 face paint and feathers in the classroom I went to a small elementary school in Idaho, in the Magic Valley. And it must have been 1973, or 1974, that this happened. We used to all go to the lunch room, grade by grade and sit in chairs for special events, assemblies, to watch movies, and for programs. One year we watched a Vincent Price movie and whew boy that scared me! but that's a different story.
Once there was a program that was put on and the teachers dressed up and did skits. I have no idea what the season was, or the why, and it might have had older kids performing too, I really only remember one part. The teachers got up on the stage, and they had painted their faces black, which I didn't understand. I had zero context for the reason. And in rural Idaho, I had never seen a black person, and so I didn't even associate it with "black people". There were three women, all dressed the same, all with these dark black painted faces, and they were dancing around and singing a song. The song was about "pickin cotton" and there was another song too, something about a clothes line, and getting the wash up. There was also something about watermelon - and at the end a lot of clapping. They took their bows from the stage. And on to the next. Now you might be thinking, well that was rural Idaho, and that was the early 70's, and a lot has changed since then. And you would be right! But you would also be wrong. Just a few years ago, 2017, there was a cotton picking song, sung by a choir in the midwest that sparked outrage. In fact some of the content that was shared on social media, included racist comments from some of the audience. And that brings us to California a couple of weeks ago, to a math class, and a different form of racism. This time it wasn't black face, instead it was "feathers" on the head, and moving about the classroom pretending to "dance" and or "hatchet". It was very mocking, and wasn't trying to copy a dance, or a song, it was an attempt to get kids to recall a way to solve math. Here's the thing that is consistently overlooked in incidents like these. The teacher from CA, was put on leave. And the school gasped, oh no this isn't us, that's not who we are. But it is who they are - she's been a teacher there for a decade. This isn't the first time she's done this, and in fact it's been widely reported that she's even in past yearbooks in this same sort of dress up. This kind of behavior doesn't exist in a vacuum. It does however continue in an environment where it's allowed, and or encouraged. How many students, teachers, administrators, parents, school board members, have been aware of this over the past decade? How many rolled their eyes and said well it might not be politically correct, but it doesn't cause any harm, and they do remember it? And how many more thought it was cute, clever, funny or a great teaching tool? When simple, smaller, less noticeable racism is allowed to slip by, unchallenged - and I would add left uneducated, then it makes it easier, and easier for the bigger stuff to happen. And if you think about it, if this "incident" is considered the bigger stuff, can you imagine what the bigger stuff really is, in that school, school district, or community? People are up in arms across the country about teaching "Critical Race Theory" and maybe where we really need to start is with teaching the teachers, and the administrators, and the school boards. Then they can create a fertile ground for learning, that is absent of racism, or at the very least where racism is caught, stopped, and educated. People, most people, do better when they know better. And it's pretty rare that when one face in a community shows out as a "karen" or a "racist" that they are the only one. Because that person felt comfortable enough to plan their activity, or their outfit, or their words, and take action, believing they were doing the right thing, or the acceptable thing. Who all made it acceptable? It's a way bigger issue than one teacher here or there - yes even still now in 2021. Safe and happy travels! Theresa Have you checked out Over The Bay Pre-K yet? It's a virtual Pre-K Classroom and it's affordable too!
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First let's start with the reminder, don't throw the baby out with the bathwater. Because the science of reading actually has a lot of the parts of guided reading in it. There's a lot of things that most teachers are already doing that fall into both "sides" of the reading coin. They aren't actually separate ideologies.
The science of reading is a collection of data, that shows how the brain actually learns to read. With over two decades of research now, we can see why somethings have worked really well, and something don't work. In the past we have seen that many programs have been based on tradition, the old this is how we've always done it. It has been more observation and hasn't had evidence to back it up. The difference now is that we actually do have cognitive studies that show us a path to teaching reading, we have evidence. And we don't have to be experts in cognitive neuroscience to see success in how we teach reading, or for students to have success in the classroom. In guided reading we see the concept of "scaffolding" to build success. Which is great IF the student also has comprehension of the words they are reading. For example is a child reads - Johnny ate, eight cookies, and they don't understand the difference of ate and eight, that is a lack of comprehension, even though they read, or sounded out the words. Guided reading is the before, during, and after approach of reading material that is not too easy, and not too hard for the student. One of the problems that sets in is what if all the kids aren't at the same level? SO one of the basic problems can be, too many levels and too much overlap of levels. Science of reading shows us that our brains aren't born with reading, in fact those neural pathways have to be built. So while most healthy brains have a visual area intact, and a hearing area in tact, to read we have to build connections between what we see, and what we hear, to learn to read. We can see that the "cueing approach" from other programs isn't the solution. We now know that working memory is what we need to have, and that's different than just memorizing words or letters. Working memory gives them skills to decode, and to create strategies to solve the "reading puzzle". Science has shown us that the phonics skills that early education gives students is a key factor in reading success. There's a LOT more to it, but that's a basic look at some really basic differences. And YES we will be discussing this a lot more here on this blog! Safe and happy travels! Theresa Have you checked out Over The Bay Pre-K yet? It's a virtual Pre-K Classroom and it's affordable too! New data suggests that spending time with children outdoors might help them be more communicative. “Nature restores people’s ability to pay attention to conversations and reduces their mental fatigue,” says Dina Izenstark, associate professor of child and adolescent development at San Jose University. “This can help family members communicate more effectively and get along better with one another.”
