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FM","link":"/"}},"mindshift_61510":{"type":"posts","id":"mindshift_61510","meta":{"index":"posts_1591205157","site":"mindshift","id":"61510","score":null,"sort":[1682519426000]},"guestAuthors":[],"slug":"after-yet-another-school-shooting-heres-how-some-tennessee-teachers-are-mobilizing-for-safer-schools","title":"After yet another school shooting, here's how some Tennessee teachers are mobilizing for safer schools","publishDate":1682519426,"format":"standard","headTitle":"After yet another school shooting, here’s how some Tennessee teachers are mobilizing for safer schools | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Brandy Smith is grateful her students are among the youngest on campus. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Too young to question why she has them stand up against the wall, out of sight of the classroom door, on drill days. Too young to ask why they do active shooter drills at all.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Smith is a pre-K teacher for Metro Nashville Public Schools. It can be an extra burden to teach such young students, though. They are often left out of school safety conversations – and young children can’t advocate on their own. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the weeks since \u003ca href=\"https://apnews.com/article/nashville-covenant-school-shooting-updates-3dfb2fcbb22ff8638074fd90c7b266fd\" target=\"_blank\" rel=\"noopener\">a shooting at a private Christian school\u003c/a> in Nashville left three adults and three 9-year-olds dead, Smith said she’s had many “ups and downs.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s a lot of emotions,” Smith said. “I’ve gone from scared and terrified, to kinda just really pissed off. So mad that I could kinda just punch anybody.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Smith said she is “a lover, not a fighter” though. So as \u003ca href=\"https://tn.chalkbeat.org/2023/4/20/23692010/tennessee-legislature-gun-control-covenant-school-shooting-jeff-yarbro\" target=\"_blank\" rel=\"noopener\">Tennessee lawmakers have debated – and largely failed\u003c/a> – passing gun control legislation in the wake of The Covenant School shooting, Smith has channeled her anger into advocacy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She’s among an increasing number of educators joining the thousands who have rallied, marched and protested, calling for change – and begging lawmakers to listen.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s what a few Tennessee educators have to say about school safety – and why speaking out is so important. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>Brandy Smith, a pre-K teacher in Nashville, Tenn. \u003c/b>\u003c/h3>\n\u003ch4>\u003cem>\u003cb>As a teacher, you have to fight\u003c/b>\u003c/em>\u003c/h4>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-thumbnail wp-image-61517 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Brandy-Smith-160x197.jpeg\" alt=\"\" width=\"160\" height=\"197\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Brandy-Smith-160x197.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Brandy-Smith.jpeg 496w\" sizes=\"(max-width: 160px) 100vw, 160px\">Since the morning a shooter opened fire at The Covenant School, Smith said she’s more fixated on her school’s escape plans.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“No matter if we’re in the library or the playground or the classroom, I know the steps,” Smith said. “And every now and then, I’ll just catch myself thinking about it, and then I’ll go over the checklist again in my head.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She considers herself lucky that preschoolers typically follow directions, but she never imagined she would spend so much time worrying about school safety when she became an educator.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We would have more time for a lot of other things if we didn’t have to do lockdown drills, and our kids would be safer if we didn’t have people being able to buy guns so quickly,” Smith said while apologizing for crying during her interview. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Smith participated in a local teachers union \u003ca href=\"https://twitter.com/basalticcraver/status/1641890185368555521\" target=\"_blank\" rel=\"noopener\">“sickout”\u003c/a> 10 days after the Nashville shooting. The event drew hundreds of Tennessee teachers to the state Capitol as lawmakers considered boosting funding for school resource officers and arming teachers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That same day, two young Black Democratic legislators were ousted from the Tennessee General Assembly for protesting and calling for gun control on the House floor. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Smith remains cautiously optimistic, though. Since the shooting, protests and rallies have continued at the Capitol and across Nashville.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a teacher, she considers it her responsibility to advocate for her students and colleagues. But she’s also learned a more sobering duty: \u003c/span>\u003cspan style=\"font-weight: 400\">“You just have to come to the realization that if I have to — I will, like, fight somebody with a gun to keep them out of my classroom.”\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Paige La Grone Babcock, sixth grade teacher at Apollo Middle School in Nashville, Tenn. \u003c/b>\u003c/h3>\n\u003ch4>\u003cem>\u003cb>Amplifying student voices\u003c/b>\u003c/em>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-thumbnail wp-image-61522 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Paige-La-Grone-Babcock2-160x213.png\" alt=\"\" width=\"160\" height=\"213\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Paige-La-Grone-Babcock2-160x213.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Paige-La-Grone-Babcock2-800x1065.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Paige-La-Grone-Babcock2-1020x1358.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Paige-La-Grone-Babcock2-768x1022.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Paige-La-Grone-Babcock2-1154x1536.png 1154w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Paige-La-Grone-Babcock2-1538x2048.png 1538w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Paige-La-Grone-Babcock2.png 1920w\" sizes=\"(max-width: 160px) 100vw, 160px\">Paige La Grone Babcock isn’t new to advocacy. A member of the local teacher’s union, she often organizes “Red4Ed” action in support of public school teachers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not only is Babcock’s husband also a Nashville schools teacher, but her child attends high school just down the road from The Covenant School.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Babcock thinks most law and policy makers don’t understand the day-to-day of teaching, especially how the fear of mass violence impacts students and staff.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The day after the shooting, Babcock gave her middle school students, many of whom have disabilities or special needs, space to share their feelings.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One 11-year-old student asked, “Why are lawmakers not doing more?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Because I don’t feel safe anywhere,” he said. “I don’t feel safe at school.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She said she almost cried but instead told herself “there’s too much work to do.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Two days later, she also joined a sickout at the Capitol. With his parents’ permission, she brought the student along.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When you feel helpless, the antidote to helplessness is to do something,” Babock said. “I felt like it was important for him – who very clearly articulated ‘I do not feel safe anywhere. I do not feel safe at school. This was preventable’ – I felt like he needed an outlet.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The two met with state and local lawmakers. Her student spoke to a crowd of protestors, rallying around voices like his. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s important for \u003ca href=\"https://www.kqed.org/mindshift/61388/why-nashville-student-activists-arent-going-to-wait-a-generation-for-gun-control\" target=\"_blank\" rel=\"noopener\">students to have their voices heard\u003c/a> and realize their influence, she said. \u003c/span>\u003cspan style=\"font-weight: 400\">“It allowed him to see he was not alone in his big feelings, but it’s not just about making yourself feel better. It’s about advocating for the world in which we want to live in.” \u003c/span>\u003c/p>\n\u003ch3>\u003cb>Daven Oglesby, exceptional education teacher at Lakeview Elementary Design Center in Nashville, Tenn.\u003c/b>\u003c/h3>\n\u003ch4>\u003cem>Advice for lawmakers: Visit schools\u003c/em>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright wp-image-61518 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Daven-Oglesby-160x160.jpeg\" alt=\"\" width=\"160\" height=\"160\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Daven-Oglesby-160x160.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Daven-Oglesby-800x801.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Daven-Oglesby-1020x1021.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Daven-Oglesby-768x769.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Daven-Oglesby.jpeg 1284w\" sizes=\"(max-width: 160px) 100vw, 160px\">Daven Oglesby’s advocacy is not just for his students. His 6-year-old son also attends the school where he teaches.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He said he’s been most troubled by those pushing legislation to \u003ca href=\"https://www.usnews.com/news/national-news/articles/2023-04-05/tennessee-advances-bill-to-arm-teachers-after-deadly-nashville-school-shooting\" target=\"_blank\" rel=\"noopener\">allow teachers to carry firearms\u003c/a> on Tennessee campuses. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What type of alternatives were considered prior to the decision being made for teachers carrying firearms,” Oglesby said he wants to ask lawmakers. “We’re not charged with serving and protecting students. We’re charged with educating.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Oglesby already worries about the stress lockdown or active shooter drills have on students, many of whom are easily disturbed by changes in their routine or environment, like suddenly turning off the lights or being forced to be still and quiet. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He doesn’t think lawmakers realize these aspects when crafting school safety and education policies. \u003c/span>\u003cspan style=\"font-weight: 400\">“Come visit these schools that you’re making these laws about and ask educators, parents and administrators, ‘What are your thoughts?’” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And if lawmakers won’t do that, Oglesby said it’s his responsibility to speak out and amplify those perspectives along with his students’ voices. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not enough to just be a teacher. It’s not enough to just sit in the classroom,” he said. “I have to take what I’m learning in the classroom — not just teaching my students, but learning from them as well — and spread that knowledge outside of the classroom.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because in the end, Oglesby believes change is possible.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Anna Voorhees, preschool teacher at West End United Methodist Preschool in Nashville, Tenn.\u003c/b>\u003c/h3>\n\u003ch4>\u003cem>\u003cb>Preschools are often “left out” of conversations\u003c/b>\u003c/em>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-thumbnail wp-image-61519 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Anna-Voorhees-160x178.jpeg\" alt=\"\" width=\"160\" height=\"178\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Anna-Voorhees-160x178.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Anna-Voorhees-800x890.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Anna-Voorhees-1020x1135.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Anna-Voorhees-768x855.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Anna-Voorhees.jpeg 1114w\" sizes=\"(max-width: 160px) 100vw, 160px\">Anna Voorhees became a daycare worker as a teenager. She currently works with infants as young as eight weeks old at a church-based daycare in Nashville – the same daycare she attended as a child.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In recent weeks, she and her colleagues frequently think about what they would do “if someone gets into the building.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“How would I protect my students?” she’ll ask herself, Voorhees said. “Are we going to attempt to hide and try to find something to barricade the door with, or are we going to climb out a window and pass babies through it?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When asked how many times she has joined the recent throng of protestors, Voorhees pauses. She can’t remember. She comes from a long line of activists. Her father, Jay Voorhees, is a pastor and has spent decades advocating for Nashvillians experiencing homelessness. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She’s marched alongside others, asking lawmakers to enact tighter rules for purchasing firearms or allow officers to take firearms from someone deemed a risk to themselves or others, commonly known as “red flag laws.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Voorhees said marching and chanting is as much for her as it is for her students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I have anxiety, and it’s become worse with everything going on,” she said. “One of the ways that I find myself healing the most is by being here, using my voice. It’s harder for me to find energy to do nothing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like private schools, she believes preschools and daycares are too often excluded from school safety plans. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Preschools are often left out of the conversation. We don’t get [school resource officers]. Some places are privileged enough to have armed security, but a lot of places do not … so I am here to try and be a voice to my colleagues.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"After The Covenant School shooting, Tennessee teachers are among the thousands who have rallied, marched and protested, calling for change – and begging lawmakers to listen.","status":"publish","parent":0,"modified":1682519086,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":46,"wordCount":1549},"headData":{"title":"After yet another school shooting, here's how some Tennessee teachers are mobilizing for safer schools | KQED","description":"In Tennessee, teachers have joined the thousands who have rallied, marched and protested, calling for change – and begging lawmakers to listen.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"After yet another school shooting, here's how some Tennessee teachers are mobilizing for safer schools","datePublished":"2023-04-26T14:30:26.000Z","dateModified":"2023-04-26T14:24:46.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Meghan Mangrum","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61510/after-yet-another-school-shooting-heres-how-some-tennessee-teachers-are-mobilizing-for-safer-schools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Brandy Smith is grateful her students are among the youngest on campus. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Too young to question why she has them stand up against the wall, out of sight of the classroom door, on drill days. Too young to ask why they do active shooter drills at all.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Smith is a pre-K teacher for Metro Nashville Public Schools. It can be an extra burden to teach such young students, though. They are often left out of school safety conversations – and young children can’t advocate on their own. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the weeks since \u003ca href=\"https://apnews.com/article/nashville-covenant-school-shooting-updates-3dfb2fcbb22ff8638074fd90c7b266fd\" target=\"_blank\" rel=\"noopener\">a shooting at a private Christian school\u003c/a> in Nashville left three adults and three 9-year-olds dead, Smith said she’s had many “ups and downs.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s a lot of emotions,” Smith said. “I’ve gone from scared and terrified, to kinda just really pissed off. So mad that I could kinda just punch anybody.”\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\">Smith said she is “a lover, not a fighter” though. So as \u003ca href=\"https://tn.chalkbeat.org/2023/4/20/23692010/tennessee-legislature-gun-control-covenant-school-shooting-jeff-yarbro\" target=\"_blank\" rel=\"noopener\">Tennessee lawmakers have debated – and largely failed\u003c/a> – passing gun control legislation in the wake of The Covenant School shooting, Smith has channeled her anger into advocacy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She’s among an increasing number of educators joining the thousands who have rallied, marched and protested, calling for change – and begging lawmakers to listen.