The “Nice White Parents” situation isn’t unique, it happened at my school too…

It was quite a feat to listen to this podcast without screaming out loud in agreement. To listen to a situation, in a public school, that mirrored my 2018 school year experience was startling, but it was also crazy of me to think that the ” Nice White Parents ” situation was unique in any way.

A little backstory, This American Life had a podcast come out this week titled Nice White Parents. Chana Joffe-Walt, reports on a situation that happened in 2015 at The school of Intentional Studies in Brooklyn, NY.

To sum up the podcast…

Many White families in Brooklyn were having a hard time finding a “proper” middle school for their children. As many NYC families know, spots are limited at highly prestigious schools and White parents had deemed the surrounding public schools inadequate. With no where to go, a group of White parents decided to reach out to a nearby middle school. At the time, the school consisted of mostly Latino, Black, and Middle Eastern students. Within the next year, more than 70 new students were accepted to the incoming 6th grade class, all reliant on a parent-principal agreement about a new dual-language French program for students.

This large shift created waves within the community and PTA. Many Black and Latinx parents felt that the school was changing in ways that were damaging to the surrounding community. White families began to make school-wide decisions on how money should be spent. They would meet privately about money they had raised for their kids and their dual-language program. To put it lightly, many veteran parents felt steamrolled.

The most infuriating part of this story, for me, came during the fundraiser for the school. The fundraiser, that was to be held at the school for families and children, quickly evolved into a “gala” on the Upper East Side of Manhattan. During the gala, a bilingual French woman, clearly disconnected from reality and the public school system itself, began speaking with a Latina PTA parent about the importance of being bilingual. She condescendingly explains that knowing another language is your ticket to connecting with different cultures and that she enjoys speaking with French locals in the grocery store and laundromat on her yearly adventures to France.

This conversation is cringe-city, and within a few sentences, she completely encapsulates the problems at large- white privilege and racism. Certain cultures and languages are not as valued in American society as others, and it may be looked at as disadvantageous to study Spanish. She is clearly speaking to a Latina woman who is bilingual, but is oblivious to it, or doesn’t deem knowing Spanish as valuable. For me, the podcast comes together in this moment, with a whirlwind of cognitive dissonance. This woman believes being bilingual is good, but not when you’re poor and it’s Spanish.

This situation is not unique, it happened in my Brooklyn public school too.

In 2018, I was hired to teach music at a Public School in Bushwick. In my interview, my principal talked through underlying issues that the school was facing. “Our school is becoming gentrified, we live in a community that is being gentrified.” Basically, a Japanese Dual- Language program had started 4 years prior, and the first “dual-language class” was now in 3rd grade. She explained that the families were disconnected, and at times, didn’t communicate well. She wanted to brainstorm possible solutions for families, the PTA and the school.

It was clear, after teaching for a month or two, that the school was segregated in itself. From 3rd grade down, white and Asian kids made up half of the population. In 4th and 5th grade, the students were Black or Latinx. As the music teacher, I saw the clear divide as I taught the entire school.

Here are the main issues I saw at my newly gentrified school:

1. The classes were segregated within the school.
   The Japanese dual-language program students were almost entirely White and Asian, so the “general ed” classes were almost 100% Black and Brown. I felt that the school had missed an opportunity to integrate the students and motivate all families to connect with the dual-language program.
   
2. Class sizes were not balanced.
   The dual-language program classes, for the most part, had more manageable class sizes, therefore the “general ed” classes were overcrowded, and had up to 32 kids at a time.
   
3. Students of color were disproportionately affected.
   It was harder to create relationships and support students that needed it most. Because of the larger class sizes, it was harder to create relationships with every student on a consistent basis. (Remember, I was the music teacher and saw them 1-2 times a week.) In the larger classes, I found that many students were asking for connection and relationships through their interruptions or indignation, but it was sometimes impossible with 32 kids.
   
4. Classroom management was more difficult in my over-crowded classes.
   This is not to say I didn’t enjoy working with all my students, I did. I loved them all, but it made me angry to see my Black and Latinx students clearly struggling more in school than my White and Asian students because of choices made by my administration and, of course, lack of funding in our schools to support students of color.
   And yes, you guessed it, my whiter classes were easier. The kids would quiet down when I told them to because the classes were smaller. Also, their parents have more agency and resources in society and the majority of the dual-language parents had more time, money and resources than my other students parents did.
   
5. Speaking Spanish was not as encouraged or as valued as Japanese was.
   Every morning at our school, the faculty, staff and students would say “Good Morning, Buenos Dias, Ohayōgozaimasu”. My old principal was a Latina woman and clearly proud of all the different languages and diversity that was in our school, but outside of this, it didn’t seem like Spanish was highly valued. To me, it seemed like the Dual-Language kids thought they were better or more important than the “general ed” kids, and it was reemphasized again and again.
   
