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Copyright © 2024 by Stephen Nowicki. Used with permission of Little, Brown Spark, an imprint of Little, Brown and Company. New York, NY. All rights reserved.\u003c/em>\u003c/p>\n\u003cp>When your child is younger, you as a parent have a lot of control over his social life, selecting whom he should interact with, the length of the interaction and where the interaction takes place. That changes when your child reaches school age. Suddenly, these decisions — with whom to be friends, how much time to spend with a friend and how to spend that time together — are made largely on his own (though teachers may also play an important role). School is a place where children \u003ca href=\"https://www.kqed.org/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship\">can begin to form rewarding friendships\u003c/a>, but it is also a place where children \u003ca href=\"https://www.kqed.org/mindshift/57010/how-understanding-middle-school-friendships-can-help-students\">can experience rejection and isolation\u003c/a>, often because of nonverbal messages they are unwittingly sending and erroneously reading.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-63188 alignleft\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-800x1238.jpg\" alt=\"\" width=\"230\" height=\"356\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-800x1238.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-1020x1579.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-160x248.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-768x1189.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-992x1536.jpg 992w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-1323x2048.jpg 1323w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-scaled.jpg 1654w\" sizes=\"(max-width: 230px) 100vw, 230px\">\u003c/p>\n\u003cp>From the late childhood phase on, any friendship a child forms follows a pattern. And this sequence, which my colleague Marshall Duke and I first codified back in the 1980s, provides a template for the relationships those children will form as adults: children \u003cem>choose \u003c/em>a likely candidate for friendship, they \u003cem>initiate\u003c/em> the relationship, they \u003cem>deepen \u003c/em>the relationship and lastly, they go through a relationship \u003cem>transition \u003c/em>when the social occasion, school day, week, semester or year ends. Each of these phases of the relationship requires the use of nonverbal and verbal language skills — but some skills play a more important role in certain phases than in others. Understanding the patterns by which late childhood friendships form and develop can help you identify where your child is doing well and where he may need to learn more in order to connect meaningfully with others.\u003cstrong> \u003c/strong>\u003c/p>\n\u003ch2>\u003cstrong>1. Choosing\u003c/strong>\u003c/h2>\n\u003cp>The choice phase is where every relationship begins. Research shows that a child’s decision about whom he’s going to befriend usually takes place in a matter of seconds. This means that children are using information gathered from nonverbal cues in clothing, facial expressions and posture to decide to approach another child.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Ideally, when parents of very young children make these choices for them, they will share the reasons for their choices with their children. For example, when \u003ca href=\"https://www.kqed.org/mindshift/61966/how-parents-can-help-children-with-adhd-thrive-in-friendships\">inviting a child for a playdate\u003c/a>, the parent could say something like, “I think you are going to have a good time with Ravi. She always listens to me and shares her playthings with you.” Not only does this sharing of information help children understand their parents’ choices, but it also tells the children what is expected of them.\u003c/p>\n\u003cp>By the time your child reaches school age, then, he should already have some sense of how to choose a friend. You can imagine him faced with a schoolyard filled with children he doesn’t know on the first day of school. He wants to find someone to play with. Over to his left, a few boys are playing ball and a ball comes loose and rolls toward him. A boy in a Green Bay Packers cap runs after the ball, picks it up and smiles. In that friendly smile, your child senses an invitation. He smiles back and begins walking toward the boy wearing the Packers cap. He has chosen to make a new friend.\u003c/p>\n\u003ch2>\u003cstrong>2. Initiating\u003c/strong>\u003c/h2>\n\u003cp>The initiation phase is what happens next. Your child follows his new friend as he joins the three other boys playing ball. He waits until there’s a break in what is going on. “Hi,” he says with a smile. “Can I join in?” The other boys introduce themselves quickly and your child says, “I’m a Packer Backer too. I’ve got a Packers cap at home. I’ll wear it tomorrow.”\u003c/p>\n\u003cp>The boy with the Packers cap says, “Remember when they won that game when it was a million degrees below zero?” Your child excitedly comments about how the field was like ice, and soon there are five boys happily playing.\u003c/p>\n\u003cp>For a five-year-old meeting new peers for the first time on a playground, even a seemingly simple interaction like this one is a difficult task involving both nonverbal and verbal behaviors: Your child waited patiently and, sensing the rhythm of the game, chose the right moment to cut in. He didn’t intrude on their game, showing his respect for their personal space. When he did introduce himself, he smiled warmly and made eye contact. Then he made “small talk” before he asked to join in. I think we all can imagine many ways that the interaction could have gone much less successfully than it did.\u003c/p>\n\u003cp>The initiation phase is when the real give-and-take of social information through nonverbal and verbal channels gets under way. Your child is in uncharted relationship waters now. For the first time, he is running his own show and it is up to him to get this potential relationship off to a successful start.\u003c/p>\n\u003ch2>\u003cstrong>3. Deepening\u003c/strong>\u003c/h2>\n\u003cp>Over time, if all goes well, your child’s friendships will deepen in ways that would have been all but impossible in the earlier phases of development, in which friendships are usually fleeting and revolve around a shared activity. Hallmarks of a deepening relationship include trust, self- disclosure, acceptance and mutual understanding. As C. S. Lewis put it: Friendship is born at that moment when one person says to another, “What! You too? I thought I was the only one.”\u003c/p>\n\u003cp>The process of deepening a friendship involves a lot of give- and- take, much of it nonverbal; when one person speaks, the other responds not only through their words but through facial expressions, body language and tone of voice as well. Your child will disclose something about himself, then look to his friend to gauge the reaction. If the friend nods, smiles or makes encouraging gestures, your child will know to keep going. As children spend more and more time together, they become increasingly attuned to the nonverbal cues that communicate what the other is thinking or feeling. They begin to inhabit the same physical space and share the same rhythms and can often be seen hugging or walking arm in arm, with smiles on their faces.\u003c/p>\n\u003ch2>\u003cstrong>4. Transitioning\u003c/strong>\u003c/h2>\n\u003cp>While deepening a relationship can be hard work for some kids, virtually all children will struggle with \u003ca href=\"https://www.kqed.org/mindshift/61082/how-grown-ups-can-help-kids-transition-to-post-pandemic-school-life\">handling relationship transitions positively\u003c/a>. In late childhood, these transitions happen more often than you may be aware: at the end of the school day or a playdate, for example. Sometimes the transition is more intense, such as the end of the school year or the Little League season or the last day of camp. Other times a transition in a friendship happens when a child has to move to a new town or school. And of course, there are times when one or both children actively decide not to continue the friendship, whether it’s over some fight or disagreement or the friendship simply having run its course.\u003c/p>\n\u003cp>Although transitions can sometimes be painful, it’s important to remember that each transition can also be a new beginning. Even as adults, transitions can make us uncomfortable, so we often rush through them as quickly as possible, without considering the unique information the experience can offer us.\u003c/p>\n\u003cp>Picture two ten-year-old girls, Gina and Ilana, on the last day of school. These friends sat next to each other during class for the whole school year because their last names both begin with \u003cem>M. \u003c/em>While not “best-best friends,” their bond has deepened over the course of the school year, and they are sad they probably won’t see much of each other over the summer. As they clean out their desks, they talk about the past school year. They remember how they were so shy with each other at first. They reminisce about the science fair, field day and other memorable events leading up to this the final day of school. Not all the times were fun, though, they admit. There were disagreements, and they both remember a particularly bad one during field day, when Ilana didn’t choose Gina for her team.\u003c/p>\n\u003cp>When their desks are cleaned out and have passed the teacher’s inspection, it’s time to leave. Each girl reaches sheepishly into her book bag and retrieves the present that they bought for the other. They hold hands as they walk out to their separate school buses. It’s time to part ways. Usually, their exchanges with each other are lively, but today they are much quieter and more subdued, which makes their goodbye hugs more meaningful. In hushed tones, they tell each other to \u003ca href=\"https://www.kqed.org/mindshift/61888/4-parenting-priorities-to-prevent-mental-health-summer-slide\">have a good summer\u003c/a>. Transitioning is the point in the life of a relationship when you can help your child look back and see discernable patterns in how the relationship developed. Reflecting how she chose, began and deepened her ties with another person can yield valuable lessons that can be applied to the next set of relationships. And the more complex and important the relationship, the more she can learn from it.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-thumbnail wp-image-63187\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/fcB04_7m-160x240.jpg\" alt=\"\" width=\"160\" height=\"240\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/fcB04_7m-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/fcB04_7m.jpg 576w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp style=\"text-align: left\">\u003cem>Stephen Nowicki is the Charles Howard Candler Professor of Psychology Emeritus at Emory University, where he has served as director of clinical training, head of the psychological center and head of the counseling center. Nowicki maintains an active clinical practice as a diplomate in psychology.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Childhood friendships involve four distinct phases: choosing, initiating, deepening and transitioning. Each phase plays a role in the development of social connections.","status":"publish","parent":0,"modified":1712104667,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1606},"headData":{"title":"When Parents Know These 4 phases of Friendship, They Can Help Their Child Make Friends More Easily | KQED","description":"Choosing, initiating, deepening and transitioning — each of these phases plays a role in the development of social connections.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Choosing, initiating, deepening and transitioning — each of these phases plays a role in the development of social connections."},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/63184/when-parents-know-these-4-phases-of-friendship-they-can-help-their-child-make-friends-more-easily","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpted from \u003ca href=\"https://www.hachettebookgroup.com/titles/dr-stephen-nowicki/raising-a-socially-successful-child/9780316516471/\">Raising a Socially Successful Child\u003c/a> by Stephen Nowicki. Copyright © 2024 by Stephen Nowicki. Used with permission of Little, Brown Spark, an imprint of Little, Brown and Company. New York, NY. All rights reserved.\u003c/em>\u003c/p>\n\u003cp>When your child is younger, you as a parent have a lot of control over his social life, selecting whom he should interact with, the length of the interaction and where the interaction takes place. That changes when your child reaches school age. Suddenly, these decisions — with whom to be friends, how much time to spend with a friend and how to spend that time together — are made largely on his own (though teachers may also play an important role). School is a place where children \u003ca href=\"https://www.kqed.org/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship\">can begin to form rewarding friendships\u003c/a>, but it is also a place where children \u003ca href=\"https://www.kqed.org/mindshift/57010/how-understanding-middle-school-friendships-can-help-students\">can experience rejection and isolation\u003c/a>, often because of nonverbal messages they are unwittingly sending and erroneously reading.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-63188 alignleft\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-800x1238.jpg\" alt=\"\" width=\"230\" height=\"356\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-800x1238.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-1020x1579.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-160x248.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-768x1189.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-992x1536.jpg 992w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-1323x2048.jpg 1323w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-scaled.jpg 1654w\" sizes=\"(max-width: 230px) 100vw, 230px\">\u003c/p>\n\u003cp>From the late childhood phase on, any friendship a child forms follows a pattern. And this sequence, which my colleague Marshall Duke and I first codified back in the 1980s, provides a template for the relationships those children will form as adults: children \u003cem>choose \u003c/em>a likely candidate for friendship, they \u003cem>initiate\u003c/em> the relationship, they \u003cem>deepen \u003c/em>the relationship and lastly, they go through a relationship \u003cem>transition \u003c/em>when the social occasion, school day, week, semester or year ends. Each of these phases of the relationship requires the use of nonverbal and verbal language skills — but some skills play a more important role in certain phases than in others. Understanding the patterns by which late childhood friendships form and develop can help you identify where your child is doing well and where he may need to learn more in order to connect meaningfully with others.\u003cstrong> \u003c/strong>\u003c/p>\n\u003ch2>\u003cstrong>1. Choosing\u003c/strong>\u003c/h2>\n\u003cp>The choice phase is where every relationship begins. Research shows that a child’s decision about whom he’s going to befriend usually takes place in a matter of seconds. This means that children are using information gathered from nonverbal cues in clothing, facial expressions and posture to decide to approach another child.\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>Ideally, when parents of very young children make these choices for them, they will share the reasons for their choices with their children. For example, when \u003ca href=\"https://www.kqed.org/mindshift/61966/how-parents-can-help-children-with-adhd-thrive-in-friendships\">inviting a child for a playdate\u003c/a>, the parent could say something like, “I think you are going to have a good time with Ravi. She always listens to me and shares her playthings with you.” Not only does this sharing of information help children understand their parents’ choices, but it also tells the children what is expected of them.\u003c/p>\n\u003cp>By the time your child reaches school age, then, he should already have some sense of how to choose a friend. You can imagine him faced with a schoolyard filled with children he doesn’t know on the first day of school. He wants to find someone to play with. Over to his left, a few boys are playing ball and a ball comes loose and rolls toward him. A boy in a Green Bay Packers cap runs after the ball, picks it up and smiles. In that friendly smile, your child senses an invitation. He smiles back and begins walking toward the boy wearing the Packers cap. He has chosen to make a new friend.\u003c/p>\n\u003ch2>\u003cstrong>2. Initiating\u003c/strong>\u003c/h2>\n\u003cp>The initiation phase is what happens next. Your child follows his new friend as he joins the three other boys playing ball. He waits until there’s a break in what is going on. “Hi,” he says with a smile. “Can I join in?” The other boys introduce themselves quickly and your child says, “I’m a Packer Backer too. I’ve got a Packers cap at home. I’ll wear it tomorrow.”\u003c/p>\n\u003cp>The boy with the Packers cap says, “Remember when they won that game when it was a million degrees below zero?” Your child excitedly comments about how the field was like ice, and soon there are five boys happily playing.\u003c/p>\n\u003cp>For a five-year-old meeting new peers for the first time on a playground, even a seemingly simple interaction like this one is a difficult task involving both nonverbal and verbal behaviors: Your child waited patiently and, sensing the rhythm of the game, chose the right moment to cut in. He didn’t intrude on their game, showing his respect for their personal space. When he did introduce himself, he smiled warmly and made eye contact. Then he made “small talk” before he asked to join in. I think we all can imagine many ways that the interaction could have gone much less successfully than it did.\u003c/p>\n\u003cp>The initiation phase is when the real give-and-take of social information through nonverbal and verbal channels gets under way. Your child is in uncharted relationship waters now. For the first time, he is running his own show and it is up to him to get this potential relationship off to a successful start.\u003c/p>\n\u003ch2>\u003cstrong>3. Deepening\u003c/strong>\u003c/h2>\n\u003cp>Over time, if all goes well, your child’s friendships will deepen in ways that would have been all but impossible in the earlier phases of development, in which friendships are usually fleeting and revolve around a shared activity. Hallmarks of a deepening relationship include trust, self- disclosure, acceptance and mutual understanding. As C. S. Lewis put it: Friendship is born at that moment when one person says to another, “What! You too? I thought I was the only one.”\u003c/p>\n\u003cp>The process of deepening a friendship involves a lot of give- and- take, much of it nonverbal; when one person speaks, the other responds not only through their words but through facial expressions, body language and tone of voice as well. Your child will disclose something about himself, then look to his friend to gauge the reaction. If the friend nods, smiles or makes encouraging gestures, your child will know to keep going. As children spend more and more time together, they become increasingly attuned to the nonverbal cues that communicate what the other is thinking or feeling. They begin to inhabit the same physical space and share the same rhythms and can often be seen hugging or walking arm in arm, with smiles on their faces.