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s what a few Tennessee educators have to say about school safety – and why speaking out is so important. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>Brandy Smith, a pre-K teacher in Nashville, Tenn. \u003c/b>\u003c/h3>\n\u003ch4>\u003cem>\u003cb>As a teacher, you have to fight\u003c/b>\u003c/em>\u003c/h4>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-thumbnail wp-image-61517 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Brandy-Smith-160x197.jpeg\" alt=\"\" width=\"160\" height=\"197\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Brandy-Smith-160x197.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Brandy-Smith.jpeg 496w\" sizes=\"(max-width: 160px) 100vw, 160px\">Since the morning a shooter opened fire at The Covenant School, Smith said she’s more fixated on her school’s escape plans.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“No matter if we’re in the library or the playground or the classroom, I know the steps,” Smith said. “And every now and then, I’ll just catch myself thinking about it, and then I’ll go over the checklist again in my head.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She considers herself lucky that preschoolers typically follow directions, but she never imagined she would spend so much time worrying about school safety when she became an educator.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We would have more time for a lot of other things if we didn’t have to do lockdown drills, and our kids would be safer if we didn’t have people being able to buy guns so quickly,” Smith said while apologizing for crying during her interview. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Smith participated in a local teachers union \u003ca href=\"https://twitter.com/basalticcraver/status/1641890185368555521\" target=\"_blank\" rel=\"noopener\">“sickout”\u003c/a> 10 days after the Nashville shooting. The event drew hundreds of Tennessee teachers to the state Capitol as lawmakers considered boosting funding for school resource officers and arming teachers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That same day, two young Black Democratic legislators were ousted from the Tennessee General Assembly for protesting and calling for gun control on the House floor. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Smith remains cautiously optimistic, though. Since the shooting, protests and rallies have continued at the Capitol and across Nashville.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a teacher, she considers it her responsibility to advocate for her students and colleagues. But she’s also learned a more sobering duty: \u003c/span>\u003cspan style=\"font-weight: 400\">“You just have to come to the realization that if I have to — I will, like, fight somebody with a gun to keep them out of my classroom.”\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Paige La Grone Babcock, sixth grade teacher at Apollo Middle School in Nashville, Tenn. \u003c/b>\u003c/h3>\n\u003ch4>\u003cem>\u003cb>Amplifying student voices\u003c/b>\u003c/em>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-thumbnail wp-image-61522 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Paige-La-Grone-Babcock2-160x213.png\" alt=\"\" width=\"160\" height=\"213\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Paige-La-Grone-Babcock2-160x213.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Paige-La-Grone-Babcock2-800x1065.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Paige-La-Grone-Babcock2-1020x1358.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Paige-La-Grone-Babcock2-768x1022.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Paige-La-Grone-Babcock2-1154x1536.png 1154w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Paige-La-Grone-Babcock2-1538x2048.png 1538w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Paige-La-Grone-Babcock2.png 1920w\" sizes=\"(max-width: 160px) 100vw, 160px\">Paige La Grone Babcock isn’t new to advocacy. A member of the local teacher’s union, she often organizes “Red4Ed” action in support of public school teachers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not only is Babcock’s husband also a Nashville schools teacher, but her child attends high school just down the road from The Covenant School.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Babcock thinks most law and policy makers don’t understand the day-to-day of teaching, especially how the fear of mass violence impacts students and staff.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The day after the shooting, Babcock gave her middle school students, many of whom have disabilities or special needs, space to share their feelings.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One 11-year-old student asked, “Why are lawmakers not doing more?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Because I don’t feel safe anywhere,” he said. “I don’t feel safe at school.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She said she almost cried but instead told herself “there’s too much work to do.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Two days later, she also joined a sickout at the Capitol. With his parents’ permission, she brought the student along.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When you feel helpless, the antidote to helplessness is to do something,” Babock said. “I felt like it was important for him – who very clearly articulated ‘I do not feel safe anywhere. I do not feel safe at school. This was preventable’ – I felt like he needed an outlet.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The two met with state and local lawmakers. Her student spoke to a crowd of protestors, rallying around voices like his. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s important for \u003ca href=\"https://www.kqed.org/mindshift/61388/why-nashville-student-activists-arent-going-to-wait-a-generation-for-gun-control\" target=\"_blank\" rel=\"noopener\">students to have their voices heard\u003c/a> and realize their influence, she said. \u003c/span>\u003cspan style=\"font-weight: 400\">“It allowed him to see he was not alone in his big feelings, but it’s not just about making yourself feel better. It’s about advocating for the world in which we want to live in.” \u003c/span>\u003c/p>\n\u003ch3>\u003cb>Daven Oglesby, exceptional education teacher at Lakeview Elementary Design Center in Nashville, Tenn.\u003c/b>\u003c/h3>\n\u003ch4>\u003cem>Advice for lawmakers: Visit schools\u003c/em>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright wp-image-61518 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Daven-Oglesby-160x160.jpeg\" alt=\"\" width=\"160\" height=\"160\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Daven-Oglesby-160x160.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Daven-Oglesby-800x801.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Daven-Oglesby-1020x1021.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Daven-Oglesby-768x769.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Daven-Oglesby.jpeg 1284w\" sizes=\"(max-width: 160px) 100vw, 160px\">Daven Oglesby’s advocacy is not just for his students. His 6-year-old son also attends the school where he teaches.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He said he’s been most troubled by those pushing legislation to \u003ca href=\"https://www.usnews.com/news/national-news/articles/2023-04-05/tennessee-advances-bill-to-arm-teachers-after-deadly-nashville-school-shooting\" target=\"_blank\" rel=\"noopener\">allow teachers to carry firearms\u003c/a> on Tennessee campuses. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What type of alternatives were considered prior to the decision being made for teachers carrying firearms,” Oglesby said he wants to ask lawmakers. “We’re not charged with serving and protecting students. We’re charged with educating.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Oglesby already worries about the stress lockdown or active shooter drills have on students, many of whom are easily disturbed by changes in their routine or environment, like suddenly turning off the lights or being forced to be still and quiet. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He doesn’t think lawmakers realize these aspects when crafting school safety and education policies. \u003c/span>\u003cspan style=\"font-weight: 400\">“Come visit these schools that you’re making these laws about and ask educators, parents and administrators, ‘What are your thoughts?’” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And if lawmakers won’t do that, Oglesby said it’s his responsibility to speak out and amplify those perspectives along with his students’ voices. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not enough to just be a teacher. It’s not enough to just sit in the classroom,” he said. “I have to take what I’m learning in the classroom — not just teaching my students, but learning from them as well — and spread that knowledge outside of the classroom.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because in the end, Oglesby believes change is possible.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Anna Voorhees, preschool teacher at West End United Methodist Preschool in Nashville, Tenn.\u003c/b>\u003c/h3>\n\u003ch4>\u003cem>\u003cb>Preschools are often “left out” of conversations\u003c/b>\u003c/em>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-thumbnail wp-image-61519 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Anna-Voorhees-160x178.jpeg\" alt=\"\" width=\"160\" height=\"178\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Anna-Voorhees-160x178.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Anna-Voorhees-800x890.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Anna-Voorhees-1020x1135.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Anna-Voorhees-768x855.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Anna-Voorhees.jpeg 1114w\" sizes=\"(max-width: 160px) 100vw, 160px\">Anna Voorhees became a daycare worker as a teenager. She currently works with infants as young as eight weeks old at a church-based daycare in Nashville – the same daycare she attended as a child.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In recent weeks, she and her colleagues frequently think about what they would do “if someone gets into the building.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“How would I protect my students?” she’ll ask herself, Voorhees said. “Are we going to attempt to hide and try to find something to barricade the door with, or are we going to climb out a window and pass babies through it?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When asked how many times she has joined the recent throng of protestors, Voorhees pauses. She can’t remember. She comes from a long line of activists. Her father, Jay Voorhees, is a pastor and has spent decades advocating for Nashvillians experiencing homelessness. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She’s marched alongside others, asking lawmakers to enact tighter rules for purchasing firearms or allow officers to take firearms from someone deemed a risk to themselves or others, commonly known as “red flag laws.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Voorhees said marching and chanting is as much for her as it is for her students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I have anxiety, and it’s become worse with everything going on,” she said. “One of the ways that I find myself healing the most is by being here, using my voice. It’s harder for me to find energy to do nothing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like private schools, she believes preschools and daycares are too often excluded from school safety plans. \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\">“Preschools are often left out of the conversation. We don’t get [school resource officers]. Some places are privileged enough to have armed security, but a lot of places do not … so I am here to try and be a voice to my colleagues.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61510/after-yet-another-school-shooting-heres-how-some-tennessee-teachers-are-mobilizing-for-safer-schools","authors":["byline_mindshift_61510"],"categories":["mindshift_21604"],"tags":["mindshift_21466","mindshift_72","mindshift_21606","mindshift_21467","mindshift_21607","mindshift_21605","mindshift_21586","mindshift_21608"],"featImg":"mindshift_61515","label":"mindshift"},"mindshift_61353":{"type":"posts","id":"mindshift_61353","meta":{"index":"posts_1591205157","site":"mindshift","id":"61353","score":null,"sort":[1680640347000]},"guestAuthors":[],"slug":"after-a-traumatic-event-how-can-teachers-best-help-students","title":"After a traumatic event, how can teachers best help students?","publishDate":1680640347,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This story was \u003ca href=\"https://www.chalkbeat.org/23664895/students-traumatic-events-school-violence-shooting-how-to-talk\" target=\"_blank\" rel=\"canonical noopener\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca class=\"Link\" href=\"https://ckbe.at/newsletters\" target=\"_blank\" rel=\"noopener\">\u003cu>ckbe.at/newsletters\u003c/u>\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003ca class=\"Link\" href=\"https://philadelphia.chalkbeat.org/2022/12/2/23490779/watlington-school-student-safety-mission-critical-shootings-overbrook-roxborough-police-officers\" target=\"_blank\" rel=\"noopener\">Community violence\u003c/a>, \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/tackling-racism\" target=\"_blank\" rel=\"noopener\">racial injustice\u003c/a>, \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/5/26/23142087/school-shooting-gun-violence-grief-trauma-mental-health-resources-guide\" target=\"_blank\" rel=\"noopener\">school shootings\u003c/a>. Students across America are faced with these realities every day, leaving educators to respond by adapting lesson plans or offer emergency support.\u003c/p>\n\u003cp>Some schools have added social workers, counselors, and other \u003ca class=\"Link\" href=\"https://ny.chalkbeat.org/2023/1/26/23573371/eric-adams-telehealth-mental-health-support-nyc-high-school-students\" target=\"_blank\" rel=\"noopener\">mental health resources\u003c/a> to grapple with the toll community trauma \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/2/13/23598156/mental-health-cdc-girls-teenagers-high-school-pandemic-depression-anxiety\" target=\"_blank\" rel=\"noopener\">is taking on\u003c/a> students’ mental health. And in some districts, teachers and school leaders have created new student-focused programs \u003ca class=\"Link\" href=\"https://chicago.chalkbeat.org/2022/9/7/23339990/simeon-career-academy-chicago-public-schools-shootings-gun-violence-trauma-help\" target=\"_blank\" rel=\"noopener\">in the wake of increases in gun violence\u003c/a> and other traumatic incidents.\u003c/p>\n\u003cp>But educators say \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/3/7/23628032/student-behavior-covid-school-classroom-survey\" target=\"_blank\" rel=\"noopener\">they remain overwhelmed\u003c/a> and need more resources to support their students, especially following disrupted learning at the height of the COVID pandemic. Students \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/6/7/23153833/uvalde-school-shooting-student-voices-gun-violence-america-politicians-sandy-hook-columbine\" target=\"_blank\" rel=\"noopener\">have shared their own hopes\u003c/a> for how adults might approach these conversations. If you are an educator or parent looking for resources on how to talk to students, we hope you find the below articles as a good starting place.\u003c/p>\n\u003ch3 id=\"kkQtNu\">Expert advice for talking to children after a traumatic event\u003c/h3>\n\u003ch2 id=\"v6BMjn\">How to speak with kids after a violent event\u003c/h2>\n\u003cp>Chalkbeat spoke with social worker Katie Peinovich about \u003ca class=\"Link\" href=\"https://ny.chalkbeat.org/2022/4/13/23024403/how-to-talk-to-kids-about-gun-violence\" target=\"_blank\" rel=\"noopener\">how to talk to children about traumatic events\u003c/a>, what signs of distress to look for in children, and how to help those who might be fearful of future violence.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Peinovich tells parents, caregivers, and teachers:\u003c/p>\n\u003cul>\n\u003cli id=\"2atZUM\">\u003cb>Pay attention to kids’ actions following traumatic events: \u003c/b>Kids may startle more easily, seem more irritable, and be reluctant to be apart from parents or caregivers.\u003c/li>\n\u003cli id=\"qLklEN\">\u003cb>Reassure children that they are now safe: \u003c/b>Acknowledge and validate their feelings that what happened was very, very scary. Ongoing news coverage can give preschoolers and early elementary kids the impression that this is an ongoing situation. Parents and schools should limit media coverage and to reassure children that the event is over and they are safe.