   Of course, we had a diversity festival where students learned and performed Salsa and Bachata. Families brought in traditional dishes. It was an amazing event! But on a day-to-day basis, Latino culture was not emphasized or valued as much as Japanese was, even though we were a block away from “Puerto Rican Avenue”. My Spanish speaking students went to ESL classes to work on their English but the White and Asian students were told their native language, English, was valuable with the added support for their developing second language. The message seemed to be “being bilingual is sophisticated, but not if you speak Spanish and live in poverty.”

There were other problems in the school I haven’t mentioned. There were differences in opinion with the PTA. Disagreements about what snacks to sell at bake-sales, or what events to have for the children. Overall, I feel that an opportunity was missed. This was, after-all, the most diverse school I had ever worked at. I have regrets about leaving. Maybe if I stayed I could have done something. I wish I knew then what I know now.

Some questions and thoughts:

1. How can we educate white families to not “steam roll” over families that have lived in the community forever?
   I understand that everyone wants the best for their kids. If your family has resources and money, why wouldn’t you try and help? It’s understandable. The problem is with the type of help. The money and resources are only helping white kids. The money is perpetuating “whiteness” instead of contributing to a community equally.
   
2. Why would a Latinx or Black principal say yes to a program like this?
   Because getting funding is fucking impossible. Public schools barely have enough to pay their teachers and para-professionals. Having White parents typically means having more support, resources, time and action for the school. Basically, schools need more funding. Sometimes, these added programs are created out of desperation.
   
3. How do you make a equitable program supported by the connected community? How can we get away from relying on white power and money? How can we enable schools to have multiple income streams to benefit their own communities?
   Reach out to the student population and the communities they live in. How do they want to see their community grow? What could be better? What do they want for the young people of the community? This may be the first step in understanding what would be supported. What I know for sure is that teachers and parents need to make it their mission to engage with the surrounding neighborhoods. It may be difficult because of work hours and schedules, but this needs to be a priority.
   
4. Why didn’t they pick Spanish for the dual-language program?
   I started thinking about the function of whiteness and privilege. How sometimes schools can’t avoid saying “no” to additional money and resources.
   I started thinking about how to encourage a dual language program that represents the community. A program that is driven by the community is more meaningful than a program pushed by someones privileged agenda.
   
   White privilege is the larger problem here. White people typically feel empowered to take action without asking. They believe that they can make a difference. We tend to say “how can we use this privilege for good?”, but white people need to understand that this is not a way to dismantle racist structures. Society doesn’t need another “white savior”. White people need to give up the power they hold and listen to their communities. We need to be sure we are truly listening and hearing each other.

Time to continue my research…

After listening to ” Nice White Parents “, I’m inspired to think about how one can create equitable programs. How can one connect with white, upper class families on these issues? How we can create school programs that support communities, not separate and disproportionately support the new white residents?

If you have had a similar experience, run an equitable dual-language program, or have any suggestions on how to do so, please reach out to me. You can find me on Instagram or email me at [email protected] !

The post Reflections on Nice White Parents: Episode 1 appeared first on Teachers Inspired.

I interviewed Rachel Costello from Yo Re Mi!

Yo Re Mi is an organization that combines music, yoga and mindfulness into one effective, affordable enrichment class. The mission of Yo Re Mi is to enhance learning, encourage creativity and imagination, while promoting whole-child wellness. Yo Re Mi is based in NYC and collaborates with many public, charter and private schools to promote cross-curricular connection with music, movement and breath.

Check out our conversation with Yo Re Mi on Spotify!

In our conversation today we discussed:

1. How to combine music, yoga and mindfulness
2. Tips for dealing with stress during this pandemic
3. Breathing exercises to do with your family at home
4. How Yo Re Mi promotes cross-curricular instruction and connects yoga and music to classroom topics
5. Mindfulness activities you can use in your classroom
6. How to make learning FUN
7. The Yo Re Mi app! Check it out today! (60 day membership- free or by donation at this time!)
8. Things to do with your child at home during Covid-19

The Yo Re Mi Philosophy

“Inspired by the play-based education philosophy of Reggio-Emilia, the Responsive Classroom and the musical pedagogy of Émile Jaques-Dalcroze and Zoltán Kodály, Yo Re Mi seeks to encourage individuality and communication between children as active collaborators in their learning environment.

We sing through yoga poses and discover rhythm, pitch, tone and tempo with our bodies. Through multiple sensory inputs we engage children at all levels, areas of interest and attention. We nurture a non-competitive environment where creative ideas are welcome and children may influence the direction of our learning.”

Online Learning Resources with Yo Re Mi!

Yo Re Mi encourages daily movement, music and mindfulness while having fun! At this time, it’s important to feel connected. With Yo Re Mi, families, children and educators can sing and stretch from home! Check out their online resources!