\u003c/p>\n\u003ch2>\u003cstrong>4. Transitioning\u003c/strong>\u003c/h2>\n\u003cp>While deepening a relationship can be hard work for some kids, virtually all children will struggle with \u003ca href=\"https://www.kqed.org/mindshift/61082/how-grown-ups-can-help-kids-transition-to-post-pandemic-school-life\">handling relationship transitions positively\u003c/a>. In late childhood, these transitions happen more often than you may be aware: at the end of the school day or a playdate, for example. Sometimes the transition is more intense, such as the end of the school year or the Little League season or the last day of camp. Other times a transition in a friendship happens when a child has to move to a new town or school. And of course, there are times when one or both children actively decide not to continue the friendship, whether it’s over some fight or disagreement or the friendship simply having run its course.\u003c/p>\n\u003cp>Although transitions can sometimes be painful, it’s important to remember that each transition can also be a new beginning. Even as adults, transitions can make us uncomfortable, so we often rush through them as quickly as possible, without considering the unique information the experience can offer us.\u003c/p>\n\u003cp>Picture two ten-year-old girls, Gina and Ilana, on the last day of school. These friends sat next to each other during class for the whole school year because their last names both begin with \u003cem>M. \u003c/em>While not “best-best friends,” their bond has deepened over the course of the school year, and they are sad they probably won’t see much of each other over the summer. As they clean out their desks, they talk about the past school year. They remember how they were so shy with each other at first. They reminisce about the science fair, field day and other memorable events leading up to this the final day of school. Not all the times were fun, though, they admit. There were disagreements, and they both remember a particularly bad one during field day, when Ilana didn’t choose Gina for her team.\u003c/p>\n\u003cp>When their desks are cleaned out and have passed the teacher’s inspection, it’s time to leave. Each girl reaches sheepishly into her book bag and retrieves the present that they bought for the other. They hold hands as they walk out to their separate school buses. It’s time to part ways. Usually, their exchanges with each other are lively, but today they are much quieter and more subdued, which makes their goodbye hugs more meaningful. In hushed tones, they tell each other to \u003ca href=\"https://www.kqed.org/mindshift/61888/4-parenting-priorities-to-prevent-mental-health-summer-slide\">have a good summer\u003c/a>. Transitioning is the point in the life of a relationship when you can help your child look back and see discernable patterns in how the relationship developed. Reflecting how she chose, began and deepened her ties with another person can yield valuable lessons that can be applied to the next set of relationships. And the more complex and important the relationship, the more she can learn from it.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-thumbnail wp-image-63187\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/fcB04_7m-160x240.jpg\" alt=\"\" width=\"160\" height=\"240\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/fcB04_7m-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/fcB04_7m.jpg 576w\" sizes=\"(max-width: 160px) 100vw, 160px\">\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 style=\"text-align: left\">\u003cem>Stephen Nowicki is the Charles Howard Candler Professor of Psychology Emeritus at Emory University, where he has served as director of clinical training, head of the psychological center and head of the counseling center. Nowicki maintains an active clinical practice as a diplomate in psychology.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63184/when-parents-know-these-4-phases-of-friendship-they-can-help-their-child-make-friends-more-easily","authors":["4354"],"categories":["mindshift_21512","mindshift_21385"],"tags":["mindshift_21250","mindshift_21488","mindshift_21036","mindshift_21336","mindshift_20568","mindshift_290","mindshift_498","mindshift_21565","mindshift_21134","mindshift_21213","mindshift_943","mindshift_20719"],"featImg":"mindshift_63186","label":"mindshift"},"mindshift_60114":{"type":"posts","id":"mindshift_60114","meta":{"index":"posts_1591205157","site":"mindshift","id":"60114","score":null,"sort":[1675853742000]},"guestAuthors":[],"slug":"how-prioritizing-acceptance-enables-young-people-to-learn-in-community","title":"How prioritizing acceptance enables young people to learn in community","publishDate":1675853742,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Excerpted from “Changing the Context” by Antonio Buehler in “\u003c/span>\u003ca href=\"https://www.akpress.org/trust-kids.html\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Trust Kids! Stories on Youth Autonomy and Confronting Adult Supremacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” edited by carla joy bergman. Published by AK Press.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After our morning meeting on Gabriel’s first day, he asked if he could play video games. I said, “Yes, you get to decide how you spend your time here.” Thirty minutes later I was walking through the space and I noticed a cable running from an outlet into a closet. I knocked on the door and heard, “Come in.” I opened the door and saw fourteen-year-old Gabriel on his knees playing on a laptop. I asked if everything was alright, and he said it was. I asked if he wanted to interact with others, and he said he preferred remaining in the closet. He stayed there until the end of the day. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gabriel’s routine continued day after day. The other facilitators and I became more and more concerned that perhaps we were not properly supporting someone who chose to wall himself off in a closet for the entire day, every day. Our schoolish lens had us worried about missed opportunities for development, as well as possible questions coming from his mom about how he was spending his time. We chose to push down our insecurities, prioritize being welcoming and inviting, and honor his desire to be by himself.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We live in a society predicated on hierarchy. We judge others (and ourselves) by where they fall within various hierarchies. And where they fall determines, to a large degree, on what access, privileges, and so-called rights they have. The pyramid structure of society requires large numbers to fill out the base, so that a select few can benefit from their place near the apex. In other words, most people have to be labeled “losers” in order to justify the outsized gains of the “winners” in an ostensibly meritocratic society. We see these hierarchies in almost all economic, legal, political, and social institutions. These hierarchies not only determine who benefits and who exists to serve those who benefit, they also perpetuate and reinforce the unjustness of other existent hierarchies (e.g., white supremacy, ableism). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Young people are not immune from the impacts of hierarchy. In fact, hierarchy is a primary force that shapes them. As an oppressed group with negligible economic and political power, they are seen by government and industry as raw material to be molded into reliable workers and consumers (the base), while their family often encourages a climb to the top. Because the aforementioned groups are constantly measuring the youth (e.g., grades, athletic performance, leadership positions) in an attempt to rank and sort them, young people learn quickly how they measure up to their same-aged peers. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unfortunately, the cloud of competition leads to a denial of self, as their ways of being are scrutinized and used as inputs for placement within hierarchies. While families with sufficient material resources may find ways around it, children who are considered too far below or behind arbitrary behavioral or performance norms are often singled out and treated as defective. Children whose identities are not idealized by dominant society (i.e., those who are Black, Indigenous, trans, undocumented, autistic, etc.) risk amplified marginalization. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because of the unforgiving nature of the pyramid structure of society, young people must expend significant energy masking their emotions to ward off scrutiny from adults in positions of power. This harms young people in the moment and in the future, as it forces them to ignore their most basic needs, denies them meaningful relationships, and hinders their natural development. Adults can change the context by accepting the child for who they are and their ways of being. Acceptance allows for the emergence of psychologically safe spaces where children are free from assessment, judgment, or ridicule. Instead of declaring what is important and then measuring it, adults can trust kids to take what they need.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright wp-image-60178 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/trustkids-e1667944886973.jpg\" alt=\"Trust Kids! book cover\" width=\"250\" height=\"300\">The closet door in many ways was a physical boundary that Gabriel used to protect his emotional boundaries, and for perhaps the first time in his life, Gabriel’s boundaries were honored. Like many young people who have been wounded both in school and in their personal lives, Gabriel did not need to be pushed into activities or behavior that made adults feel comfortable—he needed to be accepted for who he was in the moment, and to have his needs centered. After a month, Gabriel left the closet for good and fully embedded himself at the heart of the community. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/antoniobuehler\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignleft wp-image-60183\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Antonio-Buehler-e1667945213915.jpeg\" alt=\"Antonio Buehler\" width=\"200\" height=\"260\">Antonio Buehler\u003c/em>\u003c/span>\u003c/a>\u003cem>\u003cspan style=\"font-weight: 400\"> (he/him) founded \u003c/span>\u003ca>\u003cspan style=\"font-weight: 400\">Abrome\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to support the liberation of children and fundamentally change the way people think about education. He wants learners to have full autonomy over their bodies, minds, and time so they can lead meaningful and purposeful lives, positively impact society, and improve the human condition. Abrome is aligned with Antonio’s desire to challenge, undermine, and create alternatives to oppressive systems so we can move toward a freer, healthier world. Antonio also founded the Peaceful Streets Project, which was one of the most active copwatch organizations in the United States from 2012 to 2017. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://linktr.ee/joyfulcarla\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60189 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/carla-joy-bergman-800x574.jpg\" alt=\"carla joy bergman\" width=\"250\" height=\"179\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/carla-joy-bergman-800x574.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/carla-joy-bergman-1020x732.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/carla-joy-bergman-160x115.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/carla-joy-bergman-768x551.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/carla-joy-bergman-1536x1103.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/carla-joy-bergman-1920x1378.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/carla-joy-bergman.jpg 2048w\" sizes=\"(max-width: 250px) 100vw, 250px\">carla joy bergman\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a mom, writer, filmmaker and podcaster. She has spent the past two decades co-creating intergenerational multimedia projects that are rooted in trust and with youth autonomy and undoing adult supremacy at the heart of all she does.\u003c/span>\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"In \"Trust Kids! Stories on Youth Autonomy and Confronting Adult Supremacy,” Antonio Buehler shares the story of a student who was allowed to acclimate to a new school environment in his own way and time.","status":"publish","parent":0,"modified":1675698535,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":925},"headData":{"title":"How prioritizing acceptance enables young people to learn in community | KQED","description":"Schools often demand students conform to their structures, rather than asking what learners need.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/60114/how-prioritizing-acceptance-enables-young-people-to-learn-in-community","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Excerpted from “Changing the Context” by Antonio Buehler in “\u003c/span>\u003ca href=\"https://www.akpress.org/trust-kids.html\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Trust Kids! Stories on Youth Autonomy and Confronting Adult Supremacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” edited by carla joy bergman. Published by AK Press.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After our morning meeting on Gabriel’s first day, he asked if he could play video games. I said, “Yes, you get to decide how you spend your time here.” Thirty minutes later I was walking through the space and I noticed a cable running from an outlet into a closet. I knocked on the door and heard, “Come in.” I opened the door and saw fourteen-year-old Gabriel on his knees playing on a laptop. I asked if everything was alright, and he said it was. I asked if he wanted to interact with others, and he said he preferred remaining in the closet. He stayed there until the end of the day. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gabriel’s routine continued day after day. The other facilitators and I became more and more concerned that perhaps we were not properly supporting someone who chose to wall himself off in a closet for the entire day, every day. Our schoolish lens had us worried about missed opportunities for development, as well as possible questions coming from his mom about how he was spending his time. We chose to push down our insecurities, prioritize being welcoming and inviting, and honor his desire to be by himself.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We live in a society predicated on hierarchy. We judge others (and ourselves) by where they fall within various hierarchies. And where they fall determines, to a large degree, on what access, privileges, and so-called rights they have. The pyramid structure of society requires large numbers to fill out the base, so that a select few can benefit from their place near the apex. In other words, most people have to be labeled “losers” in order to justify the outsized gains of the “winners” in an ostensibly meritocratic society. We see these hierarchies in almost all economic, legal, political, and social institutions. These hierarchies not only determine who benefits and who exists to serve those who benefit, they also perpetuate and reinforce the unjustness of other existent hierarchies (e.g., white supremacy, ableism). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Young people are not immune from the impacts of hierarchy. In fact, hierarchy is a primary force that shapes them. As an oppressed group with negligible economic and political power, they are seen by government and industry as raw material to be molded into reliable workers and consumers (the base), while their family often encourages a climb to the top. Because the aforementioned groups are constantly measuring the youth (e.g., grades, athletic performance, leadership positions) in an attempt to rank and sort them, young people learn quickly how they measure up to their same-aged peers. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","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\">Unfortunately, the cloud of competition leads to a denial of self, as their ways of being are scrutinized and used as inputs for placement within hierarchies. While families with sufficient material resources may find ways around it, children who are considered too far below or behind arbitrary behavioral or performance norms are often singled out and treated as defective. Children whose identities are not idealized by dominant society (i.e., those who are Black, Indigenous, trans, undocumented, autistic, etc.) risk amplified marginalization. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because of the unforgiving nature of the pyramid structure of society, young people must expend significant energy masking their emotions to ward off scrutiny from adults in positions of power. This harms young people in the moment and in the future, as it forces them to ignore their most basic needs, denies them meaningful relationships, and hinders their natural development. Adults can change the context by accepting the child for who they are and their ways of being. Acceptance allows for the emergence of psychologically safe spaces where children are free from assessment, judgment, or ridicule. Instead of declaring what is important and then measuring it, adults can trust kids to take what they need.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright wp-image-60178 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/trustkids-e1667944886973.jpg\" alt=\"Trust Kids! book cover\" width=\"250\" height=\"300\">The closet door in many ways was a physical boundary that Gabriel used to protect his emotional boundaries, and for perhaps the first time in his life, Gabriel’s boundaries were honored. Like many young people who have been wounded both in school and in their personal lives, Gabriel did not need to be pushed into activities or behavior that made adults feel comfortable—he needed to be accepted for who he was in the moment, and to have his needs centered. After a month, Gabriel left the closet for good and fully embedded himself at the heart of the community. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/antoniobuehler\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignleft wp-image-60183\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Antonio-Buehler-e1667945213915.jpeg\" alt=\"Antonio Buehler\" width=\"200\" height=\"260\">Antonio Buehler\u003c/em>\u003c/span>\u003c/a>\u003cem>\u003cspan style=\"font-weight: 400\"> (he/him) founded \u003c/span>\u003ca>\u003cspan style=\"font-weight: 400\">Abrome\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to support the liberation of children and fundamentally change the way people think about education. He wants learners to have full autonomy over their bodies, minds, and time so they can lead meaningful and purposeful lives, positively impact society, and improve the human condition. Abrome is aligned with Antonio’s desire to challenge, undermine, and create alternatives to oppressive systems so we can move toward a freer, healthier world. Antonio also founded the Peaceful Streets Project, which was one of the most active copwatch organizations in the United States from 2012 to 2017. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://linktr.ee/joyfulcarla\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60189 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/carla-joy-bergman-800x574.jpg\" alt=\"carla joy bergman\" width=\"250\" height=\"179\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/carla-joy-bergman-800x574.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/carla-joy-bergman-1020x732.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/carla-joy-bergman-160x115.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/carla-joy-bergman-768x551.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/carla-joy-bergman-1536x1103.