Tag: engaging with students

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9 Homework Assumptions to Scrutinize

1. Reducing or eliminating homework would further put poorer kids at a disadvantage. Though this might seem to be an equity issue, it is, in fact, a very presumptuous position. Asserting that these families require supplementation assumes current at-home learning experiences are insufficient. Working instead to ask, listen, and respond to what the needs are is a much more equitable approach.

2. Homework encourages families to come together for education. I have come to be suspicious of programs and approaches that view families as an appendage to the school rather than school as an appendage to the family. We should be wary of the idea that only by the school’s intervention will a family come together in support of a child’s education.

3. Homework is the only way for parents to know what’s happening in school. If parents don’t know what’s going on at school, the solution is not to burden students. Rather, it tells me the school needs to work on building stronger partnerships, starting with cultivating student ownership for better communication.

4. Homework develops study skills and responsibility. Actually, no studies have proven that homework improves non-academic skills. [read more here]

5. Homework prepares students for the next level. It is irresponsible to allow possible future demands to ignore the current developmental needs of a child. Excessive focus on the future robs us of today’s opportunities. Consider the effects of preschool becoming more focused on drilling ABC’s than on gross motor skills: more kids enter kindergarten unable to sit up in their chairs due to lack of core strength and balance.

6. Other countries assign more homework and their students perform better than ours. Finland, anyone?

7. Homework → good grades → success. Quite aside from the shaky-at-best claims that homework does actually improve grades, this assumption leaves student well-being out of the equation. Which always makes me think of this profound tweet from Amy Fast last year:

8. Students won’t practice at home unless we assign homework. Maybe this is true if we never give them the chance to practice without our personal intervention. But anecdotal experience has proven otherwise: my 8 year-old loves making math books, writing stories, and crafting scientific models, all without any official assignments. Just this morning over breakfast, we had a casual chat about the difference between multiplication and division.

9. There is no choice but to assign homework because of… There are a lot of reasons that might make us think we have no choice if we want to accomplish our learning goals, but the truth is that there are many alternatives available. See for example 7 Ways to Communicate We Care About At-Home Reading — Without Reading Logs.

Less assuming and mandating. More listening and connecting!

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What Trust Is Not…

Whenever we talk about trusting our kids, reservations inevitably arise. Safety? Wasted opportunities? Wasted time?

Often, these fears grow from a convoluted interpretation of what it means to trust our kids. So I’d like to start a discussion here on what trust is not. Trust is NOT…

…negligence. Quite the opposite. When we define all the timetables, we are directors of our students, which really can take place at an arm’s length (I assign the work, you complete it by the end of class, test, repeat). When we trust, when become learners of our students, watching and listening as we immerse ourselves in their progress, offering guidance along the way. I found this approach to be beautifully captured by Faige Meller here:

We always wonder if they’re learning, if we’re doing a good job, if were covering the curriculum and if they’ll be ready for the next grade? We test, we do running records, we talk, we ask questions and we write report cards. But I have another idea!  How about we also watch the kids, we listen to them as they’re doing the learning. We see how they incorporate what we’ve taught in their authentic application of the learning as they write graphic novels; how they laugh gleefully reading to each other, discovering something in the story that was new to them; how they figure out how to cut paper to make pop ups (there’s math there folks,) and how eager they are to share with their teachers all that and more!

…turning a blind eye. Sometimes, our students will waste their time, just as at times, adults waste time. But that doesn’t mean that clamping down on trust for them all is the answer. Trusting our students involves getting to know them extremely well. and then using that information to make more whole-picture decisions when they seem to fall short. This example from my friend Monte Syrie went viral on Bored Panda because people know it’s not about ignoring problems, but acknowledging the whole context with humanity.

…a total lack of boundaries. That, of course, would be educational suicide. The nature of boundaries in a trust/student-centered classroom is a much more nuanced conversation. But mostly involves a lot of conversations with our students, both on the individual level and as a whole. More on that discussion here in “Baby Gates & Boundaries.”

…insisting on too little structure too soon. Especially after years of being trained that teachers make all the important decisions regarding their learning, it’s understandable that many of our students struggle with ownership being given back to them.

We recognize that working toward greater levels of trust, along with that “gradual release,” is always an ongoing process, guided by how well we’ve come to know our kids and gaining their trust in return. (planning on centering next week’s provocation around this!)