1. Yo Re Mi Online Classes
   Interactive classes on all platforms including Zoom, Google Hangouts, and FaceTime. Lessons are customized to reflect units of study, curriculum and interests.
2. Yo Re Mi App
   Subscribe for free or by donation! They are providing free 60-day unlimited access to the app! Watch full-length musical yoga adventures and sing-along music videos.
3. Online Training Programs
   Interested in learning techniques to incorporate music, yoga and mindfulness into your classroom or community? Check out their professional development sessions and teacher trainings!
4. Yo Re Mi coloring pages! Download them for free HERE!

Get connected with Yo Re Mi!

1. Follow Yo Re Mi on Instagram for upcoming teacher trainings and events!
2. Make sure to sign up for their newsletter and receive online access to kids yoga, music and special event information.
3. Read the Yo Re Mi blog and learn about practicing mindfulness, stress-relief, and emotional regulation.
4. Subscribe to the Yo Re Mi Youtube Channel.
5. Listen to our podcast episode for more information!

The post Yoga, Music, and Mindfulness in Quarantine with Yo Re Mi appeared first on Teachers Inspired.

This week, I’ve been thinking about what teaching looks like remotely grade to grade. I spoke with Leticha Fraser, a Kindergarten teacher in NYC about how her 1st week of “remote teaching” went. Kindergarten teachers use many manipulatives, toys and games in order to engage students- but how does that work online? “I can only assume they have paper and pencils at home.” We spoke about 1st week challenges and successes while addressing problems teachers face day to day.

Make sure to follow Leticha on Instagram (@unteachablemoments)
Check out our Podcast Episode with Leticha this week on Spotify!

In our conversation we discussed:

• Teaching Kindergartners in quarantine
• 1st week reflections on remote teaching
• Leticha’s journey through education
• Reinventing yourself during this transition
• Teachers being micromanaged
• How detrimental scripted curriculum is
• Teacher Self Care (Leticha gave a conference on “working out at work”)

Interested in finding more resources for your students?

Resource Websites

1. Khan Academy
   The Khan program engages kids in core subjects like early literacy, reading, writing, language, and math, while encouraging creativity and building social-emotional skills. They even provide a schedule for kids K-12 to follow.
   
2. Scholastic Learn at Home
   They provide stories, videos, songs and activities each week for students K-12.
   Projects are organized day-by-day and provide families and teachers with Tips and Tricks on how to engage exciting learning experiences each day.
   
3. DuoLingo
   DuoLingo is a fun way for students to engage in learning another language online! (It’s super addictive). Duolingo offers 35 different languages to learn. It’s a great way for ELLs (English Language Learners) to continue practicing English. Duolingo just launched Duolingo For Schools, check it out!
   
4. Duck Duck Moose
   Duck Duck Moose makes fun and engaging apps that encourage imagination, creativity, and learning in children.
   
5. PBS Everyday Learning
   PBS Everday Learning realizes that learning does not take place only in the classroom. Children learn by observing animal friends in the backyard, discovering new ways to get moving, picking out shapes in a walk around the neighborhood or critiquing a famous piece of art. Learning occurs naturally, everyday!
   
6. YoReMi Kids
   Yo Re Mi combines music, yoga and mindfulness education into one affordable and effective, curriculum-based enrichment class that promotes a child’s physical, social, emotional and mental health. NOW OFFERING LIVE CLASSES ONLINE!
   
7. Wonderopolis
   Wonderopolis is a place where natural curiosity and imagination lead to exploration and discovery in learners of all ages. Each day, they pose an intriguing question—the Wonder of the Day—and explore it in a variety of ways.
   
8. Be a Dinosaur
   This site was created to give kids a fun, creative, age-appropriate place to learn and play. With a focus on reading, numbers, and simple skill games, these free educational games are fun for kids and a great way to learn new things.
   
9. Beat Goes On
   Start moving with Beat Goes On, a YouTube channel that posts daily body percussion videos!
   
10. Amplify Science
    Self-guided videos that teach students how to think, read, write, and argue like real scientists and engineers.

Educational Podcasts for Kids!

1. Stories Podcast
   A bedtime story show for kids of all ages!
2. Wow in the World
   Hosts Mindy Thomas and Guy Raz guide curious kids and their grown-ups on a journey into the wonders of the world around them. We’ll go inside our brains, out into space and deep into the coolest new stories in science and technology.
3. Circle Round
   Created and produced by parents of young children, WBUR’s Circle Round adapts carefully-selected folktales from around the world into sound- and music-rich radio plays for kids ages 4 to 10.
4. Noodle Loaf Show
   Noodle Loaf is an interactive podcast born from the brain of a music education specialist father and his goofball kids. For about 10 minutes at a time, Noodle Loaf invites the family to join together for some creative fun. 
   The show is geared for kids 3-9 years old but we’ve seen kids of all ages get into it.

Have other resources you want to share?
Email me: [email protected] OR reach out to us on Instagram or Facebook!
Listen to our podcast Teachers Inspired on Spotify!

The post Remote Resources for Teaching Kindergarten appeared first on Teachers Inspired.