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/carla-joy-bergman-1920x1378.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/carla-joy-bergman.jpg 2048w\" sizes=\"(max-width: 250px) 100vw, 250px\">carla joy bergman\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a mom, writer, filmmaker and podcaster. She has spent the past two decades co-creating intergenerational multimedia projects that are rooted in trust and with youth autonomy and undoing adult supremacy at the heart of all she does.\u003c/span>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60114/how-prioritizing-acceptance-enables-young-people-to-learn-in-community","authors":["4354"],"categories":["mindshift_21491"],"tags":["mindshift_20892","mindshift_21471","mindshift_21213","mindshift_20779","mindshift_20719"],"featImg":"mindshift_60417","label":"mindshift"},"mindshift_60120":{"type":"posts","id":"mindshift_60120","meta":{"index":"posts_1591205157","site":"mindshift","id":"60120","score":null,"sort":[1672743324000]},"guestAuthors":[],"slug":"helicopter-teaching-how-using-student-feedback-can-help-with-that","title":"Helicopter teaching? How using student feedback can help with that","publishDate":1672743324,"format":"standard","headTitle":"Helicopter teaching? How using student feedback can help with that | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/tag/student-centered-learning\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Student-centered learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is now a common phrase in education, but what does it look like? How can teachers who are accustomed to being in charge start to share power with students? These were some of the questions that led \u003c/span>\u003ca href=\"https://twitter.com/MirPloMCPS\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Miriam Plotinsky\u003c/span>\u003c/a> to write her\u003cspan style=\"font-weight: 400\"> book, \u003c/span>\u003cem>\u003ca href=\"https://wwnorton.com/books/9781324019879\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Teach More, Hover Less: How to Stop Micromanaging Your Secondary Classroom\u003c/span>\u003c/a>\u003c/em>\u003cspan style=\"font-weight: 400\">\u003cem>.\u003c/em>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Plotinsky is an instructional specialist in Montgomery County, Maryland, and a former language arts teacher. She said \u003cem>Teach More, Hover Less\u003c/em> was born from conversations with colleagues about how they appreciated the theories in many education books but needed more advice on application. She wanted to create a resource with \u003ca href=\"https://www.kqed.org/mindshift/60094/strategies-for-building-deeper-relationships-with-students-through-academic-content\" target=\"_blank\" rel=\"noopener noreferrer\">practical strategies\u003c/a> for breaking the habits of what she calls “helicopter teaching.” She describes this phenomenon as \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47223/how-one-teacher-let-go-of-control-to-focus-on-student-centered-approaches\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">micromanaging students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> “by controlling every single aspect of instruction.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Helicopter teaching is usually driven by fear that without the teacher’s control, curriculum will fall apart, pacing will be off and students will be less focused. Plotinsky believes that this approach signals to students that teachers don’t \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52616/why-adults-should-listen-learn-trust-and-expect-more-from-kids\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">trust them\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She said she taught this way for almost a decade before students in a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56580/how-fan-fiction-inspires-kids-to-read-and-write-and-write-and-write\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">creative writing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> elective showed her other possibilities. Initially, she planned a variety of writing assignments, such as character sketches, children’s books and scary stories for Halloween. But then students asked if they could submit alternative pieces — stories and essays they were working on that didn’t match the boundaries of her assignments.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Plotinsky’s gut reaction was an emphatic “no.” She wanted students to try what she’d planned. “But then after a while, I thought, why not? They’re writing. And they’re passionate,” she recalled.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The difference was obvious. “As I released more and more of that ‘it has to be this way’ mentality, they were so excited to come to class. So incredibly excited,” she said. That led her to make other changes, such as inviting students to create their own writing prompts for classmates. In the ensuing years, she applied this new hover-free approach to other courses she taught.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The obvious question is, what do you do when it’s the core content class? And maybe it can’t always be quite as much of a party,” she said. “But at the same time … you can be more flexible. So it’s just being open to the possibility of agility. And then you’ll see kids be more interested in what they’re doing, and that’s reflected in the work.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her book, Plotinsky details four stages for moving away from helicopter teaching. Given the busy lives of teachers, she said \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51827/10-ways-to-start-shifting-your-classroom-practices-little-by-little\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">this shift can be gradual\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teachers can try modifying a single lesson by keeping the content but rethinking the approach. Learning to recognize helicopter teaching and to use student feedback to guide instruction are good starting points.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Recognizing helicopter teaching\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are three obvious symptoms of a micromanaged classroom, according to Plotinksy.\u003c/span>\u003c/p>\n\u003col>\n\u003cli>\u003cb>An overpacked agenda: \u003cspan style=\"font-weight: 400\">This is when teachers have every moment of the class period planned out and often more. “We probably won’t get to all of this, but…” is a common phrase.\u003c/span>\u003c/b>\u003c/li>\n\u003cli>\u003cstrong>Little student talk:\u003c/strong> \u003cspan style=\"font-weight: 400\">This happens when most of the class is devoted to silent work or teacher talk. Some educators and administrators assume that a quiet classroom is a well-managed and productive classroom, but Plotinsky disagrees.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>Discussions dominated by only a few students:\u003c/strong> \u003cspan style=\"font-weight: 400\">This is when a class features frequent dialogue but mainly between the teacher and a few vocal students, while others act as observers. \u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">Plotinsky said she was guilty of all three of these early in her career. Book discussions in her class, for example, often involved a small group of students expressing ideas similar to her own. At the time, she viewed those classes as a success, but reflecting now, she sees a problem: 25 of the students in the room might not have said a word.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She offered a simple idea for \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56401/designing-learning-to-prioritize-student-voices\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">more inclusive class discussions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: Give each student one or two index cards. After speaking, they throw their card into the middle of the room and listen to others. Plotinsky recommended that the topic for this style of discussion be open-ended and low-risk, not something that feels like a “gotcha” about homework assignments. She also recommended explaining the process and giving students time to think about the question before jumping in.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By adopting practices like these, Plotinsky noticed that students who other teachers \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/introvert\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">saw as quiet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> felt more comfortable speaking in her class. “That was a huge benefit — that people found voices in a way that they hadn’t before.”\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Using student feedback\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Requesting and using student feedback is a key part of Plotinsky’s concept of hover-free teaching. She likes to ask students three things in every unit:\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cstrong>What they already know\u003c/strong>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cstrong>How they learn best\u003c/strong>\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cstrong>What has worked and what hasn’t in the class or in the past\u003c/strong>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">Those questions can be asked through online forms or other kinds of exit tickets. As a classroom teacher, Plotinsky would share with students what they collectively said worked and didn’t work and how she was integrating that feedback into class plans. She couldn’t always make requested changes, but she said that being transparent made students more engaged.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like other aspects of hover-free teaching, getting student feedback can be nerve-wracking. “It’s scary to hear what kids think, but it becomes less scary the more we do it, because then it’s less of a surprise,” Plotinsky said. “And then what happens is it gets kind of addictive.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Helicopter teaching is driven by fear, says instructional specialist and author Miriam Plotinsky. Using student feedback to guide instruction can lead to higher classroom engagement.","status":"publish","parent":0,"modified":1706031651,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":988},"headData":{"title":"Helicopter teaching? How using student feedback can help with that | KQED","description":"In her first decade of teaching, Miriam Plotinsky tried to control every detail. When she began sharing power with her students, she saw a big change.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"In her first decade of teaching, Miriam Plotinsky tried to control every detail. When she began sharing power with her students, she saw a big change."},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/60120/helicopter-teaching-how-using-student-feedback-can-help-with-that","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/tag/student-centered-learning\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Student-centered learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is now a common phrase in education, but what does it look like? How can teachers who are accustomed to being in charge start to share power with students? These were some of the questions that led \u003c/span>\u003ca href=\"https://twitter.com/MirPloMCPS\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Miriam Plotinsky\u003c/span>\u003c/a> to write her\u003cspan style=\"font-weight: 400\"> book, \u003c/span>\u003cem>\u003ca href=\"https://wwnorton.com/books/9781324019879\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Teach More, Hover Less: How to Stop Micromanaging Your Secondary Classroom\u003c/span>\u003c/a>\u003c/em>\u003cspan style=\"font-weight: 400\">\u003cem>.\u003c/em>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Plotinsky is an instructional specialist in Montgomery County, Maryland, and a former language arts teacher. She said \u003cem>Teach More, Hover Less\u003c/em> was born from conversations with colleagues about how they appreciated the theories in many education books but needed more advice on application. She wanted to create a resource with \u003ca href=\"https://www.kqed.org/mindshift/60094/strategies-for-building-deeper-relationships-with-students-through-academic-content\" target=\"_blank\" rel=\"noopener noreferrer\">practical strategies\u003c/a> for breaking the habits of what she calls “helicopter teaching.” She describes this phenomenon as \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47223/how-one-teacher-let-go-of-control-to-focus-on-student-centered-approaches\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">micromanaging students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> “by controlling every single aspect of instruction.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Helicopter teaching is usually driven by fear that without the teacher’s control, curriculum will fall apart, pacing will be off and students will be less focused. Plotinsky believes that this approach signals to students that teachers don’t \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52616/why-adults-should-listen-learn-trust-and-expect-more-from-kids\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">trust them\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She said she taught this way for almost a decade before students in a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56580/how-fan-fiction-inspires-kids-to-read-and-write-and-write-and-write\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">creative writing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> elective showed her other possibilities. Initially, she planned a variety of writing assignments, such as character sketches, children’s books and scary stories for Halloween. But then students asked if they could submit alternative pieces — stories and essays they were working on that didn’t match the boundaries of her assignments.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Plotinsky’s gut reaction was an emphatic “no.” She wanted students to try what she’d planned. “But then after a while, I thought, why not? They’re writing. And they’re passionate,” she recalled.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The difference was obvious. “As I released more and more of that ‘it has to be this way’ mentality, they were so excited to come to class. So incredibly excited,” she said. That led her to make other changes, such as inviting students to create their own writing prompts for classmates. In the ensuing years, she applied this new hover-free approach to other courses she taught.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","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\">“The obvious question is, what do you do when it’s the core content class? And maybe it can’t always be quite as much of a party,” she said. “But at the same time … you can be more flexible. So it’s just being open to the possibility of agility. And then you’ll see kids be more interested in what they’re doing, and that’s reflected in the work.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her book, Plotinsky details four stages for moving away from helicopter teaching. Given the busy lives of teachers, she said \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51827/10-ways-to-start-shifting-your-classroom-practices-little-by-little\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">this shift can be gradual\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teachers can try modifying a single lesson by keeping the content but rethinking the approach. Learning to recognize helicopter teaching and to use student feedback to guide instruction are good starting points.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Recognizing helicopter teaching\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are three obvious symptoms of a micromanaged classroom, according to Plotinksy.\u003c/span>\u003c/p>\n\u003col>\n\u003cli>\u003cb>An overpacked agenda: \u003cspan style=\"font-weight: 400\">This is when teachers have every moment of the class period planned out and often more. “We probably won’t get to all of this, but…” is a common phrase.\u003c/span>\u003c/b>\u003c/li>\n\u003cli>\u003cstrong>Little student talk:\u003c/strong> \u003cspan style=\"font-weight: 400\">This happens when most of the class is devoted to silent work or teacher talk. Some educators and administrators assume that a quiet classroom is a well-managed and productive classroom, but Plotinsky disagrees.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>Discussions dominated by only a few students:\u003c/strong> \u003cspan style=\"font-weight: 400\">This is when a class features frequent dialogue but mainly between the teacher and a few vocal students, while others act as observers. \u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">Plotinsky said she was guilty of all three of these early in her career. Book discussions in her class, for example, often involved a small group of students expressing ideas similar to her own. At the time, she viewed those classes as a success, but reflecting now, she sees a problem: 25 of the students in the room might not have said a word.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She offered a simple idea for \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56401/designing-learning-to-prioritize-student-voices\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">more inclusive class discussions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: Give each student one or two index cards. After speaking, they throw their card into the middle of the room and listen to others. Plotinsky recommended that the topic for this style of discussion be open-ended and low-risk, not something that feels like a “gotcha” about homework assignments. She also recommended explaining the process and giving students time to think about the question before jumping in.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By adopting practices like these, Plotinsky noticed that students who other teachers \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/introvert\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">saw as quiet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> felt more comfortable speaking in her class. “That was a huge benefit — that people found voices in a way that they hadn’t before.”\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Using student feedback\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Requesting and using student feedback is a key part of Plotinsky’s concept of hover-free teaching. She likes to ask students three things in every unit:\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cstrong>What they already know\u003c/strong>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cstrong>How they learn best\u003c/strong>\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cstrong>What has worked and what hasn’t in the class or in the past\u003c/strong>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">Those questions can be asked through online forms or other kinds of exit tickets. As a classroom teacher, Plotinsky would share with students what they collectively said worked and didn’t work and how she was integrating that feedback into class plans. She couldn’t always make requested changes, but she said that being transparent made students more engaged.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like other aspects of hover-free teaching, getting student feedback can be nerve-wracking. “It’s scary to hear what kids think, but it becomes less scary the more we do it, because then it’s less of a surprise,” Plotinsky said. “And then what happens is it gets kind of addictive.