\u003c/li>\n\u003cli id=\"F8fQGO\">\u003cb>Maintain routines: \u003c/b>Both caregivers and educators should strive to keep schedules similar, whether it’s what children eat for breakfast or when they go to recess. Changing up schedules suddenly can heighten anxiety.\u003c/li>\n\u003cli id=\"SjAfUS\">\u003cb>Understand recovery timelines:\u003c/b> In about four weeks, most kids will return to their previous level of functioning. If kids are still struggling after a month, they may need extra support.\u003c/li>\n\u003c/ul>\n\u003ch2 id=\"UD4Ona\">Trauma can make it hard for kids to learn. Here’s how teachers can help.\u003c/h2>\n\u003cp>A child psychologist at Lurie Children’s Hospital and an assistant professor at Northwestern University’s medical school, Colleen Cicchetti helps lead the hospital’s efforts to improve how local schools handle trauma. \u003ca class=\"Link\" href=\"https://chicago.chalkbeat.org/2018/8/1/21107479/trauma-can-make-it-hard-for-kids-to-learn-here-s-how-teachers-learn-to-deal-with-that\" target=\"_blank\" rel=\"noopener\">Chalkbeat interviewed Cicchetti about\u003c/a> the cost of childhood trauma in communities and what teachers can do to promote healing.\u003c/p>\n\u003cp>Her tips for teachers include:\u003c/p>\n\u003cul>\n\u003cli id=\"PAV2E5\">\u003cb>Establish a predictable and “safe” classroom: \u003c/b>This helps students understand the expectations and what they need to do to be successful. Taking breaks helps them focus.\u003c/li>\n\u003cli id=\"OmzseX\">\u003cb>Ask for help, even if you have to look outside your school:\u003c/b> A teacher may not feel like they can tell someone they’re struggling with a student or feel isolated. That can lead to burnout.\u003c/li>\n\u003c/ul>\n\u003ch2>This principal had a student killed just days before the year began. Here’s how he and his school found a way forward.\u003c/h2>\n\u003cp>After one of his 6-year-old students was killed two weeks before the school year began, \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2020/2/18/21178589/one-of-my-students-was-killed-just-days-before-the-year-began-here-s-how-i-and-my-school-found-a-way\" target=\"_blank\" rel=\"noopener\">a California principal wrote\u003c/a> that the experience taught him a lot about what it means to authentically communicate with young children about death.\u003c/p>\n\u003cp>“I desperately hope that no one else will ever need to use the lessons I learned,” wrote Danny Etcheverry, principal of Rocketship Spark Academy. “But I know they will, so here are a few ideas that helped guide us — and that might ease the burden a little bit for educators who find themselves with such a task.”\u003c/p>\n\u003cp>Among his advice:\u003c/p>\n\u003cul>\n\u003cli id=\"5aLcsu\">\u003cb>Communicate honestly:\u003c/b> “My staff members, alongside our school’s mental health professionals, determined that our students would need explanations of the event from those they trust and the space to process those explanations.”\u003c/li>\n\u003cli id=\"rOezii\">\u003cb>Provide different kinds of support:\u003c/b> “I spent a lot of time in classrooms those first few days, and I was struck by how these moments are initially much more emotional for adults to process than they are for young children … With our youngest students, we spent a lot of time talking about the concept of death and tragedy.”\u003c/li>\n\u003cli id=\"2WBqD6\">\u003cb>Treat compounded trauma: \u003c/b>“Over the weeks following the shooting, it became clear that this tragedy layered on top of prior wounds for some students … Healing is a long journey, and we’re just getting started.”\u003c/li>\n\u003c/ul>\n\u003ch2 id=\"6SVbei\">How anti-bigotry lessons help students comprehend violence, push for change\u003c/h2>\n\u003cp>The nonprofit group Facing History & Ourselves provides educators with resources to help students understand the lessons of history to combat bigotry and hate. Following the death of Tyre Nichols — the 29-year-old skateboarder and photographer who died days after being brutalized by Memphis police officers during a traffic stop — \u003ca class=\"Link\" href=\"https://tn.chalkbeat.org/2023/2/10/23593288/memphis-shelby-county-schools-tyre-nichols-police-brutality-facing-history-ourselves\" target=\"_blank\" rel=\"noopener\">a local leader spoke with Chalkbeat\u003c/a> about helping Memphis students grapple with Nichols’ death.\u003c/p>\n\u003cp>Among her advice for educators:\u003c/p>\n\u003cul>\n\u003cli id=\"WYUDOu\">\u003cb>Don’t always feel the need to talk to students after witnessing or watching a violent event\u003c/b>: “We listen to them. We really let them sit with that, because the last thing we want to do is minimize their pain. Our teachers are really skilled at listening, and letting the students talk. We don’t want to say that it’ll be all right, because it may not be all right.”\u003c/li>\n\u003cli id=\"oKI6DU\">\u003cb>Focus on lessons that humanize the students, so they can reflect and have conversations: \u003c/b>“In August, when we had the situation with the shooter [19-year-old Ezekiel Kelly was charged with killing three people in a citywide shooting spree], I went to Central High School and listened to Mary McIntosh’s Facing History & Ourselves class, and sat there and listened to her unpack the fear those kids had around that shooting that happened in August. She slowed it down, and got them to free-write it in a journal, just dump it all out, and gave them agency to be able to talk to each other.”\u003c/li>\n\u003c/ul>\n\u003ch3>Students share what they need after crisis and reflect on what must change\u003c/h3>\n\u003ch2>Teens say it takes self-love to navigate times of crisis\u003c/h2>\n\u003cp>A group of about 20 Detroit teens set out to learn two things about their peers: How they practice self-love, and how they find peace in a world in which they constantly feel judged.\u003c/p>\n\u003cp>These are relevant questions as schools struggle to address student mental health needs. Those troubles existed before the pandemic, but the isolation, lingering effects of remote learning, and challenges coping in the midst of a global health crisis have deepened them. \u003ca class=\"Link\" href=\"https://detroit.chalkbeat.org/2023/3/2/23620979/youth-mental-health-crisis-detroit-michigan-teens-covid-impact-local-circles\" target=\"_blank\" rel=\"noopener\">The Detroit teens detailed their findings\u003c/a> and, in some cases, expressed their worries in pieces that seek solutions.\u003c/p>\n\u003ch2 id=\"uHbIYP\">Not every upsetting event needs to become a lesson\u003c/h2>\n\u003cp>Black trauma doesn’t have to be channeled into some inspiring lesson, \u003ca class=\"Link\" href=\"https://ny.chalkbeat.org/2022/10/5/23380779/tamir-rice-video-audio-trauma\" target=\"_blank\" rel=\"noopener\">wrote one high schooler in New York\u003c/a>, who was haunted by the experience of a teacher making her watch the video of Tamir Rice’s killing.\u003c/p>\n\u003ch2 id=\"9HyKpA\">He helped his school develop a class about mental health\u003c/h2>\n\u003cp>One Newark high schooler went to 19 funerals during the first year of COVID. When he wasn’t saying goodbye to people he cared about, \u003ca class=\"Link\" href=\"https://newark.chalkbeat.org/2022/12/1/23467213/covid-mental-health-class-newark\" target=\"_blank\" rel=\"noopener\">he wrote\u003c/a>, he was in front of a screen that was his connection to school and friends for a year and a half.\u003c/p>\n\u003cp>“I was already in the process of starting a wellness council, a club where students could share their struggles and hear about what others are going through. If we could start this club, why not a class about mental health built into the school day? ... The result of all this planning is a real-life class called Health and Wellness.”\u003c/p>\n\u003ch2>‘Peace warriors’ at Chicago schools spread messages of nonviolence\u003c/h2>\n\u003cp>\u003ca class=\"Link\" href=\"https://chicago.chalkbeat.org/2022/11/3/23438914/chicago-public-schools-peace-warriors-charter-school-north-lawndale-college-prep-gun-violence\" target=\"_blank\" rel=\"noopener\">The Peace Warriors program\u003c/a>, a central part of some schools’ efforts to confront gun violence by centering students’ needs, trains students to mediate conflicts, support grieving classmates, and bring peace and happiness to school by greeting peers at the front door and leaving celebratory birthday notes on lockers.\u003c/p>\n\u003cp>“Our biggest goal is to end violence — any and everywhere and to do that — we have to end violence inside of ourselves first because violence starts internally with the thought,” said DeMarcus Thompson, a then 17-year-old Peace Warrior at North Lawndale College Prep. “In order to get to our goal, we have to work together.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Chalkbeat is a nonprofit news site covering educational change in public schools.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Find advice for parents and teachers on how to talk to students about gun violence, community trauma, grief, and mental health.","status":"publish","parent":0,"modified":1680640347,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":1499},"headData":{"title":"After a traumatic event, how can teachers best help students? | KQED","description":"Find advice for parents and teachers on how to talk to students about gun violence, community trauma, grief and mental health.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"After a traumatic event, how can teachers best help students?","datePublished":"2023-04-04T20:32:27.000Z","dateModified":"2023-04-04T20:32:27.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Chalkbeat Staff","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61353/after-a-traumatic-event-how-can-teachers-best-help-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story was \u003ca href=\"https://www.chalkbeat.org/23664895/students-traumatic-events-school-violence-shooting-how-to-talk\" target=\"_blank\" rel=\"canonical noopener\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca class=\"Link\" href=\"https://ckbe.at/newsletters\" target=\"_blank\" rel=\"noopener\">\u003cu>ckbe.at/newsletters\u003c/u>\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003ca class=\"Link\" href=\"https://philadelphia.chalkbeat.org/2022/12/2/23490779/watlington-school-student-safety-mission-critical-shootings-overbrook-roxborough-police-officers\" target=\"_blank\" rel=\"noopener\">Community violence\u003c/a>, \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/tackling-racism\" target=\"_blank\" rel=\"noopener\">racial injustice\u003c/a>, \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/5/26/23142087/school-shooting-gun-violence-grief-trauma-mental-health-resources-guide\" target=\"_blank\" rel=\"noopener\">school shootings\u003c/a>. Students across America are faced with these realities every day, leaving educators to respond by adapting lesson plans or offer emergency support.\u003c/p>\n\u003cp>Some schools have added social workers, counselors, and other \u003ca class=\"Link\" href=\"https://ny.chalkbeat.org/2023/1/26/23573371/eric-adams-telehealth-mental-health-support-nyc-high-school-students\" target=\"_blank\" rel=\"noopener\">mental health resources\u003c/a> to grapple with the toll community trauma \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/2/13/23598156/mental-health-cdc-girls-teenagers-high-school-pandemic-depression-anxiety\" target=\"_blank\" rel=\"noopener\">is taking on\u003c/a> students’ mental health. And in some districts, teachers and school leaders have created new student-focused programs \u003ca class=\"Link\" href=\"https://chicago.chalkbeat.org/2022/9/7/23339990/simeon-career-academy-chicago-public-schools-shootings-gun-violence-trauma-help\" target=\"_blank\" rel=\"noopener\">in the wake of increases in gun violence\u003c/a> and other traumatic incidents.\u003c/p>\n\u003cp>But educators say \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/3/7/23628032/student-behavior-covid-school-classroom-survey\" target=\"_blank\" rel=\"noopener\">they remain overwhelmed\u003c/a> and need more resources to support their students, especially following disrupted learning at the height of the COVID pandemic. Students \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/6/7/23153833/uvalde-school-shooting-student-voices-gun-violence-america-politicians-sandy-hook-columbine\" target=\"_blank\" rel=\"noopener\">have shared their own hopes\u003c/a> for how adults might approach these conversations. If you are an educator or parent looking for resources on how to talk to students, we hope you find the below articles as a good starting place.\u003c/p>\n\u003ch3 id=\"kkQtNu\">Expert advice for talking to children after a traumatic event\u003c/h3>\n\u003ch2 id=\"v6BMjn\">How to speak with kids after a violent event\u003c/h2>\n\u003cp>Chalkbeat spoke with social worker Katie Peinovich about \u003ca class=\"Link\" href=\"https://ny.chalkbeat.org/2022/4/13/23024403/how-to-talk-to-kids-about-gun-violence\" target=\"_blank\" rel=\"noopener\">how to talk to children about traumatic events\u003c/a>, what signs of distress to look for in children, and how to help those who might be fearful of future violence.\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>Peinovich tells parents, caregivers, and teachers:\u003c/p>\n\u003cul>\n\u003cli id=\"2atZUM\">\u003cb>Pay attention to kids’ actions following traumatic events: \u003c/b>Kids may startle more easily, seem more irritable, and be reluctant to be apart from parents or caregivers.\u003c/li>\n\u003cli id=\"qLklEN\">\u003cb>Reassure children that they are now safe: \u003c/b>Acknowledge and validate their feelings that what happened was very, very scary. Ongoing news coverage can give preschoolers and early elementary kids the impression that this is an ongoing situation. Parents and schools should limit media coverage and to reassure children that the event is over and they are safe.\u003c/li>\n\u003cli id=\"F8fQGO\">\u003cb>Maintain routines: \u003c/b>Both caregivers and educators should strive to keep schedules similar, whether it’s what children eat for breakfast or when they go to recess. Changing up schedules suddenly can heighten anxiety.\u003c/li>\n\u003cli id=\"SjAfUS\">\u003cb>Understand recovery timelines:\u003c/b> In about four weeks, most kids will return to their previous level of functioning. If kids are still struggling after a month, they may need extra support.\u003c/li>\n\u003c/ul>\n\u003ch2 id=\"UD4Ona\">Trauma can make it hard for kids to learn. Here’s how teachers can help.\u003c/h2>\n\u003cp>A child psychologist at Lurie Children’s Hospital and an assistant professor at Northwestern University’s medical school, Colleen Cicchetti helps lead the hospital’s efforts to improve how local schools handle trauma. \u003ca class=\"Link\" href=\"https://chicago.chalkbeat.org/2018/8/1/21107479/trauma-can-make-it-hard-for-kids-to-learn-here-s-how-teachers-learn-to-deal-with-that\" target=\"_blank\" rel=\"noopener\">Chalkbeat interviewed Cicchetti about\u003c/a> the cost of childhood trauma in communities and what teachers can do to promote healing.\u003c/p>\n\u003cp>Her tips for teachers include:\u003c/p>\n\u003cul>\n\u003cli id=\"PAV2E5\">\u003cb>Establish a predictable and “safe” classroom: \u003c/b>This helps students understand the expectations and what they need to do to be successful. Taking breaks helps them focus.\u003c/li>\n\u003cli id=\"OmzseX\">\u003cb>Ask for help, even if you have to look outside your school:\u003c/b> A teacher may not feel like they can tell someone they’re struggling with a student or feel isolated. That can lead to burnout.\u003c/li>\n\u003c/ul>\n\u003ch2>This principal had a student killed just days before the year began. Here’s how he and his school found a way forward.\u003c/h2>\n\u003cp>After one of his 6-year-old students was killed two weeks before the school year began, \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2020/2/18/21178589/one-of-my-students-was-killed-just-days-before-the-year-began-here-s-how-i-and-my-school-found-a-way\" target=\"_blank\" rel=\"noopener\">a California principal wrote\u003c/a> that the experience taught him a lot about what it means to authentically communicate with young children about death.\u003c/p>\n\u003cp>“I desperately hope that no one else will ever need to use the lessons I learned,” wrote Danny Etcheverry, principal of Rocketship Spark Academy. “But I know they will, so here are a few ideas that helped guide us — and that might ease the burden a little bit for educators who find themselves with such a task.”\u003c/p>\n\u003cp>Among his advice:\u003c/p>\n\u003cul>\n\u003cli id=\"5aLcsu\">\u003cb>Communicate honestly:\u003c/b> “My staff members, alongside our school’s mental health professionals, determined that our students would need explanations of the event from those they trust and the space to process those explanations.”