…lack of planning. When we become more focused on following and trusting the child, we work to become experts of the mandated curricula so we can identify where to help students make connections in their own learning paths. Sonya terBorg describes this well in her post on control:

Giving control of learning to the child doesn’t mean sitting in the corner with your feet up and letting them flounder.  It means becoming an observer, a guide, a road map of sorts – ready to be referenced.  It means being attuned to what is going on in your classroom and being prepared to ask for clarification from the children in your class.  It means posing the right questions, sharing the right provocations, providing the appropriate amount of time for them to work their magic.

…unwarranted risk. We may face the raised brow by those who claim that the system — the programs, the lectures, the testing, the teacher control — is working just fine. For the few that still believe that, it may be hard to convince them that any deviation is necessary. But for those of us who see that kids aren’t retaining information fed to them in traditional school, aren’t applying learning in ways they find meaningful, or aren’t developing the skills the 21st century (and 22nd) will demand of them, we see we really don’t have a lot to lose with making a change. You’ll find a lot of us on Educator Voices, a shared blog of teachers who “share and celebrate how we are pushing the boundaries, shaking up the system and challenging the status quo!”

In the end, we may worry about what might happen if we trust our kids, but what we should be worrying about is what might happen if we do not. The benefits and opportunities far outweigh the perceived risks of trusting our students, as Taryn writes, “to make mistakes, fail, run out of time, learn, reflect and, inevitably, grow.”

(by the way, I have to throw out that this totally has #TeacherMom applications, too. See one of my favorite parenting sites, LetGrow, to learn how we can better trust kids to own their own childhoods).

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7 Ways For Promoting More Choice within “Compulsory Schooling”

In John Taylor Gatto’s book, Dumbing Us Down, he contends that compulsory education impacts children in the following ways:

#1: It confuses students.

“I teach the un-relating of everything, an infinite fragmentation the opposite of cohesion.”

#2: It teaches kids to accept their rigid class & grade-level placement.

“The lesson of numbered classes is that everyone has a proper place in the pyramid and that there is no way out of your class except by number magic.”

#3: It makes them indifferent.

“The lesson of the bells is that no work is worth finishing, so why care too deeply about anything?”

#4: It makes them emotionally dependent.

“By stars and red checks, smiles and frowns, prizes, honors and disgraces I teach kids to surrender their will to the predestined chain of command.”

#5: It makes them intellectually dependent.

“We must wait for other people, better trained than ourselves, to make the meanings of our lives. The expert makes all the important choices.”

#6: It teaches provisional self-esteem.

“A monthly report, impressive in its provision, is sent into students’ homes to signal approval or to mark exactly, down to a single percentage point, how dissatisfied with their children parents should be.”

#7: It teaches them that they cannot hide, due to constant supervision.

“I assign a type of extended schooling called “homework,” so that the effect of surveillance, if not that surveillance itself, travels into private households, where students might otherwise use free time to learn something unauthorized from a father or mother, by exploration, or by apprenticing to some wise person in the neighborhood.”

While I don’t necessarily agree with all he writes, he makes a pretty solid case regarding these consequences of the institution of school. Despite the fact that he wrote it in 1991, we are still seeing similar consequences today.

by Jerry Scott & Jim Borgman, April 22, 2018

Nonetheless, here in 2018, we have so many opportunities to address these issues, even within the construct of “compulsory schooling.” I would like to visit how we might address each one today.

#1: Confusion → Seek out inquiry & concept-based learning in which students start with the big concepts. Start with the student by provoking thinking and connections. See my list of provocations here on concepts ranging from empathy to color to how we organize ourselves. And check out Laura England’s fabulous recent example with her students’ big thinking.

#2: Accepting class/grade-level placement → Encourage student voice & global collaboration. Solicit their feedback & regularly meet in class meetings to ascertain their feelings about “how things are” and whether they have ideas on how it might be better. And if they want to talk with students or experts beyond their assigned grade level, facilitate that! See amazing examples here.

#3: Indifference → Make time for student inquiry such as Genius Hour or Passion time for students to pursue personally meaningful learning over the longterm. See AJ Juliani’s guide.