There are some simple ways to get conversations going when you are out in nature, also to have some comfortable silence as you are exploring. And for the grownups an extra win, there are places to say "I don't know" and then get to find out together, and build on the conversations. You can take pictures, you can collect items, you can play "road trip games" looking for a specific color, you can talk about the change of the seasons, you might even see animals and get to observe some antics. You can ask questions, like wow look at all those beautiful flowers/leaves/trees, which one is your favorite? An opening like that will often allow a child to answer, and then continue on telling your a story that in their mind is connected to that question. And yes it can be the same child that just told you yesterday, with a shrug, that there was nothing to tell about how that day went. Remember too looking up at the clouds, and seeing them way up high. Do they look like shapes? Are they moving, spread out thin? Can you tell if rain is coming? Here is a resource page from National Geographic about watching birds, yes even off your balcony or from your backyard and in nature too. One more reminder, grounding by getting our feet (or at least our hands while we are sitting down) on the grass is a great healthy part of your day. Simple and free too. Safe and happy travels! Theresa Have you checked out Over The Bay Pre-K yet? It's a virtual Pre-K Classroom and it's affordable too! Yes, there is a difference between the students that have attended preschool and those that have not. In fact studies date back to the 60's that have shown a lasting impact. We know that even daycare can help with socializing kids (so can neighborhood playgroups and cousin time) helping them learn to take turns, to give and take.
But we also know now that playing plays a part in learning to read, to see and build context, and to increase vocabulary. It also can help with developing self regulation skills like controlling emotions. After all it can be frustrating sometimes when someone isn't playing what you want to play, or the way you want to play. Plus it's an opportunity to start building handwriting skills, by building those hand muscles and fine motor skills. Even helping identify those kids that are left handed and getting them the correct scissors for actual success in cutting. Preschool also gives kids access to early math skills, from sorting to counting and number recognition. And preschool is for a shorter period of time each day, and many times isn't even a full week program. That means the children have more time at home, and just being kids; and can enjoy the fun of early education while making strides that can be seen all the way through their academic years. Safe and happy travels! Theresa Have you checked out Over The Bay Pre-K yet? It's a virtual Pre-K Classroom and it's affordable too! Preschool - Preschoolers are the most overlooked demographic, and some kids even more than others.
Unfortunately there is still a huge discrepancy between what we know to be true (that early education is foundational in nature, makes a difference in early intervention, and helps spark learning that the child carries through their lifetime) and actual funding of programs for families to access preschool. Many people are under the mistaken impression that preschool is available to all, and that's not true. Or that Head Start is available to anyone that can't afford preschool, also not true. In fact some states still don't even fund kindergarten, or have it as part of their public education format. Five states Alaska, Idaho, New York, Pennsylvania; in New Jersey, only the Abbott districts must offer kindergarten, don't even require their districts to provide kindergarten. While that is bleak enough the reality is that there is another set of children that are often fully overlooked when it comes to the conversation of early education, those that are homeless, and those that are living in shelters (domestic violence, transition shelters) . The idea that kids can just "catch up later" is often a fallacy. And we know that having access to even some preschool, can really make a difference. It can help a parent evaluate if there is a concern they should discuss with their pediatrician. We know that early intervention is a key to success. It can also allow children to start learning by sight the alphabet, the numbers, the days of the week, and words and sounds. Those early concepts and connections both spark an excitement in what is available, and an independence to want to learn more. And a set of teachers that are overlooked? Preschool teachers! We know that teachers in funded programs still spend a lot of money out of pocket for their classrooms and students. A preschool teacher spends a lot out of pocket also, and many are small private owned business. And of course all teachers end up spending a lot of time outside of the classroom, making sure that their students needs are met - and that's NOT paid overtime. Safe and happy travels! Theresa Have you checked out Over The Bay Pre-K yet? It's a virtual Pre-K Classroom and it's affordable too! Yesterday was World Mental Health Day and if you were online at all yesterday you probably saw many posts or green ribbons to highlight the day. The slogan that was chosen for this year was Mental health care for all: let’s make it a reality. And it's a great message in so many ways, we are finally albeit very slowly, taking the stigma out of mental health care, and realizing that it is in fact simply part of healthcare. And that all of us have had times in our life where we were