers brainstorm reasons for why the student might have acted this way. Maybe the parents put too much pressure on the kid. Maybe the parents are going through a divorce.\u003c/p>\n\u003cp>“We don’t come to any sure conclusions,” said Gehlbach. “The final step is to go forth and get more information.”\u003c/p>\n\u003cp>A couple of months later, teachers who had taken the workshop reported more positive relationships with their students than teachers who hadn’t taken it. Students in their classrooms, similarly, reported more positive relationships with their teachers. Most importantly, students’ grades improved, a possible sign that improved teacher-student relationships were translating into more motivated students who wanted to learn and work more. However, while grades improved, math and reading test scores did not.\u003c/p>\n\u003cp>Another big disappointment was that the number of disciplinary incidents were no different among middle school students whose teachers had been trained compared with those who hadn’t; improved teacher-student relationships don’t necessarily translate into better student behavior. (The researchers only had discipline records for middle school students so they weren’t able to perform the same analysis for younger kids.)\u003c/p>\n\u003cp>The paper, “\u003ca href=\"https://edarxiv.org/yvcdb/\">Social Perspective Taking: A Professional Development Induction to Improve Teacher-Student Relationships and Student Learning\u003c/a>,” has been peer-reviewed and is slated for publication in the Journal of Educational Psychology this summer.\u003c/p>\n\u003cp>“It’s not bullet proof,” said Gehlbach. “But we have some evidence that they’re probably learning more from this teacher as a result of this intervention.” Gehlbach calls his classroom experiment a “proof of concept” and hopes to see if it can be repeated in other classrooms around the country\u003c/p>\n\u003cp>A 90-minute session on understanding someone else’s perspective will never be a complete answer to student discipline. And, more broadly, all of these preventive discipline ideas are not a substitute for the need to react to student disruptions in the moment. But it’s an interesting theory that appears to do no harm, and this thought experiment might be a helpful addition to the teacher’s toolbox.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about\u003c/em> \u003ca href=\"https://hechingerreport.org/proof-points-borrowing-a-page-from-marriage-therapy-in-the-classroom/\">\u003cem>classroom management\u003c/em>\u003c/a> \u003cem>was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter.\u003c/em>\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59748/how-perspective-taking-can-improve-classroom-behavior-and-teacher-student-relationships","authors":["byline_mindshift_59748"],"categories":["mindshift_193"],"tags":["mindshift_21198","mindshift_21474","mindshift_698","mindshift_20699","mindshift_20865","mindshift_21022","mindshift_21213","mindshift_943"],"featImg":"mindshift_59751","label":"mindshift"},"mindshift_58535":{"type":"posts","id":"mindshift_58535","meta":{"index":"posts_1591205157","site":"mindshift","id":"58535","score":null,"sort":[1633590904000]},"guestAuthors":[],"slug":"seven-ways-to-ensure-students-bring-their-whole-selves-into-the-classroom","title":"Seven ways to ensure students bring their whole selves into the classroom","publishDate":1633590904,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Excerpted from \u003ca href=\"http://www.beacon.org/Ratchetdemic-P1703.aspx\">Ratchetdemic: Reimagining Academic Success\u003c/a> by Christopher Emdin (Beacon Press, 2021). Reprinted with permission from Beacon Press.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Christopher Emdin\u003c/strong>\u003c/p>\n\u003cp>Choosing to be ratchetdemic is choosing to challenge respectability and what those who have power cherish the most—their power and the security it affords them. Being ratchetdemic is choosing to no longer be agreeable with your discomfort or the oppression of children through pedagogies that rob them of their genius, even in its most raw and unpolished forms. Most importantly, it is the restoration of the rights of the body to those who have been positioned as undeserving of them. By “the rights of the body,” I refer to seven rights articulated within Buddhist tradition. These are identified most clearly in the book \u003cem>Eastern Body, Western Mind\u003c/em>, which, although not directly related to education, can serve as a guide for teaching and learning. The seven rights of the body identify what has been denied to students when they are robbed of the opportunity to be ratchetdemic. These rights—to be here, to feel, to act, to love, to speak, to see, and to know—are at the essence of teaching and learning. Educators who anchor their teaching in the restoration of these rights to young people use their pedagogy as protest against the ways that emotional and psychological violence against young people has been normalized in schools.\u003c/p>\n\u003cp>The right to be here is the first and most fundamental right of the body. In education, it must be modified to the right to be here as you are. For that right to be granted, young people must feel as though their presence in the classroom, in whatever way they choose to express it, is always welcome. Ratchetdemic teaching begins by recognizing that students—especially Black students, who typically feel unwelcome in schools—have the right to be there. Their comfort and agency are compromised by the norms of the institution. Consequently, they feel as though school is not for them. this denial of the right to be here affects not just their comfort in the physical classroom but their ability to learn. The restoration of this right is a fundamental component of working with young people to become Ratchetdemic. It is accomplished in the classroom by explicitly stating when students walk into the school and/or the classroom for the first time that the entire enterprise of schooling is about them. Students must be told they have a right to be there, and they must be reminded that school is not about anything other than ensuring that they are whole and learning. This is where statements like, “This is your school,” “This is your classroom,” and “I work for you” become essential until it is understood by students that because of divine rights they have been born with, wherever their feet tread is a space they have a right to take up and are welcome.\u003c/p>\n\u003cp>The second right—the right to feel—is about ensuring that students have the space to express their emotions and the vocabulary to name what they are feeling. Human beings are born with the right to feel. It is an essential right to return to young people because in schools students are only afforded a very limited range of emotions. In the eyes of teachers, Black youth (in particular) can be only angry or agreeable. A number of actions that are indictors of a bevy of emotions are attributed to anger and addressed as though they are rooted in negative intentions. If Black or Brown students are curious or unclear with instructions, they are perceived as angry and questioning authority. If they are frustrated, sad, or pensive, they are perceived as angry. In fact, for too many students anything other than blind complicity is read as anger and confronted with the wrath of the institution and its operatives. The work of the educator then becomes working with young people to name their emotions—sharing the language that helps them to identify what and how they are feeling— while creating the space for these emotions to be felt and expressed without demonizing young people. This right also involves creating classroom spaces where young people can share their emotions about what is going on in the world without judgment and have a teacher who can model how to work through these emotions.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The third right that must be restored to students in order for them to have the ideal learning space and be fully actualized is the right to act. Once students are afforded the right to feel, they must also have the right to act on how they feel. Being able to name how you feel must be accompanied by having the space to act on those emotions in order to feel free. As long as the act does not violate the rights of someone else, acting on an emotion is a way to feel affirmed and confirm the right to be present and take up space. In classrooms, creating space and time for the physical expression of emotions is essential. A moment in the class to scream and a corner in the class to move demonstrates a value for the students’ full self.\u003c/p>\n\u003cp>The fourth right of the body is the right to love and also be loved. This right is about agape love—the love of others for the good of humanity and betterment of society—and also about opening up the space for students to express a love for the people and things in their world that have significance to them even if they lack value in schools. The love of music, sports, and cultural artifacts and figures must be allowed in the classroom. The love of people and the space to express that love is also important. The work of ratchetdemic educators is to ensure that they teach about and with the artifacts and people that students love. Pedagogically, the right to love recognizes that there is no more compelling emotion than love, and there is no place where love is more needed than in learning. Activating the love young people have for phenomena that are perceived to be nonacademic in classrooms—and loving them enough to be creative and uncomfortable in uncovering the connections between those phenomena and academic content—transforms the nature of teaching and learning and restores a lost right to students.\u003c/p>\n\u003cp>The fifth right of the body is the right to speak. This right involves creating space where the voice of the student is not compromised or distorted in the pursuit of learning or being “better educated.” The right to speak is about being welcome to speak in one’s own tongue, dialect, or accent and honoring that right even if and when the discourse of power is different. The right to speak is not just about having voice but speaking truth to power. The ratchetdemic educator creates pathways and platforms for young people to speak about issues in the school, the community, and society to those who hold positions of power and authority. This is not about providing a voice to students. It is about amplifying their voices and providing them with access to those who hold power so that their voices can be heard. The right to speak requires creating curriculum that provides opportunities for young people to speak both within and beyond the classroom.\u003c/p>\n\u003cp>The sixth right is the right to see. It involves the recognition that students have the right to see things from a different perspective than the teacher or the school. The right to see is the right to have and express inner visions in the tradition of Stevie Wonder—a deep and reflective excavation of self as it relates to society and an expression of one’s vision of the world based on one’s reality. To allow young people to see things differently and then allow their visions to come to life in the classroom restores a faith in their own visions of the world and provides the classroom and the school with new approaches to transforming education to meet the needs of young people. The educator must consistently challenge students to envision the classroom and the world differently. The right to see is about activating the imagination and creating a classroom with young people that is closest to where they are most free to learn.\u003c/p>\n\u003cp>The seventh and final right is the right to know. In the classroom, this right is connected to the fact that schools deny Black children the right to know about themselves, their history, their legacy, and the causes for the inequities they live under. The right to know is compromised by the low expectations that teachers hold of students and the belief that students are not prepared to know about the inequities of the world or ill equipped to understand what is perceived to be rigorous academic content. The right to know is also the right to be challenged academically and to have all the information needed to understand the world shared with you. I argue that once all the other rights of the body have been provided, youth thrive when they have the right to know because their full selves are affirmed and free to accept and pursue knowledge.