#4: Emotional dependence → Reject trinkets & prizes in favor of intrinsic motivation. See this great example of how we can do so with regards to reading from Donalyn Miller.

#5: Intellectual dependence → Put students in the driver’s seat as often as possible, from planning their day to self-regulation (see more details). 

#6: Provisional self-esteem → Implement Student-led conferences & blogging to allow students to clearly recognize and share their own learning.

#7: Lack of privacy → Ask what parents need (& otherwise view ourselves as support/appendages to the family, rather than family as an appendage of school).

There will always be limitations within the rigid public school system. However, especially as we make advances in technology that provides more opportunities for personalized learning and agency, there will always be ways to find flexibility to help learners take more ownership over their lives as learners. It may be the next best thing to fully self-directed learning.

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Inquiry Into Learner Profile & Skills: Thinker

This is part of a series of inquiry-based provocations for essential elements of the PYP and the Learner Profile. For more, click here.

Giving students an opportunity to inquire into what it means to be a thinker is valuable at any point throughout the year; when starting a new unit, when working on how to display thinking, when refreshing the concept of metacognition. For the PYP, this can be used for both the Learner Profile attribute of Thinker, as well as the Learning Skill of thinking.

Resource #1: Obvious to you. Amazing to others by Derek Sivers

Resource #2: Nature by Numbers by Cristóbal Vila (This is math-based, of course, but I love the broader applications to thinking here — how did Fibonacci’s thinking originally unfold?)

#3: How to Figure Out Any Day of the Week for Any Date Ever by It’s OK to be Smart via TheKidShouldSeeThis (great example to see how we can be great thinkers, too).

Resource #4: reDesign Skills (these are teacher activities designed to promote thinking skills, but especially for older students, I wonder what would happen if you allowed them to take the lead on one of these for their classmates?)

reDesign thinking skills

Resource #5: What Do You Do With A _____ picture books by Kobi Yamada

Provocation Questions:

  • What is the connection between thinking and organization? What is the connection between thinking and courage?
  • What is metacognition?
  • What kinds of mindsets help us as thinkers? What kinds of mindsets hurt us as thinkers?
  • How people change as thinkers over time?
  • How does being an active thinker impact our lives? How does it impact our communities?

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I Was An Interventions Kid

I was an interventions kid.

I was recommended for a program designed to teach “refusal skills.”

I was pulled from my elementary school classroom to talk to police officers.

I was interviewed by my counselor on a regular basis–though I thought at the time that was just because she liked playing board games.

I was an interventions kid.

Though I didn’t know the name until after starting teaching, my higher-than average Adverse Childhood Experiences (ACE) score is one of the reasons I became a teacher. I knew I wanted to be there for other kids navigating tumultuous terrain. The more I learn about just how pervasive ACE’s are, and their profound impact on health over a lifetime, the more convinced I become that teachers everywhere must become deeply familiar with them. 

Where can we start?

 

We can begin by recognizing the seriousness of the issue.

NPR shared this graphic to illustrate some of the many health risks associated with ACEs:

According to the Adverse Childhood Experiences — ACE — study, the rougher your childhood, the higher your score is likely to be and the higher your risk for various health problems later.

As Dr. Nadia Burke Harris points out in her excellent Ted Talk  below,

“Some people looked at this data and they said, “Come on. You have a rough childhood, you’re more likely to drink and smoke and do all these things that are going to ruin your health. This isn’t science. This is just bad behavior.”

It turns out this is exactly where the science comes in. We now understand better than we ever have before how exposure to early adversity affects the developing brains and bodies of children…there are real neurological reasons why folks exposed to high doses of adversity are more likely to engage in high-risk behavior…

But it turns out that even if you don’t engage in any high-risk behavior, you’re still more likely to develop heart disease or cancer.”

We can work to identify & discuss how it is impacting our local community. 

Here in my state, we are currently facing a youth suicide crisis that has school leaders at a loss. They are desperately searching out better prevention programs and better research to identify warning signs. As we look for answers, I hope that we look to better understand the role of childhood trauma. After all, “An expanding body of research suggests that childhood trauma and adverse experiences can lead to a variety of negative health outcomes, including attempted suicide among adolescents and adults” (source); a person with a score of 4 is 12 times more likely to attempt suicide than a person with an ACE score of 0.  And that rate continues to climb with higher ACE scores.