\u003c/li>\n\u003cli id=\"rOezii\">\u003cb>Provide different kinds of support:\u003c/b> “I spent a lot of time in classrooms those first few days, and I was struck by how these moments are initially much more emotional for adults to process than they are for young children … With our youngest students, we spent a lot of time talking about the concept of death and tragedy.”\u003c/li>\n\u003cli id=\"2WBqD6\">\u003cb>Treat compounded trauma: \u003c/b>“Over the weeks following the shooting, it became clear that this tragedy layered on top of prior wounds for some students … Healing is a long journey, and we’re just getting started.”\u003c/li>\n\u003c/ul>\n\u003ch2 id=\"6SVbei\">How anti-bigotry lessons help students comprehend violence, push for change\u003c/h2>\n\u003cp>The nonprofit group Facing History & Ourselves provides educators with resources to help students understand the lessons of history to combat bigotry and hate. Following the death of Tyre Nichols — the 29-year-old skateboarder and photographer who died days after being brutalized by Memphis police officers during a traffic stop — \u003ca class=\"Link\" href=\"https://tn.chalkbeat.org/2023/2/10/23593288/memphis-shelby-county-schools-tyre-nichols-police-brutality-facing-history-ourselves\" target=\"_blank\" rel=\"noopener\">a local leader spoke with Chalkbeat\u003c/a> about helping Memphis students grapple with Nichols’ death.\u003c/p>\n\u003cp>Among her advice for educators:\u003c/p>\n\u003cul>\n\u003cli id=\"WYUDOu\">\u003cb>Don’t always feel the need to talk to students after witnessing or watching a violent event\u003c/b>: “We listen to them. We really let them sit with that, because the last thing we want to do is minimize their pain. Our teachers are really skilled at listening, and letting the students talk. We don’t want to say that it’ll be all right, because it may not be all right.”\u003c/li>\n\u003cli id=\"oKI6DU\">\u003cb>Focus on lessons that humanize the students, so they can reflect and have conversations: \u003c/b>“In August, when we had the situation with the shooter [19-year-old Ezekiel Kelly was charged with killing three people in a citywide shooting spree], I went to Central High School and listened to Mary McIntosh’s Facing History & Ourselves class, and sat there and listened to her unpack the fear those kids had around that shooting that happened in August. She slowed it down, and got them to free-write it in a journal, just dump it all out, and gave them agency to be able to talk to each other.”\u003c/li>\n\u003c/ul>\n\u003ch3>Students share what they need after crisis and reflect on what must change\u003c/h3>\n\u003ch2>Teens say it takes self-love to navigate times of crisis\u003c/h2>\n\u003cp>A group of about 20 Detroit teens set out to learn two things about their peers: How they practice self-love, and how they find peace in a world in which they constantly feel judged.\u003c/p>\n\u003cp>These are relevant questions as schools struggle to address student mental health needs. Those troubles existed before the pandemic, but the isolation, lingering effects of remote learning, and challenges coping in the midst of a global health crisis have deepened them. \u003ca class=\"Link\" href=\"https://detroit.chalkbeat.org/2023/3/2/23620979/youth-mental-health-crisis-detroit-michigan-teens-covid-impact-local-circles\" target=\"_blank\" rel=\"noopener\">The Detroit teens detailed their findings\u003c/a> and, in some cases, expressed their worries in pieces that seek solutions.\u003c/p>\n\u003ch2 id=\"uHbIYP\">Not every upsetting event needs to become a lesson\u003c/h2>\n\u003cp>Black trauma doesn’t have to be channeled into some inspiring lesson, \u003ca class=\"Link\" href=\"https://ny.chalkbeat.org/2022/10/5/23380779/tamir-rice-video-audio-trauma\" target=\"_blank\" rel=\"noopener\">wrote one high schooler in New York\u003c/a>, who was haunted by the experience of a teacher making her watch the video of Tamir Rice’s killing.\u003c/p>\n\u003ch2 id=\"9HyKpA\">He helped his school develop a class about mental health\u003c/h2>\n\u003cp>One Newark high schooler went to 19 funerals during the first year of COVID. When he wasn’t saying goodbye to people he cared about, \u003ca class=\"Link\" href=\"https://newark.chalkbeat.org/2022/12/1/23467213/covid-mental-health-class-newark\" target=\"_blank\" rel=\"noopener\">he wrote\u003c/a>, he was in front of a screen that was his connection to school and friends for a year and a half.\u003c/p>\n\u003cp>“I was already in the process of starting a wellness council, a club where students could share their struggles and hear about what others are going through. If we could start this club, why not a class about mental health built into the school day? ... The result of all this planning is a real-life class called Health and Wellness.”\u003c/p>\n\u003ch2>‘Peace warriors’ at Chicago schools spread messages of nonviolence\u003c/h2>\n\u003cp>\u003ca class=\"Link\" href=\"https://chicago.chalkbeat.org/2022/11/3/23438914/chicago-public-schools-peace-warriors-charter-school-north-lawndale-college-prep-gun-violence\" target=\"_blank\" rel=\"noopener\">The Peace Warriors program\u003c/a>, a central part of some schools’ efforts to confront gun violence by centering students’ needs, trains students to mediate conflicts, support grieving classmates, and bring peace and happiness to school by greeting peers at the front door and leaving celebratory birthday notes on lockers.\u003c/p>\n\u003cp>“Our biggest goal is to end violence — any and everywhere and to do that — we have to end violence inside of ourselves first because violence starts internally with the thought,” said DeMarcus Thompson, a then 17-year-old Peace Warrior at North Lawndale College Prep. “In order to get to our goal, we have to work together.”\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>Chalkbeat is a nonprofit news site covering educational change in public schools.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61353/after-a-traumatic-event-how-can-teachers-best-help-students","authors":["byline_mindshift_61353"],"categories":["mindshift_21280","mindshift_21385"],"tags":["mindshift_21448","mindshift_21466","mindshift_20865","mindshift_72","mindshift_21467","mindshift_21105","mindshift_20999"],"featImg":"mindshift_61355","label":"mindshift"},"mindshift_59777":{"type":"posts","id":"mindshift_59777","meta":{"index":"posts_1591205157","site":"mindshift","id":"59777","score":null,"sort":[1661757499000]},"guestAuthors":[],"slug":"want-more-meaningful-classroom-management-here-are-8-questions-teachers-can-ask-themselves","title":"Want more meaningful classroom management? 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.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Want more meaningful classroom management? Here are 8 questions teachers can ask themselves.","datePublished":"2022-08-29T07:18:19.000Z","dateModified":"2023-11-21T01:07:59.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"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_51526":{"type":"posts","id":"mindshift_51526","meta":{"index":"posts_1591205157","site":"mindshift","id":"51526","score":null,"sort":[1529709363000]},"guestAuthors":[],"slug":"making-schools-safer-harsh-consequences-or-second-chances","title":"Making Schools Safer: Harsh Consequences, Or Second Chances?","publishDate":1529709363,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\"For the last 14 years I had been a stay at home mom and a soccer mom of three kids,\" says Lori Alhadeff. \"On Valentine's Day my daughter was brutally shot down and murdered and I became a school safety activist.\"\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/tags/586217256/marjory-stoneman-douglas-high-school\">That day\u003c/a> at Marjory Stoneman Douglas High School, when a 19-year-old former student killed Alyssa Alhadeff and 16 other people, changed many lives.\u003c/p>\n\u003cp>And it pushed the question of school safety once again to the front and center.\u003c/p>\n\u003cp>The school discipline policies in Broward County, Fla., designed to be more equitable and more effective than what they replaced, have become exhibit A in what's already a national debate.\u003c/p>\n\u003cp>The debate in many ways comes down to this: What's more important — cold steel or warm hugs? Harsh consequences or second chances? Do we achieve safety and security by making schools harder — or making them softer?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>To understand the debate that's raging now, between the \"hards\" and the \"softs,\" you have to go back first to March 31, 1994. That's when President Bill Clinton signed the Gun-Free Schools Act.\u003c/p>\n\u003cp>The law mandated that if a student brought a firearm to school, law enforcement would be notified. Lesser offenses like bringing \"dangerous drugs\" or other weapons to school triggered automatic and severe punishments.\u003c/p>\n\u003cp>The next two decades were the era of the hards: \"zero tolerance\" policies. Police officers became more common in schools. As did physical security measures, like metal detectors. As did arrests. Especially for black and brown students.\u003c/p>\n\u003cp>\u003cstrong>Arrested for spitballs\u003c/strong>\u003c/p>\n\u003cp>In Broward County, in the 2011-2012 school year, the state Department of Juvenile Justice reported \u003ca href=\"http://www.iacpyouth.org/Portals/0/Resources/FloridaDelinquency.pdf\">1,062 school-related arrests\u003c/a>, the highest number in the state. Seventy-one percent of these arrests were for misdemeanors. The \u003ca href=\"http://articles.sun-sentinel.com/2013-02-09/news/fl-school-arrests-jail-pipeline-20130209_1_school-arrests-show-disabled-students-school-bus\" target=\"_blank\" rel=\"noopener\">media\u003c/a> \u003ca href=\"http://prospect.org/article/reversing-broward-countys-school-prison-pipeline\" target=\"_blank\" rel=\"noopener\">reported\u003c/a> arrests of students for throwing a spitball or a lollipop.\u003c/p>\n\u003cp>\"There was outrage,\" says Desmond Blackburn, a longtime educator in Broward. He began his career as a math teacher in the early 1990s, and rose to become chief of schools under Broward Superintendent Robert Runcie. \"Broward was highlighted in that report as a critical problem — the worst district in the state.\"\u003c/p>\n\u003cp>At Runcie's direction, the district partnered with law enforcement, the local NAACP and other organizations to create a new approach to discipline and behavior. This included a diversion program for students caught for certain misdemeanor offenses, like drugs, vandalism or fighting. Rather than be referred to law enforcement or the juvenile justice system, they were supposed to get targeted counseling, such as drug rehab, or if necessary sent to an alternative school.\u003c/p>\n\u003cp>The diversion program had one of those awkward public-policy acronyms: Preventing Recidivism through Opportunities, Mentoring, Interventions, Supports & Education — PROMISE.\u003c/p>\n\u003cp>The agreement on school discipline \u003ca href=\"http://www.ncjfcj.org/sites/default/files/Broward%20Co%20Collaborative%20Agreement%20on%20School%20Discipline%20-%20MOU.pdf\" target=\"_blank\" rel=\"noopener\">was signed in\u003c/a> 2013, and right away, student arrests dropped. So did recidivism, reportedly. PROMISE made headlines as a national model for ending the school to prison pipeline.\u003c/p>\n\u003cp>Students who messed up could get a second chance.\u003c/p>\n\u003cp>\"My freshman year, I was hanging out with the wrong group of kids,\" says BriAnne, who's now 17. We're using only her middle name to protect her privacy.\u003c/p>\n\u003cp>As a freshman, BriAnne got caught using drugs. \"There was peer pressure involved. You know, you do things you don't really mean and simple mistakes.\"\u003c/p>\n\u003cp>She spent 10 days in the PROMISE program and she got some extra help. BriAnne just graduated from high school and she's now headed to a local college with hopes of studying medicine.\u003c/p>\n\u003cp>\"What stood out to us about the PROMISE program was that it really was this community-wide response,\" says Becca Bracy Knight, executive director of the \u003ca href=\"https://www.broadcenter.org/about/\">Broad Center\u003c/a>, which focuses on improving education in urban schools. \"We definitely had a lot of people interested in learning from what was happening in Broward.\"\u003c/p>\n\u003cp>That interest intensified when, in 2014, the U.S. Department of Education \u003ca href=\"https://www.npr.org/2014/01/08/260808007/obama-administration-has-little-love-for-zero-tolerance\">issued guidance \u003c/a>saying, in no uncertain terms: School discipline is a civil rights issue. If you are suspending, expelling and arresting disproportionately more children of color you will be investigated and quite possibly censured.\u003c/p>\n\u003cp>\u003cstrong>From zero tolerance to expanded tolerance\u003c/strong>\u003c/p>\n\u003cp>The era of the softs began. Instead of zero tolerance, more than 50 of America's largest school districts instituted what might be called expanded tolerance — discipline reform. More than half the states revised their laws with the intention of reducing suspensions and expulsions, which were redefined as \u003ca href=\"https://www.npr.org/sections/ed/2016/03/23/471267584/the-untold-stories-of-black-girls\" target=\"_blank\" rel=\"noopener\">\"exclusionary discipline\"\u003c/a> that, data shows, are associated \u003ca href=\"https://www.npr.org/sections/ed/2016/06/02/480181488/high-school-suspensions-cost-the-country-35-billion-annually-report-estimates\">with higher dropout rates.\u003c/a>\u003c/p>\n\u003cp>\"\u003ca href=\"https://www.npr.org/sections/codeswitch/2017/10/18/558104287/a-year-of-love-and-struggle-in-a-new-high-school\">Restorative justice\u003c/a>\" came in vogue. Students who fought or who cursed out a teacher might be asked to \u003ca href=\"https://www.npr.org/2017/10/18/557212286/at-ron-brown-college-preparatory-high-school-students-are-kings-not-kids\">\"circle up\"\u003c/a> and work their problems out with words. Students who had outbursts in class might be given special accommodations, \"time in\" in a quiet corner or a trip to the social worker's office. \"Positive behavior intervention\" meant students sometimes got incentives for not acting up.\u003c/p>\n\u003cp>These new policies were adopted with varying degrees of buy-in, professional development, resources and success.\u003c/p>\n\u003cp>In the worst-case scenarios, what you had were unfunded mandates for school leaders to improve certain statistics. \"If you say 'stop suspending students or you're in big trouble,' that's not enough,\" says Knight at the Broad Center. \"You have to provide a suite of services and supports and make sure you're measuring the right things.\"\u003c/p>\n\u003cp>She says Broward was doing all of that, but that some districts might not have been. She likens the issue to other areas in education reform, such as the pressure to improve graduation rates, which can lead to real improvement, or to \u003ca href=\"https://apps.npr.org/grad-rates/\">juking the stats\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>A culture of leniency?\u003c/strong>\u003c/p>\n\u003cp>Critics of the soft approach, like Jonathan Butcher, a senior policy analyst at the Heritage Foundation, go further.\u003c/p>\n\u003cp>He says schools have fallen prey to a \"culture of tolerance and leniency that allows students like Nikolas Cruz to fly under the radar in a way that puts kids at risk.\"\u003c/p>\n\u003cp>Cruz was the shooter at Marjory Stoneman Douglas. He didn't exactly fly under the radar while at school; he was suspended multiple times for a range of offenses and eventually expelled.\u003c/p>\n\u003cp>However, no one was happy when WLRN \u003ca href=\"http:/wlrn.org/post/stoneman-douglas-shooter-was-assigned-controversial-broward-discipline-program-officials-now\">reported that\u003c/a> Cruz was referred to the PROMISE program after an act of vandalism in middle school.\u003c/p>\n\u003cp>Superintendent Runcie had previously said that Cruz was \u003ca href=\"http://www.sun-sentinel.com/local/broward/parkland/florida-school-shooting/fl-florida-school-shooting-runcie-interview-20180226-story.html\">not a part of the program\u003c/a>.\u003c/p>\n\u003cp>Apparently Cruz never participated in services and no one has said why. This led to questions about the program's recordkeeping, and its reported low recidivism rate.\u003c/p>\n\u003cp>And Butcher's criticisms of lax discipline have been echoed by many parents in the district.\u003c/p>\n\u003cp>Andrew Pollack, who lost his daughter, Meadow, in the shooting, has met with President Trump to push for stronger security measures. On \u003ca href=\"http://wlrn.org/post/video-games-and-school-shootings-conversations-tanzina-vega-lauren-groff\">a local radio show\u003c/a>, he called PROMISE a \"cancer.\" \"The leniency policy, the political correctness — that's a cancer that led up to February 14th of non-reporting of criminals that go to the schools in Broward.\"\u003c/p>\n\u003cp>Butcher at the Heritage Foundation points out that, had Cruz been arrested at some point during his school career, Florida law might have prevented him from buying a gun.\u003c/p>\n\u003cp>\"Clearly there's a troubling tension between keeping a school community safe and limiting interaction within the juvenile justice system,\" he says. \"Where does that leave discipline when safety is in play?