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60120/helicopter-teaching-how-using-student-feedback-can-help-with-that","authors":["11487"],"categories":["mindshift_193"],"tags":["mindshift_21074","mindshift_21868","mindshift_21869","mindshift_21777","mindshift_21870","mindshift_21867","mindshift_20779","mindshift_20852","mindshift_20719"],"featImg":"mindshift_60430","label":"mindshift"},"mindshift_60094":{"type":"posts","id":"mindshift_60094","meta":{"index":"posts_1591205157","site":"mindshift","id":"60094","score":null,"sort":[1671012036000]},"guestAuthors":[],"slug":"strategies-for-building-deeper-relationships-with-students-through-academic-content","title":"Strategies for building deeper relationships with students through academic content","publishDate":1671012036,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Excerpted from “\u003c/span>\u003c/i>\u003ca href=\"https://wwnorton.com/books/9781324019879\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>\u003cspan style=\"font-weight: 400\">Teach More, Hover Less: How to Stop Micromanaging Your Secondary Classroom\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">” by Miriam Plotinsky. Copyright © 2022 by Miriam Plotinsky. Used with permission of the publisher, W. W. Norton & Company, Inc. All rights reserved.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Targeting deeper relationship-building in our lesson planning should have a strong tie-in to what we want students to achieve. We run into difficulty when we do not make a clear connection between how teachers and students interact with each other and the way that relationships play into the establishment of a safe learning space. We are very aware of the need to make students comfortable in class, particularly at the start of an instructional period, but sometimes that priority does not bear out for the remainder of the class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignright wp-image-60173\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/teachmorehoverless-800x1143.jpg\" alt=\"Teach More, Hover Less book cover\" width=\"250\" height=\"357\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/teachmorehoverless-800x1143.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/teachmorehoverless-160x229.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/teachmorehoverless-768x1097.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/teachmorehoverless.jpg 840w\" sizes=\"(max-width: 250px) 100vw, 250px\">As an illustration, during a visit to a middle school social studies department meeting, I was asked to weigh in on how the teachers were developing connections with students. The teachers, all sitting in a circle, shared some beautifully creative ideas with one another. For example, one teacher played a game in which students needed to agree on a common definition of soup. If any liquid food in a bowl was defined as soup, did chocolate sauce count? Or if the food was defined by certain other parameters (e.g., could be eaten with a spoon), was cereal really soup? Was temperature significant? The teacher shared the enthusiasm of her students for this conversation and how lively the debate became as the class worked toward a shared understanding. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After the meeting, I met with the department chair to debrief. To begin, we agreed that the teachers were dedicated to creating a safe learning space for their students and that they had excellent ideas in terms of how to achieve this goal. We also agreed that while the opening activities were a lot of fun, they did not necessarily connect to the lesson that followed. For example, I asked if the teacher doing the community builder on soup was teaching a unit focused on debate, because the activity could be an excellent way to prepare students to structure logical arguments, and the answer was no. More often than not, these opening warm-ups teachers shared existed for the primary purpose of bringing students into the class period in a welcoming and enjoyable way. While getting students off to a good start is a worthy purpose and does help with building trust, does it accomplish the entire goal of building a relationship that continues to be meaningful once the learning has begun?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The problem with keeping a sense of rapport or connection separate from academic content is that students make a distinction in their minds between a teacher’s personal interest in them and the teacher’s belief that they can learn. They might think something like, “Mr. Jones likes me, but he knows I’m not good at math.” Aside from the obvious issue with any student feeling this way, these thoughts are usually hidden from the teacher, who thinks all is well. That is why we might think our students really like us or enjoy our classes, but when we give student-voice surveys and they respond anonymously, their perceptions can sometimes emerge as startlingly unfavorable comments. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">How do we break this cycle of misunderstanding and ensure that when we build trust in our classrooms, it goes beyond the surface level? How do we know for sure, both in what we observe and in what students share, that they know we believe in them as people and as learners?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When we work on implementing the second stage of hands-off teaching by building trusting relationships that promote academic rigor and risk-taking, we do not have to reinvent our methods from the ground up. Instead, we can think about how some of our most tried-and-true activators both align with the content we teach and promote strong relationships. The list below contains possible activity ideas that allow us to accomplish the joint goal of fostering meaningful connections with students while incorporating what we teach as it fits.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Details dump\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before teaching new content, put students into teams. Each team is given broad-strokes information about what the new learning is (i.e., topic, possible themes, etc.). In their teams, students must write down as many details or pieces of information about the content as they can collectively brainstorm within a specific timeframe When finished, each group posts its results. The team that “wins” has the highest number of accurate details. After the activity ends, the teacher can use what students already know to inform and tailor instruction.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Tweet it!\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Using the Twitter 280-character limit, ask students to “tweet” a summarizer of the day’s lesson on a shared class document or board. These tweets can be discussed at the close of class or the opening of the following day’s learning, and the teacher can also use the tweets to check for understanding.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Love, love not\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ask students to share one element of the previous day’s lesson they enjoyed or benefited from and one they felt was not as helpful. This quick feedback method allows for more targeted planning as units proceed and also helps us gain a deeper understanding of how our students prefer to learn.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>A picture is worth ...\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Display an image that somehow connects to the learning goal. Ask students to brainstorm a question or comment about how the image might relate to the topic or content at hand. Students can share their contributions any number of ways, and their responses will help guide the teacher to next steps.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>20 Questions\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">To modify the popular road-trip game, one student thinks of a course-related topic or idea while the class takes turns asking 20 questions to determine the answer. After a few rounds, students are usually in a more engaged mindset for active learning.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>What if?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ask students to brainstorm a “What if?” question about course content. In history, it might be a change in an event. In English, it might be about a literary plot. In math, it could be a different pathway to solving a problem. Once students share their questions, the class can work on answering the “what if” scenarios in a variety of ways, either in groups or individually.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>One thing\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ask students to think about the “it” of the day’s lesson, or the one most important idea they will take away. Students can record this in any number of places. It is the teacher’s decision to share out in that moment, or to use the responses in an activator the following class period.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">All of these activities share some commonalities. The provided options work in multiple content areas, in multiple ways. They can be adapted to suit teacher or student preference, not to mention be conducted pretty much anywhere, from remote locations to a physical classroom space. These activities also help to build meaningful academic interactions and allow relationships to grow not just consistently but in conjunction with curriculum goals. Essentially, when we build activities that are both engaging and relevant into our instruction, we communicate a belief that we not only like the students in front of us but also believe in them — and that is far more powerful.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/MirPloMCPS\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignleft wp-image-60167\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/miriam-plotinsky.jpg\" alt=\"Miriam Plotinsky\" width=\"250\" height=\"387\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/miriam-plotinsky.jpg 582w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/miriam-plotinsky-160x247.jpg 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cem>Miriam Plotinsky\u003c/em>\u003c/span>\u003c/a>\u003cem>\u003cspan style=\"font-weight: 400\"> is an instructional specialist with Montgomery County Public Schools in Maryland, and the author of \"Teach More, Hover Less: How to Stop Micromanaging Your Secondary Classroom.\" Also a National Board Certified Teacher and certified administrator, she lives in Silver Spring, Maryland.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"In her book \"Teach More, Hover Less,\" instructional specialist Miriam Plotinsky explains why it's important to connect relationship-building activities to the subject being taught.","status":"publish","parent":0,"modified":1669842957,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1305},"headData":{"title":"Strategies for building deeper relationships with students through academic content - MindShift","description":"In "Teach More, Hover Less," Miriam Plotinsky explains why it's important to connect relationship-building activities to the subject being taught.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"excludeFromSiteSearch":"Include","path":"/mindshift/60094/strategies-for-building-deeper-relationships-with-students-through-academic-content","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Excerpted from “\u003c/span>\u003c/i>\u003ca href=\"https://wwnorton.com/books/9781324019879\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>\u003cspan style=\"font-weight: 400\">Teach More, Hover Less: How to Stop Micromanaging Your Secondary Classroom\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">” by Miriam Plotinsky. Copyright © 2022 by Miriam Plotinsky. Used with permission of the publisher, W. W. Norton & Company, Inc. All rights reserved.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Targeting deeper relationship-building in our lesson planning should have a strong tie-in to what we want students to achieve. We run into difficulty when we do not make a clear connection between how teachers and students interact with each other and the way that relationships play into the establishment of a safe learning space. We are very aware of the need to make students comfortable in class, particularly at the start of an instructional period, but sometimes that priority does not bear out for the remainder of the class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignright wp-image-60173\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/teachmorehoverless-800x1143.jpg\" alt=\"Teach More, Hover Less book cover\" width=\"250\" height=\"357\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/teachmorehoverless-800x1143.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/teachmorehoverless-160x229.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/teachmorehoverless-768x1097.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/teachmorehoverless.jpg 840w\" sizes=\"(max-width: 250px) 100vw, 250px\">As an illustration, during a visit to a middle school social studies department meeting, I was asked to weigh in on how the teachers were developing connections with students. The teachers, all sitting in a circle, shared some beautifully creative ideas with one another. For example, one teacher played a game in which students needed to agree on a common definition of soup. If any liquid food in a bowl was defined as soup, did chocolate sauce count? Or if the food was defined by certain other parameters (e.g., could be eaten with a spoon), was cereal really soup? Was temperature significant? The teacher shared the enthusiasm of her students for this conversation and how lively the debate became as the class worked toward a shared understanding. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After the meeting, I met with the department chair to debrief. To begin, we agreed that the teachers were dedicated to creating a safe learning space for their students and that they had excellent ideas in terms of how to achieve this goal. We also agreed that while the opening activities were a lot of fun, they did not necessarily connect to the lesson that followed. For example, I asked if the teacher doing the community builder on soup was teaching a unit focused on debate, because the activity could be an excellent way to prepare students to structure logical arguments, and the answer was no. More often than not, these opening warm-ups teachers shared existed for the primary purpose of bringing students into the class period in a welcoming and enjoyable way. While getting students off to a good start is a worthy purpose and does help with building trust, does it accomplish the entire goal of building a relationship that continues to be meaningful once the learning has begun?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The problem with keeping a sense of rapport or connection separate from academic content is that students make a distinction in their minds between a teacher’s personal interest in them and the teacher’s belief that they can learn. They might think something like, “Mr. Jones likes me, but he knows I’m not good at math.” Aside from the obvious issue with any student feeling this way, these thoughts are usually hidden from the teacher, who thinks all is well. That is why we might think our students really like us or enjoy our classes, but when we give student-voice surveys and they respond anonymously, their perceptions can sometimes emerge as startlingly unfavorable comments. \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\">How do we break this cycle of misunderstanding and ensure that when we build trust in our classrooms, it goes beyond the surface level? How do we know for sure, both in what we observe and in what students share, that they know we believe in them as people and as learners?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When we work on implementing the second stage of hands-off teaching by building trusting relationships that promote academic rigor and risk-taking, we do not have to reinvent our methods from the ground up. Instead, we can think about how some of our most tried-and-true activators both align with the content we teach and promote strong relationships. The list below contains possible activity ideas that allow us to accomplish the joint goal of fostering meaningful connections with students while incorporating what we teach as it fits.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Details dump\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before teaching new content, put students into teams. Each team is given broad-strokes information about what the new learning is (i.e., topic, possible themes, etc.). In their teams, students must write down as many details or pieces of information about the content as they can collectively brainstorm within a specific timeframe When finished, each group posts its results. The team that “wins” has the highest number of accurate details. After the activity ends, the teacher can use what students already know to inform and tailor instruction.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Tweet it!\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Using the Twitter 280-character limit, ask students to “tweet” a summarizer of the day’s lesson on a shared class document or board. These tweets can be discussed at the close of class or the opening of the following day’s learning, and the teacher can also use the tweets to check for understanding.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Love, love not\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ask students to share one element of the previous day’s lesson they enjoyed or benefited from and one they felt was not as helpful. This quick feedback method allows for more targeted planning as units proceed and also helps us gain a deeper understanding of how our students prefer to learn.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>A picture is worth ...\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Display an image that somehow connects to the learning goal. Ask students to brainstorm a question or comment about how the image might relate to the topic or content at hand. Students can share their contributions any number of ways, and their responses will help guide the teacher to next steps.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>20 Questions\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">To modify the popular road-trip game, one student thinks of a course-related topic or idea while the class takes turns asking 20 questions to determine the answer. After a few rounds, students are usually in a more engaged mindset for active learning.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>What if?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ask students to brainstorm a “What if?” question about course content. In history, it might be a change in an event. In English, it might be about a literary plot. In math, it could be a different pathway to solving a problem. Once students share their questions, the class can work on answering the “what if” scenarios in a variety of ways, either in groups or individually.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>One thing\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ask students to think about the “it” of the day’s lesson, or the one most important idea they will take away. Students can record this in any number of places. It is the teacher’s decision to share out in that moment, or to use the responses in an activator the following class period.