After working in NYC schools for the past 5 years, I realized our schools don’t mirror the diversity we see each day on the train or on the street. Our school buildings represent the inequitable society we live in, and are still segregated by race and socio-economic status. It’s time to integrate NYC!

I wanted to learn more, so I reached out to Teens Take Charge, a student-led movement for educational equity in NYC.
Teens take charge is an organization run by students, for students! The movement has over 50 members from all 5 boroughs in NYC.

Check out our conversation with Sophie from Teens Take Charge on how to integrate NYC.

How Teens Take Charge got started!

Teens Take Charge began as a place where students were encouraged to talk about their experiences. This opened up the conversation for students to share what was going on in their school building. Check out their story HERE.

And their Campaign Demands?

1. No more “screens”!
   Discriminatory admissions “screens” in high schools have a profound segregating effect on the system. Of the 30 most academically screened high schools, 27 are majority white and Asian (in a system that’s less than one-third white and Asian). None of those 30 schools approach the system average for economic need.
   
2. Equitable Resources
   a. Guarantee all high school students quality, paid internship opportunities in the summer and during the school year.
   b. Hire more guidance counselors and college counselors to help support student interest.
   c. Create consortiums or nearby or co-located high schools and allow students to participate in sports, clubs, and advanced courses at any school in their radius if their school does not offer that class or activity.
   
3. Integrated Schools for ALL!!!
   Interested in better understanding the Teens Take Charge demands? Check out their campaign demands HERE!

Interested in getting involved?

Students!

1. Join the movement and Connect with Teens Take Charge.
   
2. Read other students testimony and share your story!

Teachers!

1. Want Teens Take Charge to give a presentation at your school? REQUEST A VISIT!
   
2. Connect you students with the work Teens Take Charge is doing!
   Check out Lesson Plans, Books, Podcasts and Articles that you can provide your students with on the Teens Take Charge website!

Everyone!

1. Support Student Leadership! Help Integrate NYC! Donate HERE!
   
2. Follow Teens Take Charge on Instagram, Twitter, or Facebook.
   
3. Listen to our podcast episode on Spotify with Teens Take Charge and learn more!
   

The post Integrate NYC Schools with Teens Take Charge! appeared first on Teachers Inspired.

Why transition to a green school educational model?

Developing environmentally conscious, global citizens will help us move toward a greener future. Inspiring our future leaders to think about solutions for inevitable climate disaster is critical. Transitioning to a green school model can inspire students, teachers, families and can lead to community action.

Experts at Stanford University found clear evidence that environmental education programs provide a variety of benefits.

Environmental education has led to a number of positive impacts like…

1. an improvement in academic performance
2. an increase in critical thinking skills
3. development in personal growth and life-building skills including confidence, autonomy, and leadership
4. an increase civic engagement and positive environmental behaviors.  

But, we’re behind…

So far, America is behind in environmental action and legislation. Many Scandinavian and European countries are spearheading our climate problem by pushing green legislation through. For example, Italy has made it mandatory for public schools to teach climate change and sustainability at every age in every grade. Read about this movement HERE!

______________________________________________________________
Need Help becoming a Green School?

Here are 7 Organizations that are helping schools with Sustainability!

1. Green Schools Alliance

Green Alliance connects and empowers schools worldwide to lead the transformation to a sustainable future. Green Schools Alliance envisions a world where every person is aware of and accountable for the impact they have in creating an environmentally, economically, and equitably sustainable future.

Check out the programs they offer HERE

2. Green Schools Initiative

The Green Schools Initiative was founded in 2004 by parent-environmentalists who were shocked by how un-environmental their kids’ schools were and mobilized to improve the environmental health and ecological sustainability of schools in the U.S. 

Check out their 7 Steps to a Green School

3. EcoRise

EcoRise partners with elementary, middle, and high school teachers to infuse sustainability education and project-based learning methodologies into core content STEM subjects.

The world is changing and their goal is to motivate and inspire our future leaders to think about our current problems and solutions. EcoRise introduces students to current problems and solutions surrounding water, food, energy, transportation, public spaces, air quality, and waste, and inspires them to take action on campus. 

Check out their website for lesson plans, curriculum, teacher training, and consulting services!

4. Children and Nature.org

Children and Nature is leading a global movement to increase equitable access to nature so that children– and natural places–can thrive.​ ​They invest in leadership and communities through sharing evidence-based resources, scaling innovative solutions and driving policy change.

5. Free Forrest School

Free Forest School ignites children’s innate capacity to learn through unstructured play in nature. Through collaborations with parents, child care providers, educators, schools and civic leaders, we find innovative ways to expand access to child-directed play and outdoor exploration.

Find out if there is a Forrest School chapter in your city!

6. Zinn Education Project: Teach Climate Justice Campaign

How do we teach the climate crisis in a way that also confronts racism, economic inequality, misogyny, militarism, xenophobia, and that imagines the kind of world that we would like to live in? The Zinn Education Project can help!