\"\u003c/p>\n\u003cp>Grieving parents like Pollack and Lori Alhadeff are looking for change. Alhadeff is running for the school board, and has \u003ca href=\"https://makeourschoolssafe.org/\">founded a nonprofit\u003c/a> called Make Our Schools Safe.\u003c/p>\n\u003cp>\"I think if people make mistakes, we should give them a second chance,\" she says. \"However, we've gone to extremes. We've gone from overdisciplining to underdisciplining.\"\u003c/p>\n\u003cp>All this is taking place as Education Secretary Betsy DeVos has been backing away from enforcing that Obama-era federal guidance about disparate discipline. She's met with critics of the guidance. Her department \u003ca href=\"https://www.nytimes.com/2018/04/20/us/politics/devos-education-department-civil-rights.html\">has narrowed \u003c/a>its civil rights investigations.\u003c/p>\n\u003cp>DeVos is heading up a federal school safety commission that, she has said, won't look at gun control; but it is charged with \u003ca href=\"https://www.whitehouse.gov/briefings-statements/president-donald-j-trump-taking-immediate-actions-secure-schools/\">\"hardening our schools.\"\u003c/a>\u003c/p>\n\u003cp>So the pendulum looks poised to swing back from \"softs\" to \"hards.\"\u003c/p>\n\u003cp>In Broward County, Superintendent Runcie has said, \"Everything's on the table. We're going to be looking at our whole entire discipline system.\"\u003c/p>\n\u003cp>Civil rights advocates like Dwanna Nicole are worried. She's director of policy and stakeholder outreach at the Advancement Project, which helped consult on the creation of the PROMISE program.\u003c/p>\n\u003cp>She notes that despite nearly a decade of reforms, \u003ca href=\"https://www.npr.org/sections/ed/2018/04/28/605836213/new-data-about-schools-teacher-walkouts-spread\" target=\"_blank\" rel=\"noopener\">racial disparities in discipline\u003c/a> haven't gone away.\u003c/p>\n\u003cp>\"We've been fighting for a long time to get smaller class sizes, more money for school counselors, and the message has been: there isn't money,\" Nicole says. \"Now all of a sudden there's money for more guns, police, metal detectors.\"\u003c/p>\n\u003cp>This is what Nicole labels security, as opposed to safety: \"History shows us most of that equipment will go in schools that serve young people of color. And we have so many examples of young people of color being harmed by police. I think it's a very real fear because this has happened many times before.\"\u003c/p>\n\u003cp>David Osher, a school safety expert with the American Institutes for Research, also makes the distinction between security and safety. \"Things I might do to make a school very, very physically safe may make students feel less safe,\" he says. School shootings are still very rare, and shouldn't be our only concern, he adds.\u003c/p>\n\u003cp>He cites the example of a school that instituted metal detectors at the entrance, leaving students to wait in line outside in the cold unsupervised. When students feel disrespected or treated as criminals, it may backfire and actually exacerbate violence.\u003c/p>\n\u003cp>\"We could create the equivalent of a fallout shelter\" for students to attend, he says — but would we want to?\u003c/p>\n\u003cp>In theory, schools could invest in both counselors and officers; in quiet corners as well as reinforced steel doors; in clear consequences as well as positive supports. But in the real world there are often tradeoffs.\u003c/p>\n\u003cp>Desmond Blackburn is more aware of those tradeoffs than most.\u003c/p>\n\u003cp>Blackburn now leads a national nonprofit called the New Teacher Center. And he serves on the Marjory Stoneman Douglas High School Public Safety Commission, set up by Florida Gov. Rick Scott, a Republican.\u003c/p>\n\u003cp>\"What is going on in our schools is forcing school leaders to think about things that, quite honestly, we never had to think about before,\" he says. \"I have two kids and I could not fathom one of them not coming home one day.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>He says despite his role in implementing PROMISE, he will not blink from investigating its possible contribution to the horrific events of Feb. 14.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Making+Schools+Safer%3A+Harsh+Consequences%2C+Or+Second+Chances%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"The tragedy in Parkland, Fla., this year kicked off a national debate over how to reduce school violence: through tighter security and tougher discipline ... or more help for troubled students?","status":"publish","parent":0,"modified":1530019504,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":57,"wordCount":1810},"headData":{"title":"Making Schools Safer: Harsh Consequences, Or Second Chances? | KQED","description":"The tragedy in Parkland, Fla., this year kicked off a national debate over how to reduce school violence: through tighter security and tougher discipline ... or more help for troubled students?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Making Schools Safer: Harsh Consequences, Or Second Chances?","datePublished":"2018-06-22T23:16:03.000Z","dateModified":"2018-06-26T13:25:04.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"51526 https://ww2.kqed.org/mindshift/?p=51526","disqusUrl":"https://ww2.kqed.org/mindshift/2018/06/22/making-schools-safer-harsh-consequences-or-second-chances/","disqusTitle":"Making Schools Safer: Harsh Consequences, Or Second Chances?","nprImageCredit":"Sun Sentinel","nprByline":"Anya Kamenetz and Jessica Bakeman","nprImageAgency":"TNS via Getty Images","nprStoryId":"622217666","nprApiLink":"http://api.npr.org/query?id=622217666&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/ed/2018/06/22/622217666/making-schools-safer-harsh-consequences-or-second-chances?ft=nprml&f=622217666","nprRetrievedStory":"1","nprPubDate":"Mon, 25 Jun 2018 21:46:00 -0400","nprStoryDate":"Fri, 22 Jun 2018 06:07:00 -0400","nprLastModifiedDate":"Mon, 25 Jun 2018 21:46:59 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2018/06/20180622_atc_making_schools_safer_harsh_consequences_or_second_chances.mp3?orgId=1&topicId=1013&d=229&p=2&story=622217666&ft=nprml&f=622217666","nprAudioM3u":"http://api.npr.org/m3u/1622678799-63d94e.m3u?orgId=1&topicId=1013&d=229&p=2&story=622217666&ft=nprml&f=622217666","path":"/mindshift/51526/making-schools-safer-harsh-consequences-or-second-chances","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2018/06/20180622_atc_making_schools_safer_harsh_consequences_or_second_chances.mp3?orgId=1&topicId=1013&d=229&p=2&story=622217666&ft=nprml&f=622217666","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\"For the last 14 years I had been a stay at home mom and a soccer mom of three kids,\" says Lori Alhadeff. \"On Valentine's Day my daughter was brutally shot down and murdered and I became a school safety activist.\"\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/tags/586217256/marjory-stoneman-douglas-high-school\">That day\u003c/a> at Marjory Stoneman Douglas High School, when a 19-year-old former student killed Alyssa Alhadeff and 16 other people, changed many lives.\u003c/p>\n\u003cp>And it pushed the question of school safety once again to the front and center.\u003c/p>\n\u003cp>The school discipline policies in Broward County, Fla., designed to be more equitable and more effective than what they replaced, have become exhibit A in what's already a national debate.\u003c/p>\n\u003cp>The debate in many ways comes down to this: What's more important — cold steel or warm hugs? Harsh consequences or second chances? Do we achieve safety and security by making schools harder — or making them softer?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>To understand the debate that's raging now, between the \"hards\" and the \"softs,\" you have to go back first to March 31, 1994. That's when President Bill Clinton signed the Gun-Free Schools Act.\u003c/p>\n\u003cp>The law mandated that if a student brought a firearm to school, law enforcement would be notified. Lesser offenses like bringing \"dangerous drugs\" or other weapons to school triggered automatic and severe punishments.\u003c/p>\n\u003cp>The next two decades were the era of the hards: \"zero tolerance\" policies. Police officers became more common in schools. As did physical security measures, like metal detectors. As did arrests. Especially for black and brown students.\u003c/p>\n\u003cp>\u003cstrong>Arrested for spitballs\u003c/strong>\u003c/p>\n\u003cp>In Broward County, in the 2011-2012 school year, the state Department of Juvenile Justice reported \u003ca href=\"http://www.iacpyouth.org/Portals/0/Resources/FloridaDelinquency.pdf\">1,062 school-related arrests\u003c/a>, the highest number in the state. Seventy-one percent of these arrests were for misdemeanors. The \u003ca href=\"http://articles.sun-sentinel.com/2013-02-09/news/fl-school-arrests-jail-pipeline-20130209_1_school-arrests-show-disabled-students-school-bus\" target=\"_blank\" rel=\"noopener\">media\u003c/a> \u003ca href=\"http://prospect.org/article/reversing-broward-countys-school-prison-pipeline\" target=\"_blank\" rel=\"noopener\">reported\u003c/a> arrests of students for throwing a spitball or a lollipop.\u003c/p>\n\u003cp>\"There was outrage,\" says Desmond Blackburn, a longtime educator in Broward. He began his career as a math teacher in the early 1990s, and rose to become chief of schools under Broward Superintendent Robert Runcie. \"Broward was highlighted in that report as a critical problem — the worst district in the state.\"\u003c/p>\n\u003cp>At Runcie's direction, the district partnered with law enforcement, the local NAACP and other organizations to create a new approach to discipline and behavior. This included a diversion program for students caught for certain misdemeanor offenses, like drugs, vandalism or fighting. Rather than be referred to law enforcement or the juvenile justice system, they were supposed to get targeted counseling, such as drug rehab, or if necessary sent to an alternative school.\u003c/p>\n\u003cp>The diversion program had one of those awkward public-policy acronyms: Preventing Recidivism through Opportunities, Mentoring, Interventions, Supports & Education — PROMISE.\u003c/p>\n\u003cp>The agreement on school discipline \u003ca href=\"http://www.ncjfcj.org/sites/default/files/Broward%20Co%20Collaborative%20Agreement%20on%20School%20Discipline%20-%20MOU.pdf\" target=\"_blank\" rel=\"noopener\">was signed in\u003c/a> 2013, and right away, student arrests dropped. So did recidivism, reportedly. PROMISE made headlines as a national model for ending the school to prison pipeline.\u003c/p>\n\u003cp>Students who messed up could get a second chance.\u003c/p>\n\u003cp>\"My freshman year, I was hanging out with the wrong group of kids,\" says BriAnne, who's now 17. We're using only her middle name to protect her privacy.\u003c/p>\n\u003cp>As a freshman, BriAnne got caught using drugs. \"There was peer pressure involved. You know, you do things you don't really mean and simple mistakes.\"\u003c/p>\n\u003cp>She spent 10 days in the PROMISE program and she got some extra help. BriAnne just graduated from high school and she's now headed to a local college with hopes of studying medicine.\u003c/p>\n\u003cp>\"What stood out to us about the PROMISE program was that it really was this community-wide response,\" says Becca Bracy Knight, executive director of the \u003ca href=\"https://www.broadcenter.org/about/\">Broad Center\u003c/a>, which focuses on improving education in urban schools. \"We definitely had a lot of people interested in learning from what was happening in Broward.\"\u003c/p>\n\u003cp>That interest intensified when, in 2014, the U.S. Department of Education \u003ca href=\"https://www.npr.org/2014/01/08/260808007/obama-administration-has-little-love-for-zero-tolerance\">issued guidance \u003c/a>saying, in no uncertain terms: School discipline is a civil rights issue. If you are suspending, expelling and arresting disproportionately more children of color you will be investigated and quite possibly censured.\u003c/p>\n\u003cp>\u003cstrong>From zero tolerance to expanded tolerance\u003c/strong>\u003c/p>\n\u003cp>The era of the softs began. Instead of zero tolerance, more than 50 of America's largest school districts instituted what might be called expanded tolerance — discipline reform. More than half the states revised their laws with the intention of reducing suspensions and expulsions, which were redefined as \u003ca href=\"https://www.npr.org/sections/ed/2016/03/23/471267584/the-untold-stories-of-black-girls\" target=\"_blank\" rel=\"noopener\">\"exclusionary discipline\"\u003c/a> that, data shows, are associated \u003ca href=\"https://www.npr.org/sections/ed/2016/06/02/480181488/high-school-suspensions-cost-the-country-35-billion-annually-report-estimates\">with higher dropout rates.\u003c/a>\u003c/p>\n\u003cp>\"\u003ca href=\"https://www.npr.org/sections/codeswitch/2017/10/18/558104287/a-year-of-love-and-struggle-in-a-new-high-school\">Restorative justice\u003c/a>\" came in vogue. Students who fought or who cursed out a teacher might be asked to \u003ca href=\"https://www.npr.org/2017/10/18/557212286/at-ron-brown-college-preparatory-high-school-students-are-kings-not-kids\">\"circle up\"\u003c/a> and work their problems out with words. Students who had outbursts in class might be given special accommodations, \"time in\" in a quiet corner or a trip to the social worker's office. \"Positive behavior intervention\" meant students sometimes got incentives for not acting up.\u003c/p>\n\u003cp>These new policies were adopted with varying degrees of buy-in, professional development, resources and success.\u003c/p>\n\u003cp>In the worst-case scenarios, what you had were unfunded mandates for school leaders to improve certain statistics. \"If you say 'stop suspending students or you're in big trouble,' that's not enough,\" says Knight at the Broad Center. \"You have to provide a suite of services and supports and make sure you're measuring the right things.\"\u003c/p>\n\u003cp>She says Broward was doing all of that, but that some districts might not have been. She likens the issue to other areas in education reform, such as the pressure to improve graduation rates, which can lead to real improvement, or to \u003ca href=\"https://apps.npr.org/grad-rates/\">juking the stats\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>A culture of leniency?\u003c/strong>\u003c/p>\n\u003cp>Critics of the soft approach, like Jonathan Butcher, a senior policy analyst at the Heritage Foundation, go further.\u003c/p>\n\u003cp>He says schools have fallen prey to a \"culture of tolerance and leniency that allows students like Nikolas Cruz to fly under the radar in a way that puts kids at risk.\"\u003c/p>\n\u003cp>Cruz was the shooter at Marjory Stoneman Douglas. He didn't exactly fly under the radar while at school; he was suspended multiple times for a range of offenses and eventually expelled.\u003c/p>\n\u003cp>However, no one was happy when WLRN \u003ca href=\"http:/wlrn.org/post/stoneman-douglas-shooter-was-assigned-controversial-broward-discipline-program-officials-now\">reported that\u003c/a> Cruz was referred to the PROMISE program after an act of vandalism in middle school.\u003c/p>\n\u003cp>Superintendent Runcie had previously said that Cruz was \u003ca href=\"http://www.sun-sentinel.com/local/broward/parkland/florida-school-shooting/fl-florida-school-shooting-runcie-interview-20180226-story.html\">not a part of the program\u003c/a>.\u003c/p>\n\u003cp>Apparently Cruz never participated in services and no one has said why. This led to questions about the program's recordkeeping, and its reported low recidivism rate.\u003c/p>\n\u003cp>And Butcher's criticisms of lax discipline have been echoed by many parents in the district.\u003c/p>\n\u003cp>Andrew Pollack, who lost his daughter, Meadow, in the shooting, has met with President Trump to push for stronger security measures. On \u003ca href=\"http://wlrn.org/post/video-games-and-school-shootings-conversations-tanzina-vega-lauren-groff\">a local radio show\u003c/a>, he called PROMISE a \"cancer.\" \"The leniency policy, the political correctness — that's a cancer that led up to February 14th of non-reporting of criminals that go to the schools in Broward.\"\u003c/p>\n\u003cp>Butcher at the Heritage Foundation points out that, had Cruz been arrested at some point during his school career, Florida law might have prevented him from buying a gun.\u003c/p>\n\u003cp>\"Clearly there's a troubling tension between keeping a school community safe and limiting interaction within the juvenile justice system,\" he says. \"Where does that leave discipline when safety is in play?\"\u003c/p>\n\u003cp>Grieving parents like Pollack and Lori Alhadeff are looking for change. Alhadeff is running for the school board, and has \u003ca href=\"https://makeourschoolssafe.org/\">founded a nonprofit\u003c/a> called Make Our Schools Safe.\u003c/p>\n\u003cp>\"I think if people make mistakes, we should give them a second chance,\" she says. \"However, we've gone to extremes. We've gone from overdisciplining to underdisciplining.