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">All of these activities share some commonalities. The provided options work in multiple content areas, in multiple ways. They can be adapted to suit teacher or student preference, not to mention be conducted pretty much anywhere, from remote locations to a physical classroom space. These activities also help to build meaningful academic interactions and allow relationships to grow not just consistently but in conjunction with curriculum goals. Essentially, when we build activities that are both engaging and relevant into our instruction, we communicate a belief that we not only like the students in front of us but also believe in them — and that is far more powerful.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/MirPloMCPS\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignleft wp-image-60167\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/miriam-plotinsky.jpg\" alt=\"Miriam Plotinsky\" width=\"250\" height=\"387\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/miriam-plotinsky.jpg 582w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/miriam-plotinsky-160x247.jpg 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cem>Miriam Plotinsky\u003c/em>\u003c/span>\u003c/a>\u003cem>\u003cspan style=\"font-weight: 400\"> is an instructional specialist with Montgomery County Public Schools in Maryland, and the author of \"Teach More, Hover Less: How to Stop Micromanaging Your Secondary Classroom.\" Also a National Board Certified Teacher and certified administrator, she lives in Silver Spring, Maryland.\u003c/span>\u003c/em>\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> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60094/strategies-for-building-deeper-relationships-with-students-through-academic-content","authors":["4354"],"categories":["mindshift_21491","mindshift_193"],"tags":["mindshift_21489","mindshift_21213","mindshift_20719"],"featImg":"mindshift_60414","label":"mindshift"},"mindshift_59617":{"type":"posts","id":"mindshift_59617","meta":{"index":"posts_1591205157","site":"mindshift","id":"59617","score":null,"sort":[1659424613000]},"guestAuthors":[],"slug":"students-can-get-to-class-without-bells-but-schools-need-to-adapt","title":"Students can get to class without bells, but schools need to adapt","publishDate":1659424613,"format":"audio","headTitle":"Students can get to class without bells, but schools need to adapt | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>From phones and apps, to microwaves and doorbells, there are all kinds of chimes and alarms that tell people where to put their attention. On campus, the sound that directs students is the school bell, which can be heard twice a day or sometimes as much as twice an hour.\u003c/p>\n\u003cp>But during remote learning, students didn’t have that buzzer at home. So when students returned to school buildings, some administrators decided to leave them off entirely. This might seem groundbreaking, but not having a bell isn’t a \u003ca href=\"https://edsource.org/2017/saved-by-the-peace-and-quiet-at-a-growing-number-of-california-schools/587211#:~:text=California%20schools%20aren't%20alone,class%20without%20high%2Ddecibel%20reminders.\">new phenomenon\u003c/a>. Most of these no-bell schools cite the same reasoning: using bells to move students from place to place has its roots in factories or the school-to-prison pipeline. But it’s false, according to \u003ca href=\"http://cv.audreywatters.com/\">ed tech journalist Audrey Watters\u003c/a>.\u003c/p>\n\u003cp>“People often say that school bells were used to sort of train students to become docile factory workers and that the ringing of the bell is Pavlovian, and it’s part of this larger effort to train students in particular ways,” she said. “And that’s simply not true. That is historically inaccurate. It’s a gross oversimplification.”\u003c/p>\n\u003cp>In fact, the first western school bells can be traced back to churches that often doubled as one-room schoolhouses, said Watters. Teachers would keep an eye on the time and reach for a hand bell that they would ring to tell students that class was about to start.\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-59619 aligncenter\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/07/iStock-516356245-800x533.jpg\" alt=\"Teacher in front of blackboard holding a school bell\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/07/iStock-516356245-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/07/iStock-516356245-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/07/iStock-516356245-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/07/iStock-516356245-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/07/iStock-516356245-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/07/iStock-516356245-2048x1365.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/07/iStock-516356245-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Once schools grew from single rooms to multi-room school buildings, automatic bells became more common as students moved from the playground to math instruction to arts class. “This was really the first time that a bell was used to coordinate student movement,” said Watters.\u003c/p>\n\u003cp>Stories connecting the school bell to prisons persist for a reason: it feels true because schools, with their rows of desks and zero-tolerance policies, sometimes fall short of loftier ideals about education, said Watters.\u003c/p>\n\u003cp>“You can tell a lot about what a person thinks about school by how they describe the history and the functioning of the school bell today,” she said.\u003c/p>\n\u003cp>Despite their role as an educational Rorschach test, bells are actually worth reconsidering for different reasons, such as the brain.\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/58835/how-the-difference-between-sound-and-noise-can-influence-our-ability-to-learn\">Sounds are a “tremendously important part of how we connect with the world\u003c/a>,” according to auditory researcher Nina Kraus, author of “Of Sound Mind.” She said most people don’t think about the effect of sound on learning because it’s invisible.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC8589991528\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Even the sounds that get “tuned out” like the beeps from the delivery van backing up outside or the hum from a neighbor’s vacuuming take a toll on concentration. For example, \u003ca href=\"https://psycnet.apa.org/record/1976-21562-001\">in one study\u003c/a>, kids attending New York City public schools had significantly different reading scores depending on whether they were in a classroom facing busy train tracks or learning in another classroom that was shielded from the noise. Kids in the noisier classroom lagged three to 11 months behind in reading levels.\u003c/p>\n\u003cp>“We should be thinking about these things because they affect the way we feel,” said Kraus about the noise that surrounds us. “They affect our psychological health in terms of how safe we feel.”\u003c/p>\n\u003ch3>How teachers implement no-bell classrooms\u003c/h3>\n\u003cp>After returning to in-person learning, \u003ca href=\"https://chs-mdusd-ca.schoolloop.com/\">Concord High School\u003c/a> decided to start their school year without the school bell. “It seemed like coming off of the pandemic and distance learning was a good time to see what happens when we give kids this autonomy and tell them, ‘OK, we trust that you can be responsible for this,’” Concord High School English teacher Becca Dell told me. Concord saw no-bell policies as one way of getting students ready for real-world jobs and college.\u003c/p>\n\u003cfigure id=\"attachment_59628\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-59628\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/07/concord-high-800x662.png\" alt=\"sign that says Concord High\" width=\"800\" height=\"662\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/07/concord-high-800x662.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/07/concord-high-160x132.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/07/concord-high-768x635.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/07/concord-high.png 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Concord High School in Concord, CA (Courtesy of Becca Dell)\u003c/figcaption>\u003c/figure>\n\u003cp>The school is on a block schedule, so most days students have three classes with a five-minute passing period. Even with a simpler schedule, not having the bell was an adjustment for students. At first, teachers had to let students know when it was time to get moving during their passing periods.\u003c/p>\n\u003cp>“But I think as it’s gone on, it hasn’t really been an issue. There are the same little pockets of kids being late to class, but that’s always a thing,” said Dell, noting that this was an issue even before the no-bell change. “There are kids being let out early from class, but that’s always a thing.”\u003c/p>\n\u003cp>It took teachers time to get used to no bells too.\u003c/p>\n\u003cp>“The pushback from some teachers is that it feels like there are more kids who are tardy or that aren’t coming to class,” said Dell. But the school’s data showed this wasn’t the case.\u003c/p>\n\u003cp>One adjustment to not having a buzzer to launch instruction is that teachers had to rethink how they start class. Teachers at Concord High started using a grounding activity as a buffer to start and end each class as students were rolling in and out, which has created more structure for nurturing classroom relationships. For example, a class may start with a quick-write journal entry or a similar writing warm up. Dell likes to end her class by getting in a circle and having students share one of the three As: an appreciation, apology or aha moment.\u003c/p>\n\u003cp>Without the bells, Becca found that the classes were a little more flexible with more time to finish up a train of thought and connect with her students. “I think not having the loudness of the bells starting and ending class makes it feel less robotic and more free flowing, even though there are still [class periods] it just makes it feel more natural,” she said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"School bells provide structure, but ditching the buzzer may lead to better classroom relationships and more student agency.","status":"publish","parent":0,"modified":1700528903,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":1055},"headData":{"title":"Students can get to class without bells, but schools need to adapt | KQED","description":"School bells provide structure, but ditching the buzzer may lead to better classroom relationships and more student agency.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"School bells provide structure, but ditching the buzzer may lead to better classroom relationships and more student agency."},"audioUrl":"https://dcs.megaphone.fm/KQINC8589991528.mp3?key=4b033e708927cde4cc2353b11d3988c5","excludeFromSiteSearch":"Include","path":"/mindshift/59617/students-can-get-to-class-without-bells-but-schools-need-to-adapt","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>From phones and apps, to microwaves and doorbells, there are all kinds of chimes and alarms that tell people where to put their attention. On campus, the sound that directs students is the school bell, which can be heard twice a day or sometimes as much as twice an hour.\u003c/p>\n\u003cp>But during remote learning, students didn’t have that buzzer at home. So when students returned to school buildings, some administrators decided to leave them off entirely. This might seem groundbreaking, but not having a bell isn’t a \u003ca href=\"https://edsource.org/2017/saved-by-the-peace-and-quiet-at-a-growing-number-of-california-schools/587211#:~:text=California%20schools%20aren't%20alone,class%20without%20high%2Ddecibel%20reminders.\">new phenomenon\u003c/a>. Most of these no-bell schools cite the same reasoning: using bells to move students from place to place has its roots in factories or the school-to-prison pipeline. But it’s false, according to \u003ca href=\"http://cv.audreywatters.com/\">ed tech journalist Audrey Watters\u003c/a>.\u003c/p>\n\u003cp>“People often say that school bells were used to sort of train students to become docile factory workers and that the ringing of the bell is Pavlovian, and it’s part of this larger effort to train students in particular ways,” she said. “And that’s simply not true. That is historically inaccurate. It’s a gross oversimplification.”\u003c/p>\n\u003cp>In fact, the first western school bells can be traced back to churches that often doubled as one-room schoolhouses, said Watters. Teachers would keep an eye on the time and reach for a hand bell that they would ring to tell students that class was about to start.\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-59619 aligncenter\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/07/iStock-516356245-800x533.jpg\" alt=\"Teacher in front of blackboard holding a school bell\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/07/iStock-516356245-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/07/iStock-516356245-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/07/iStock-516356245-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/07/iStock-516356245-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/07/iStock-516356245-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/07/iStock-516356245-2048x1365.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/07/iStock-516356245-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\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>Once schools grew from single rooms to multi-room school buildings, automatic bells became more common as students moved from the playground to math instruction to arts class. “This was really the first time that a bell was used to coordinate student movement,” said Watters.\u003c/p>\n\u003cp>Stories connecting the school bell to prisons persist for a reason: it feels true because schools, with their rows of desks and zero-tolerance policies, sometimes fall short of loftier ideals about education, said Watters.\u003c/p>\n\u003cp>“You can tell a lot about what a person thinks about school by how they describe the history and the functioning of the school bell today,” she said.\u003c/p>\n\u003cp>Despite their role as an educational Rorschach test, bells are actually worth reconsidering for different reasons, such as the brain.\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/58835/how-the-difference-between-sound-and-noise-can-influence-our-ability-to-learn\">Sounds are a “tremendously important part of how we connect with the world\u003c/a>,” according to auditory researcher Nina Kraus, author of “Of Sound Mind.” She said most people don’t think about the effect of sound on learning because it’s invisible.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC8589991528\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Even the sounds that get “tuned out” like the beeps from the delivery van backing up outside or the hum from a neighbor’s vacuuming take a toll on concentration. For example, \u003ca href=\"https://psycnet.apa.org/record/1976-21562-001\">in one study\u003c/a>, kids attending New York City public schools had significantly different reading scores depending on whether they were in a classroom facing busy train tracks or learning in another classroom that was shielded from the noise. Kids in the noisier classroom lagged three to 11 months behind in reading levels.\u003c/p>\n\u003cp>“We should be thinking about these things because they affect the way we feel,” said Kraus about the noise that surrounds us. “They affect our psychological health in terms of how safe we feel.”\u003c/p>\n\u003ch3>How teachers implement no-bell classrooms\u003c/h3>\n\u003cp>After returning to in-person learning, \u003ca href=\"https://chs-mdusd-ca.schoolloop.com/\">Concord High School\u003c/a> decided to start their school year without the school bell. “It seemed like coming off of the pandemic and distance learning was a good time to see what happens when we give kids this autonomy and tell them, ‘OK, we trust that you can be responsible for this,’” Concord High School English teacher Becca Dell told me. Concord saw no-bell policies as one way of getting students ready for real-world jobs and college.\u003c/p>\n\u003cfigure id=\"attachment_59628\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-59628\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/07/concord-high-800x662.png\" alt=\"sign that says Concord High\" width=\"800\" height=\"662\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/07/concord-high-800x662.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/07/concord-high-160x132.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/07/concord-high-768x635.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/07/concord-high.png 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Concord High School in Concord, CA (Courtesy of Becca Dell)\u003c/figcaption>\u003c/figure>\n\u003cp>The school is on a block schedule, so most days students have three classes with a five-minute passing period. Even with a simpler schedule, not having the bell was an adjustment for students. At first, teachers had to let students know when it was time to get moving during their passing periods.\u003c/p>\n\u003cp>“But I think as it’s gone on, it hasn’t really been an issue. There are the same little pockets of kids being late to class, but that’s always a thing,” said Dell, noting that this was an issue even before the no-bell change. “There are kids being let out early from class, but that’s always a thing.”\u003c/p>\n\u003cp>It took teachers time to get used to no bells too.\u003c/p>\n\u003cp>“The pushback from some teachers is that it feels like there are more kids who are tardy or that aren’t coming to class,” said Dell. But the school’s data showed this wasn’t the case.\u003c/p>\n\u003cp>One adjustment to not having a buzzer to launch instruction is that teachers had to rethink how they start class. Teachers at Concord High started using a grounding activity as a buffer to start and end each class as students were rolling in and out, which has created more structure for nurturing classroom relationships. For example, a class may start with a quick-write journal entry or a similar writing warm up. Dell likes to end her class by getting in a circle and having students share one of the three As: an appreciation, apology or aha moment.\u003c/p>\n\u003cp>Without the bells, Becca found that the classes were a little more flexible with more time to finish up a train of thought and connect with her students. “I think not having the loudness of the bells starting and ending class makes it feel less robotic and more free flowing, even though there are still [class periods] it just makes it feel more natural,” she said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59617/students-can-get-to-class-without-bells-but-schools-need-to-adapt","authors":["11721"],"programs":["mindshift_21847"],"categories":["mindshift_21130","mindshift_21848"],"tags":["mindshift_20984","mindshift_21052","mindshift_21294","mindshift_21454","mindshift_21213","mindshift_21395","mindshift_20719"],"featImg":"mindshift_59621","label":"mindshift_21847"},"mindshift_52616":{"type":"posts","id":"mindshift_52616","meta":{"index":"posts_1591205157","site":"mindshift","id":"52616","score":null,"sort":[1554877823000]},"guestAuthors":[],"slug":"why-adults-should-listen-learn-trust-and-expect-more-from-kids","title":"Why Adults Should Listen, Learn, Trust, and Expect More From Kids","publishDate":1554877823,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>When Adora Svitak was twelve-years-old she spoke on the TED stage, saying she hates the world \"childish\" if it's being used to describe irrational demands or irresponsible behavior. She said she sees enough of that in the adult world to know it's not the exclusive domain of children. In fact, she made the point that adults could learn a thing or two if they'd only open their minds to the possibility that kids have a lot to offer the world.