We can reframe our mindsets regarding student behavior.

We can challenge the assumption that kids’ poor behavior is always intentional, willful, or personal. As Stuart Shanker writes in Self Reg:

“The concept of misbehavior is fundamentally tied to those of volition, choice, and awareness. It assumes that the child willingly chose to act the way he did. He could have acted differently, was even aware that he should have acted differently. But stress behavior is physiologically based. When this happens, the child is not deliberately choosing his actions or aware in a rational way of what he’s doing…because his nervous system, triggered by a sense of threat, shifts to fight or flight. There are some simple ways to gauge when we’re dealing with misbehavior. Ask the child why he did such and such, and if he answers with any explanation — no matter what his rationale — there’s a pretty good chance he knew what he was doing. Or ask him to tell you with a straight face that he didn’t know that what he was doing was wrong. Stress behavior also reveals itself quickly. If you see confusion, fear, anger, or deep distress in that face, if your child averts his eyes or finds it hard to even just look at you, those are often signs of hyperarousal and of stress behavior.”

Kids who have experienced trauma are often in what is known as “toxic stress.” Of course, this does not mean we give them license for poor behavior, but it does mean we can take an understanding-driven stance (see this excellent example which takes a look at when we choose to focus on routine and compliance vs dialogue and compassion).

We can cultivate an environment where kids feel safe. This includes maintaining a sense of normalcy, cultivating self-regulatory skills (art, mindfulness, etc.) & building resilience by helping them to identify their strengths & to develop confidence in using those strengths for problem-solving.

This is especially important because even for kids who have high ACE scores, positive influences can still make a profound impact. As the earlier-mentioned NPR article states:

Remember this, too: ACE scores don’t tally the positive experiences in early life that can help build resilience and protect a child from the effects of trauma. Having a grandparent who loves you, a teacher who understands and believes in you, or a trusted friend you can confide in may mitigate the long-term effects of early trauma, psychologists say.

Below are some concrete resources you can apply today in these efforts.

We can own our own trauma.

For the many of us (67%) that have at least 1 ACE, owning our stories and offering our kids hope can be powerful.

I can turn the fact that I was an interventions kid — the ugliest aspects of my childhood — into something beautiful. Indeed, I’m grateful for the fact that when I had a student tell me her parents were splitting up, I could look her in the eye and tell her that it can be ok — not the chipper pep talk of “everything will be ok,” but a glimmer of hope that someone they trust has been there, too, and knows it isn’t necessarily all over.

I’ll close with another of Nadia Harris Burke’s statements from her Ted Talk: “The science is clear. Early adversity dramatically affects health across a lifetime. Today we are beginning to understand how to interrupt the progression from early adversity to disease and early death…This is treatable. This is beatable. The single most important thing we need today is the courage to look this problem in the face and say, “This is real and this is all of us.” I believe that we are the movement.”

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On Baby Gates and Boundaries #TeacherMom

Boundaries, boundaries, boundaries. Why do I return to this concept so often as an educator, a parent, and a human being?

The latest, more tangible, example consists of our baby gate:

We had taken it down when risks for falls became minimal for our youngest. But I recently realized that I needed it to return. I needed blanket forts and stuffed animals and cars and teacups to be contained to just one part of the house at a time.

Which made me start to wonder…

…do boundaries infringe on agency?

…where’s the balance in cultivating self-care as the grown-up & in cultivating ownership and agency in children?

…can creating boundaries be an authentically collaborative effort with the very people they’ll limit? If not, does it need to be more of a two-way effort in order to be truly collaborative?

After the gate was up for a few days, I began to find some answers.

One answer resonated with another portion of Angela Watson’s comments during the season 4 episode 2 of #IMMOOC I referenced in “When We’re Tired of Coming Up with It All Ourselves.” She stated:

“The overwhelm…comes from trying to do everything and trying to do it perfectly…We need to take that overwhelm seriously because it leads to burnout.”

Quite simply: it’s ok to establish boundaries that allow us to function to serve our kids.

I’m better able to care for my family when my sanity hasn’t been shattered with worry that my kids are climbing onto the counter, scattering (and/or eating) dog food, flooding a sink, and emptying the contents of every drawer, all while I’m rotating a load of laundry upstairs.