They offer classroom-tested lessons, workshops for educators, and a sample school board climate justice resolution.

7. Green Teacher

Green Teacher is a non-profit organization dedicated to helping educators, both inside and outside of schools, promote environmental awareness among young people aged 6-19. On their website, they have many different resources for teaching sustainability!

Check out their webinars HERE.

8. Project Learning Tree

Project Learning Tree believes that environmental education provides important opportunities for students to become engaged in real world issues that transcend classroom walls.

Check out their lesson plans and curriculum HERE.

The post Become a Green School! Here are 8 Organizations ready to help. appeared first on Teachers Inspired.

Student-Directed Learning is a strategy that sets students up to be activated as learners. This approach to learning emphasizes children’s active participation in the planning, development, and assessment of their own learning.

Listen to our podcast episode with Coop School on Student-Directed Learning HERE!

Student-Directed Learning:

• Develops student agency
• Empowers learners of all ages
• Allows for creative thinking and problem solving
• Develops social-emotional understandings in and out of school
• Allows for a deeper investment in lessons (and school in general)
• Builds self-awareness and metacognition in students
• Allows teachers to get away from bland, boring curriculum
• Creates connection between teacher-student and student-student
• Gives students a voice and choice in their learning

What does it look like in a classroom?

1. Start with empty walls– let the students design the room. It’s important for to feel like they have a say. Then the space is truly shared.

2. Let students monitor personal projects and goals.– Let students contribute to projects and be immersed in the learning process.

3. Allow students to vote on a unit that sparks interest.– If you have differing ideas in the classroom, allow for the students to choose. Sometimes it can be hard for teachers to allow a “train unit” over and “outer-space unit”. This is part of the process. Teachers should allow themselves to be open to this journey.

4. Facilitate students collaboration on projects and allow time to discuss findings.- Students should be the given time to share their thoughts with classmates. Open ended discussions are what makes learning engaging.

5. Teachers work to create and develop lesson plans during each unit.– Teachers should provide students with applicable books, experiences and materials. Studying tigers? Take a trip to the zoo. Make art with stripes. Talk to a wildlife expert. There are so many ways to engage students on a topic.

6. Teachers support student growth and serve as mentors through each study.- As teachers we can feel like we need to control every moment. We may plan curriculum years in advance. Instead, teachers should be open to student ideas and guide them to new understandings.

Our interview this week…

This week, I learned how to engage young students in this process. I visited Co-op School and sat down with the director of the pre-school, Christie. At Co-op School, “Teachers guide students in the dynamic, life-long process of questioning and making connections.”

Stating in pre-school, students are provoked to think creatively about how and why systems work. “Why is the truck driving that way?” “Why did the artist pick those colors?” Answers aren’t handed out. Therefore, students begin thinking critically about systems, relationships and complex concepts at a very early age. As early problem solvers, students evolve into life-long lovers of learning.

Children at Co-op school engage in long-term “deep dive” projects. This allows students to grapple with complex ideas and allows teachers to be faciliators in each project.

“Long-term projects provide contexts where innate curiosity can be expressed purposefully. This enables children to experience the joy of self-motivated learning. They read, construct, research, interview, and recreate in various mediums. They go on trips, interview experts, and have lively debates and conversations. Our teachers are observers and facilitators to the students’ interests. They step back and listen. “

-Coop School

Read more about Co-op Schools educational philosophy HERE.

Ready to listen to our interview with Co-op School? Check it out on Spotify!

The post Best Practices in Student-Directed Learning! appeared first on Teachers Inspired.

Check out Part 2 of our episode today on Spotify!
And make sure you go back and listen to Part 1!

Today, in our episode, we talked about:

1. Making Test Prep fun and differentiating instruction
2. How schools “turn kids off” to learning
3. Highlighting people of color in music class
4. Taboos in education
5. Charter Schools reinforcing the penal system
6. Schools that lack social emotional learning don’t create stable, healthy adults
7. School wide, connected curriculum
8. The importance of understanding the community you work in
9. Understanding the developmental levels of children
10. How to better understand and involve families in school
11. And lastly, how we need more social workers in our schools

What I learned from our interview!

In order to create and equitable community for students and families, schools need to:

• create sincere connections with the families and the students they serve
• invest their time in the inner, emotional lives of their students
• dedicate time to understanding the surrounding neighborhood and community
• take time to learn about a families traditions and culture
• connect school life to home life and have a curriculum that reflects the connection

When honest connections are made, schools become nurturing communities for students to grow and thrive.

Unfortunately, most schools mirror the inequitable society we live in…

Many schools refuse to create these environments for children. Therefore, emotionally unstable children eventually become emotionally suppressed adults. In addition, school environments may feel police-like. Student voice and choice may not exist! These relationships are damaging for the adult and the child as they are not sustainable, comfortable or worthwhile.

Many students feel powerless in these systems but are not allowed to express their discomfort or share their culture. They internalize these feelings, and as they grow, fall into a similar pattern. The cycle of abuse continues.