\u003c/p>\n\u003cp>\"We kids still dream about perfection and that's a good thing because in order to make anything a reality you have to dream about it first,\" Svitak said in a 2010 \u003ca href=\"https://www.ted.com/talks/adora_svitak#t-14690\" target=\"_blank\" rel=\"noopener\">TED talk\u003c/a>. \"I think that adults should start learning from kids.\"\u003c/p>\n\u003cp>Even as a kid, Svitak often spoke to educators, making the point that learning in schools should be more of a reciprocal relationship between teachers and students.\u003c/p>\n\u003cp>\"It shouldn't just be teachers at the head of the classroom telling them do this, do that. The students should teach their teachers. Learning between grown ups and kids should be reciprocal,\" she said.\u003c/p>\n\u003cp>But she wasn't naive; she knew that isn't how many classrooms and schools operate. Her theory is that it's all about \u003ca href=\"https://www.kqed.org/mindshift/41924/how-to-design-a-classroom-built-on-inquiry-openness-and-trust\" target=\"_blank\" rel=\"noopener\">trust\u003c/a>. Adults always seem to have a restrictive attitude towards kids.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Although adults may not be quite at the level of totalitarian regimes, kids have no or very little say in making the rules,\" Svitak joked. \"When really the attitude should be reciprocal. Adults often underestimate kids abilities. Now we love a challenge, but when expectations are low, trust me, we will sink to them.\"\u003c/p>\n\u003cp>As a young child, Svitak loved to write. When her mom gave her a computer she wrote over 300 short stories on it. And she wanted to get published, a dream that her parents luckily supported. Even though she was turned down by many publishers, eventually she did have a \u003ca href=\"https://www.goodreads.com/book/show/190273.Flying_Fingers\" target=\"_blank\" rel=\"noopener\">book of short stories published\u003c/a>. She was only seven-years-old.\u003c/p>\n\u003cp>After that first success, Svitak has gone on to do \u003ca href=\"http://adorasv.blogspot.com/\" rel=\"noopener\" target=\"_blank\">more impressive things\u003c/a>, something she wishes more kids had the support to do. She says it's important for kids to be heard and contribute when they're young so they grow up to become a better kind of adult.\u003c/p>\n\u003cp>\"The goal is not to turn kids into your kind of adults, but rather better adults than you guys have been. The way progress happens is because new generations and new eras grow and develop and become better than the previous ones. It's the reason we aren't in the Dark Ages anymore,\" she said.\u003c/p>\n\u003cp>Check out Adora Svitak's funny and charming TED talk from 2010.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://embed.ted.com/talks/adora_svitak\" width=\"800\" height=\"420\" frameborder=\"0\" scrolling=\"no\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n","blocks":[],"excerpt":"Twelve-year-old Adora Svitak has a simple plea to adults: listen to kids and learn from them because they have a lot to share with the world.","status":"publish","parent":0,"modified":1554878678,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":true,"iframeSrcs":["https://embed.ted.com/talks/adora_svitak"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":460},"headData":{"title":"Why Adults Should Listen, Learn, Trust, and Expect More From Kids | KQED","description":"Twelve-year-old Adora Svitak has a simple plea to adults: listen to kids and learn from them because they have a lot to share with the world.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"52616 https://ww2.kqed.org/mindshift/?p=52616","disqusUrl":"https://ww2.kqed.org/mindshift/2019/04/09/why-adults-should-listen-learn-trust-and-expect-more-from-kids/","disqusTitle":"Why Adults Should Listen, Learn, Trust, and Expect More From Kids","path":"/mindshift/52616/why-adults-should-listen-learn-trust-and-expect-more-from-kids","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Adora Svitak was twelve-years-old she spoke on the TED stage, saying she hates the world \"childish\" if it's being used to describe irrational demands or irresponsible behavior. She said she sees enough of that in the adult world to know it's not the exclusive domain of children. In fact, she made the point that adults could learn a thing or two if they'd only open their minds to the possibility that kids have a lot to offer the world.\u003c/p>\n\u003cp>\"We kids still dream about perfection and that's a good thing because in order to make anything a reality you have to dream about it first,\" Svitak said in a 2010 \u003ca href=\"https://www.ted.com/talks/adora_svitak#t-14690\" target=\"_blank\" rel=\"noopener\">TED talk\u003c/a>. \"I think that adults should start learning from kids.\"\u003c/p>\n\u003cp>Even as a kid, Svitak often spoke to educators, making the point that learning in schools should be more of a reciprocal relationship between teachers and students.\u003c/p>\n\u003cp>\"It shouldn't just be teachers at the head of the classroom telling them do this, do that. The students should teach their teachers. Learning between grown ups and kids should be reciprocal,\" she said.\u003c/p>\n\u003cp>But she wasn't naive; she knew that isn't how many classrooms and schools operate. Her theory is that it's all about \u003ca href=\"https://www.kqed.org/mindshift/41924/how-to-design-a-classroom-built-on-inquiry-openness-and-trust\" target=\"_blank\" rel=\"noopener\">trust\u003c/a>. Adults always seem to have a restrictive attitude towards kids.\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>\"Although adults may not be quite at the level of totalitarian regimes, kids have no or very little say in making the rules,\" Svitak joked. \"When really the attitude should be reciprocal. Adults often underestimate kids abilities. Now we love a challenge, but when expectations are low, trust me, we will sink to them.\"\u003c/p>\n\u003cp>As a young child, Svitak loved to write. When her mom gave her a computer she wrote over 300 short stories on it. And she wanted to get published, a dream that her parents luckily supported. Even though she was turned down by many publishers, eventually she did have a \u003ca href=\"https://www.goodreads.com/book/show/190273.Flying_Fingers\" target=\"_blank\" rel=\"noopener\">book of short stories published\u003c/a>. She was only seven-years-old.\u003c/p>\n\u003cp>After that first success, Svitak has gone on to do \u003ca href=\"http://adorasv.blogspot.com/\" rel=\"noopener\" target=\"_blank\">more impressive things\u003c/a>, something she wishes more kids had the support to do. She says it's important for kids to be heard and contribute when they're young so they grow up to become a better kind of adult.\u003c/p>\n\u003cp>\"The goal is not to turn kids into your kind of adults, but rather better adults than you guys have been. The way progress happens is because new generations and new eras grow and develop and become better than the previous ones. It's the reason we aren't in the Dark Ages anymore,\" she said.\u003c/p>\n\u003cp>Check out Adora Svitak's funny and charming TED talk from 2010.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://embed.ted.com/talks/adora_svitak\" width=\"800\" height=\"420\" frameborder=\"0\" scrolling=\"no\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/52616/why-adults-should-listen-learn-trust-and-expect-more-from-kids","authors":["4354"],"categories":["mindshift_192"],"tags":["mindshift_20784","mindshift_1040","mindshift_20779","mindshift_135","mindshift_20719"],"featImg":"mindshift_52617","label":"mindshift"},"mindshift_43362":{"type":"posts","id":"mindshift_43362","meta":{"index":"posts_1591205157","site":"mindshift","id":"43362","score":null,"sort":[1452604864000]},"guestAuthors":[],"slug":"how-schools-build-a-positive-culture-through-advisory","title":"How Schools Build A Positive Culture Through Advisory","publishDate":1452604864,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>School leaders are increasingly recognizing that a strong, positive school culture is key for students to experience academic and social success. How to establish that culture and build buy-in from staff and students is often less clear. The Teaching Channel has \u003ca href=\"https://www.teachingchannel.org/deeper-learning-video-series\" target=\"_blank\">profiled several schools\u003c/a> in the \u003ca href=\"http://deeperlearning4all.org/wp-content/uploads/2011/11/Deeper-Learning-Overview_Final.pdf\" target=\"_blank\">Deeper Learning Network\u003c/a> that use an advisory period to offer students a smaller community of support and trust within the larger school.\u003c/p>\n\u003cp>Advisory at Envision Schools is a space to check in on how life is going, share fears and joys, and often to get reassurance that many peers are feeling similarly. While the conversation might touch on how to manage time or stress related to schoolwork, it doesn't have to be about academics. Instead, this time allows students to \"let their shoulders down,\" get to know their teachers in a different way and the space to ask for help. Students \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/29/redesigning-school-to-graduate-capable-confident-learners-deeper-learning/\" target=\"_blank\">practice presenting their portfolios\u003c/a> and get feedback from peers.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/95300750?byline=0&portrait=0\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>At Expeditionary Learning (now known as EL Education) schools, a similar small community called \"Crew\" serves as a student's family while at school. The group and teacher remain the same for several years, creating a reassuring consistency and a deep trust. The crews meet every morning for 30 minutes or an hour. During crew students set personal and academic goals, reflect on challenges and set plans for how they'll overcome obstacles. \"The public explanation of their growth as scholars is built into the day here,\" said Expeditionary Learning chief academic officer Ron Berger.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/149822489?byline=0&portrait=0\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Having a consistent advisory group for several years provides students with a \"school family\" with whom they can share goals, struggles and triumphs.","status":"publish","parent":0,"modified":1459812600,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://player.vimeo.com/video/95300750","https://player.vimeo.com/video/149822489"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":7,"wordCount":256},"headData":{"title":"How Schools Build A Positive Culture Through Advisory | KQED","description":"Having a consistent advisory group for several years provides students with a "school family" with whom they can share goals, struggles and triumphs.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"43362 http://ww2.kqed.org/mindshift/?p=43362","disqusUrl":"https://ww2.kqed.org/mindshift/2016/01/12/how-schools-build-a-positive-culture-through-advisory/","disqusTitle":"How Schools Build A Positive Culture Through Advisory","path":"/mindshift/43362/how-schools-build-a-positive-culture-through-advisory","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>School leaders are increasingly recognizing that a strong, positive school culture is key for students to experience academic and social success. How to establish that culture and build buy-in from staff and students is often less clear. The Teaching Channel has \u003ca href=\"https://www.teachingchannel.org/deeper-learning-video-series\" target=\"_blank\">profiled several schools\u003c/a> in the \u003ca href=\"http://deeperlearning4all.org/wp-content/uploads/2011/11/Deeper-Learning-Overview_Final.pdf\" target=\"_blank\">Deeper Learning Network\u003c/a> that use an advisory period to offer students a smaller community of support and trust within the larger school.\u003c/p>\n\u003cp>Advisory at Envision Schools is a space to check in on how life is going, share fears and joys, and often to get reassurance that many peers are feeling similarly. While the conversation might touch on how to manage time or stress related to schoolwork, it doesn't have to be about academics. Instead, this time allows students to \"let their shoulders down,\" get to know their teachers in a different way and the space to ask for help. Students \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/29/redesigning-school-to-graduate-capable-confident-learners-deeper-learning/\" target=\"_blank\">practice presenting their portfolios\u003c/a> and get feedback from peers.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/95300750?byline=0&portrait=0\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>At Expeditionary Learning (now known as EL Education) schools, a similar small community called \"Crew\" serves as a student's family while at school. The group and teacher remain the same for several years, creating a reassuring consistency and a deep trust. The crews meet every morning for 30 minutes or an hour. During crew students set personal and academic goals, reflect on challenges and set plans for how they'll overcome obstacles. \"The public explanation of their growth as scholars is built into the day here,\" said Expeditionary Learning chief academic officer Ron Berger.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/149822489?byline=0&portrait=0\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/43362/how-schools-build-a-positive-culture-through-advisory","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_20957","mindshift_20784","mindshift_1040","mindshift_486","mindshift_20719"],"featImg":"mindshift_43363","label":"mindshift"},"mindshift_38164":{"type":"posts","id":"mindshift_38164","meta":{"index":"posts_1591205157","site":"mindshift","id":"38164","score":null,"sort":[1415109832000]},"guestAuthors":[],"slug":"why-trust-is-a-crucial-ingredient-to-shaping-independent-learners","title":"Why Trust Is A Crucial Ingredient in Shaping Independent Learners","publishDate":1415109832,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_36701\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/Mindshift1_illo2_72.jpg\">\u003cimg class=\"size-full wp-image-36701\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/Mindshift1_illo2_72.jpg\" alt=\"By Jane Mount/MindShift\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/07/Mindshift1_illo2_72.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/Mindshift1_illo2_72-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/Mindshift1_illo2_72-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">By Jane Mount/MindShift\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Preparing students to be “college and career ready” is a catch phrase in many schools, but those same institutions often \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\" target=\"_blank\">block large swaths of the internet\u003c/a> in an attempt to protect students from acting inappropriately online. While well-intentioned, blocking useful digital tools prevents educators from guiding students through appropriate online behavior while still in the relative safety of school. \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/employers-challenge-to-educators-make-school-relevant-to-students-lives/\" target=\"_blank\">College and job recruiters are seeking students\u003c/a> who are creative problem solvers, collaborative workers and independent thinkers, but in many cases, rules prevent students from practicing those skills online.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'If we trust them to engage with the content then we have the power to teach them the digital citizenship.'\u003c/aside>\n\u003cp>“When you try to use a computer in a school, it’s shocking what is blocked,” said \u003ca href=\"https://twitter.com/mluhtala\" target=\"_blank\">Michelle Luhtala\u003c/a>, head librarian at New Caanan High School in Connecticut during an \u003ca href=\"http://home.edweb.net/\" target=\"_blank\">edWeb\u003c/a> webinar. “That is not 21st century learning.” Luhtala doesn’t believe schools can make good on their promise to prepare kids for the world that awaits them outside school walls if they don’t first prepare them to use the tools to operate online in safe ways. She acknowledges that letting students direct their own learning in virtual spaces can be scary and that it takes a lot of trust.\u003c/p>\n\u003cp>In many ways, trust underlies much of what happens in school each day. The job of helping young people grow into well-educated and independent adults rests upon the relationship between teachers and students, teachers and their administrators, the community and its school staff. And yet many of the rules governing schools are about control. Psychologist David DeSteno explores the tension between risk and reward inherent in trust in his book \u003ca href=\"http://www.amazon.com/exec/obidos/ASIN/1594631239/braipick-20\" target=\"_blank\">\"The Truth About Trust: How It Determines Success in Life, Love, Learning and More.\"\u003c/a> Maria Popova summarizes some of the key points in \u003ca href=\"http://www.brainpickings.org/2014/02/03/david-desteno-truth-about-trust/\">Brain Pickings\u003c/a>.\u003c/p>\n\u003cp>\"At the most basic level, the need to trust implies one fundamental fact: you're vulnerable,\" DeSteno writes. \"The ability to satisfy your needs or obtain the outcomes you desire is not entirely under your control.\" That loss of control is part of what intimidates educators, who have been conditioned to take responsibility for the learning of their students, no matter what. \u003c/p>\n\u003cp>\"Trust, then, is simply a bet, and like all bets, it contains an element of risk,\" DeSteno writes. Removing filters, changing device policies and empowering teachers to try new things in the classroom require the kind of risk that DeSteno says makes humans uncomfortable. \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>While Luhtala understands the risk educators take when it comes to trusting kids with digital tools, she has also seen the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/teach-kids-to-be-their-own-filter/\" target=\"_blank\">rich rewards of taking that leap\u003c/a>. Ultimately, DeSteno writes, trust is crucial to human evolution:\u003c/p>\n\u003cblockquote>\u003cp>The potential benefits from trusting others considerably outweigh the potential losses on average. The ever-increasing complexity and resources of human society — its technological advancement, interconnected social capital, and burgeoning economic resources — all depend on trust and cooperation. . . . More can be achieved by working together than by working alone. That’s why we trust — plain and simple. \u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>REACHING A DIFFERENT GENERATION\u003c/strong>\u003c/p>\n\u003cp>The millennial generation of students is often criticized for being impatient, unfocused, entitled and lazy, but Luhtala said that’s an old-school way of looking at a group of kids who have grown up in a dramatically different world than their teachers. “I don’t think kids are unfocused,” she said. “I think they can be super focused if you give them something to do. And I really mean DO, not listening or watching, but really physically doing something.”\u003c/p>\n\u003cp>Creating learning opportunities that don’t rely on lectures, textbooks or sitting quietly goes against established educational patterns and can feel foreign to many adults who learned that way themselves. It requires trust, but once given, can often produce incredible projects from students that might never have materialized without giving them the freedom to think and act independently, Luhtala said.