Of course, I’m also working on helping them comprehend why all the above behaviors are problematic, but meanwhile we’ll make very little headway if I’m perpetually exhausted.

This has classroom applications as well, of course. Establishing boundaries that allow us to be more useful as teachers is best done as an ongoing conversation with our students so they understand your needs as a teacher/human being. It also works when you’ve worked to cultivate mutual respect on a consistent basis.

But two words of caution:

1. Keep channels of communication open to allow kids to give feedback when they have outgrown certain boundaries. They will let you know if you seek and value their voices!

2. Beware taking this notion too far, as it can quickly devolve to something quite ugly. (see The Price of Putting What’s Best for Teachers over What’s Best for Students). Again. leaning on students’ voices helps here.

My very small students may not be able to yet fully understand why I need some containment. But I know that as I keep sharing what I’m feeling, and give them opportunities to do the same, we’ll set the groundwork for mutual respect and the eventual removal of that baby gate.

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10 Ways for Partnering With Parents #TeacherMom

A friend in my PLN, Aviva Dunsinger, recently wrote about the re-framing of her thinking regarding student vacations during the school year.

“…I think that we have a choice here: we can focus on what children lose due to their absence, or we can look at what they might gain. My thinking is that the stronger the home/school connection, the better the chance that educators, parents, and children can work together to get the most fzrom this away time.”

Her suggestions for offering resources to parents as they take their children on vacation included ideas like offering prompts to elicit discussions. What I appreciate most about these kinds of suggestions is that it sets aside the tone that we know what’s best for their children.

Particularly when we’re facing hostility, this can be an especially difficult task — after all, we are the professionals here. But when we work to view parents through a lens of partnership (and work to walk the talk), we actually preempt those power struggles we fear.

Here are some ideas that might help!

1. Harness social media (that your students’ parents use). Instagram, class Facebook accounts, Twitter — these can all give parents a window into your classroom, which will boost trust via transparency.

2. Share reminders via text to keep parents in the loop on events. Remind is a quality app for this purpose, sending group texts without exchanging actual phone numbers.

3. Seek their input on homework. Taryn Bond-Clegg wrote some time ago about how her approach to homework shifted:

“This year I was planning on having a zero homework policy. Then I realized that it doesn’t have to be an either or… it can be a both and. If I as the teacher mandate homework for all my students, I am neglecting the perspectives of the families who value their time after school for other activities and wish not to have homework. If I as the teacher outlaw homework I am neglecting the perspectives of the families who value extended practice of the academic skills we explore in class.”

Check out the inquiry her class conducted with regards to ascertaining their homework needs.

4. Leverage their expertise. Invite them into the classroom as experts. Assign students to collect data based on parent experiences for various units.

5. Consider getting rid of reading logs. I remember a conversation with a parent of a bookworm student. She asked if she could just pre-sign all their reading logs on the year because her child definitely exceeded the daily minute requirement. Today, I can’t help but wonder if it’s really necessary to put parents (and their children) through this kind of hoop-jumping. It also seems like a good opportunity to build trust, even as we continue to encourage at-home reading. (see Thinking about Those Reading Minutes & Logs)

6. Stay curious. We may have “seen it all.” But families continue to be incredibly diverse with varying needs. Is there one assumption we can drop in favor of asking what resources we might help provide? For instance, we may love our tech-savvy homework assignment, but if you have families that are quite worried about excessive screen time, how might you use it as an opportunity to meet needs?

7. Catch ’em being good. Work to ensure that you communicate more regularly about what their children are doing well than what they are struggling with. This starts by emailing early in the school year if at all possible.

8. Write positive notes to their children. Conveying to their children that we see and appreciate them as individuals is one of the best ways to build relationships with their parents.

9. Organize volunteering. My child’s teacher has a handy sheet-protected class list with boxes you can check as we come in to read with the children. Simple yet efficient way to maximize the time I spend in the classroom.

10. Try to attend the occasional extracurricular event. If anyone understands time constraints, I sure do! But I can attest that when it comes to particularly tricky relationships, attending that game or performance outside of school can do wonders for your rapport.

Yes, we’re professionals. But we’re more likely to have parents respect our expertise when we demonstrate that we respect theirs as their children’s first and longest teachers.

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