High Test Scores above Emotionally Competent Humans?

Schools that dismiss the importance of emotional intelligence are typically driven by high achievement, standards and test scores. Sadly, most teachers are better prepared to help kids find the answer to a word problem then support them developmentally. This is very clear in many charter schools where teachers yell in the faces of Kindergartners and tell them to “act like a professional”. True story. This poses the question, should all teachers understand basic psychology? YES!

These types of schools are becoming more and more popular in low-income communities where parents don’t have many options. Parents may have to choose between a failing public school or a militant charters focused on standardized tests. This can be dehumanizing on both sides!

Lastly, school can be a sanctuary for children. Most of the time, schools miss the opportunity to bring connection into their schools. What can we do to start connecting kids to the material and fostering open connection with family and students thinking differently about our educational system! Listen to our conversation BELOW!

Check out Teachers Inspired for more information on our mission!

Interested in more resources on social justice?

Check out our article on Black Lives Matter at School, Social Justice Books for Kids, Social Justice Resources of Teachers.

Also ,check out our conversation with Wendy Cole on Teaching Social Justice in Pre School!

Lastly, check us out on Instagram and Spotify!

The post Part 2: Do Schools Mirror the inequitable society we live in? appeared first on Teachers Inspired.

“Schools have a chance to affiliate themselves with life, to become a child’s habitat, where he learns through directed living, instead of being only a place to learn lessons having an abstract and remote reference to some possible living to be done in the future.”

John Dewey, The School and Social Progress

Schools and educators have an amazing opportunity, but sometimes, in our results driven society, we miss it. We put our efforts into testing and scores instead of the inner emotional lives of our students and the rich cultures they possess. We pressure students to fall in line and avoid conversations about societal obstacles and social justice.

In School and Society, John Dewey explains that “Schools have a chance to affiliate themselves with life, to become a child’s habitat, where they learn through directed living; instead of being only a place to learn lessons having an abstract and remote reference to some possible living to be done in the future.” Schools have an incredible opportunity to function as a miniature community, an embryonic society.

As teachers, our first priority should be connection to our students lives and school community. Finding this time can be difficult with lesson planning and grading. Ask your administration to help facilitate progressive professional developments for teachers with diverse literature!

Below are 9 books, on diversity, social justice, climate change, and gender, that can facilitate connection and understanding between teachers, students and families!

1. School and Society

By John Dewey

Dewey discusses the way in which education is fundamentally tied to a thriving democracy. The problem, according to the author, with the old education model was that elementary schools did not encourage exploration and curiosity in their students.

2. Teaching For Black Lives

Edited By Dyan Watson, Jesse Hagopian, Wayne Au

Teaching for Black Lives grows directly out of the movement for Black lives. We recognize that anti-Black racism constructs Black people, and Blackness generally, as not counting as human life. Throughout this book, we provide resources and demonstrate how teachers connect curriculum to young people’s lives and root their concerns and daily experiences in what is taught and how classrooms are set up. We also highlight the hope and beauty of student activism and collective action.

3. Rethinking Bilingual Education

Edited By Elizabeth Barbian, Grace Gonzales, Pilar Mejia

• How do we bring social justice curriculum into our bilingual classrooms?
• How can we honor our students’ native languages, even when we don’t teach in a bilingual setting?
• How do we involve diverse groups of parents in our classrooms and schools?
• What can we learn from Indigenous language immersion about the integral relationship between language and culture?
• How do we elevate the status of non-dominant languages when there is so much pressure to prioritize English?

The articles in Rethinking Bilingual Education show the many ways that teachers bring students’ home languages into their classroom—from powerful examples of social justice curriculum taught by bilingual teachers to ideas and strategies for how to honor students’ languages in schools with no bilingual program.

4. Pedagogy of the Oppressed

by Paulo Freire

First published in Portuguese in 1968, Pedagogy of the Oppressed was translated and published in English in 1970. The methodology of the late Paulo Freire has helped to empower countless impoverished and illiterate people throughout the world. Freire’s work has taken on especial urgency in the United States and Western Europe, where the creation of a permanent underclass among the underprivileged and minorities in cities and urban centers is increasingly accepted as the norm.

5. RETHINKING SEXISM, GENDER, AND SEXUALITY

Edited By Annika Butler-Wall, Kim Cosier, Rachel Harper, Jeff Sapp, Jody Sokolower, Melissa Bollow Tempel

Rethinking Sexism, Gender, and Sexuality is a collection of inspiring stories about how to integrate feminist and LGBTQ content into curriculum, make it part of a vision for social justice, and create classrooms and schools that nurture all children and their families.

• How do you respond when a child asks: “Can a girl turn into a boy?”
• What if your daughter brings home school books with sexist, racist stories?
• What does “queering the curriculum” really mean? What does it look like?
• What’s wrong with “anti-bullying” policies? What are alternatives?