\u003c/p>\n\u003cp>“Passive learning is really not an effective way to teach these kids,” Luhtala said. “The reality is that kids will retain less than ten percent of what we say in a lecture setting. So we need to empower them to become independent learners.”\u003c/p>\n\u003cp>At New Caanan High School, students are allowed to use their phones and other devices anytime during school. Each year, the current seniors make a “We Trust You” video that freshmen watch in their first week of school. It highlights the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/teach-kids-to-be-their-own-filter/\" target=\"_blank\">school culture of trust and the responsibility \u003c/a>that comes along with it.\u003c/p>\n\u003cp>“The subtext is, ‘don’t break it; we like it this way,’” Luhtala said. She and her colleagues actively give students opportunities to use digital tools for learning that otherwise might only be used for texting or social networking, helping them to become responsible digital citizens along the way.\u003c/p>\n\u003cp>https://vimeo.com/79674425\u003c/p>\n\u003cp>\u003cstrong>REPORTING ON MODEL UN DAY\u003c/strong>\u003c/p>\n\u003cp>One way New Canaan teachers showed trust for their students was during a Model United Nations day. The 120 students actively involved in Model UN club organized a mock conference at the school to give everyone a chance to experience their passion. The entire event is student run and it engages most of the student body. When there were more participants than roles, unassigned kids became the press corp for the conference.\u003c/p>\n\u003cp>Students choose to report on Twitter, Facebook or Flickr, documenting the conference as it progresses through the day. “We watch the backchannel on devices,” Luhtala said. “And in six years of doing this we’ve only had one instance of an inappropriate tweet.” Trusting students to behave correctly on informal networks like this has the added benefit of bringing the broader community into the activities happening at school.\u003c/p>\n\u003cp>[contextly_sidebar id=\"PY3RyllcTMiOtEHk5INBBZV5j2pKlZhB\"]\u003c/p>\n\u003cp>Luhtala highlighted another example of how trusting students opens learning doors when she described the “text a librarian” program she runs. Students have a Google Voice number for the library that they can text anytime, day or night. The texts show up in an email account that all the librarians can access. Luhtala is proud that in just one year, student use of the system has exploded. The library dealt with 172 queries in the 2013-2014 school year. In just the first three weeks of the 2014 school year, it had already received 54 queries through text, most of which came in during the evening.\u003c/p>\n\u003cp>“This is saying that given the opportunity to have real time learning experiences, kids want to learn,” Luhtala said. Teachers at the school are assigning complicated tasks that can be difficult to complete, but students are rising to the challenge, navigating their way through complex work and asking for help when they need it.\u003c/p>\n\u003cp>\u003cstrong>OPENING THE DOOR TO TEACH DIGITAL CITIZENSHIP\u003cbr>\n\u003c/strong>\u003cbr>\n“If we trust them to engage with the content, then we have the power to teach them the digital citizenship,” Luhtala said. As with most learning, students understand the necessity of responsible behavior online when they are confronted with real choices as part of their school work. “We have to let them go to places that may feel scary at a lot of levels, but digital citizenship is an important part of 21st century learning,” Luhtala said.\u003c/p>\n\u003cp>At this point in any discussion about technology in education, there will be many parents and educators who raise questions of equity and the digital divide. While it is true that the digital divide exists, some studies suggest the gap in access to devices themselves may be narrowing rapidly, especially when it comes to mobile access. In 2011, 27 percent of low income families surveyed by \u003ca href=\"https://www.commonsensemedia.org/research/zero-to-eight-childrens-media-use-in-america-2013/key-finding-5%3A-reduced-but-persistent-mobile-digital-divide\" target=\"_blank\">Common Sense Media\u003c/a> had access to a smartphone, but by 2013 that number had grown to 51 percent. Similarly tablet ownership among low income families grew to 20 percent in 2013. That still doesn’t match access for higher income children, but it shows rapid growth in access to some kind of device.\u003c/p>\n\u003cp>The more troubling divide lies in how devices are being used and the amount of guidance and direction children get from the adults in their lives. The same \u003ca href=\"https://www.commonsensemedia.org/research/zero-to-eight-childrens-media-use-in-america-2013\" target=\"_blank\">Common Sense Media Zero to Eight Study\u003c/a> found that in 2013, 31 percent of low-income parents had downloaded an app for their children, whereas 75 percent of higher income parents had done the same. Educators can play a big role in helping to close that \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/what-are-the-most-powerful-uses-of-tech-for-learning/\" target=\"_blank\">gap in powerful use\u003c/a> that could end up being a crucial part of educational equity.\u003c/p>\n\u003cp>“Kids really need to have safe passage and access to content in order to use and experiment with it with guided instruction,” Luhtala said. She’s adamant that educators have a responsibility to recognize their potential for great influence in this area and make the tools available to students.\u003c/p>\n\u003cp>While New Canaan High School is progressive in its approach to devices and internet access, Luhtala recognizes that many educators work in environments with much less freedom.\u003c/p>\n\u003cp>“The frustrated people have gone silent to a large extent,” Luhtala said. She encourages them to voice their opinions to their districts and advocate for the right to teach these important skills so their students don’t miss out on an opportunity. ”There are some kids who are getting a very different learning experience than the kids in those blocked schools and environments,” Luhtala said. “And that’s a digital divide we really could fix. All it takes is trust.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>If a school wants to encourage students to follow their natural inclination towards learning, school materials need to be digital, and available on mobile devices 24/7, Luhtala said. When educators make the materials accessible in these ways, students can find answers to their questions as they arise, and have no excuse for not taking responsibility for their work.\u003c/p>\n\n","blocks":[],"excerpt":"Without trust, students don't have the space to build the skills they'll need to learn on their own.","status":"publish","parent":0,"modified":1427409877,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1679},"headData":{"title":"Why Trust Is A Crucial Ingredient in Shaping Independent Learners | KQED","description":"Without trust, students don't have the space to build the skills they'll need to learn on their own.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"38164 http://blogs.kqed.org/mindshift/?p=38164","disqusUrl":"https://ww2.kqed.org/mindshift/2014/11/04/why-trust-is-a-crucial-ingredient-to-shaping-independent-learners/","disqusTitle":"Why Trust Is A Crucial Ingredient in Shaping Independent Learners","path":"/mindshift/38164/why-trust-is-a-crucial-ingredient-to-shaping-independent-learners","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_36701\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/Mindshift1_illo2_72.jpg\">\u003cimg class=\"size-full wp-image-36701\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/Mindshift1_illo2_72.jpg\" alt=\"By Jane Mount/MindShift\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/07/Mindshift1_illo2_72.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/Mindshift1_illo2_72-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/Mindshift1_illo2_72-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">By Jane Mount/MindShift\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Preparing students to be “college and career ready” is a catch phrase in many schools, but those same institutions often \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\" target=\"_blank\">block large swaths of the internet\u003c/a> in an attempt to protect students from acting inappropriately online. While well-intentioned, blocking useful digital tools prevents educators from guiding students through appropriate online behavior while still in the relative safety of school. \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/employers-challenge-to-educators-make-school-relevant-to-students-lives/\" target=\"_blank\">College and job recruiters are seeking students\u003c/a> who are creative problem solvers, collaborative workers and independent thinkers, but in many cases, rules prevent students from practicing those skills online.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'If we trust them to engage with the content then we have the power to teach them the digital citizenship.'\u003c/aside>\n\u003cp>“When you try to use a computer in a school, it’s shocking what is blocked,” said \u003ca href=\"https://twitter.com/mluhtala\" target=\"_blank\">Michelle Luhtala\u003c/a>, head librarian at New Caanan High School in Connecticut during an \u003ca href=\"http://home.edweb.net/\" target=\"_blank\">edWeb\u003c/a> webinar. “That is not 21st century learning.” Luhtala doesn’t believe schools can make good on their promise to prepare kids for the world that awaits them outside school walls if they don’t first prepare them to use the tools to operate online in safe ways. She acknowledges that letting students direct their own learning in virtual spaces can be scary and that it takes a lot of trust.\u003c/p>\n\u003cp>In many ways, trust underlies much of what happens in school each day. The job of helping young people grow into well-educated and independent adults rests upon the relationship between teachers and students, teachers and their administrators, the community and its school staff. And yet many of the rules governing schools are about control. Psychologist David DeSteno explores the tension between risk and reward inherent in trust in his book \u003ca href=\"http://www.amazon.com/exec/obidos/ASIN/1594631239/braipick-20\" target=\"_blank\">\"The Truth About Trust: How It Determines Success in Life, Love, Learning and More.\"\u003c/a> Maria Popova summarizes some of the key points in \u003ca href=\"http://www.brainpickings.org/2014/02/03/david-desteno-truth-about-trust/\">Brain Pickings\u003c/a>.\u003c/p>\n\u003cp>\"At the most basic level, the need to trust implies one fundamental fact: you're vulnerable,\" DeSteno writes. \"The ability to satisfy your needs or obtain the outcomes you desire is not entirely under your control.\" That loss of control is part of what intimidates educators, who have been conditioned to take responsibility for the learning of their students, no matter what. \u003c/p>\n\u003cp>\"Trust, then, is simply a bet, and like all bets, it contains an element of risk,\" DeSteno writes. Removing filters, changing device policies and empowering teachers to try new things in the classroom require the kind of risk that DeSteno says makes humans uncomfortable. \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>While Luhtala understands the risk educators take when it comes to trusting kids with digital tools, she has also seen the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/teach-kids-to-be-their-own-filter/\" target=\"_blank\">rich rewards of taking that leap\u003c/a>. Ultimately, DeSteno writes, trust is crucial to human evolution:\u003c/p>\n\u003cblockquote>\u003cp>The potential benefits from trusting others considerably outweigh the potential losses on average. The ever-increasing complexity and resources of human society — its technological advancement, interconnected social capital, and burgeoning economic resources — all depend on trust and cooperation. . . . More can be achieved by working together than by working alone. That’s why we trust — plain and simple. \u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>REACHING A DIFFERENT GENERATION\u003c/strong>\u003c/p>\n\u003cp>The millennial generation of students is often criticized for being impatient, unfocused, entitled and lazy, but Luhtala said that’s an old-school way of looking at a group of kids who have grown up in a dramatically different world than their teachers. “I don’t think kids are unfocused,” she said. “I think they can be super focused if you give them something to do. And I really mean DO, not listening or watching, but really physically doing something.”\u003c/p>\n\u003cp>Creating learning opportunities that don’t rely on lectures, textbooks or sitting quietly goes against established educational patterns and can feel foreign to many adults who learned that way themselves. It requires trust, but once given, can often produce incredible projects from students that might never have materialized without giving them the freedom to think and act independently, Luhtala said.\u003c/p>\n\u003cp>“Passive learning is really not an effective way to teach these kids,” Luhtala said. “The reality is that kids will retain less than ten percent of what we say in a lecture setting. So we need to empower them to become independent learners.”\u003c/p>\n\u003cp>At New Caanan High School, students are allowed to use their phones and other devices anytime during school. Each year, the current seniors make a “We Trust You” video that freshmen watch in their first week of school. It highlights the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/teach-kids-to-be-their-own-filter/\" target=\"_blank\">school culture of trust and the responsibility \u003c/a>that comes along with it.\u003c/p>\n\u003cp>“The subtext is, ‘don’t break it; we like it this way,’” Luhtala said. She and her colleagues actively give students opportunities to use digital tools for learning that otherwise might only be used for texting or social networking, helping them to become responsible digital citizens along the way.\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"vimeoLink","attributes":{"named":{"vimeoId":"79674425"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>REPORTING ON MODEL UN DAY\u003c/strong>\u003c/p>\n\u003cp>One way New Canaan teachers showed trust for their students was during a Model United Nations day. The 120 students actively involved in Model UN club organized a mock conference at the school to give everyone a chance to experience their passion. The entire event is student run and it engages most of the student body. When there were more participants than roles, unassigned kids became the press corp for the conference.\u003c/p>\n\u003cp>Students choose to report on Twitter, Facebook or Flickr, documenting the conference as it progresses through the day. “We watch the backchannel on devices,” Luhtala said. “And in six years of doing this we’ve only had one instance of an inappropriate tweet.” Trusting students to behave correctly on informal networks like this has the added benefit of bringing the broader community into the activities happening at school.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Luhtala highlighted another example of how trusting students opens learning doors when she described the “text a librarian” program she runs. Students have a Google Voice number for the library that they can text anytime, day or night. The texts show up in an email account that all the librarians can access. Luhtala is proud that in just one year, student use of the system has exploded. The library dealt with 172 queries in the 2013-2014 school year. In just the first three weeks of the 2014 school year, it had already received 54 queries through text, most of which came in during the evening.\u003c/p>\n\u003cp>“This is saying that given the opportunity to have real time learning experiences, kids want to learn,” Luhtala said. Teachers at the school are assigning complicated tasks that can be difficult to complete, but students are rising to the challenge, navigating their way through complex work and asking for help when they need it.\u003c/p>\n\u003cp>\u003cstrong>OPENING THE DOOR TO TEACH DIGITAL CITIZENSHIP\u003cbr>\n\u003c/strong>\u003cbr>\n“If we trust them to engage with the content, then we have the power to teach them the digital citizenship,” Luhtala said. As with most learning, students understand the necessity of responsible behavior online when they are confronted with real choices as part of their school work. “We have to let them go to places that may feel scary at a lot of levels, but digital citizenship is an important part of 21st century learning,” Luhtala said.\u003c/p>\n\u003cp>At this point in any discussion about technology in education, there will be many parents and educators who raise questions of equity and the digital divide. While it is true that the digital divide exists, some studies suggest the gap in access to devices themselves may be narrowing rapidly, especially when it comes to mobile access. In 2011, 27 percent of low income families surveyed by \u003ca href=\"https://www.commonsensemedia.org/research/zero-to-eight-childrens-media-use-in-america-2013/key-finding-5%3A-reduced-but-persistent-mobile-digital-divide\" target=\"_blank\">Common Sense Media\u003c/a> had access to a smartphone, but by 2013 that number had grown to 51 percent. Similarly tablet ownership among low income families grew to 20 percent in 2013. That still doesn’t match access for higher income children, but it shows rapid growth in access to some kind of device.\u003c/p>\n\u003cp>The more troubling divide lies in how devices are being used and the amount of guidance and direction children get from the adults in their lives. The same \u003ca href=\"https://www.commonsensemedia.org/research/zero-to-eight-childrens-media-use-in-america-2013\" target=\"_blank\">Common Sense Media Zero to Eight Study\u003c/a> found that in 2013, 31 percent of low-income parents had downloaded an app for their children, whereas 75 percent of higher income parents had done the same. Educators can play a big role in helping to close that \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/what-are-the-most-powerful-uses-of-tech-for-learning/\" target=\"_blank\">gap in powerful use\u003c/a> that could end up being a crucial part of educational equity.\u003c/p>\n\u003cp>“Kids really need to have safe passage and access to content in order to use and experiment with it with guided instruction,” Luhtala said. She’s adamant that educators have a responsibility to recognize their potential for great influence in this area and make the tools available to students.\u003c/p>\n\u003cp>While New Canaan High School is progressive in its approach to devices and internet access, Luhtala recognizes that many educators work in environments with much less freedom.\u003c/p>\n\u003cp>“The frustrated people have gone silent to a large extent,” Luhtala said. She encourages them to voice their opinions to their districts and advocate for the right to teach these important skills so their students don’t miss out on an opportunity. ”There are some kids who are getting a very different learning experience than the kids in those blocked schools and environments,” Luhtala said. “And that’s a digital divide we really could fix. All it takes is trust.”\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>If a school wants to encourage students to follow their natural inclination towards learning, school materials need to be digital, and available on mobile devices 24/7, Luhtala said. When educators make the materials accessible in these ways, students can find answers to their questions as they arise, and have no excuse for not taking responsibility for their work.