\"\u003c/p>\n\u003cp>All this is taking place as Education Secretary Betsy DeVos has been backing away from enforcing that Obama-era federal guidance about disparate discipline. She's met with critics of the guidance. Her department \u003ca href=\"https://www.nytimes.com/2018/04/20/us/politics/devos-education-department-civil-rights.html\">has narrowed \u003c/a>its civil rights investigations.\u003c/p>\n\u003cp>DeVos is heading up a federal school safety commission that, she has said, won't look at gun control; but it is charged with \u003ca href=\"https://www.whitehouse.gov/briefings-statements/president-donald-j-trump-taking-immediate-actions-secure-schools/\">\"hardening our schools.\"\u003c/a>\u003c/p>\n\u003cp>So the pendulum looks poised to swing back from \"softs\" to \"hards.\"\u003c/p>\n\u003cp>In Broward County, Superintendent Runcie has said, \"Everything's on the table. We're going to be looking at our whole entire discipline system.\"\u003c/p>\n\u003cp>Civil rights advocates like Dwanna Nicole are worried. She's director of policy and stakeholder outreach at the Advancement Project, which helped consult on the creation of the PROMISE program.\u003c/p>\n\u003cp>She notes that despite nearly a decade of reforms, \u003ca href=\"https://www.npr.org/sections/ed/2018/04/28/605836213/new-data-about-schools-teacher-walkouts-spread\" target=\"_blank\" rel=\"noopener\">racial disparities in discipline\u003c/a> haven't gone away.\u003c/p>\n\u003cp>\"We've been fighting for a long time to get smaller class sizes, more money for school counselors, and the message has been: there isn't money,\" Nicole says. \"Now all of a sudden there's money for more guns, police, metal detectors.\"\u003c/p>\n\u003cp>This is what Nicole labels security, as opposed to safety: \"History shows us most of that equipment will go in schools that serve young people of color. And we have so many examples of young people of color being harmed by police. I think it's a very real fear because this has happened many times before.\"\u003c/p>\n\u003cp>David Osher, a school safety expert with the American Institutes for Research, also makes the distinction between security and safety. \"Things I might do to make a school very, very physically safe may make students feel less safe,\" he says. School shootings are still very rare, and shouldn't be our only concern, he adds.\u003c/p>\n\u003cp>He cites the example of a school that instituted metal detectors at the entrance, leaving students to wait in line outside in the cold unsupervised. When students feel disrespected or treated as criminals, it may backfire and actually exacerbate violence.\u003c/p>\n\u003cp>\"We could create the equivalent of a fallout shelter\" for students to attend, he says — but would we want to?\u003c/p>\n\u003cp>In theory, schools could invest in both counselors and officers; in quiet corners as well as reinforced steel doors; in clear consequences as well as positive supports. But in the real world there are often tradeoffs.\u003c/p>\n\u003cp>Desmond Blackburn is more aware of those tradeoffs than most.\u003c/p>\n\u003cp>Blackburn now leads a national nonprofit called the New Teacher Center. And he serves on the Marjory Stoneman Douglas High School Public Safety Commission, set up by Florida Gov. Rick Scott, a Republican.\u003c/p>\n\u003cp>\"What is going on in our schools is forcing school leaders to think about things that, quite honestly, we never had to think about before,\" he says. \"I have two kids and I could not fathom one of them not coming home one day.\"\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>He says despite his role in implementing PROMISE, he will not blink from investigating its possible contribution to the horrific events of Feb. 14.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Making+Schools+Safer%3A+Harsh+Consequences%2C+Or+Second+Chances%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51526/making-schools-safer-harsh-consequences-or-second-chances","authors":["byline_mindshift_51526"],"categories":["mindshift_194"],"tags":["mindshift_20784","mindshift_1040","mindshift_20793","mindshift_72","mindshift_21208","mindshift_21035"],"featImg":"mindshift_51527","label":"mindshift"},"mindshift_2800":{"type":"posts","id":"mindshift_2800","meta":{"index":"posts_1591205157","site":"mindshift","id":"2800","score":null,"sort":[1287009791000]},"guestAuthors":[],"slug":"take-control-and-stop-cyber-bullying","title":"Take Control and Stop Cyber-Bullying","publishDate":1287009791,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_2831\" class=\"wp-caption left\" style=\"max-width: 208px\">\u003ca href=\"http://www.flickr.com/photos/51234626@N02/4721805497/\">\u003cimg class=\"size-full wp-image-2831\" title=\"Screen shot 2010-10-13 at 3.51.59 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/10/Screen-shot-2010-10-13-at-3.51.59-PM.png\" alt=\"\" width=\"208\" height=\"212\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2010/10/Screen-shot-2010-10-13-at-3.51.59-PM.png 208w, https://ww2.kqed.org/app/uploads/sites/23/2010/10/Screen-shot-2010-10-13-at-3.51.59-PM-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2010/10/Screen-shot-2010-10-13-at-3.51.59-PM-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2010/10/Screen-shot-2010-10-13-at-3.51.59-PM-75x75.png 75w\" sizes=\"(max-width: 208px) 100vw, 208px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Bullying is an age-old problem that has plagued countless kids and ruined what could otherwise be a transformational school experience for them, replacing the love of learning with fear of humiliation. Though tactics may not have changed, the tools have, and technology is the most current smoking gun.\u003c/p>\n\u003cp>But parents and kids are not powerless. As much as technology can be used as a weapon, it can also be used as a powerful resource of information, garnering support among peers, and putting an end to where the bad behavior begins.\u003c/p>\n\u003cp>Nearly one-third of teens have been targets of cyber-bullying, according to a study released today by the \u003ca href=\"http://www.tru-insight.com/\">Chicago youth-market research firm TRU\u003c/a>, and in the wake of \u003ca href=\"http://ww2.kqed.org/mindshift/2010/09/two-suicides-teacher-student-and-technologys-role/\">Tyler Clementi's suicide\u003c/a>, the statistic takes on that much more relevance.\u003c/p>\n\u003cp>Though there's valid reason to be alarmed, \u003ca href=\"http://www.csmonitor.com/USA/Society/2010/1008/Report-One-third-of-US-teens-are-victims-of-cyberbullying\">a great article\u003c/a> by the Christian Science Monitor's Stacy Teicher Khadaroo about the subject gives us some much-needed context about what's already being done now and what parents can do to help: \u003cstrong>namely, empower kids to set boundaries and stop malicious actions before they escalate.\u003c!--more-->\u003c/strong>\u003c/p>\n\u003cblockquote>\u003cp>When it comes to safety online, young people’s main “knowledge gap” relates to “setting ground rules of what’s acceptable behavior ... and how that technology may be used against them ... where they could be blackmailed or cyberbullied,” says Richard Harrison, lead mentor for the Safe and Secure Online program, which enlists online security experts to volunteer in schools.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>WHAT'S BEING DONE\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Grabbing teens' attention right where it naturally lives, MTV's website \u003ca href=\"http://www.athinline.org/\">A Thin Line\u003c/a> asks: \"Do you have digital drama?\" The guides to the answers are provided by teen celebs: rapper Asher Roth representing boys or actress Michelle Trachtenberg representing girls.\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-2814\" href=\"http://ww2.kqed.org/mindshift/2010/10/take-control-and-stop-cyber-bullying/screen-shot-2010-10-13-at-2-15-21-pm/\">\u003cimg class=\"size-medium wp-image-2814 alignright\" title=\"Screen shot 2010-10-13 at 2.15.21 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/10/Screen-shot-2010-10-13-at-2.15.21-PM-300x185.png\" alt=\"\" width=\"300\" height=\"185\">\u003c/a>Questions vary from how they feel about incessant instant messages from boyfriends/girlfriends (\"It's proof of how much he loves you\" or \"It's like you're being stalked\"); how to deal with someone who's making accusations and insults online (\"Defriend them, block them, notify online service provider, tell a parent, teacher or authorities you're being harassed online\"); to how to respond to salacious photos (\"delete,\" \"keep\" or \"forward\").\u003c/p>\n\u003cp>The blurry line between harassment and attention is further explored by juxtaposing ideas: insult/injury; him/the whole school; love/abuse; this moment/forever; curious/controlling; words/wounds.\u003c/p>\n\u003cp>Tapping into youths' facility of sharing information, the site invites users to discuss tricky situations they've encountered, and how they reacted.\u003c/p>\n\u003cp>MTV also launched its \"\u003ca href=\"http://your.mtv.com/\">Love is Louder\u003c/a>\" campaign soliciting videos that show examples of love and support.\u003c/p>\n\u003cp>Teicher Khadaroo also points out that both TV personalities Dr. Phil and Anderson Cooper have dedicated entire shows to the subject.\u003c/p>\n\u003cp>And as part of its public information effort during October's National Cyber Security Awareness Month, organizations like \u003ca href=\"http://www.staysafeonline.org\">Stay Safe Online \u003c/a>provide a comprehensive list of actions parents and consumers can take.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>With so much attention from media and celebrities spotlighting the problem, what I'd love to see next year is a study that shows cyber-bullying incidents \u003cem>dropping\u003c/em>. Now that would be newsworthy.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1287010402,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":526},"headData":{"title":"Take Control and Stop Cyber-Bullying | KQED","description":"Bullying is an age-old problem that has plagued countless kids and ruined what could otherwise be a transformational school experience for them, replacing the love of learning with fear of humiliation. Though tactics may not have changed, the tools have, and technology is the most current smoking gun. But parents and kids are not powerless.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Take Control and Stop Cyber-Bullying","datePublished":"2010-10-13T22:43:11.000Z","dateModified":"2010-10-13T22:53:22.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"2800 http://blogs.kqed.org/mindshift/?p=2800","disqusUrl":"https://ww2.kqed.org/mindshift/2010/10/13/take-control-and-stop-cyber-bullying/","disqusTitle":"Take Control and Stop Cyber-Bullying","path":"/mindshift/2800/take-control-and-stop-cyber-bullying","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_2831\" class=\"wp-caption left\" style=\"max-width: 208px\">\u003ca href=\"http://www.flickr.com/photos/51234626@N02/4721805497/\">\u003cimg class=\"size-full wp-image-2831\" title=\"Screen shot 2010-10-13 at 3.51.59 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/10/Screen-shot-2010-10-13-at-3.51.59-PM.png\" alt=\"\" width=\"208\" height=\"212\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2010/10/Screen-shot-2010-10-13-at-3.51.59-PM.png 208w, https://ww2.kqed.org/app/uploads/sites/23/2010/10/Screen-shot-2010-10-13-at-3.51.59-PM-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2010/10/Screen-shot-2010-10-13-at-3.51.59-PM-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2010/10/Screen-shot-2010-10-13-at-3.51.59-PM-75x75.png 75w\" sizes=\"(max-width: 208px) 100vw, 208px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Bullying is an age-old problem that has plagued countless kids and ruined what could otherwise be a transformational school experience for them, replacing the love of learning with fear of humiliation. Though tactics may not have changed, the tools have, and technology is the most current smoking gun.\u003c/p>\n\u003cp>But parents and kids are not powerless. As much as technology can be used as a weapon, it can also be used as a powerful resource of information, garnering support among peers, and putting an end to where the bad behavior begins.\u003c/p>\n\u003cp>Nearly one-third of teens have been targets of cyber-bullying, according to a study released today by the \u003ca href=\"http://www.tru-insight.com/\">Chicago youth-market research firm TRU\u003c/a>, and in the wake of \u003ca href=\"http://ww2.kqed.org/mindshift/2010/09/two-suicides-teacher-student-and-technologys-role/\">Tyler Clementi's suicide\u003c/a>, the statistic takes on that much more relevance.\u003c/p>\n\u003cp>Though there's valid reason to be alarmed, \u003ca href=\"http://www.csmonitor.com/USA/Society/2010/1008/Report-One-third-of-US-teens-are-victims-of-cyberbullying\">a great article\u003c/a> by the Christian Science Monitor's Stacy Teicher Khadaroo about the subject gives us some much-needed context about what's already being done now and what parents can do to help: \u003cstrong>namely, empower kids to set boundaries and stop malicious actions before they escalate.\u003c!--more-->\u003c/strong>\u003c/p>\n\u003cblockquote>\u003cp>When it comes to safety online, young people’s main “knowledge gap” relates to “setting ground rules of what’s acceptable behavior ... and how that technology may be used against them ... where they could be blackmailed or cyberbullied,” says Richard Harrison, lead mentor for the Safe and Secure Online program, which enlists online security experts to volunteer in schools.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>WHAT'S BEING DONE\u003c/strong>\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>Grabbing teens' attention right where it naturally lives, MTV's website \u003ca href=\"http://www.athinline.org/\">A Thin Line\u003c/a> asks: \"Do you have digital drama?\" The guides to the answers are provided by teen celebs: rapper Asher Roth representing boys or actress Michelle Trachtenberg representing girls.\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-2814\" href=\"http://ww2.kqed.org/mindshift/2010/10/take-control-and-stop-cyber-bullying/screen-shot-2010-10-13-at-2-15-21-pm/\">\u003cimg class=\"size-medium wp-image-2814 alignright\" title=\"Screen shot 2010-10-13 at 2.15.21 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/10/Screen-shot-2010-10-13-at-2.15.21-PM-300x185.png\" alt=\"\" width=\"300\" height=\"185\">\u003c/a>Questions vary from how they feel about incessant instant messages from boyfriends/girlfriends (\"It's proof of how much he loves you\" or \"It's like you're being stalked\"); how to deal with someone who's making accusations and insults online (\"Defriend them, block them, notify online service provider, tell a parent, teacher or authorities you're being harassed online\"); to how to respond to salacious photos (\"delete,\" \"keep\" or \"forward\").\u003c/p>\n\u003cp>The blurry line between harassment and attention is further explored by juxtaposing ideas: insult/injury; him/the whole school; love/abuse; this moment/forever; curious/controlling; words/wounds.\u003c/p>\n\u003cp>Tapping into youths' facility of sharing information, the site invites users to discuss tricky situations they've encountered, and how they reacted.\u003c/p>\n\u003cp>MTV also launched its \"\u003ca href=\"http://your.mtv.com/\">Love is Louder\u003c/a>\" campaign soliciting videos that show examples of love and support.\u003c/p>\n\u003cp>Teicher Khadaroo also points out that both TV personalities Dr. Phil and Anderson Cooper have dedicated entire shows to the subject.\u003c/p>\n\u003cp>And as part of its public information effort during October's National Cyber Security Awareness Month, organizations like \u003ca href=\"http://www.staysafeonline.org\">Stay Safe Online \u003c/a>provide a comprehensive list of actions parents and consumers can take.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>With so much attention from media and celebrities spotlighting the problem, what I'd love to see next year is a study that shows cyber-bullying incidents \u003cem>dropping\u003c/em>. Now that would be newsworthy.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/2800/take-control-and-stop-cyber-bullying","authors":["180"],"categories":["mindshift_20828"],"tags":["mindshift_73","mindshift_117","mindshift_72"],"featImg":"mindshift_2831","label":"mindshift"},"mindshift_2169":{"type":"posts","id":"mindshift_2169","meta":{"index":"posts_1591205157","site":"mindshift","id":"2169","score":null,"sort":[1285629458000]},"guestAuthors":[],"slug":"teach-gov-arne-duncans-call-to-arms","title":"Teach.gov: Arne Duncan's Call to Arms","publishDate":1285629458,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>We got a glimpse into Secretary of Education Arne Duncan's vision for the American public education system Monday during his conversation with journalists at \u003ca href=\"http://www.educationnation.com\">Education Nation\u003c/a>.