6. A People’s Curriculum for the Earth: Teaching Climate Change and the Environmental Crisis

Edited By Bill Bigelow, Tim Swinehart

A People’s Curriculum for the Earth is a collection of articles, role plays, simulations, stories, poems, and graphics to help breathe life into teaching about the environmental crisis. The book features some of the best articles from Rethinking Schools magazine alongside classroom-friendly readings on climate change, energy, water, food, and pollution—as well as on people who are working to make things better. A People’s Curriculum for the Earth has the breadth and depth of Rethinking Globalization: Teaching for Justice in an Unjust World, one of the most popular books we’ve published.

At a time when it’s becoming increasingly obvious that life on Earth is at risk, here is a resource that helps students see what’s wrong and imagine solutions.

7. RHYTHM AND RESISTANCE:
TEACHING POETRY FOR SOCIAL JUSTICE

Edited By Linda Christensen, Dyan Watson

Offering practical lessons about how to teach poetry to build community, understand literature and history, talk back to injustice, and construct stronger literacy skills across content areas and grade levels—from elementary school to graduate school. Rhythm and Resistance reclaims poetry as a necessary part of a larger vision of what it means to teach for justice.

8. Anti-Bias Education for Young Children and Ourselves

By Louise Derman-Sparks and Julie Olsen Edwards

Anti-Bias Education for Young Children and Ourselves offers practical guidance to early childhood educators (including parents) for confronting and eliminating barriers of prejudice, misinformation, and bias about specific aspects of personal and social identity; most importantly, it includes tips for adults and children to respect each other, themselves, and all people.

Individual chapters focus on culture and language, racial identity, family structures, gender identity, economic class, different abilities, holidays, and more.

9. Putting the Movement Back into Civil Rights Teaching

By Deborah Menkart (Editor), Alana D. Murray (Editor), Jenice L. View (Editor)

As one of the most commonly taught stories of people’s struggles for social justice, the Civil Rights Movement has the capacity to help students develop a critical analysis of United States history and strategies for change. However, the empowering potential is often lost in a trivial pursuit of names and dates.

The book includes interactive and interdisciplinary lessons, readings, writings, photographs, graphics, and interviews, with sections on education, labor, citizenship, culture, and reflections on teaching about the Civil Rights Movement.

Find resources and sample lesson plans HERE!

Other online Resources:

Challenge Islamophobia: A project of Teaching for Change

Black Lives Matter at School

Social Justice Books

The post Social Justice Books for Educators: For the classroom and beyond! appeared first on Teachers Inspired.

In last 10 years, there have been major shifts in educational practices. Everyone seems to be looking for the right answer, and policy makers have come to a variety of conclusions. We see different methodologies and philosophies emerging across the US in cities like New York City, Nashville, Philadelphia and Seattle. So what’s working?

Schools and Society in 2020

Privatized education and charter schools have come on the scene in a huge way. They have made large impacts in bigger cities like NYC. Some charters, like Success Academy, push for excessive testing to close the achievement gap. Conversely, elite private schools are starting to dismiss standardized tests all together. Some schools believe students learn best through play and exploration, while other models construct rigid curriculum and have students partake in rigorous testing as early as Kindergarten.

The big question seems to be: Should we focus more on closing the achievement gap OR spend more time on socioemotional learning. Our question is: Where is the middle ground in education? Why is it one extreme or the other?

Our interview this week!

This week, I sat down with an old co-worker, Lina Ragin. We talked about finding that “middle ground” in education for students who have limited options when it comes to picking schools.

“The whole state of education right now is sad, its a business, its a game of numbers. They’re thinking ‘If I can get these black and brown kids to these numbers I can get a certain amount of money.’ It’s very transactional.”

– Lina Ragin

This week on the podcast (Part 1 of our conversation) we spoke about:

• finding “middle ground” in education
• how teaching from an exclusively “white colonist perspective” is problematic and how to highlight people of color in history class
• the achievement gap
• the charter school system
• students of color and white teachers
• how schools are recreating the inequitable society we live in!!

Check out Teachers Inspired for more information on our mission!

Interested in more resources on social justice? Check out our article on Black Lives Matter at School, Social Justice Books for Kids, and our conversation with Wendy Cole on Teaching Social Justice in Pre School!

Lastly, check us out on Instagram and Spotify!

The post Part 1: Do schools mirror the inequitable society we live in? appeared first on Teachers Inspired.

“When you systematically deny the dignity of one group, your dignity is also compromised.”

-Dyan Watson

Get Your School Involved: Black Lives Matter at School 2020!

This year, the Black Lives Matter at School national week of action will be held from Feb. 3rd- Feb 7th. This 2020 marks the 3rd year that [email protected] has helped educators organize in their school buildings. From coast to coast teachers are supporting this movement for social justice.

What is Black Lives Matter at School?

Black Lives Matter at School is a national coalition organizing for racial justice in education.  They encourage all educators, students, parents, unions, and community organizations to join our annual week of action during the first week of February each year.