\u003c/p>\n\u003cfigure id=\"attachment_58540\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"wp-image-58540\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/09/Emdin_photo-credit-Laura-Yost-800x1200.jpg\" alt=\"\" width=\"200\" height=\"304\">\u003cfigcaption class=\"wp-caption-text\">Author photo by Laura Yost (Courtesy of Beacon Press)\u003c/figcaption>\u003c/figure>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Christopher Emdin is professor and program director of Science Education in the Department of Mathematics, Science, and Technology at Teachers College, Columbia University, where he also serves as associate director of the Institute for Urban and Minority Education. The creator of the #HipHopEd social media movement and the Science Genius program, he is the author of the New York Times bestseller \u003ca href=\"https://www.penguinrandomhouse.com/books/237679/for-white-folks-who-teach-in-the-hood-and-the-rest-of-yall-too-by-christopher-emdin/\">For White Folks Who Teach in the Hood . . . and the Rest of Y’all Too\u003c/a> and \u003ca href=\"https://chrisemdin.com/product/urban-science-education-for-the-hip-hop-generation-cultural-and-historical-perspectives-on-science-education/\">Urban Science Education for the Hip-Hop Generation\u003c/a>. You can follow him on Twitter at \u003ca href=\"https://twitter.com/chrisemdin?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\">@chrisemdin\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"In his book Ratchetdemic, Chris Emdin highlights the seven rights of the body as guidelines to help teachers respect the full, complex humanity of all their students.","status":"publish","parent":0,"modified":1640029686,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":1689},"headData":{"title":"Seven ways to ensure students bring their whole selves into the classroom - MindShift","description":"In his book Ratchetdemic, Chris Emdin highlights the seven rights of the body as guidelines to help teachers respect the full, complex humanity of all their students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"58535 https://ww2.kqed.org/mindshift/?p=58535","disqusUrl":"https://ww2.kqed.org/mindshift/2021/10/07/seven-ways-to-ensure-students-bring-their-whole-selves-into-the-classroom/","disqusTitle":"Seven ways to ensure students bring their whole selves into the classroom","excludeFromSiteSearch":"Include","path":"/mindshift/58535/seven-ways-to-ensure-students-bring-their-whole-selves-into-the-classroom","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpted from \u003ca href=\"http://www.beacon.org/Ratchetdemic-P1703.aspx\">Ratchetdemic: Reimagining Academic Success\u003c/a> by Christopher Emdin (Beacon Press, 2021). Reprinted with permission from Beacon Press.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Christopher Emdin\u003c/strong>\u003c/p>\n\u003cp>Choosing to be ratchetdemic is choosing to challenge respectability and what those who have power cherish the most—their power and the security it affords them. Being ratchetdemic is choosing to no longer be agreeable with your discomfort or the oppression of children through pedagogies that rob them of their genius, even in its most raw and unpolished forms. Most importantly, it is the restoration of the rights of the body to those who have been positioned as undeserving of them. By “the rights of the body,” I refer to seven rights articulated within Buddhist tradition. These are identified most clearly in the book \u003cem>Eastern Body, Western Mind\u003c/em>, which, although not directly related to education, can serve as a guide for teaching and learning. The seven rights of the body identify what has been denied to students when they are robbed of the opportunity to be ratchetdemic. These rights—to be here, to feel, to act, to love, to speak, to see, and to know—are at the essence of teaching and learning. Educators who anchor their teaching in the restoration of these rights to young people use their pedagogy as protest against the ways that emotional and psychological violence against young people has been normalized in schools.\u003c/p>\n\u003cp>The right to be here is the first and most fundamental right of the body. In education, it must be modified to the right to be here as you are. For that right to be granted, young people must feel as though their presence in the classroom, in whatever way they choose to express it, is always welcome. Ratchetdemic teaching begins by recognizing that students—especially Black students, who typically feel unwelcome in schools—have the right to be there. Their comfort and agency are compromised by the norms of the institution. Consequently, they feel as though school is not for them. this denial of the right to be here affects not just their comfort in the physical classroom but their ability to learn. The restoration of this right is a fundamental component of working with young people to become Ratchetdemic. It is accomplished in the classroom by explicitly stating when students walk into the school and/or the classroom for the first time that the entire enterprise of schooling is about them. Students must be told they have a right to be there, and they must be reminded that school is not about anything other than ensuring that they are whole and learning. This is where statements like, “This is your school,” “This is your classroom,” and “I work for you” become essential until it is understood by students that because of divine rights they have been born with, wherever their feet tread is a space they have a right to take up and are welcome.\u003c/p>\n\u003cp>The second right—the right to feel—is about ensuring that students have the space to express their emotions and the vocabulary to name what they are feeling. Human beings are born with the right to feel. It is an essential right to return to young people because in schools students are only afforded a very limited range of emotions. In the eyes of teachers, Black youth (in particular) can be only angry or agreeable. A number of actions that are indictors of a bevy of emotions are attributed to anger and addressed as though they are rooted in negative intentions. If Black or Brown students are curious or unclear with instructions, they are perceived as angry and questioning authority. If they are frustrated, sad, or pensive, they are perceived as angry. In fact, for too many students anything other than blind complicity is read as anger and confronted with the wrath of the institution and its operatives. The work of the educator then becomes working with young people to name their emotions—sharing the language that helps them to identify what and how they are feeling— while creating the space for these emotions to be felt and expressed without demonizing young people. This right also involves creating classroom spaces where young people can share their emotions about what is going on in the world without judgment and have a teacher who can model how to work through these emotions.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The third right that must be restored to students in order for them to have the ideal learning space and be fully actualized is the right to act. Once students are afforded the right to feel, they must also have the right to act on how they feel. Being able to name how you feel must be accompanied by having the space to act on those emotions in order to feel free. As long as the act does not violate the rights of someone else, acting on an emotion is a way to feel affirmed and confirm the right to be present and take up space. In classrooms, creating space and time for the physical expression of emotions is essential. A moment in the class to scream and a corner in the class to move demonstrates a value for the students’ full self.\u003c/p>\n\u003cp>The fourth right of the body is the right to love and also be loved. This right is about agape love—the love of others for the good of humanity and betterment of society—and also about opening up the space for students to express a love for the people and things in their world that have significance to them even if they lack value in schools. The love of music, sports, and cultural artifacts and figures must be allowed in the classroom. The love of people and the space to express that love is also important. The work of ratchetdemic educators is to ensure that they teach about and with the artifacts and people that students love. Pedagogically, the right to love recognizes that there is no more compelling emotion than love, and there is no place where love is more needed than in learning. Activating the love young people have for phenomena that are perceived to be nonacademic in classrooms—and loving them enough to be creative and uncomfortable in uncovering the connections between those phenomena and academic content—transforms the nature of teaching and learning and restores a lost right to students.\u003c/p>\n\u003cp>The fifth right of the body is the right to speak. This right involves creating space where the voice of the student is not compromised or distorted in the pursuit of learning or being “better educated.” The right to speak is about being welcome to speak in one’s own tongue, dialect, or accent and honoring that right even if and when the discourse of power is different. The right to speak is not just about having voice but speaking truth to power. The ratchetdemic educator creates pathways and platforms for young people to speak about issues in the school, the community, and society to those who hold positions of power and authority. This is not about providing a voice to students. It is about amplifying their voices and providing them with access to those who hold power so that their voices can be heard. The right to speak requires creating curriculum that provides opportunities for young people to speak both within and beyond the classroom.\u003c/p>\n\u003cp>The sixth right is the right to see. It involves the recognition that students have the right to see things from a different perspective than the teacher or the school. The right to see is the right to have and express inner visions in the tradition of Stevie Wonder—a deep and reflective excavation of self as it relates to society and an expression of one’s vision of the world based on one’s reality. To allow young people to see things differently and then allow their visions to come to life in the classroom restores a faith in their own visions of the world and provides the classroom and the school with new approaches to transforming education to meet the needs of young people. The educator must consistently challenge students to envision the classroom and the world differently. The right to see is about activating the imagination and creating a classroom with young people that is closest to where they are most free to learn.\u003c/p>\n\u003cp>The seventh and final right is the right to know. In the classroom, this right is connected to the fact that schools deny Black children the right to know about themselves, their history, their legacy, and the causes for the inequities they live under. The right to know is compromised by the low expectations that teachers hold of students and the belief that students are not prepared to know about the inequities of the world or ill equipped to understand what is perceived to be rigorous academic content. The right to know is also the right to be challenged academically and to have all the information needed to understand the world shared with you. I argue that once all the other rights of the body have been provided, youth thrive when they have the right to know because their full selves are affirmed and free to accept and pursue knowledge.\u003c/p>\n\u003cfigure id=\"attachment_58540\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"wp-image-58540\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/09/Emdin_photo-credit-Laura-Yost-800x1200.jpg\" alt=\"\" width=\"200\" height=\"304\">\u003cfigcaption class=\"wp-caption-text\">Author photo by Laura Yost (Courtesy of Beacon Press)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Christopher Emdin is professor and program director of Science Education in the Department of Mathematics, Science, and Technology at Teachers College, Columbia University, where he also serves as associate director of the Institute for Urban and Minority Education. The creator of the #HipHopEd social media movement and the Science Genius program, he is the author of the New York Times bestseller \u003ca href=\"https://www.penguinrandomhouse.com/books/237679/for-white-folks-who-teach-in-the-hood-and-the-rest-of-yall-too-by-christopher-emdin/\">For White Folks Who Teach in the Hood . . . and the Rest of Y’all Too\u003c/a> and \u003ca href=\"https://chrisemdin.com/product/urban-science-education-for-the-hip-hop-generation-cultural-and-historical-perspectives-on-science-education/\">Urban Science Education for the Hip-Hop Generation\u003c/a>. You can follow him on Twitter at \u003ca href=\"https://twitter.com/chrisemdin?