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/38164/why-trust-is-a-crucial-ingredient-to-shaping-independent-learners","authors":["234"],"categories":["mindshift_192","mindshift_194"],"tags":["mindshift_20906","mindshift_822","mindshift_1040","mindshift_20719"],"featImg":"mindshift_37072","label":"mindshift"},"mindshift_37146":{"type":"posts","id":"mindshift_37146","meta":{"index":"posts_1591205157","site":"mindshift","id":"37146","score":null,"sort":[1409752854000]},"guestAuthors":[],"slug":"one-teacher-lets-students-prove-theyre-trustworthy-with-devices","title":"One Teacher Lets Students Prove They're Trustworthy With Devices","publishDate":1409752854,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cimg class=\"aligncenter size-full wp-image-37188\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/454139809-e1407193423344.jpg\" alt=\"454139809\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/454139809-e1407193423344.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/454139809-e1407193423344-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/454139809-e1407193423344-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">School administrators are looking to \u003ca href=\"http://ww2.kqed.org/mindshift/tag/byod/\">Bring Your Own Device (BYOD)\u003c/a> policies as a way to bring technology resources in the community to bear in the classroom when there is little funding for classroom devices. In a recent series, MindShift has been examining how three different teachers in three completely different communities -- urban, rural, and immigrant -- are dealing with BYOD issues, including trust, equity, and what happens when \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/how-to-get-the-most-out-of-student-owned-devices-in-any-classroom/\" target=\"_blank\">teachers try to put student-centered \u003c/a>learning in the hands of students who've never experienced it.\u003c/p>\n\u003cp>Meet a teacher who's ready to shift responsibility to her students: (\u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/trust-equity-and-student-centered-learning-with-fourth-graders/\" target=\"_blank\">Read Part 1: Trust, Equity, and Student-Centered Learning With Fourth-Graders\u003c/a>, and \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/access-to-technology-for-immigrant-students/\" target=\"_blank\">Part 2: Access to Technology For Immigrant Students\u003c/a>)\u003c/p>\n\u003cp>\u003cstrong>Part 3: Mutual Trust Helps BYOD Work\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://marionville.us/?page_id=340\" target=\"_blank\">Marionville High School\u003c/a> only has 200 students, but more than half of them qualify for free and reduced-price lunch. This rural community in southwest Missouri has several teachers who are fairly traditional and have little interest in integrating technology, a few early adopters and a supportive principal that wants to see new solutions to help students graduate ready for college or work.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Try it and understand that it may work and it may not work. But if you don't try you won't make any progress.\"\u003c/aside>\n\u003cp>“I wanted to make my classroom mobile device friendly because that’s where kids are, especially in high school,” said Amy Walker, a Spanish teacher who is studying for a masters' degree in education that focuses on effective ways to use technology. Despite her openness to \u003ca href=\"http://ww2.kqed.org/mindshift/tag/byod/\" target=\"_blank\">Bring Your Own Device policies \u003c/a>(BYOD), Walker’s students can't access the internet with their phones because the wireless system can't handle the load. They can only go online with school-issued tablets or computers.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The school's policy around personal devices and cell phones in the classroom is evolving. Walker says a few years ago cell phone use in class was getting out of control so the school banned them entirely. Now, the administration is starting to ease that policy, allowing phones in school, but only if they are face down on students' desks. Walker is pushing back against that rule, allowing students to use phones all the time in her class with the hope the technology can help her bridge the gap between kids lives in and outside the classroom.\u003c/p>\n\u003cp>[contextly_sidebar id=\"OCz7lIkiJpW9BHYQpgd3IMhtXzYqODUf\"]\u003c/p>\n\u003cp>She's found some success by giving students a chance to prove they can be responsible and relying on mutual trust to maintain classroom order. She knows that teenagers are bound to mess up sometimes, that's part of their developmental process. \"As long as you are learning from your mistakes it's all good in my book,\" Walker said. She does have some students who aren't as mature about device use or completing assignments independently. She works more diligently to keep those few engaged and supported.\u003c/p>\n\u003cp>As a Spanish teacher, Walker doesn't have to worry about high stakes tests the way English or Math teachers do. She's under less institutional pressure and has more freedom to create a classroom culture that's comfortable for students. That starts with the classroom design; there are couches in her room and students are rarely found sitting at desks. She also assigns lots of online, creative and collaborative work. \"By giving them more online assignments I'm free to meet with students individually,\" Walker said. \"I know who needs help and who's being more responsible.\"\u003c/p>\n\u003cp>She also makes it clear that kids start with a blank slate when they enter her class on the first day; they each have the opportunity to prove to her they can handle the independence and freedom she's offering. \"I think that we as a population, not just educators, do a poor job of looking past bias,\" Walker said. \"In the teaching world, you hear from the eighth-grade teacher about how terrible the kids are and so it's already predetermined that we're going to have problems.\"\u003c/p>\n\u003cp>Walker is trying to change that bias in her classroom. \"I'm not going to form an opinion about you based on what someone else said,\" she said. \"It has to do with mutual respect, I think.\" That respect is what allows Walker to give students open-ended learning opportunities, which they don't always appreciate. \"The first couple times they really struggled with it because they wanted me to tell them what to do,\" Walker said. \"Now they like it. We just kept doing it and eventually they realized that it wasn't going away.\"\u003c/p>\n\u003cfigure id=\"attachment_37180\" class=\"wp-caption alignleft\" style=\"max-width: 247px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/amy-walker2.jpg\">\u003cimg class=\"wp-image-37180 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/amy-walker2.jpg\" alt=\"Amy Walker teaches high school spanish in Missouri. (Courtesy of Amy Walker)\" width=\"247\" height=\"248\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/amy-walker2.jpg 247w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/amy-walker2-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/amy-walker2-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/amy-walker2-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/amy-walker2-128x128.jpg 128w\" sizes=\"(max-width: 247px) 100vw, 247px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Amy Walker teaches high school Spanish in Missouri. (Courtesy of Amy Walker)\u003c/figcaption>\u003c/figure>\n\u003cp>Walker has been mentoring less confident teachers in more collaborative approaches to good success. She helped a veteran, but traditional teacher implement a creative project on \u003ca href=\"http://www.sophia.org/\" target=\"_blank\">Sophia Learning\u003c/a>, encouraging her to co-create the rubric alongside her students. \"Students who don't normally engage were very engaged because they got to work on something that was meaningful to them on a medium they like,\" Walker said.\u003c/p>\n\u003cp>Because Spanish isn't a mandated topic in Missouri, Walker has more freedom than other teachers. She’s sympathetic to teachers who are having trouble getting started with technology in the classroom, but ultimately believes everyone needs to take the plunge.\u003c/p>\n\u003cp>\"Be willing to take a chance and change it up slowly,\" Walker said. \"Try it and understand that it may work and it may not work. But if you don't try you won’t make any progress.\" She's also found that \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/for-educators-the-importance-of-making-meaningful-connections/\" target=\"_blank\">staying connected to other inspiring educators is a huge motivator\u003c/a> to continue when there are stumbling blocks. \"Collaborate with someone who is having positive results in their classroom, whether that's through social media or another teacher in the building,\" Walker said.\u003c/p>\n\u003cp>Walker has had success with devices in the classroom because she's excited about making it work, doesn't feel the same pressures to produce test scores as other teachers and truly believes kids can learn a lot from leveraging technology in the classroom. All those qualities make her an active teacher, fired up about what she's doing, and that shows through. She says her students are willing to work hard in her class because they see she is doing the same. It's that mutual respect that has given her good classroom control and that makes BYOD work smoothly.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Meet a teacher who's ready to shift responsibility to her low-income students.","status":"publish","parent":0,"modified":1409761431,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":1089},"headData":{"title":"One Teacher Lets Students Prove They're Trustworthy With Devices | KQED","description":"Meet a teacher who's ready to shift responsibility to her low-income students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"37146 http://blogs.kqed.org/mindshift/?p=37146","disqusUrl":"https://ww2.kqed.org/mindshift/2014/09/03/one-teacher-lets-students-prove-theyre-trustworthy-with-devices/","disqusTitle":"One Teacher Lets Students Prove They're Trustworthy With Devices","path":"/mindshift/37146/one-teacher-lets-students-prove-theyre-trustworthy-with-devices","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"aligncenter size-full wp-image-37188\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/454139809-e1407193423344.jpg\" alt=\"454139809\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/454139809-e1407193423344.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/454139809-e1407193423344-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/454139809-e1407193423344-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">School administrators are looking to \u003ca href=\"http://ww2.kqed.org/mindshift/tag/byod/\">Bring Your Own Device (BYOD)\u003c/a> policies as a way to bring technology resources in the community to bear in the classroom when there is little funding for classroom devices. In a recent series, MindShift has been examining how three different teachers in three completely different communities -- urban, rural, and immigrant -- are dealing with BYOD issues, including trust, equity, and what happens when \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/how-to-get-the-most-out-of-student-owned-devices-in-any-classroom/\" target=\"_blank\">teachers try to put student-centered \u003c/a>learning in the hands of students who've never experienced it.\u003c/p>\n\u003cp>Meet a teacher who's ready to shift responsibility to her students: (\u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/trust-equity-and-student-centered-learning-with-fourth-graders/\" target=\"_blank\">Read Part 1: Trust, Equity, and Student-Centered Learning With Fourth-Graders\u003c/a>, and \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/access-to-technology-for-immigrant-students/\" target=\"_blank\">Part 2: Access to Technology For Immigrant Students\u003c/a>)\u003c/p>\n\u003cp>\u003cstrong>Part 3: Mutual Trust Helps BYOD Work\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://marionville.us/?page_id=340\" target=\"_blank\">Marionville High School\u003c/a> only has 200 students, but more than half of them qualify for free and reduced-price lunch. This rural community in southwest Missouri has several teachers who are fairly traditional and have little interest in integrating technology, a few early adopters and a supportive principal that wants to see new solutions to help students graduate ready for college or work.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Try it and understand that it may work and it may not work. But if you don't try you won't make any progress.\"\u003c/aside>\n\u003cp>“I wanted to make my classroom mobile device friendly because that’s where kids are, especially in high school,” said Amy Walker, a Spanish teacher who is studying for a masters' degree in education that focuses on effective ways to use technology. Despite her openness to \u003ca href=\"http://ww2.kqed.org/mindshift/tag/byod/\" target=\"_blank\">Bring Your Own Device policies \u003c/a>(BYOD), Walker’s students can't access the internet with their phones because the wireless system can't handle the load. They can only go online with school-issued tablets or computers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The school's policy around personal devices and cell phones in the classroom is evolving. Walker says a few years ago cell phone use in class was getting out of control so the school banned them entirely. Now, the administration is starting to ease that policy, allowing phones in school, but only if they are face down on students' desks. Walker is pushing back against that rule, allowing students to use phones all the time in her class with the hope the technology can help her bridge the gap between kids lives in and outside the classroom.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>She's found some success by giving students a chance to prove they can be responsible and relying on mutual trust to maintain classroom order. She knows that teenagers are bound to mess up sometimes, that's part of their developmental process. \"As long as you are learning from your mistakes it's all good in my book,\" Walker said. She does have some students who aren't as mature about device use or completing assignments independently. She works more diligently to keep those few engaged and supported.\u003c/p>\n\u003cp>As a Spanish teacher, Walker doesn't have to worry about high stakes tests the way English or Math teachers do. She's under less institutional pressure and has more freedom to create a classroom culture that's comfortable for students. That starts with the classroom design; there are couches in her room and students are rarely found sitting at desks. She also assigns lots of online, creative and collaborative work. \"By giving them more online assignments I'm free to meet with students individually,\" Walker said. \"I know who needs help and who's being more responsible.\"\u003c/p>\n\u003cp>She also makes it clear that kids start with a blank slate when they enter her class on the first day; they each have the opportunity to prove to her they can handle the independence and freedom she's offering. \"I think that we as a population, not just educators, do a poor job of looking past bias,\" Walker said. \"In the teaching world, you hear from the eighth-grade teacher about how terrible the kids are and so it's already predetermined that we're going to have problems.\"\u003c/p>\n\u003cp>Walker is trying to change that bias in her classroom. \"I'm not going to form an opinion about you based on what someone else said,\" she said. \"It has to do with mutual respect, I think.\" That respect is what allows Walker to give students open-ended learning opportunities, which they don't always appreciate. \"The first couple times they really struggled with it because they wanted me to tell them what to do,\" Walker said. \"Now they like it. We just kept doing it and eventually they realized that it wasn't going away.\"\u003c/p>\n\u003cfigure id=\"attachment_37180\" class=\"wp-caption alignleft\" style=\"max-width: 247px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/amy-walker2.jpg\">\u003cimg class=\"wp-image-37180 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/amy-walker2.jpg\" alt=\"Amy Walker teaches high school spanish in Missouri. (Courtesy of Amy Walker)\" width=\"247\" height=\"248\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/amy-walker2.jpg 247w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/amy-walker2-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/amy-walker2-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/amy-walker2-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/amy-walker2-128x128.jpg 128w\" sizes=\"(max-width: 247px) 100vw, 247px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Amy Walker teaches high school Spanish in Missouri. (Courtesy of Amy Walker)\u003c/figcaption>\u003c/figure>\n\u003cp>Walker has been mentoring less confident teachers in more collaborative approaches to good success. She helped a veteran, but traditional teacher implement a creative project on \u003ca href=\"http://www.sophia.org/\" target=\"_blank\">Sophia Learning\u003c/a>, encouraging her to co-create the rubric alongside her students. \"Students who don't normally engage were very engaged because they got to work on something that was meaningful to them on a medium they like,\" Walker said.\u003c/p>\n\u003cp>Because Spanish isn't a mandated topic in Missouri, Walker has more freedom than other teachers. She’s sympathetic to teachers who are having trouble getting started with technology in the classroom, but ultimately believes everyone needs to take the plunge.\u003c/p>\n\u003cp>\"Be willing to take a chance and change it up slowly,\" Walker said. \"Try it and understand that it may work and it may not work. But if you don't try you won’t make any progress.\" She's also found that \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/for-educators-the-importance-of-making-meaningful-connections/\" target=\"_blank\">staying connected to other inspiring educators is a huge motivator\u003c/a> to continue when there are stumbling blocks. \"Collaborate with someone who is having positive results in their classroom, whether that's through social media or another teacher in the building,\" Walker said.\u003c/p>\n\u003cp>Walker has had success with devices in the classroom because she's excited about making it work, doesn't feel the same pressures to produce test scores as other teachers and truly believes kids can learn a lot from leveraging technology in the classroom. All those qualities make her an active teacher, fired up about what she's doing, and that shows through. She says her students are willing to work hard in her class because they see she is doing the same. It's that mutual respect that has given her good classroom control and that makes BYOD work smoothly.\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> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/37146/one-teacher-lets-students-prove-theyre-trustworthy-with-devices","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_484","mindshift_20590","mindshift_20906","mindshift_20714","mindshift_252","mindshift_20701","mindshift_1040","mindshift_20719"],"featImg":"mindshift_37188","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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You ask the questions. You decide what Bay Curious investigates. 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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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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