\u003c/p>\n\u003cdiv id=\"attachment_2171\" class=\"module image left mceTemp\" style=\"width: 300px;\">\u003ca rel=\"attachment wp-att-2171\" href=\"http://ww2.kqed.org/mindshift/2010/09/teach-gov-arne-duncans-call-to-arms/arneduncan/\">\u003cimg class=\"size-medium wp-image-2171\" title=\"ArneDuncan\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/09/ArneDuncan-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\u003c/a>\u003c/div>\n\u003cp>Recruiting qualified educators, and supporting, elevating, and giving incentives to teachers are his top priorities.\u003c/p>\n\u003cp>Anticipating that 1 million baby-boom generation teachers will be retiring in the next few years, Duncan announced the launch of \u003ca href=\"http://www.teach.gov\">Teach.gov\u003c/a>, a full-scale national campaign on the part of the federal government to recruit teachers.\u003c/p>\n\u003cp>“This is about a call to service… Our ability to attract and retain teachers will shape the future of education in the next 25 to 30 years,” he said to Brokaw. “If you want to have an impact, this is the civil rights issue of our generation. I’m very optimistic because we know what works. \u003cem>\u003cstrong>We\u003c/strong>\u003c/em> are the answers: Great teachers, great principals, great schools will strengthen our economy and give children the chance to fulfill their potential. If young kids can help us to fight for social justice, it’ll last for generations to come.”\u003c!--more-->\u003c/p>\n\u003cp>According to Duncan, the site lists 2,000 teaching job openings as of today, and the department will be going around the country to recruit freshmen, sophomores, and seniors from colleges and universities.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Duncan also spoke on a number of different topics to journalists. Here's a roundup of themes he touched on.\u003c/p>\n\u003cp>\u003cstrong>On What It Takes to be an Effective Teacher:\u003c/strong>\u003c/p>\n\u003cp>\"It’s tough work. You need courage, tenacity, and have to believe in your heart that every student can learn. It’s the hardest professions that it exists. Great teachers are like Picasso and Michelangelo, inspiring students. It’s amazing to watch. It takes intellectual [knowledge] of the content. At the end of the day, the most important thing it takes is passion... And it takes time – there will be days when you actually take a step back, you cry and figure out what you did that… there'll be a child who does phenomenally well, and mom would get beaten at home at night. Then you have to help the child deal with the sadness at home. You have to stay with this for the long haul.\"\u003c/p>\n\u003cp>\u003cstrong>On the Teaching Profession:\u003c/strong>\u003c/p>\n\u003cp>\"We have to elevate the status of a teacher. It’s a huge part of the solution. Countries that outperform us – Finland, South Korea – they’re getting the best and brightest going into education. In five years, I want to have best in the world. That’s my goal.\"\u003c/p>\n\u003cp>\u003cstrong>On Teacher Layoffs:\u003c/strong>\u003c/p>\n\u003cp>\"It’s tough right now, but we have to look over the horizon. We need to pay teachers more, and great teachers more on top of that. For those who are volunteering to go work in rural or urban areas, new math and science teachers, special education teachers. Anywhere we have more need. We have to reward excellence. In math and science, we’re usually around 21\u003csup>st\u003c/sup> or 25\u003csup>th\u003c/sup>. We have to pay math and science teachers more money -- another $5000 or $10,000 a year – to make it better.\"\u003c/p>\n\u003cp>\u003cstrong>On Teacher Incentives:\u003c/strong>\u003c/p>\n\u003cp>\"\u003cstrong>\u003ca href=\"http://studentaid.ed.gov/PORTALSWebApp/students/english/TEACH.jsp\">Teach Grants\u003c/a>\u003c/strong> offer $4,000 a year that can be applied to undergrad tuition, if they work in poor schools. And they can take off $16,000 from tuition. And we’ve increased incentives by $60 billion. There’s the \u003ca href=\"http://www.ibrinfo.org/\">\u003cstrong>Income-Based Repayment program\u003c/strong>\u003c/a>, where after 10 years of public service, including teaching, all your college debt is gone.\"\u003c/p>\n\u003cp>\u003cstrong>On Parental Involvement:\u003c/strong>\u003c/p>\n\u003cp>\"The parental piece is huge. Parents are children’s first teachers and most important teachers. If parents aren’t part of the solution, we’ll never get to where we need to get as a country. The Department of Education has to change, and this is where we under-invested. We’re looking to double the investment to $270 million, investing in great programs to make difference. Great things will happen.\"\u003c/p>\n\u003cp>\u003cstrong>On School as Community Center:\u003c/strong>\u003c/p>\n\u003cp>\"For kids who go to underperforming schools, parents are sometimes working two jobs. [For those families,} academic enrichment should be at the heart of every school, after school. If we want parents to be engaged, we have to open up our doors. They have to have libraries, gyms, pools, rec center. Those things don’t belong to me or to schools, they belong to the community. Our schools have to be the heart of the neighborhood.\"\u003c/p>\n\u003cp>\u003cstrong>On Teacher Support and Development:\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Teachers don’t get enough support or mentoring they need. They struggle with classroom management skills. Those master and mentor teachers helping them through rough days is hugely important. We have to build real career ladders. Teaching is a craft – it takes years to develop. So we can’t let those young teachers burnout in the first few years. Teachers have been beaten down, but they used to be revered. They have to be treated like doctors – they’re doing the most important work in our society. We have to elevate the profession.\"\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1285629468,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":862},"headData":{"title":"Teach.gov: Arne Duncan's Call to Arms | KQED","description":"We got a glimpse into Secretary of Education Arne Duncan's vision for the American public education system Monday during his conversation with journalists at Education Nation. Recruiting qualified educators, and supporting, elevating, and giving incentives to teachers are his top priorities. Anticipating that 1 million baby-boom generation teachers will be retiring in the next few","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Teach.gov: Arne Duncan's Call to Arms","datePublished":"2010-09-27T23:17:38.000Z","dateModified":"2010-09-27T23:17:48.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"2169 http://blogs.kqed.org/mindshift/?p=2169","disqusUrl":"https://ww2.kqed.org/mindshift/2010/09/27/teach-gov-arne-duncans-call-to-arms/","disqusTitle":"Teach.gov: Arne Duncan's Call to Arms","path":"/mindshift/2169/teach-gov-arne-duncans-call-to-arms","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>We got a glimpse into Secretary of Education Arne Duncan's vision for the American public education system Monday during his conversation with journalists at \u003ca href=\"http://www.educationnation.com\">Education Nation\u003c/a>.\u003c/p>\n\u003cdiv id=\"attachment_2171\" class=\"module image left mceTemp\" style=\"width: 300px;\">\u003ca rel=\"attachment wp-att-2171\" href=\"http://ww2.kqed.org/mindshift/2010/09/teach-gov-arne-duncans-call-to-arms/arneduncan/\">\u003cimg class=\"size-medium wp-image-2171\" title=\"ArneDuncan\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/09/ArneDuncan-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\u003c/a>\u003c/div>\n\u003cp>Recruiting qualified educators, and supporting, elevating, and giving incentives to teachers are his top priorities.\u003c/p>\n\u003cp>Anticipating that 1 million baby-boom generation teachers will be retiring in the next few years, Duncan announced the launch of \u003ca href=\"http://www.teach.gov\">Teach.gov\u003c/a>, a full-scale national campaign on the part of the federal government to recruit teachers.\u003c/p>\n\u003cp>“This is about a call to service… Our ability to attract and retain teachers will shape the future of education in the next 25 to 30 years,” he said to Brokaw. “If you want to have an impact, this is the civil rights issue of our generation. I’m very optimistic because we know what works. \u003cem>\u003cstrong>We\u003c/strong>\u003c/em> are the answers: Great teachers, great principals, great schools will strengthen our economy and give children the chance to fulfill their potential. If young kids can help us to fight for social justice, it’ll last for generations to come.”\u003c!--more-->\u003c/p>\n\u003cp>According to Duncan, the site lists 2,000 teaching job openings as of today, and the department will be going around the country to recruit freshmen, sophomores, and seniors from colleges and universities.\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>Duncan also spoke on a number of different topics to journalists. Here's a roundup of themes he touched on.\u003c/p>\n\u003cp>\u003cstrong>On What It Takes to be an Effective Teacher:\u003c/strong>\u003c/p>\n\u003cp>\"It’s tough work. You need courage, tenacity, and have to believe in your heart that every student can learn. It’s the hardest professions that it exists. Great teachers are like Picasso and Michelangelo, inspiring students. It’s amazing to watch. It takes intellectual [knowledge] of the content. At the end of the day, the most important thing it takes is passion... And it takes time – there will be days when you actually take a step back, you cry and figure out what you did that… there'll be a child who does phenomenally well, and mom would get beaten at home at night. Then you have to help the child deal with the sadness at home. You have to stay with this for the long haul.\"\u003c/p>\n\u003cp>\u003cstrong>On the Teaching Profession:\u003c/strong>\u003c/p>\n\u003cp>\"We have to elevate the status of a teacher. It’s a huge part of the solution. Countries that outperform us – Finland, South Korea – they’re getting the best and brightest going into education. In five years, I want to have best in the world. That’s my goal.\"\u003c/p>\n\u003cp>\u003cstrong>On Teacher Layoffs:\u003c/strong>\u003c/p>\n\u003cp>\"It’s tough right now, but we have to look over the horizon. We need to pay teachers more, and great teachers more on top of that. For those who are volunteering to go work in rural or urban areas, new math and science teachers, special education teachers. Anywhere we have more need. We have to reward excellence. In math and science, we’re usually around 21\u003csup>st\u003c/sup> or 25\u003csup>th\u003c/sup>. We have to pay math and science teachers more money -- another $5000 or $10,000 a year – to make it better.\"\u003c/p>\n\u003cp>\u003cstrong>On Teacher Incentives:\u003c/strong>\u003c/p>\n\u003cp>\"\u003cstrong>\u003ca href=\"http://studentaid.ed.gov/PORTALSWebApp/students/english/TEACH.jsp\">Teach Grants\u003c/a>\u003c/strong> offer $4,000 a year that can be applied to undergrad tuition, if they work in poor schools. And they can take off $16,000 from tuition. And we’ve increased incentives by $60 billion. There’s the \u003ca href=\"http://www.ibrinfo.org/\">\u003cstrong>Income-Based Repayment program\u003c/strong>\u003c/a>, where after 10 years of public service, including teaching, all your college debt is gone.\"\u003c/p>\n\u003cp>\u003cstrong>On Parental Involvement:\u003c/strong>\u003c/p>\n\u003cp>\"The parental piece is huge. Parents are children’s first teachers and most important teachers. If parents aren’t part of the solution, we’ll never get to where we need to get as a country. The Department of Education has to change, and this is where we under-invested. We’re looking to double the investment to $270 million, investing in great programs to make difference. Great things will happen.\"\u003c/p>\n\u003cp>\u003cstrong>On School as Community Center:\u003c/strong>\u003c/p>\n\u003cp>\"For kids who go to underperforming schools, parents are sometimes working two jobs. [For those families,} academic enrichment should be at the heart of every school, after school. If we want parents to be engaged, we have to open up our doors. They have to have libraries, gyms, pools, rec center. Those things don’t belong to me or to schools, they belong to the community. Our schools have to be the heart of the neighborhood.\"\u003c/p>\n\u003cp>\u003cstrong>On Teacher Support and Development:\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Teachers don’t get enough support or mentoring they need. They struggle with classroom management skills. Those master and mentor teachers helping them through rough days is hugely important. We have to build real career ladders. Teaching is a craft – it takes years to develop. So we can’t let those young teachers burnout in the first few years. Teachers have been beaten down, but they used to be revered. They have to be treated like doctors – they’re doing the most important work in our society. We have to elevate the profession.\"\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/2169/teach-gov-arne-duncans-call-to-arms","authors":["180"],"categories":["mindshift_20828"],"tags":["mindshift_28","mindshift_96","mindshift_72"],"featImg":"mindshift_2171","label":"mindshift"},"mindshift_2007":{"type":"posts","id":"mindshift_2007","meta":{"index":"posts_1591205157","site":"mindshift","id":"2007","score":null,"sort":[1285179160000]},"guestAuthors":[],"slug":"kids-websites-installed-with-tracking-devices","title":"Kids' Websites Installed With Tracking Devices","publishDate":1285179160,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"http://www.flickr.com/photos/fotochronicle/4474503647/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-2012\" title=\"FotoChronicle\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/09/FotoChronicle-300x450.jpg\" alt=\"\" width=\"300\" height=\"450\">\u003c/a>\u003c/p>\n\u003cp>By \u003ca href=\"http://www.isteconnects.org/author/katie-stansberry/\" target=\"_blank\">Katie Stansberry\u003c/a>\u003c/p>\n\u003cp>According to an \u003ca href=\"http://online.wsj.com/article/SB10001424052748703904304575497903523187146.html\">article\u003c/a> that appeared in Friday’s \u003ca href=\"http://online.wsj.com/home-page\">Wall Street Journal\u003c/a>, popular Web sites aimed at children, including sites featuring educational games and hosting social networks for kids, install more tracking technologies on personal computers than the top Web sites geared toward adults. About 30% more to be exact. The 50 kid-oriented sites examined by the editors installed a total of 4,123 pieces of tracking technology on a test computer.\u003c/p>\n\u003cp>These tracking devices, referred to as “cookies” and “beacons” are used for a variety of reasons, such as keeping individuals logged in to a network and remembering a player’s spot in a game. One of the most common reasons that sites, or third party advertisers, download tracking devices onto computers is to monitor activities to build a user profile. For advertisers targeting the elusive and often fickle young adult market, information on how young people are using the Internet can be extremely valuable.\u003c!--more-->\u003c/p>\n\u003cp>For example, Google Ad Preferences accurately predicted over a dozen pastimes and hobbies of a fifth grade girl featured in the article. The ability to target young people based on personal interest makes it possible for advertisers to drastically increase the effectiveness of their ads.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Google knows more about me than many of my closest friends. It knows my shopping and reading habits, my procrastination tools, the toy preferences of my toddler, and my weakness for reality television gossip. However, I believe that I trade a certain degree of privacy for the wealth of information and entertainment afforded by the Web sites I visit and applications I use.\u003c/p>\n\u003cp>Sites that automatically download cookies rarely announce their intent to place tracking devices on a user’s computer. Plus, how many adolescent Web users actually read a site’s fine print? I hardly think that an elementary school student is in the position to decide how much of their privacy they are willing to compromise in exchange for online entertainment.\u003c/p>\n\u003cp>The good news is that changing a browser’s security settings to prevent sites from downloading tracking devices is a fairly easy and quick fix. Also, it’s a good idea to periodically purge your computer of cookies and beacons. Click \u003ca href=\"http://www.aboutcookies.org/Default.aspx?page=2\">here\u003c/a> for a guide to clearing your machine of unwanted tracking devices.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>[\u003ca href=\"http://www.isteconnects.org/2010/09/20/the-great-cookie-caper-tracking-bots-common-on-sites-aimed-at-kids/\">This post also appeared on ISTEConnects\u003c/a>]\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1285179160,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":399},"headData":{"title":"Kids' Websites Installed With Tracking Devices | KQED","description":"By Katie Stansberry According to an article that appeared in Friday’s Wall Street Journal, popular Web sites aimed at children, including sites featuring educational games and hosting social networks for kids, install more tracking technologies on personal computers than the top Web sites geared toward adults. About 30% more to be exact. The 50 kid-oriented","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Kids' Websites Installed With Tracking Devices","datePublished":"2010-09-22T18:12:40.000Z","dateModified":"2010-09-22T18:12:40.