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\">@chrisemdin\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58535/seven-ways-to-ensure-students-bring-their-whole-selves-into-the-classroom","authors":["11721"],"categories":["mindshift_1"],"tags":["mindshift_21198","mindshift_21250","mindshift_21321","mindshift_20684","mindshift_20980","mindshift_698","mindshift_21036","mindshift_20699","mindshift_21223","mindshift_21449","mindshift_21213"],"featImg":"mindshift_58602","label":"mindshift"},"mindshift_53354":{"type":"posts","id":"mindshift_53354","meta":{"index":"posts_1591205157","site":"mindshift","id":"53354","score":null,"sort":[1554100891000]},"guestAuthors":[],"slug":"compassion-based-strategies-for-managing-classroom-behavior","title":"Compassion-Based Strategies for Managing Classroom Behavior","publishDate":1554100891,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">When Grace Dearborn started her career teaching high school students, she felt confident about how to teach but unprepared for managing behavior in her classroom. During more challenging disciplinary moments with students, \u003c/span>\u003cspan style=\"font-weight: 400\">she used her angry voice with them, thinking that would work. Instead, on one occasion, an escalated situation led to a student following her around the classroom for 15 minutes while she was teaching until security could come to escort the student out of the class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It wasn’t until a few years into her job that a colleague saw how she was communicating with her students and suggested a different approach. Dearborn’s colleague noticed that she couldn’t keep frustration out of her voice and body language when she was having disciplinary moments with her students, which only heightened the tension. When her mentor teacher saw what was happening, she told Grace to soften the muscles around her eyes — as opposed to creating tension when furrowing your eyebrows. She said that keeping the muscles around the eyes completely neutral will soften any harsh tones in your voice. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dearborn started to see her changed approach to behavior management create happier and more engaged students and other teachers noticed, too. She shared her strategies with colleagues at school and then branched out to consulting other schools through \u003c/span>\u003ca href=\"https://www.consciousteaching.com/grace-dearborn/#\">\u003cspan style=\"font-weight: 400\">Conscious Teaching\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She is also the co-author of “Yeah, But What About This Kid?” and “\u003c/span>\u003ca href=\"https://www.consciousteaching.com/books/\">\u003cspan style=\"font-weight: 400\">Conscious Classroom Management: Unlocking the Secrets of Great Teaching.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” She shared some of her strategies at the \u003ca href=\"https://www.learningandthebrain.com/Event-380/Educating-with-Empathy/\">Learning and the Brain\u003c/a> conference in San Francisco last month. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She reminds educators that students of all ages need to be taught appropriate classroom behavior with compassion. She said that educators need many options in how they manage behavior because not all kids respond to the same measures. She listed several tactics in four categories.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-53357\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/Tiers-of-Consequences.Hierarchy.Handout.18.jpg\" alt=\"\" width=\"2550\" height=\"3300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/03/Tiers-of-Consequences.Hierarchy.Handout.18.jpg 2550w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/Tiers-of-Consequences.Hierarchy.Handout.18-160x207.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/Tiers-of-Consequences.Hierarchy.Handout.18-800x1035.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/Tiers-of-Consequences.Hierarchy.Handout.18-768x994.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/Tiers-of-Consequences.Hierarchy.Handout.18-1020x1320.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/Tiers-of-Consequences.Hierarchy.Handout.18-927x1200.jpg 927w\" sizes=\"(max-width: 2550px) 100vw, 2550px\">\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s a saying some educators use: “The best classroom management strategy is an engaging lesson plan.” That may be true, but there are often a few students who act out in class no matter how well the teacher prepares. Dearborn says when she started using compassion to help her students behave in school-appropriate ways, she had far more success. She often found that punishments embarrassed students and caused them to resent her deeply, damaging their relationship. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.consciousteaching.com/web/wp-content/uploads/Tiers-of-Consequences.Hierarchy.Handout.18.pdf\">7 COMPASSIONATE BEHAVIOR MANAGEMENT STRATEGIES \u003c/a>\u003c/strong>\u003c/p>\n\u003cp>\u003cb>Tone, Volume and Posture\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dearborn empathizes with students who feel shame when they are called out in front of the entire class. Whenever possible, she tries to discipline privately, but classrooms are hardly private, so she often uses a combination of tone, volume and posture to get students on task. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">First she adopts a calm and serious tone in her voice. Then, she squares her body to the student. She says this kind of communication can usually do the trick, but there are other steps if needed. For kids who might have oppositional defiant disorder or be emotionally disturbed, Dearborn advises a side posture with averted eyes so as not to trigger a violent response. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Avoid Standoffs\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dearborn said that in moments of escalation with students, often the best strategy is to offer a few alternative choices to the behavior a child is showing and then walk away. Sometimes a small nudge is enough to redirect behavior, and teens especially may not follow the teacher’s direction if she hovers. Dearborn calls this “drive-by discipline.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Say the kid’s name superfast and then move on,” she said. “Sometimes it’s the right thing to do. It startles her, and then I move on before she can bait me into an argument.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Look for the Subtext: I Don’t Care\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When kids are acting in a confrontational, dismissive or volatile way, Dearborn suggests looking for the deeper message the student is communicating, whether they know it or not. She imagines an invisible subtitle running in front of the student that communicates what she really needs. When things get tense, “everything out of their voice and their face and their body, that is just interference getting in the way of me reading the invisible subtitles,” Dearborn said. She has had to practice ignoring the loud anger and hostility in order to look for the invisible subtitle.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you’re assuming the best about the kid, that they want to learn appropriate behavior, they want to be positively connected to you, but they somehow can’t, there’s something in the way. What can you imagine the invisible subtitle is for ‘I don’t care?’ ” Dearborn asked a crowd of educators at the \u003ca href=\"https://www.learningandthebrain.com/education-speakers/Grace-Dearborn\">Learning and the Brain\u003c/a> conference. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“For me, the invisible subtitle for ‘I don’t care’ is, Mrs. Dearborn, I really, really care, but I can’t tell you that. Do \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">you\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> care?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reading the “subtitles,” as she calls them, has helped Dearborn to stop perceiving misbehavior as disrespect. That doesn’t make her a pushover, she said. It makes her an advocate for the student. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So now when kids say, ‘I don’t care’ to me, I say, ‘That’s OK because I care, and I can care for the both of us right now, so let’s do this.’ ”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Approaching the student with the assumption that they want to behave appropriately changes the communication dynamic. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’m not doing it because I’m frustrated and now I want to punish them. And even though the words and the consequences I’m giving might be the same in either case, it is the quality of interaction that shifts, and kids pick up on quality and our unspoken intention more than anything else in a disciplinary interaction.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The subtext could also be simpler. Maybe a student is talking in class, and when the teacher calls her out on it, she denies talking. “For me, the subtitle for ‘I wasn’t talking’ is, ‘Mrs. Dearborn, I was totally talking. You know I was talking. I know I was talking. Everybody in the room knows that I was talking. But I’m embarrassed that you called me out about it right now, so if you walk away, I’ll stop.’ ”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dearborn says to accept the student’s answer and move on. \u003c/span>\u003c/p>\n\u003cp>\u003cb>The Gentle Press: Head Down on the Desk\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">High school students often put their heads down in class either sleeping or refusing to participate. A teacher might tell say, “sit up” or “no sleeping in class,” but to Dearborn, those approaches don’t demonstrate care. Instead, she tried to express compassion, saying: “It’s OK to be tired, but you can’t sleep in class. Can you sit up and work on the assignment?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If that gentle reminder doesn’t work, Dearborn knows a more private conversation is necessary. She would spend a few minutes with the student in the hallway. Sometimes a walk outside is enough to wake the student up, but other times it’s a chance to reaffirm an offer to help or learn about deeper issues that are going on. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This is called the gentle press — when you gently press forward at a student until either they’re in the academic work or you're in a relationship-building moment,” Dearborn said. “Sometimes this doesn’t end in academic work. Sometimes the gentle press ends in relationship-building.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She recounted a past experience with one of her students who had his head down. When they stepped outside class, the student burst into tears and said his brother had been deployed by the military. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“He’s not going to access the academics today. He’s in emotional crisis and we have to have some space for that.” she said. “If I had just gone by him and said, ‘sit up, no sleeping in class,’ what would that have expressed to him? ”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Choice, Timeline, Walk Away \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dearborn said that when people come to her workshops, they arrive with hopes of an exotic new solution that will solve everything. But changing behavior comes down to hard work. And to help students learn appropriate classroom behavior, she presents a series of choices that are connected to consequences, not punishments. Students can be given choices, including ones that lead to undesired consequences. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The sooner we can get our students to internalize this truth — that their choices matter, that they are in charge of whether they receive the sweet or bitter fruit based on how they choose in any given situation — the sooner they internalize that concept, the better off they’re going to be.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Giving students space to make their own choices means that sometimes they’ll choose to act in ways teachers wish they wouldn’t. But even in those moments, incidents that could lead to an office referral, students are testing whether their teacher cares enough to hold her accountable. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“[The student] understands I can go to the wall without abandoning or abusing, without lashing out,” Dearborn said. “And she for whatever reason needs to learn that lesson, apparently. So I can be that person. It’s not how I want it to go, but if we need to go here a couple of times so she can learn who we are together, that’s OK with me.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s counterintuitive, but Dearborn said it would be easier for the student if she lashes out at them because then the student can blame her for how the interaction ends. That way, the student doesn’t have to confront her own actions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“But if I just maintain choices, leave them with her, with kind eyes, in the end, even if she ends up out of the room, she understands at some level, maybe not consciously and right then, later, that could have gone differently,” Dearborn said. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Visual Cues\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When kids don’t follow through with a teacher’s verbal command, it might not be because they’re being defiant. Sometimes they’re not listening because of attention issues, learning differences or auditory processing issues. They could also be English language learners or they’re fatigued by a teacher talking too much. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Because they’re hearing my voice too much, they’re tuning me out,” Dearborn said. “If I don’t have another way to communicate with them I’m losing half of them half the time.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This is where she can communicate expected behavior \u003c/span>\u003ca href=\"https://www.consciousteaching.com/web/wp-content/uploads/Visual-Procedures-PDF.pdf\">\u003cspan style=\"font-weight: 400\">with an image\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She has had kids line up, for example, in what they thought was a straight line. When she showed them a photo of how they were actually lined up, they did it again. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Managing a classroom of over 30 students is hard work and no one is perfect. But Dearborn has found these tips keep her in a compassionate frame of mind, looking for the best in her students, and checking her own assumptions before interacting with them. When she can follow her own advice, she finds she’s building students up, rather than tearing them down, and helping them to be accountable for the choices they make.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"By addressing student behavior with compassion -- even when they're acting out -- teachers can find productive ways to get kids on task or engage in relationship-building.","status":"publish","parent":0,"modified":1554101096,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":43,"wordCount":1959},"headData":{"title":"Compassion-Based Strategies for Managing Classroom Behavior | KQED","description":"By addressing student behavior with compassion -- even when they're acting out -- teachers can find productive ways to get kids on task or engage in relationship-building.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"53354 https://ww2.kqed.org/mindshift/?p=53354","disqusUrl":"https://ww2.kqed.org/mindshift/2019/03/31/compassion-based-strategies-for-managing-classroom-behavior/","disqusTitle":"Compassion-Based Strategies for Managing Classroom Behavior","path":"/mindshift/53354/compassion-based-strategies-for-managing-classroom-behavior","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">When Grace Dearborn started her career teaching high school students, she felt confident about how to teach but unprepared for managing behavior in her classroom. During more challenging disciplinary moments with students, \u003c/span>\u003cspan style=\"font-weight: 400\">she used her angry voice with them, thinking that would work. Instead, on one occasion, an escalated situation led to a student following her around the classroom for 15 minutes while she was teaching until security could come to escort the student out of the class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It wasn’t until a few years into her job that a colleague saw how she was communicating with her students and suggested a different approach. Dearborn’s colleague noticed that she couldn’t keep frustration out of her voice and body language when she was having disciplinary moments with her students, which only heightened the tension. When her mentor teacher saw what was happening, she told Grace to soften the muscles around her eyes — as opposed to creating tension when furrowing your eyebrows. She said that keeping the muscles around the eyes completely neutral will soften any harsh tones in your voice. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dearborn started to see her changed approach to behavior management create happier and more engaged students and other teachers noticed, too. She shared her strategies with colleagues at school and then branched out to consulting other schools through \u003c/span>\u003ca href=\"https://www.consciousteaching.com/grace-dearborn/#\">\u003cspan style=\"font-weight: 400\">Conscious Teaching\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She is also the co-author of “Yeah, But What About This Kid?” and “\u003c/span>\u003ca href=\"https://www.consciousteaching.com/books/\">\u003cspan style=\"font-weight: 400\">Conscious Classroom Management: Unlocking the Secrets of Great Teaching.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” She shared some of her strategies at the \u003ca href=\"https://www.learningandthebrain.com/Event-380/Educating-with-Empathy/\">Learning and the Brain\u003c/a> conference in San Francisco last month. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She reminds educators that students of all ages need to be taught appropriate classroom behavior with compassion. She said that educators need many options in how they manage behavior because not all kids respond to the same measures. She listed several tactics in four categories.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-53357\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/Tiers-of-Consequences.Hierarchy.Handout.18.jpg\" alt=\"\" width=\"2550\" height=\"3300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/03/Tiers-of-Consequences.Hierarchy.Handout.18.jpg 2550w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/Tiers-of-Consequences.Hierarchy.Handout.18-160x207.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/Tiers-of-Consequences.Hierarchy.Handout.18-800x1035.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/Tiers-of-Consequences.Hierarchy.Handout.18-768x994.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/Tiers-of-Consequences.Hierarchy.Handout.18-1020x1320.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/Tiers-of-Consequences.Hierarchy.Handout.18-927x1200.jpg 927w\" sizes=\"(max-width: 2550px) 100vw, 2550px\">\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s a saying some educators use: “The best classroom management strategy is an engaging lesson plan.” That may be true, but there are often a few students who act out in class no matter how well the teacher prepares. Dearborn says when she started using compassion to help her students behave in school-appropriate ways, she had far more success. She often found that punishments embarrassed students and caused them to resent her deeply, damaging their relationship. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.consciousteaching.com/web/wp-content/uploads/Tiers-of-Consequences.Hierarchy.Handout.18.pdf\">7 COMPASSIONATE BEHAVIOR MANAGEMENT STRATEGIES \u003c/a>\u003c/strong>\u003c/p>\n\u003cp>\u003cb>Tone, Volume and Posture\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dearborn empathizes with students who feel shame when they are called out in front of the entire class. Whenever possible, she tries to discipline privately, but classrooms are hardly private, so she often uses a combination of tone, volume and posture to get students on task. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">First she adopts a calm and serious tone in her voice. Then, she squares her body to the student. She says this kind of communication can usually do the trick, but there are other steps if needed. For kids who might have oppositional defiant disorder or be emotionally disturbed, Dearborn advises a side posture with averted eyes so as not to trigger a violent response. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Avoid Standoffs\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dearborn said that in moments of escalation with students, often the best strategy is to offer a few alternative choices to the behavior a child is showing and then walk away. Sometimes a small nudge is enough to redirect behavior, and teens especially may not follow the teacher’s direction if she hovers. Dearborn calls this “drive-by discipline.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Say the kid’s name superfast and then move on,” she said. “Sometimes it’s the right thing to do. It startles her, and then I move on before she can bait me into an argument.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Look for the Subtext: I Don’t Care\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When kids are acting in a confrontational, dismissive or volatile way, Dearborn suggests looking for the deeper message the student is communicating, whether they know it or not. She imagines an invisible subtitle running in front of the student that communicates what she really needs. When things get tense, “everything out of their voice and their face and their body, that is just interference getting in the way of me reading the invisible subtitles,” Dearborn said. She has had to practice ignoring the loud anger and hostility in order to look for the invisible subtitle.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you’re assuming the best about the kid, that they want to learn appropriate behavior, they want to be positively connected to you, but they somehow can’t, there’s something in the way. What can you imagine the invisible subtitle is for ‘I don’t care?’ ” Dearborn asked a crowd of educators at the \u003ca href=\"https://www.learningandthebrain.com/education-speakers/Grace-Dearborn\">Learning and the Brain\u003c/a> conference. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“For me, the invisible subtitle for ‘I don’t care’ is, Mrs. Dearborn, I really, really care, but I can’t tell you that. Do \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">you\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> care?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reading the “subtitles,” as she calls them, has helped Dearborn to stop perceiving misbehavior as disrespect. That doesn’t make her a pushover, she said. It makes her an advocate for the student. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So now when kids say, ‘I don’t care’ to me, I say, ‘That’s OK because I care, and I can care for the both of us right now, so let’s do this.’ ”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Approaching the student with the assumption that they want to behave appropriately changes the communication dynamic. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’m not doing it because I’m frustrated and now I want to punish them. And even though the words and the consequences I’m giving might be the same in either case, it is the quality of interaction that shifts, and kids pick up on quality and our unspoken intention more than anything else in a disciplinary interaction.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The subtext could also be simpler. Maybe a student is talking in class, and when the teacher calls her out on it, she denies talking. “For me, the subtitle for ‘I wasn’t talking’ is, ‘Mrs. Dearborn, I was totally talking. You know I was talking. I know I was talking. Everybody in the room knows that I was talking. But I’m embarrassed that you called me out about it right now, so if you walk away, I’ll stop.’ ”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dearborn says to accept the student’s answer and move on. \u003c/span>\u003c/p>\n\u003cp>\u003cb>The Gentle Press: Head Down on the Desk\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">High school students often put their heads down in class either sleeping or refusing to participate. A teacher might tell say, “sit up” or “no sleeping in class,” but to Dearborn, those approaches don’t demonstrate care. Instead, she tried to express compassion, saying: “It’s OK to be tired, but you can’t sleep in class. Can you sit up and work on the assignment?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If that gentle reminder doesn’t work, Dearborn knows a more private conversation is necessary. She would spend a few minutes with the student in the hallway. Sometimes a walk outside is enough to wake the student up, but other times it’s a chance to reaffirm an offer to help or learn about deeper issues that are going on. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This is called the gentle press — when you gently press forward at a student until either they’re in the academic work or you're in a relationship-building moment,” Dearborn said. “Sometimes this doesn’t end in academic work. Sometimes the gentle press ends in relationship-building.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She recounted a past experience with one of her students who had his head down. When they stepped outside class, the student burst into tears and said his brother had been deployed by the military. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“He’s not going to access the academics today. He’s in emotional crisis and we have to have some space for that.” she said. “If I had just gone by him and said, ‘sit up, no sleeping in class,’ what would that have expressed to him? ”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Choice, Timeline, Walk Away \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dearborn said that when people come to her workshops, they arrive with hopes of an exotic new solution that will solve everything. But changing behavior comes down to hard work. And to help students learn appropriate classroom behavior, she presents a series of choices that are connected to consequences, not punishments. Students can be given choices, including ones that lead to undesired consequences. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The sooner we can get our students to internalize this truth — that their choices matter, that they are in charge of whether they receive the sweet or bitter fruit based on how they choose in any given situation — the sooner they internalize that concept, the better off they’re going to be.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Giving students space to make their own choices means that sometimes they’ll choose to act in ways teachers wish they wouldn’t. But even in those moments, incidents that could lead to an office referral, students are testing whether their teacher cares enough to hold her accountable. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“[The student] understands I can go to the wall without abandoning or abusing, without lashing out,” Dearborn said. “And she for whatever reason needs to learn that lesson, apparently. So I can be that person. It’s not how I want it to go, but if we need to go here a couple of times so she can learn who we are together, that’s OK with me.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s counterintuitive, but Dearborn said it would be easier for the student if she lashes out at them because then the student can blame her for how the interaction ends. That way, the student doesn’t have to confront her own actions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“But if I just maintain choices, leave them with her, with kind eyes, in the end, even if she ends up out of the room, she understands at some level, maybe not consciously and right then, later, that could have gone differently,” Dearborn said. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Visual Cues\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When kids don’t follow through with a teacher’s verbal command, it might not be because they’re being defiant. Sometimes they’re not listening because of attention issues, learning differences or auditory processing issues. They could also be English language learners or they’re fatigued by a teacher talking too much. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Because they’re hearing my voice too much, they’re tuning me out,” Dearborn said. “If I don’t have another way to communicate with them I’m losing half of them half the time.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This is where she can communicate expected behavior \u003c/span>\u003ca href=\"https://www.consciousteaching.com/web/wp-content/uploads/Visual-Procedures-PDF.pdf\">\u003cspan style=\"font-weight: 400\">with an image\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She has had kids line up, for example, in what they thought was a straight line. When she showed them a photo of how they were actually lined up, they did it again. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Managing a classroom of over 30 students is hard work and no one is perfect. But Dearborn has found these tips keep her in a compassionate frame of mind, looking for the best in her students, and checking her own assumptions before interacting with them. When she can follow her own advice, she finds she’s building students up, rather than tearing them down, and helping them to be accountable for the choices they make.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53354/compassion-based-strategies-for-managing-classroom-behavior","authors":["4596"],"categories":["mindshift_193"],"tags":["mindshift_698","mindshift_21036","mindshift_21240","mindshift_20794","mindshift_20784","mindshift_1040","mindshift_20568"],"featImg":"mindshift_53368","label":"mindshift"},"mindshift_49123":{"type":"posts","id":"mindshift_49123","meta":{"index":"posts_1591205157","site":"mindshift","id":"49123","score":null,"sort":[1504008760000]},"guestAuthors":[],"slug":"a-whole-school-approach-to-behavior-issues","title":"A Whole School Approach to Behavior Issues","publishDate":1504008760,"format":"audio","headTitle":"A Whole School Approach to Behavior Issues | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>When Michael Essien became an administrator at Martin Luther King, Jr. Academic Middle School in San Francisco it was immediately apparent that he needed to help teachers get behavior issues under control. If students acted out in class, teachers sent them to an in-school detention, where they waited for disciplinary action. Pretty soon, any kid who struggled with a lesson was trying to get sent to detention, thus avoiding challenging work that might be embarrassing. Essien could see too many kids were not learning in this dysfunctional system.\u003c/p>\n\u003cp>In his first few years, Essien tried everything he could think of, including training teachers to deal with disruptions more effectively in the classroom, but nothing seemed to work. He quickly found that this “restorative” approach to classroom management was too much for individual teachers to handle on their own.\u003c/p>\n\u003cp>“Teachers are actually paid to teach and the behaviors were happening so frequent, if we’re expecting teachers to hold restorative conversations that means they’re not teaching,” Essien said.\u003c/p>\n\u003cp>That’s when Essien had an “ah ha” moment that is helping to turn this school around. Listen to the first episode of the MindShift podcast’s new season, “A Whole School Approach to Behavior Issues,” to learn how Essien and his staff are leveraging the relationship building expertise of support staff to support teachers in the classroom. Listen on \u003ca href=\"https://podcasts.apple.com/us/podcast/a-whole-school-approach-to-behavior-issues/id1078765985?i=1000391590697\">\u003cstrong>Apple Podcasts\u003c/strong>\u003c/a>, \u003cstrong>\u003ca href=\"https://play.google.com/music/m/Drlb2qbaj3fmll7zlzpciyxf2ou?t=A_Whole_School_Approach_to_Behavior_Issues-MindShift_Podcast\">Google Play\u003c/a>\u003c/strong>, \u003cstrong>\u003ca href=\"https://open.spotify.com/episode/3C9hlRLcvFw2aQAr7uLzQ1\">Spotify\u003c/a>, \u003ca href=\"https://one.npr.org/i/546984001:546984003\">NPR One,\u003c/a> \u003ca href=\"https://www.stitcher.com/s?eid=51390752&autoplay=1\">Stitcher\u003c/a>\u003c/strong> or wherever you get your podcasts.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Classroom management is a fundamental element of a strong learning environment, but it has been a struggle at MLK Middle School. Principal Michael Essien is changing that story by emphasizing teamwork among adults.","status":"publish","parent":0,"modified":1700528926,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":6,"wordCount":260},"headData":{"title":"A Whole School Approach to Behavior Issues | KQED","description":"Classroom management is a fundamental element of a strong learning environment, but it has been a struggle at MLK Middle School. Principal Michael Essien is changing that story by emphasizing teamwork among adults.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"audioUrl":"https://www.kqed.org/.stream/anon/radio/storiesteachersshare/2017/08/AWholeSchoolApproachtoBehaviorIssues.mp3","audioTrackLength":1174,"path":"/mindshift/49123/a-whole-school-approach-to-behavior-issues","audioDuration":1191000,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Michael Essien became an administrator at Martin Luther King, Jr. Academic Middle School in San Francisco it was immediately apparent that he needed to help teachers get behavior issues under control. If students acted out in class, teachers sent them to an in-school detention, where they waited for disciplinary action. Pretty soon, any kid who struggled with a lesson was trying to get sent to detention, thus avoiding challenging work that might be embarrassing. Essien could see too many kids were not learning in this dysfunctional system.\u003c/p>\n\u003cp>In his first few years, Essien tried everything he could think of, including training teachers to deal with disruptions more effectively in the classroom, but nothing seemed to work. He quickly found that this “restorative” approach to classroom management was too much for individual teachers to handle on their own.\u003c/p>\n\u003cp>“Teachers are actually paid to teach and the behaviors were happening so frequent, if we’re expecting teachers to hold restorative conversations that means they’re not teaching,” Essien said.\u003c/p>\n\u003cp>That’s when Essien had an “ah ha” moment that is helping to turn this school around. Listen to the first episode of the MindShift podcast’s new season, “A Whole School Approach to Behavior Issues,” to learn how Essien and his staff are leveraging the relationship building expertise of support staff to support teachers in the classroom. Listen on \u003ca href=\"https://podcasts.apple.com/us/podcast/a-whole-school-approach-to-behavior-issues/id1078765985?i=1000391590697\">\u003cstrong>Apple Podcasts\u003c/strong>\u003c/a>, \u003cstrong>\u003ca href=\"https://play.google.com/music/m/Drlb2qbaj3fmll7zlzpciyxf2ou?t=A_Whole_School_Approach_to_Behavior_Issues-MindShift_Podcast\">Google Play\u003c/a>\u003c/strong>, \u003cstrong>\u003ca href=\"https://open.spotify.com/episode/3C9hlRLcvFw2aQAr7uLzQ1\">Spotify\u003c/a>, \u003ca href=\"https://one.npr.org/i/546984001:546984003\">NPR One,\u003c/a> \u003ca href=\"https://www.stitcher.com/s?eid=51390752&autoplay=1\">Stitcher\u003c/a>\u003c/strong> or wherever you get your podcasts.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49123/a-whole-school-approach-to-behavior-issues","authors":["234"],"programs":["mindshift_21847"],"categories":["mindshift_21130","mindshift_21848"],"tags":["mindshift_698","mindshift_1041","mindshift_20952","mindshift_21132","mindshift_943"],"featImg":"mindshift_49128","label":"mindshift_21847"},"mindshift_42704":{"type":"posts","id":"mindshift_42704","meta":{"index":"posts_1591205157","site":"mindshift","id":"42704","score":null,"sort":[1447058137000]},"guestAuthors":[],"slug":"3-helpful-ways-teachers-can-work-with-a-class-clown","title":"3 Helpful Ways Teachers Can Work With a Class Clown","publishDate":1447058137,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Who doesn't love a class clown? That perfectly timed joke about the ancient Greek poet looking nothing like Homer Simpson is fun for everyone. Unless you're the teacher ... trying to teach a lesson about the \u003cem>Odyssey\u003c/em>.\u003c/p>\n\u003cp>As a teacher, the class clown is often your nemesis. I know this from experience: I taught ninth grade last school year.\u003c/p>\n\u003cp>They derail lessons, steal the spotlight and, to make matters worse, sometimes they're actually funny. It's not easy enforcing class rules when you're laughing.\u003c/p>\n\u003cp>What if we looked at class clowns differently? What if, instead of seeing them as a nuisance, we saw them as gifted? A little misguided, sure, but still gifted.\u003c/p>\n\u003cp>That change in perspective can make a huge difference for some students and their teachers.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Lawrence Davis, a senior at Dover High School in Delaware, is the perfect example.\u003c/p>\n\u003cp>He's the quintessential class clown, overconfident and mischievous. But also genuinely personable. He had me laughing from the moment I met him.\u003c/p>\n\u003cp>According to him, every teacher loves him. \"They enjoy me,\" he says. \"I'm not gonna say I'm the life of the class, but I bring the class to life.\"\u003c/p>\n\u003cp>It hasn't always been that way.\u003c/p>\n\u003cp>\"He was incorrigible as a freshman,\" remembers Leann Ferguson, who taught Lawrence in her world history class. Back then \"enjoy\" isn't the word she would have used. \"He acted out inappropriately all the time,\" she says. \"He had impulse control issues, couldn't stay in his seat, paced the room.\"\u003c/p>\n\u003cp>In short, he drove her crazy. But she also saw something more. \"He has the most amazing sense of humor,\" she says with a big smile.\u003c/p>\n\u003cp>To her, Lawrence wasn't just another class clown. He was gifted. And his gift was his dynamic personality.\u003c/p>\n\u003cp>This changed the way Ferguson approached Lawrence, which in turn changed the way he saw himself.\u003c/p>\n\u003cp>What did she do exactly? Here are three takeaways:\u003c/p>\n\u003cp>\u003cstrong>Don't Take It Personally\u003c/strong>\u003c/p>\n\u003cp>From the moment Ferguson met Lawrence she could tell he wasn't a bad kid.\u003c/p>\n\u003cp>\"Yeah, you push it, that's just what you do,\" she says, sitting across from Lawrence. He nods in agreement. But she never saw his antics as a personal attack against her and her teaching.\u003c/p>\n\u003cp>\"Typically the class clown is not disrupting class for the sake of disrupting class,\" says Laurence Steinberg, a psychologist and professor at Temple University.\u003c/p>\n\u003cp>Class clowns usually act out when they're bored or confused, he says. They would rather stick to something they're good at, like making people laugh.\u003c/p>\n\u003cp>And most of the time, Ferguson would laugh right along with Lawrence. He was still expected to do the class work and his jokes weren't tolerated if they were at the expense of another student.