“Black Lives Matter at School Week of Action is a time set aside to affirm all black identities by centering black voices, empowering students and teaching about black experiences beyond slavery.” – Coshandra Dillard, writer at Teaching Tolerence

Black History is more than MLK and Rosa Parks

In school, I grew up in a privileged, white, small town. When I think back to my own experiences in history class, I remember hearing about 3 courageous, inspiring people in the black community: Martin Luther King, Rosa Parks and Malcom X. These change-makers provide students with real examples of how to question society and push boundaries toward social justice, but why can I only name these 3 off the top of my head?

The truth is, in America, we spend the majority of our time teaching from the perspective of white colonizers. We praise European colonization in history books and leave out important details about people of color. Let’s be real, by this point we all know Columbus was a dick and Pocahontas wasn’t super pumped about engaging with the English Settlers of Jamestown. (Also her name wasn’t even Pocahontas, it was Amonute. Get the real history HERE. )

We need to start accurately depicting history for our students, but sometimes it feels like we don’t have the resources. Scroll down to find resources and check out Teaching Social Justice in School and listen to our interview with Wendy Cole about teaching Social Justice!

It seems that teachers are afraid “re-teaching” history because that comes with uprooting their own reality, traditions and understandings of history. When our identity comes into question we panic! “What about Thanksgiving? Should we walk around feeling shame?” There is no need to up-root every ancient tradition. Thanksgiving can still be a day of thanks, eating, and family but also should be a day to understand privilege and accurately recall historic events. We should empathize with Native Americans and recognize what happened after they shared food with us: genocide, loss of land and centuries of oppression. If you feel uncomfortable reading this, that’s good!! That’s a start! It should energize you to start teaching differently. We need to get over feeling sorry for ourselves and start telling the truth.

Teach it and live it!

Jesse Hagopian, an organizer of the Black Lives Matter at School movement feels that educators need to do more than just teach these ideas. He insists that educators get involved in the Black Lives Matter at School and other movements that support structural change and social justice.

“I think the pedagogy in the classroom is important, but it rings hollow if you’re telling your kids, ‘Here are the great movements for social and racial justice’ and engaging them in those conversations, but then not doing it yourself in your own life.”

Check out his book Teaching for Black Lives !

What can you do in your school?

How can I participate??
Black Lives Matter at School has provided a “Starter Kit” and many resources to get started. Click here to find out How to Participate!

Teaching Tolerance also suggests these six steps:

1. Mark your calendar. The Black Lives Matter at School Week of Action takes place in early February each year. Visit the official website for details. Connect with a local collective of social justice educators or organize teachers in your school and urge school administrators to get on board. You don’t have to have the blessing of national organizers, but if you need support, contact them for assistance.
   
2. Order Teaching for Black Lives and use it as a guide in the classroom.
   
3. Compile teaching materials for the week of action and beyond. Visit the Black Lives Matter at School website for lesson plans successfully implemented in Seattle schools.
   
4. Seek support from the community. Reach out to families, community members and even Black Lives Matter chapters who can enlighten you about the most pressing issues in your community. 
   
5. Follow the Black Lives Matter at School movement on Facebook and Twitter and use the hashtag #BlackLivesMatterAtSchool.
   
6. Show solidarity by urging all teachers to wear Black Lives Matter at School T-shirts. You can customize your own or obtain the official T-shirt through the Black Lives Matter at School website. 

Resources!

1. Black Lives Matter at School

Black Lives Matter at School is a national coalition organizing for racial justice in education. This Week of Action is because of them! Check out their website and get more info on how to support your students and school during this week!

2. Teaching for Change

Teaching for Change provides teachers and parents with the tools to create schools where students learn to read, write and change the world.

“By drawing direct connections to real world issues, Teaching for Change encourages teachers and students to question and re-think the world inside and outside their classrooms, build a more equitable, multicultural society, and become active global citizens.”

What you’ll find: Teacher Resources, Books on Social Justice, How to Engage Parents, and Children’s Literature

3. Rethinking Schools

Rethinking Schools remains firmly committed to equity and to the vision that public education is central to the creation of a humane, caring, multiracial democracy. While writing for a broad audience, Rethinking Schools emphasizes problems facing urban schools, particularly issues of race.

What you’ll find: educational resources and literature for parents, teaching and students on social justice, diversity, climate change, bilingual education and the book Teaching for Black Lives, a book that supports Week of Action teaching and learning efforts.
Teaching for Black Lives is divided into five sections and covers topics like activism, black history, intersectional identities, anti-blackness, gentrification, the school-to-prison pipeline and mass incarceration.

Thanks for visiting Teachers Inspired!

For more articles and inspo on teaching differently:
Check out our Instagram (@teachers.inspired) and our podcast at Teachers Inspired on Spotify!

The post Take Action: Black Lives Matter Week at School appeared first on Teachers Inspired.