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"2007 http://blogs.kqed.org/mindshift/?p=2007","disqusUrl":"https://ww2.kqed.org/mindshift/2010/09/22/kids-websites-installed-with-tracking-devices/","disqusTitle":"Kids' Websites Installed With Tracking Devices","path":"/mindshift/2007/kids-websites-installed-with-tracking-devices","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/fotochronicle/4474503647/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-2012\" title=\"FotoChronicle\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/09/FotoChronicle-300x450.jpg\" alt=\"\" width=\"300\" height=\"450\">\u003c/a>\u003c/p>\n\u003cp>By \u003ca href=\"http://www.isteconnects.org/author/katie-stansberry/\" target=\"_blank\">Katie Stansberry\u003c/a>\u003c/p>\n\u003cp>According to an \u003ca href=\"http://online.wsj.com/article/SB10001424052748703904304575497903523187146.html\">article\u003c/a> that appeared in Friday’s \u003ca href=\"http://online.wsj.com/home-page\">Wall Street Journal\u003c/a>, popular Web sites aimed at children, including sites featuring educational games and hosting social networks for kids, install more tracking technologies on personal computers than the top Web sites geared toward adults. About 30% more to be exact. The 50 kid-oriented sites examined by the editors installed a total of 4,123 pieces of tracking technology on a test computer.\u003c/p>\n\u003cp>These tracking devices, referred to as “cookies” and “beacons” are used for a variety of reasons, such as keeping individuals logged in to a network and remembering a player’s spot in a game. One of the most common reasons that sites, or third party advertisers, download tracking devices onto computers is to monitor activities to build a user profile. For advertisers targeting the elusive and often fickle young adult market, information on how young people are using the Internet can be extremely valuable.\u003c!--more-->\u003c/p>\n\u003cp>For example, Google Ad Preferences accurately predicted over a dozen pastimes and hobbies of a fifth grade girl featured in the article. The ability to target young people based on personal interest makes it possible for advertisers to drastically increase the effectiveness of their ads.\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>Google knows more about me than many of my closest friends. It knows my shopping and reading habits, my procrastination tools, the toy preferences of my toddler, and my weakness for reality television gossip. However, I believe that I trade a certain degree of privacy for the wealth of information and entertainment afforded by the Web sites I visit and applications I use.\u003c/p>\n\u003cp>Sites that automatically download cookies rarely announce their intent to place tracking devices on a user’s computer. Plus, how many adolescent Web users actually read a site’s fine print? I hardly think that an elementary school student is in the position to decide how much of their privacy they are willing to compromise in exchange for online entertainment.\u003c/p>\n\u003cp>The good news is that changing a browser’s security settings to prevent sites from downloading tracking devices is a fairly easy and quick fix. Also, it’s a good idea to periodically purge your computer of cookies and beacons. Click \u003ca href=\"http://www.aboutcookies.org/Default.aspx?page=2\">here\u003c/a> for a guide to clearing your machine of unwanted tracking devices.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>[\u003ca href=\"http://www.isteconnects.org/2010/09/20/the-great-cookie-caper-tracking-bots-common-on-sites-aimed-at-kids/\">This post also appeared on ISTEConnects\u003c/a>]\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/2007/kids-websites-installed-with-tracking-devices","authors":["180"],"categories":["mindshift_20828"],"tags":["mindshift_72"],"featImg":"mindshift_2012","label":"mindshift"},"mindshift_1934":{"type":"posts","id":"mindshift_1934","meta":{"index":"posts_1591205157","site":"mindshift","id":"1934","score":null,"sort":[1285095558000]},"guestAuthors":[],"slug":"help-kids-be-safe-and-comfortable-with-social-media","title":"How to Help Kids Be Safe and Comfortable With Social Media","publishDate":1285095558,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca rel=\"attachment wp-att-1947\" href=\"http://ww2.kqed.org/mindshift/2010/09/help-kids-be-safe-and-comfortable-with-social-media/photo-4/\">\u003cimg class=\"alignright size-medium wp-image-1947\" title=\"photo\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/09/photo1-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\u003c/a>\"Shutting them off is wrong,\" said Mandeep Dhillon, CEO and Co-Founder of \u003ca href=\"http://www.togetherville.com\">Togetherville\u003c/a>, a social network for kids, at the \u003ca href=\"http://annenberg.usc.edu/Events/2010/100921DigitalAge.aspx\" target=\"_blank\">\"Learning in a Digital Age\" conference\u003c/a>, referring to blocking kids from the Internet in order to keep them safe.\u003c/p>\n\u003cp>\"The more transparency we have, the easier we can engage them to help make them safe and the easier to manage the people around them,\" he said. \"It's a fundamental shift from the way we've been doing things. In the past, we built a notion of comfort around anonymity in chat rooms, but Facebook changed the way people think about verifiable conversations. So with safety and transparency, we can actually have verifiable conversations. Parents can create a network of people that both kids and parents know. It's essential to surround kids online with people they know.\"\u003c/p>\n\u003cp>Extending the thought was Catherine Teitelbaum, Director of Child Safety and Product Policy at Yahoo:\u003c/p>\n\u003cp>\"We’re teaching young citizens how to do well and be safe out in the world. But that definition of 'out in the world' has to shift. They have to have more responsibility and more freedom -- with guidance -- sp they know how to navigate what’s next.\"\u003c/p>\n\u003cp>Sarah DeWitt, Vice President of PBS Kids Interactive added:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Safety has to go hand in hand with media literacy. We have to teach them in a safe, fun way, as opposed to scaring them.\"\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1285107827,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":8,"wordCount":240},"headData":{"title":"How to Help Kids Be Safe and Comfortable With Social Media | KQED","description":""Shutting them off is wrong," said Mandeep Dhillon, CEO and Co-Founder of Togetherville, a social network for kids, at the "Learning in a Digital Age" conference, referring to blocking kids from the Internet in order to keep them safe. "The more transparency we have, the easier we can engage them to help make them safe","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to Help Kids Be Safe and Comfortable With Social Media","datePublished":"2010-09-21T18:59:18.000Z","dateModified":"2010-09-21T22:23:47.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"1934 http://blogs.kqed.org/mindshift/?p=1934","disqusUrl":"https://ww2.kqed.org/mindshift/2010/09/21/help-kids-be-safe-and-comfortable-with-social-media/","disqusTitle":"How to Help Kids Be Safe and Comfortable With Social Media","path":"/mindshift/1934/help-kids-be-safe-and-comfortable-with-social-media","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-1947\" href=\"http://ww2.kqed.org/mindshift/2010/09/help-kids-be-safe-and-comfortable-with-social-media/photo-4/\">\u003cimg class=\"alignright size-medium wp-image-1947\" title=\"photo\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/09/photo1-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\u003c/a>\"Shutting them off is wrong,\" said Mandeep Dhillon, CEO and Co-Founder of \u003ca href=\"http://www.togetherville.com\">Togetherville\u003c/a>, a social network for kids, at the \u003ca href=\"http://annenberg.usc.edu/Events/2010/100921DigitalAge.aspx\" target=\"_blank\">\"Learning in a Digital Age\" conference\u003c/a>, referring to blocking kids from the Internet in order to keep them safe.\u003c/p>\n\u003cp>\"The more transparency we have, the easier we can engage them to help make them safe and the easier to manage the people around them,\" he said. \"It's a fundamental shift from the way we've been doing things. In the past, we built a notion of comfort around anonymity in chat rooms, but Facebook changed the way people think about verifiable conversations. So with safety and transparency, we can actually have verifiable conversations. Parents can create a network of people that both kids and parents know. It's essential to surround kids online with people they know.\"\u003c/p>\n\u003cp>Extending the thought was Catherine Teitelbaum, Director of Child Safety and Product Policy at Yahoo:\u003c/p>\n\u003cp>\"We’re teaching young citizens how to do well and be safe out in the world. But that definition of 'out in the world' has to shift. They have to have more responsibility and more freedom -- with guidance -- sp they know how to navigate what’s next.\"\u003c/p>\n\u003cp>Sarah DeWitt, Vice President of PBS Kids Interactive added:\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>\u003c/p>\n\u003cp>\"Safety has to go hand in hand with media literacy. We have to teach them in a safe, fun way, as opposed to scaring them.\"\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/1934/help-kids-be-safe-and-comfortable-with-social-media","authors":["180"],"categories":["mindshift_20828"],"tags":["mindshift_72","mindshift_20"],"label":"mindshift"},"mindshift_1155":{"type":"posts","id":"mindshift_1155","meta":{"index":"posts_1591205157","site":"mindshift","id":"1155","score":null,"sort":[1283892756000]},"guestAuthors":[],"slug":"the-world-wide-web-accessible-to-all-students","title":"The World Wide Web: Accessible to All Students","publishDate":1283892756,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca rel=\"attachment wp-att-1161\" href=\"http://ww2.kqed.org/mindshift/2010/09/the-world-wide-web-accessible-to-all-students/87463263-2/\">\u003cimg class=\"alignright size-medium wp-image-1161\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/09/87463263-300x247.jpg\" alt=\"\" width=\"300\" height=\"247\">\u003c/a>While it's important to protect students from danger at school, some in the education community also recognize that giving them access to all the benefits of the web is just as integral to their education.\u003c/p>\n\u003cp>Two interesting articles have come up in this vein.\u003c/p>\n\u003cp>- The Racine Unified School District recently removed the firewalls that blocked students from many websites at school. Blocking access is typical of school districts across the country in order to shield young eyes and ears from inappropriate material. But Tim Peltz, director of information systems in Racine, made the renegade move, knowing that he'll have to train teachers and administrators and formulate a fair policy. Read \u003ca href=\"http://www.edutopia.org/blog/freedom-of-information-wisconsin\">Edutopia's interview with Tim Peltz \u003c/a>about why he decided to take the leap.\u003c/p>\n\u003cblockquote>\u003cp>\"The Internet is a right, whereas previously it was seen as a privilege,\" said Peltz, who is 33 and has two young daughters. \"If you take the Internet away, it's kind of like saying, 'You can't have this textbook.'\"\u003c/p>\u003c/blockquote>\n\u003cp>- Scare tactics don't help, and quite the opposite, teaching students about appropriate online behavior will enable them to \"evaluate potential risks online,\" according to a recent article in \u003ca href=\"http://www.eschoolnews.com/2010/06/07/online-safety-report-discourages-scare-tactics/\">eschoolnews\u003c/a>. The Online Safety and Technology Working Group (OSTWG) suggested that the government “promote nationwide education in digital citizenship and media literacy as the cornerstone of Internet safety.”\u003c/p>\n\u003cblockquote>\u003cp>Recommendations include creating a web-based clearinghouse of online safety education research, avoiding scare tactics, promoting digital citizenship at all grade levels, establishing industry best practices for effective internet safety education programs, and looking to young people as experts in the online and digital media arenas by involving them in risk-prevention education.\u003c/p>\u003c/blockquote>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1283916210,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":8,"wordCount":281},"headData":{"title":"The World Wide Web: Accessible to All Students | KQED","description":"While it's important to protect students from danger at school, some in the education community also recognize that giving them access to all the benefits of the web is just as integral to their education. Two interesting articles have come up in this vein. - The Racine Unified School District recently removed the firewalls that","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"The World Wide Web: Accessible to All Students","datePublished":"2010-09-07T20:52:36.000Z","dateModified":"2010-09-08T03:23:30.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"1155 http://blogs.kqed.org/mindshift/?p=1155","disqusUrl":"https://ww2.kqed.org/mindshift/2010/09/07/the-world-wide-web-accessible-to-all-students/","disqusTitle":"The World Wide Web: Accessible to All Students","path":"/mindshift/1155/the-world-wide-web-accessible-to-all-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-1161\" href=\"http://ww2.kqed.org/mindshift/2010/09/the-world-wide-web-accessible-to-all-students/87463263-2/\">\u003cimg class=\"alignright size-medium wp-image-1161\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/09/87463263-300x247.jpg\" alt=\"\" width=\"300\" height=\"247\">\u003c/a>While it's important to protect students from danger at school, some in the education community also recognize that giving them access to all the benefits of the web is just as integral to their education.\u003c/p>\n\u003cp>Two interesting articles have come up in this vein.\u003c/p>\n\u003cp>- The Racine Unified School District recently removed the firewalls that blocked students from many websites at school. Blocking access is typical of school districts across the country in order to shield young eyes and ears from inappropriate material. But Tim Peltz, director of information systems in Racine, made the renegade move, knowing that he'll have to train teachers and administrators and formulate a fair policy. Read \u003ca href=\"http://www.edutopia.org/blog/freedom-of-information-wisconsin\">Edutopia's interview with Tim Peltz \u003c/a>about why he decided to take the leap.\u003c/p>\n\u003cblockquote>\u003cp>\"The Internet is a right, whereas previously it was seen as a privilege,\" said Peltz, who is 33 and has two young daughters. \"If you take the Internet away, it's kind of like saying, 'You can't have this textbook.'\"\u003c/p>\u003c/blockquote>\n\u003cp>- Scare tactics don't help, and quite the opposite, teaching students about appropriate online behavior will enable them to \"evaluate potential risks online,\" according to a recent article in \u003ca href=\"http://www.eschoolnews.com/2010/06/07/online-safety-report-discourages-scare-tactics/\">eschoolnews\u003c/a>. The Online Safety and Technology Working Group (OSTWG) suggested that the government “promote nationwide education in digital citizenship and media literacy as the cornerstone of Internet safety.”\u003c/p>\n\u003cblockquote>\u003cp>Recommendations include creating a web-based clearinghouse of online safety education research, avoiding scare tactics, promoting digital citizenship at all grade levels, establishing industry best practices for effective internet safety education programs, and looking to young people as experts in the online and digital media arenas by involving them in risk-prevention education.\u003c/p>\u003c/blockquote>\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/1155/the-world-wide-web-accessible-to-all-students","authors":["180"],"categories":["mindshift_20828"],"tags":["mindshift_72","mindshift_65"],"label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg","imageAlt":"On Our Watch from NPR and KQED","officialWebsiteLink":"/podcasts/onourwatch","meta":{"site":"news","source":"kqed","order":"1"},"link":"/podcasts/onourwatch","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1567098962","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw","npr":"https://rpb3r.app.goo.gl/onourwatch","spotify":"https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x","tuneIn":"https://tunein.com/radio/On-Our-Watch-p1436229/","stitcher":"https://www.stitcher.com/show/on-our-watch","rss":"https://feeds.npr.org/510360/podcast.xml"}},"on-the-media":{"id":"on-the-media","title":"On The Media","info":"Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. 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