\u003c/p>\n\u003cp>Ferguson learned to take his humor in stride — never berating or belittling Lawrence for how he acted and who he was.\u003c/p>\n\u003cp>\"She treated me like I was person,\" Lawrence says, and that took him by surprise.\u003c/p>\n\u003cp>\u003cstrong>Work With Their Strengths, Not Against Them\u003c/strong>\u003c/p>\n\u003cp>At one point in our conversation Lawrence interrupted me with a \"really funny\" story he just had to share. Here's a brief summary:\u003c/p>\n\u003cp>Lawrence was sitting in class, attentively listening to Ferguson, when his stomach began acting up. So, he stood up and walked over to the open door. Ferguson asked what he was doing. He said: \"I had to fart. I didn't want to disrupt class so I put my butt out the door.\"\u003c/p>\n\u003cp>Retelling the story, Lawrence laughs, clearly pleased with himself. I notice Ferguson laughing, too. She points to this story as an example of how funny he is: \"See what I mean? You gotta love this guy. He's hilarious.\"\u003c/p>\n\u003cp>To be honest, I'm not sure I see what she means. It's just dumb teenage humor, right? But as I was talking with them I realized \u003cem>that's the point\u003c/em>.\u003c/p>\n\u003cp>During moments that most of us would have just felt annoyed, Ferguson saw potential. Amid the fart jokes and color commentary that constantly disrupted her lessons, she saw a gift: He could really command an audience.\u003c/p>\n\u003cp>Ross Greene, who studies disruptive students, calls that kind of gift a \"raw skill.\" And raw skills \"have to be molded so that they are being used in the best interest of the group,\" he says, which takes patience and a change in perspective.\u003c/p>\n\u003cp>Ferguson had the right perspective, she just had to put Lawrence's gift to good use. So she enlisted his help to get the class back on track when they were having a hard time focusing. His approach occasionally involved some questionable classroom language, but he was effective nonetheless.\u003c/p>\n\u003cp>Lawrence began to understand that he was an example to his classmates. They followed his lead. The better he behaved in class, the better they behaved, too.\u003c/p>\n\u003cp>With time he went from antagonist to ally.\u003c/p>\n\u003cp>\u003cstrong>Encourage, Encourage, Encourage\u003c/strong>\u003c/p>\n\u003cp>Ferguson and Lawrence remained close after his freshman year. She really wanted to see him succeed and he knew it. So he'd drop by her classroom on a near daily basis.\u003c/p>\n\u003cp>Most days he just needed a quick pep talk. He'd tell her he was butting heads with one of his teachers or having issues with another student and she'd remind him to be patient, be flexible, apologize, that sort of stuff.\u003c/p>\n\u003cp>But last year, his junior year, things got more serious. Lawrence started missing school, a lot of school. He was on the verge of dropping out. Ferguson became a kind of lifeline for Lawrence.\u003c/p>\n\u003cp>She kept tabs on him. She would find any opportunity to let him know that she cared about him, and that was enough. If she wasn't going to give up on him, he wouldn't give up either.\u003c/p>\n\u003cp>And now this class clown is on track to graduate. He has a job, he's applying to colleges: He's using his gift for good.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Class+Clown+Or+Gifted+Student%3F+It%27s+A+Matter+Of+Perspective&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"The class jokester is often a teacher's greatest nemesis. What if instead of seeing them as a nuisance, a teacher saw them as gifted?","status":"publish","parent":0,"modified":1447058137,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":40,"wordCount":1016},"headData":{"title":"3 Helpful Ways Teachers Can Work With a Class Clown | KQED","description":"The class jokester is often a teacher's greatest nemesis. What if instead of seeing them as a nuisance, a teacher saw them as gifted?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"42704 http://ww2.kqed.org/mindshift/?p=42704","disqusUrl":"https://ww2.kqed.org/mindshift/2015/11/09/3-helpful-ways-teachers-can-work-with-a-class-clown/","disqusTitle":"3 Helpful Ways Teachers Can Work With a Class Clown","nprByline":"Lee Hale, \u003ca href=\"http://www.npr.org/sections/ed/2015/11/08/449169531/class-clown-or-gifted-student-its-a-matter-of-perspective\">NPR\u003c/a>","nprStoryId":"449169531","nprApiLink":"http://api.npr.org/query?id=449169531&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2015/11/08/449169531/class-clown-or-gifted-student-its-a-matter-of-perspective?ft=nprml&f=449169531","nprRetrievedStory":"1","nprPubDate":"Sun, 08 Nov 2015 12:09:00 -0500","nprStoryDate":"Sun, 08 Nov 2015 07:53:00 -0500","nprLastModifiedDate":"Sun, 08 Nov 2015 08:24:34 -0500","nprAudio":"http://pd.npr.org/anon.npr-mp3/npr/wesun/2015/11/20151108_wesun_class_clown_or_gifted_student_its_a_matter_of_perspective.mp3?orgId=1&topicId=1013&d=220&p=10&story=449169531&t=progseg&e=455206517&seg=7&ft=nprml&f=449169531","nprAudioM3u":"http://api.npr.org/m3u/1455206617-2b8bd9.m3u?orgId=1&topicId=1013&d=220&p=10&story=449169531&t=progseg&e=455206517&seg=7&ft=nprml&f=449169531","path":"/mindshift/42704/3-helpful-ways-teachers-can-work-with-a-class-clown","audioUrl":"http://pd.npr.org/anon.npr-mp3/npr/wesun/2015/11/20151108_wesun_class_clown_or_gifted_student_its_a_matter_of_perspective.mp3?orgId=1&topicId=1013&d=220&p=10&story=449169531&t=progseg&e=455206517&seg=7&ft=nprml&f=449169531","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Who doesn't love a class clown? That perfectly timed joke about the ancient Greek poet looking nothing like Homer Simpson is fun for everyone. Unless you're the teacher ... trying to teach a lesson about the \u003cem>Odyssey\u003c/em>.\u003c/p>\n\u003cp>As a teacher, the class clown is often your nemesis. I know this from experience: I taught ninth grade last school year.\u003c/p>\n\u003cp>They derail lessons, steal the spotlight and, to make matters worse, sometimes they're actually funny. It's not easy enforcing class rules when you're laughing.\u003c/p>\n\u003cp>What if we looked at class clowns differently? What if, instead of seeing them as a nuisance, we saw them as gifted? A little misguided, sure, but still gifted.\u003c/p>\n\u003cp>That change in perspective can make a huge difference for some students and their teachers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Lawrence Davis, a senior at Dover High School in Delaware, is the perfect example.\u003c/p>\n\u003cp>He's the quintessential class clown, overconfident and mischievous. But also genuinely personable. He had me laughing from the moment I met him.\u003c/p>\n\u003cp>According to him, every teacher loves him. \"They enjoy me,\" he says. \"I'm not gonna say I'm the life of the class, but I bring the class to life.\"\u003c/p>\n\u003cp>It hasn't always been that way.\u003c/p>\n\u003cp>\"He was incorrigible as a freshman,\" remembers Leann Ferguson, who taught Lawrence in her world history class. Back then \"enjoy\" isn't the word she would have used. \"He acted out inappropriately all the time,\" she says. \"He had impulse control issues, couldn't stay in his seat, paced the room.\"\u003c/p>\n\u003cp>In short, he drove her crazy. But she also saw something more. \"He has the most amazing sense of humor,\" she says with a big smile.\u003c/p>\n\u003cp>To her, Lawrence wasn't just another class clown. He was gifted. And his gift was his dynamic personality.\u003c/p>\n\u003cp>This changed the way Ferguson approached Lawrence, which in turn changed the way he saw himself.\u003c/p>\n\u003cp>What did she do exactly? Here are three takeaways:\u003c/p>\n\u003cp>\u003cstrong>Don't Take It Personally\u003c/strong>\u003c/p>\n\u003cp>From the moment Ferguson met Lawrence she could tell he wasn't a bad kid.\u003c/p>\n\u003cp>\"Yeah, you push it, that's just what you do,\" she says, sitting across from Lawrence. He nods in agreement. But she never saw his antics as a personal attack against her and her teaching.\u003c/p>\n\u003cp>\"Typically the class clown is not disrupting class for the sake of disrupting class,\" says Laurence Steinberg, a psychologist and professor at Temple University.\u003c/p>\n\u003cp>Class clowns usually act out when they're bored or confused, he says. They would rather stick to something they're good at, like making people laugh.\u003c/p>\n\u003cp>And most of the time, Ferguson would laugh right along with Lawrence. He was still expected to do the class work and his jokes weren't tolerated if they were at the expense of another student.\u003c/p>\n\u003cp>Ferguson learned to take his humor in stride — never berating or belittling Lawrence for how he acted and who he was.\u003c/p>\n\u003cp>\"She treated me like I was person,\" Lawrence says, and that took him by surprise.\u003c/p>\n\u003cp>\u003cstrong>Work With Their Strengths, Not Against Them\u003c/strong>\u003c/p>\n\u003cp>At one point in our conversation Lawrence interrupted me with a \"really funny\" story he just had to share. Here's a brief summary:\u003c/p>\n\u003cp>Lawrence was sitting in class, attentively listening to Ferguson, when his stomach began acting up. So, he stood up and walked over to the open door. Ferguson asked what he was doing. He said: \"I had to fart. I didn't want to disrupt class so I put my butt out the door.\"\u003c/p>\n\u003cp>Retelling the story, Lawrence laughs, clearly pleased with himself. I notice Ferguson laughing, too. She points to this story as an example of how funny he is: \"See what I mean? You gotta love this guy. He's hilarious.\"\u003c/p>\n\u003cp>To be honest, I'm not sure I see what she means. It's just dumb teenage humor, right? But as I was talking with them I realized \u003cem>that's the point\u003c/em>.\u003c/p>\n\u003cp>During moments that most of us would have just felt annoyed, Ferguson saw potential. Amid the fart jokes and color commentary that constantly disrupted her lessons, she saw a gift: He could really command an audience.\u003c/p>\n\u003cp>Ross Greene, who studies disruptive students, calls that kind of gift a \"raw skill.\" And raw skills \"have to be molded so that they are being used in the best interest of the group,\" he says, which takes patience and a change in perspective.\u003c/p>\n\u003cp>Ferguson had the right perspective, she just had to put Lawrence's gift to good use. So she enlisted his help to get the class back on track when they were having a hard time focusing. His approach occasionally involved some questionable classroom language, but he was effective nonetheless.\u003c/p>\n\u003cp>Lawrence began to understand that he was an example to his classmates. They followed his lead. The better he behaved in class, the better they behaved, too.\u003c/p>\n\u003cp>With time he went from antagonist to ally.\u003c/p>\n\u003cp>\u003cstrong>Encourage, Encourage, Encourage\u003c/strong>\u003c/p>\n\u003cp>Ferguson and Lawrence remained close after his freshman year. She really wanted to see him succeed and he knew it. So he'd drop by her classroom on a near daily basis.\u003c/p>\n\u003cp>Most days he just needed a quick pep talk. He'd tell her he was butting heads with one of his teachers or having issues with another student and she'd remind him to be patient, be flexible, apologize, that sort of stuff.\u003c/p>\n\u003cp>But last year, his junior year, things got more serious. Lawrence started missing school, a lot of school. He was on the verge of dropping out. Ferguson became a kind of lifeline for Lawrence.\u003c/p>\n\u003cp>She kept tabs on him. She would find any opportunity to let him know that she cared about him, and that was enough. If she wasn't going to give up on him, he wouldn't give up either.\u003c/p>\n\u003cp>And now this class clown is on track to graduate. He has a job, he's applying to colleges: He's using his gift for good.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Class+Clown+Or+Gifted+Student%3F+It%27s+A+Matter+Of+Perspective&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/42704/3-helpful-ways-teachers-can-work-with-a-class-clown","authors":["byline_mindshift_42704"],"categories":["mindshift_193"],"tags":["mindshift_698","mindshift_20784","mindshift_1040"],"featImg":"mindshift_42705","label":"mindshift"},"mindshift_24506":{"type":"posts","id":"mindshift_24506","meta":{"index":"posts_1591205157","site":"mindshift","id":"24506","score":null,"sort":[1351103753000]},"guestAuthors":[],"slug":"what-works-in-tech-tools-spotlight-on-classdojo","title":"What Works in Tech Tools: Spotlight on ClassDojo","publishDate":1351103753,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv id=\"attachment_24522\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/what-works-in-tech-tools-spotlight-on-classdojo/about2/\" rel=\"attachment wp-att-24522\">\u003cimg class=\"size-full wp-image-24522\" title=\"about2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/about2.png\" alt=\"\" width=\"500\" height=\"328\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/10/about2.png 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/10/about2-400x262.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/10/about2-320x210.png 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">ClassDojo\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">With the thousands of ed-tech tools available to teachers, it can be difficult to find those that work well and complement teaching strategies. It takes a lot of time to research and integrate, and for teachers in cash-strapped schools, access to some technology is completely out of their reach.\u003c/p>\n\u003cp>Sam Chaudhary and Liam Don, the co-founders of \u003ca href=\"http://www.classdojo.com/\">ClassDojo\u003c/a>, had the tech limitations of many public schools in mind when they designed the free service, a behavior management tool meant to reduce the amount of time teachers spend trying to get students' attention. Classes need just one device -- an interactive whiteboard, a computer connected to a projector, or tablet or smartphone.\u003c/p>\n\u003cp>ClassDojo works on three principles:\u003c/p>\n\u003cul>\n\u003cli>Build positive behaviors through positive reinforcement -- basically “catch kids being good” and use specific praise to call out good behavior.\u003c/li>\n\u003cli>Real-time feedback is the most effective at improving and changing behavior over a period of time.\u003c/li>\n\u003cli>Any tool focused on behavior must engage parents as well.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>HOW IT WORKS\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Each student gets an avatar and either receives or loses points. The point tallies can be projected on the board for real-time feedback. Teachers and students can come up with mutually agreed upon behavior expectations, and because the categories are framed using positive reinforcement, the tool has the potential to do more than just call out good behavior. For example, a teacher might create a category like “was able to counter another’s point of view without insulting them.” And that behavior becomes part of a classroom norm. ClassDojo can also take attendance and creates pie charts and percentage breakdowns to share with parents.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“What I saw teachers struggle with is how to get the value out of a tool without changing the structure of what they were doing.”\u003c/p>\n\u003c/aside>\n\u003cp>Teachers' experience with ClassDojo spans the spectrum. Jennie Dougherty, who taught English at a large urban public high school in Brockton, Massachusetts for three years, recently left to become the technology instructor at a school in East Palo Alto, a low-income Bay Area town. When she first encountered ClassDojo she thought it was just a virtual sticker star chart, a paper version of which she already used. ClassDojo met her basic need -- then she discovered it could \u003c!--more-->do more.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Educators have a specific objective in mind when we select a tool and then we customize,” Dougherty said.\u003c/p>\n\u003cp>Dougherty also used the tool to get her students to model more mature, college-level behavior. And in higher-level classes she allowed students to award points to one another and found if she prepared them ahead of time, students took this task seriously. And the act of withholding points from one another opened up great discussions for students. For example, she remembers one student refusing to award a peer a point in a debate because the speaker had gotten too emotional. That started a larger discussion about when it’s appropriate to insert oneself into a debate.\u003c/p>\n\u003cp>But Dougherty was willing to take a risk, and had the support of the administration.\u003c/p>\n\u003cp>“The classroom is a very high stakes environment,\" Doughtery said. \"You are getting evaluated. It’s a place where we expect teachers to always be on their A-game.” And that means they may not have time or freedom to try something new. They may even be at risk if they do.\u003c/p>\n\u003cp>\u003cstrong>VARYING EXPERIENCES\u003c/strong>\u003c/p>\n\u003cp>While Dougherty found ClassDojo useful, some of her colleagues didn't have the same positive reaction. “What I saw teachers struggle with is how to get the value out of a tool without changing the structure of what they were doing,” said Dougherty. ClassDojo fit her style because she was spending most of her class time on group activities, and less time up front lecturing. It was easy to move around the room awarding points as she checked in on each group’s progress. Teachers who focused on lecturing found it hard to juggle the points system with their usual style of delivering the lesson.\u003c/p>\n\u003cp>Joan Young, another teacher at a San Francisco Bay Area school, found the service just didn't fit her class well. She tried the tool, but found that the point system brought out more challenges than benefits. She asked her class what they preferred and they voted for a non-tech strategy she had been using where they could earn “fascination time” at the end of the week by transitioning quickly and quietly between activities. She also felt the tool was too focused on the teacher's actions. She’d rather see students evaluate their own behavior, learn from mistakes and take ownership of their own learning progress. She felt awarding points stifled that kind of thinking.\u003c/p>\n\u003cp>Still another teacher at Brockton never got the chance to try ClassDojo because his classroom didn't have a computer. Brockton is a large public high school south of Boston with more than 4,000 students, and the administration hadn't been able to get computers into every class. ClassDojo requires a minimal level of technology, just one device. Still, the gap between what many classrooms have at their disposal and what much of the ed-tech world is designing can be unbridgeable.\u003c/p>\n\u003cp>\u003cstrong>FUTURE PLANS\u003c/strong>\u003c/p>\n\u003cp>The ClassDojo team understands that their tool must work for educators, so they are responsive to suggestions and feedback. They are also far from done with the tool. Sam Chaudhary is excited by what it has been able to do so far, but has big plans for its future. “There’s a whole other half of education that's almost completely ignored by ed-tech which is beyond building test scores, it’s about building character,” Chaudhary said. He’s thinking about adding a self-evaluation element for students on ClassDojo, to help move it away from teacher-centered instruction. He also wants to strengthen the parental engagement element. He doesn't feel the current offering of and a percentage breakdown of behavior tells the parent what they really need to know.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1351103757,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1030},"headData":{"title":"What Works in Tech Tools: Spotlight on ClassDojo | KQED","description":"ClassDojo With the thousands of ed-tech tools available to teachers, it can be difficult to find those that work well and complement teaching strategies. It takes a lot of time to research and integrate, and for teachers in cash-strapped schools, access to some technology is completely out of their reach. Sam Chaudhary and Liam Don,","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"24506 http://blogs.kqed.org/mindshift/?p=24506","disqusUrl":"https://ww2.kqed.org/mindshift/2012/10/24/what-works-in-tech-tools-spotlight-on-classdojo/","disqusTitle":"What Works in Tech Tools: Spotlight on ClassDojo","path":"/mindshift/24506/what-works-in-tech-tools-spotlight-on-classdojo","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_24522\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/what-works-in-tech-tools-spotlight-on-classdojo/about2/\" rel=\"attachment wp-att-24522\">\u003cimg class=\"size-full wp-image-24522\" title=\"about2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/about2.png\" alt=\"\" width=\"500\" height=\"328\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/10/about2.png 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/10/about2-400x262.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/10/about2-320x210.png 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">ClassDojo\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">With the thousands of ed-tech tools available to teachers, it can be difficult to find those that work well and complement teaching strategies. It takes a lot of time to research and integrate, and for teachers in cash-strapped schools, access to some technology is completely out of their reach.\u003c/p>\n\u003cp>Sam Chaudhary and Liam Don, the co-founders of \u003ca href=\"http://www.classdojo.com/\">ClassDojo\u003c/a>, had the tech limitations of many public schools in mind when they designed the free service, a behavior management tool meant to reduce the amount of time teachers spend trying to get students' attention. Classes need just one device -- an interactive whiteboard, a computer connected to a projector, or tablet or smartphone.\u003c/p>\n\u003cp>ClassDojo works on three principles:\u003c/p>\n\u003cul>\n\u003cli>Build positive behaviors through positive reinforcement -- basically “catch kids being good” and use specific praise to call out good behavior.\u003c/li>\n\u003cli>Real-time feedback is the most effective at improving and changing behavior over a period of time.\u003c/li>\n\u003cli>Any tool focused on behavior must engage parents as well.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>HOW IT WORKS\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Each student gets an avatar and either receives or loses points. The point tallies can be projected on the board for real-time feedback. Teachers and students can come up with mutually agreed upon behavior expectations, and because the categories are framed using positive reinforcement, the tool has the potential to do more than just call out good behavior. For example, a teacher might create a category like “was able to counter another’s point of view without insulting them.” And that behavior becomes part of a classroom norm. ClassDojo can also take attendance and creates pie charts and percentage breakdowns to share with parents.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“What I saw teachers struggle with is how to get the value out of a tool without changing the structure of what they were doing.”\u003c/p>\n\u003c/aside>\n\u003cp>Teachers' experience with ClassDojo spans the spectrum. Jennie Dougherty, who taught English at a large urban public high school in Brockton, Massachusetts for three years, recently left to become the technology instructor at a school in East Palo Alto, a low-income Bay Area town. When she first encountered ClassDojo she thought it was just a virtual sticker star chart, a paper version of which she already used. ClassDojo met her basic need -- then she discovered it could \u003c!--more-->do more.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Educators have a specific objective in mind when we select a tool and then we customize,” Dougherty said.\u003c/p>\n\u003cp>Dougherty also used the tool to get her students to model more mature, college-level behavior. And in higher-level classes she allowed students to award points to one another and found if she prepared them ahead of time, students took this task seriously. And the act of withholding points from one another opened up great discussions for students. For example, she remembers one student refusing to award a peer a point in a debate because the speaker had gotten too emotional. That started a larger discussion about when it’s appropriate to insert oneself into a debate.\u003c/p>\n\u003cp>But Dougherty was willing to take a risk, and had the support of the administration.\u003c/p>\n\u003cp>“The classroom is a very high stakes environment,\" Doughtery said. \"You are getting evaluated. It’s a place where we expect teachers to always be on their A-game.” And that means they may not have time or freedom to try something new. They may even be at risk if they do.\u003c/p>\n\u003cp>\u003cstrong>VARYING EXPERIENCES\u003c/strong>\u003c/p>\n\u003cp>While Dougherty found ClassDojo useful, some of her colleagues didn't have the same positive reaction. “What I saw teachers struggle with is how to get the value out of a tool without changing the structure of what they were doing,” said Dougherty. ClassDojo fit her style because she was spending most of her class time on group activities, and less time up front lecturing. It was easy to move around the room awarding points as she checked in on each group’s progress. Teachers who focused on lecturing found it hard to juggle the points system with their usual style of delivering the lesson.\u003c/p>\n\u003cp>Joan Young, another teacher at a San Francisco Bay Area school, found the service just didn't fit her class well. She tried the tool, but found that the point system brought out more challenges than benefits. She asked her class what they preferred and they voted for a non-tech strategy she had been using where they could earn “fascination time” at the end of the week by transitioning quickly and quietly between activities. She also felt the tool was too focused on the teacher's actions. She’d rather see students evaluate their own behavior, learn from mistakes and take ownership of their own learning progress. She felt awarding points stifled that kind of thinking.\u003c/p>\n\u003cp>Still another teacher at Brockton never got the chance to try ClassDojo because his classroom didn't have a computer. Brockton is a large public high school south of Boston with more than 4,000 students, and the administration hadn't been able to get computers into every class. ClassDojo requires a minimal level of technology, just one device. Still, the gap between what many classrooms have at their disposal and what much of the ed-tech world is designing can be unbridgeable.\u003c/p>\n\u003cp>\u003cstrong>FUTURE PLANS\u003c/strong>\u003c/p>\n\u003cp>The ClassDojo team understands that their tool must work for educators, so they are responsive to suggestions and feedback. They are also far from done with the tool. Sam Chaudhary is excited by what it has been able to do so far, but has big plans for its future. “There’s a whole other half of education that's almost completely ignored by ed-tech which is beyond building test scores, it’s about building character,” Chaudhary said. He’s thinking about adding a self-evaluation element for students on ClassDojo, to help move it away from teacher-centered instruction. He also wants to strengthen the parental engagement element. He doesn't feel the current offering of and a percentage breakdown of behavior tells the parent what they really need to know.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/24506/what-works-in-tech-tools-spotlight-on-classdojo","authors":["234"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_697","mindshift_698","mindshift_962","mindshift_65"],"featImg":"mindshift_24522","label":"mindshift"},"mindshift_15107":{"type":"posts","id":"mindshift_15107","meta":{"index":"posts_1591205157","site":"mindshift","id":"15107","score":null,"sort":[1315430239000]},"guestAuthors":[],"slug":"can-mobile-phones-help-teachers-manage-classroom-behavior","title":"Can Mobile Phones Help Teachers Manage Classroom Behavior?","publishDate":1315430239,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/can-mobile-phones-help-teachers-manage-classroom-behavior/classdojo_image/\" rel=\"attachment wp-att-15109\">\u003cimg class=\"alignleft size-full wp-image-15109\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/ClassDojo_image.jpg\" alt=\"\" width=\"375\" height=\"164\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/09/ClassDojo_image.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2011/09/ClassDojo_image-320x140.jpg 320w\" sizes=\"(max-width: 375px) 100vw, 375px\">\u003c/a>We can talk all we want about what students should learn in the classroom. But the reality is that most teachers have to balance \"academics\" with a multitude of other lessons: how to be good students, how to be good citizens, and simply how to behave. Behavior management is actually a significant part of what teachers have to do every day, and while there's a wealth of information to help them with tips and tricks, there isn't a lot of technology in place to help them with the implementation of best practices.\u003c/p>\n\u003caside class=\"pullquote alignleft\">The startup isn't just interested in \"gamifying\" good behavior. It wants to foster instrinsic, just not extrinsic, motivations in education.\u003c/aside>\n\u003cp>There may be a solution with the use of tech -- at least that's what \u003ca href=\"http://classdojo.com\">ClassDojo\u003c/a> founder Sam Chaudhary believes. His startup is working on a Web and mobile app that will allow teachers to quickly and easily track class behavior. Those two things are key. Rather than filling out paperwork \u003cem>after\u003c/em> a disruptive incident or trying to recall values to praise come report-card time when a child has no record of disruption, ClassDojo provides real-time feedback loops. ClassDojo hopes both teachers and students will benefit from this, and parents will eventually be able to tap into it, as well.\u003c/p>\n\u003cp>Currently, ClassDojo lets teachers track students' behaviors with an easy +1 or -1 system -- you \u003c!--more-->can reward students for good behavior (participation, helping others, creativity, insight) or you can make note of negative behaviors (disruption, disrespect, tardiness). Reports can be generated per student or per class, so that teachers and students (and parents and/or administrators) can have a glimpse at what's happening in a class.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/can-mobile-phones-help-teachers-manage-classroom-behavior/classdojo_ss2/\" rel=\"attachment wp-att-15112\">\u003cimg class=\"alignright size-full wp-image-15112\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/ClassDojo_ss2.jpg\" alt=\"\" width=\"250\" height=\"199\">\u003c/a>And while tracking this sort of data is, no doubt, important for adults, its impact on the students themselves is also something that ClassDojo wants to highlight. Students respond better to feedback when it's immediate -- both when it's reinforcing positive behavior and when it's aimed at correcting disruptive behavior. Teachers can project ClassDojo onto a whiteboard or computer screen so the whole class can see their status; but in addition to updating the site via a desktop computer, teachers can also use their smartphones or other mobile devices in order to quickly flag these behaviors.\u003c/p>\n\u003cp>Each student has an avatar, and ClassDojo plans to implement levels to encourage good behavior. But as Chaudhary makes clear, the startup isn't just interested in \"gamifying\" good behavior. It wants to foster instrinsic, just not extrinsic, motivations in education. How or whether that happens will be interesting to watch.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>ClassDojo is still in beta, and the startup has a far broader vision than just this behavior management app. A former teacher himself, Chaudhary says his company isn't merely interested in tracking and monitoring behavior -- good and bad -- in the classroom. Rather, he wants to share strategies for developing students' characters. \"We want to bring the same rigor to developing character as ed-tech as an industry currently reserves for developing test scores.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>ClassDojo is currently free while in beta.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1315430244,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":9,"wordCount":516},"headData":{"title":"Can Mobile Phones Help Teachers Manage Classroom Behavior? | KQED","description":"We can talk all we want about what students should learn in the classroom. But the reality is that most teachers have to balance "academics" with a multitude of other lessons: how to be good students, how to be good citizens, and simply how to behave. Behavior management is actually a significant part of what","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"15107 http://blogs.kqed.org/mindshift/?p=15107","disqusUrl":"https://ww2.kqed.org/mindshift/2011/09/07/can-mobile-phones-help-teachers-manage-classroom-behavior/","disqusTitle":"Can Mobile Phones Help Teachers Manage Classroom Behavior?","path":"/mindshift/15107/can-mobile-phones-help-teachers-manage-classroom-behavior","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/can-mobile-phones-help-teachers-manage-classroom-behavior/classdojo_image/\" rel=\"attachment wp-att-15109\">\u003cimg class=\"alignleft size-full wp-image-15109\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/ClassDojo_image.jpg\" alt=\"\" width=\"375\" height=\"164\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/09/ClassDojo_image.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2011/09/ClassDojo_image-320x140.jpg 320w\" sizes=\"(max-width: 375px) 100vw, 375px\">\u003c/a>We can talk all we want about what students should learn in the classroom. But the reality is that most teachers have to balance \"academics\" with a multitude of other lessons: how to be good students, how to be good citizens, and simply how to behave. Behavior management is actually a significant part of what teachers have to do every day, and while there's a wealth of information to help them with tips and tricks, there isn't a lot of technology in place to help them with the implementation of best practices.\u003c/p>\n\u003caside class=\"pullquote alignleft\">The startup isn't just interested in \"gamifying\" good behavior. It wants to foster instrinsic, just not extrinsic, motivations in education.\u003c/aside>\n\u003cp>There may be a solution with the use of tech -- at least that's what \u003ca href=\"http://classdojo.com\">ClassDojo\u003c/a> founder Sam Chaudhary believes. His startup is working on a Web and mobile app that will allow teachers to quickly and easily track class behavior. Those two things are key. Rather than filling out paperwork \u003cem>after\u003c/em> a disruptive incident or trying to recall values to praise come report-card time when a child has no record of disruption, ClassDojo provides real-time feedback loops. ClassDojo hopes both teachers and students will benefit from this, and parents will eventually be able to tap into it, as well.\u003c/p>\n\u003cp>Currently, ClassDojo lets teachers track students' behaviors with an easy +1 or -1 system -- you \u003c!--more-->can reward students for good behavior (participation, helping others, creativity, insight) or you can make note of negative behaviors (disruption, disrespect, tardiness). Reports can be generated per student or per class, so that teachers and students (and parents and/or administrators) can have a glimpse at what's happening in a class.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/can-mobile-phones-help-teachers-manage-classroom-behavior/classdojo_ss2/\" rel=\"attachment wp-att-15112\">\u003cimg class=\"alignright size-full wp-image-15112\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/ClassDojo_ss2.jpg\" alt=\"\" width=\"250\" height=\"199\">\u003c/a>And while tracking this sort of data is, no doubt, important for adults, its impact on the students themselves is also something that ClassDojo wants to highlight. Students respond better to feedback when it's immediate -- both when it's reinforcing positive behavior and when it's aimed at correcting disruptive behavior. Teachers can project ClassDojo onto a whiteboard or computer screen so the whole class can see their status; but in addition to updating the site via a desktop computer, teachers can also use their smartphones or other mobile devices in order to quickly flag these behaviors.\u003c/p>\n\u003cp>Each student has an avatar, and ClassDojo plans to implement levels to encourage good behavior. But as Chaudhary makes clear, the startup isn't just interested in \"gamifying\" good behavior. It wants to foster instrinsic, just not extrinsic, motivations in education. How or whether that happens will be interesting to watch.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>ClassDojo is still in beta, and the startup has a far broader vision than just this behavior management app. A former teacher himself, Chaudhary says his company isn't merely interested in tracking and monitoring behavior -- good and bad -- in the classroom. Rather, he wants to share strategies for developing students' characters. \"We want to bring the same rigor to developing character as ed-tech as an industry currently reserves for developing test scores.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>ClassDojo is currently free while in beta.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/15107/can-mobile-phones-help-teachers-manage-classroom-behavior","authors":["4352"],"categories":["mindshift_195"],"tags":["mindshift_697","mindshift_698"],"featImg":"mindshift_15109","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2023/08/possible-5gxfizEbKOJ-pbF5ASgxrs_.1400x1400.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2021/10/ATC_1400.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/powerpress/1440_0018_AmericanSuburb_iTunesTile_01.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/powerpress/1440_0017_BayCurious_iTunesTile_01.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://ww2.kqed.org/app/uploads/2021/10/BBC_1400.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2021/12/CodeSwitchLifeKit_StationGraphics_300x300EmailGraphic.png","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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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. 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The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.","airtime":"SAT 4pm-5pm","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/reveal300px.png","officialWebsiteLink":"https://www.revealnews.org/episodes/","meta":{"site":"news","source":"npr"},"link":"/radio/program/reveal","subscribe":{"apple":"https://itunes.apple.com/us/podcast/reveal/id886009669","tuneIn":"https://tunein.com/radio/Reveal-p679597/","rss":"http://feeds.revealradio.org/revealpodcast"}},"says-you":{"id":"says-you","title":"Says You!","info":"Public radio's game show of bluff and bluster, words and whimsy. 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