anxious, or sad or depressed from a loss of some kind or an overabundance of stress. There is no contest to be had of who has it worse, or only the really big stuff counts. In fact all of us deserve to be living healthy lives and that includes our mental health. For some people they just need some time, or a break, or a friend to listen. Others may need more help, more resources, but all of us deserve to be thriving. Unfortunately access to care is still very limited and very often it's the crisis lines that are the front line, and sometimes only line of support. There are a limited number of beds for crisis care, and often long waits to be seen. Thankfully with the internet, many people can actually access ongoing care via online appointments. Between that and crisis lines we are moving closer to making sure there is access to all, but we have a long way to go. Additionally there are now many videos, articles and podcasts online that give folks an opportunity to learn and practice the skills they need. From breathing exercises, to movement, acupressure to steps to try, or to make sure and do each day. If you are struggling, and you need to see a different way, a different path, please reach out. Again it's not a contest of if you are hurting enough - it's are you suffering? Everyone deserves to be heard, and to access the care they need. Here is a list of resources: (please use them if you or a family member are struggling) https://www.nimh.nih.gov/health/find-help https://suicidepreventionlifeline.org/talk-to-someone-now/ https://www.mentalhealth.va.gov/MENTALHEALTH/get-help/index.asp https://www.veteranscrisisline.net/education/veteran-suicide https://uwc.211ct.org/veterans-hotline-800273-talk/ https://www.mhanational.org/get-involved/contact-us https://covid19.ca.gov/resources-for-emotional-support-and-well-being/ https://www.psychguides.com/guides/mental-health-hotline/ https://www.mentalhealth.gov/get-help/immediate-help https://www.nami.org/help https://www.samhsa.gov/find-help/national-helpline Safe and Happy Travels! Theresa I'm not sure that people understand the key role that libraries play in early education, and education in general. In fact this is a crisis of covid that really never got any attention. Libraries very often are the only early education that children in their community get.
It could be story time, or a craft project, or even a summer reading program. But it's also a resource of free books for children to be able to learn about the bigger world around them. Another way that they choose to intentionally invest in early education, is in creating programs for the parents. In fact libraries are in a unique position to help parents learn how to help their child to develop literacy skills. And we know that when a child learns from an early age that reading is an essential part of life (not just learning), they develop habits early on to continue reading. Remember kids are learning how to read, up and through the third grade, and then they are reading to learn. A library plays a key role in showing children how to access resources, from an early age. The child that asks the librarian if there are any books on dinosaurs, or how to paint, or whatever else they are currently interested in; and then sees that YES, there is even more than they knew available to look at, and see, and read (or have read to them), to learn. That magic of inspiration is something that they can take forward through life, even into being an adult learner that is still accessing information in ways that make sense, using the latest technology and resources available. They also very often serve as a refuge for the homeless, and can give kids a sense of normalcy, and hope, and learning by being a safe haven. Libraries are a cornerstone of communities; and they are also a cornerstone of education, and early education too. Safe and happy travels! Theresa Have you checked out Over The Bay Pre-K yet? It's a virtual Pre-K Classroom and it's affordable too! YES!
And it's messaging that both parents, and teachers, really should consistently get behind. When a child is learning to walk, (we all know this example right?) we don't tell them - there is no falling down, you just get up and walk. Why would we tell them that learning other skills involves success right out of the gate? In fact it's been shown that when both parents, and teachers, are part of the conversation of feeling safe to make a mistake, and to rebound, we have learning. But your words have to be backed up with your actions, there needs to be a safe environment to do the learning, and to make mistakes. In fact when kids feel like they can't make a mistake or that they will be shamed if they do, they will very often stop trying. And if the child already has a leaning toward perfectionism, that's an even faster route to not trying at all. We have to encourage kids to not hide behind, "I can't do that, or I can't do that perfectly, so I am not going to try out, try, participate, sign up, go". Science can be a great way to bridge that conversation in classrooms, what do you think is going to happen? Learning about how to question, how to think of many options, and using sentences when it doesn't work out like - “That was a good try, but let’s go back and see what you can do differently.” When we are encouraging our students, to really try, fall down, fail, try again and build on the learning of the mistake they are able to "walk" forward with a solid foundation. Safe and happy travels! Theresa Have you checked out Over The Bay Pre-K yet? It's a virtual Pre-K Classroom and it's affordable too! Is it the same thing to be optimistic and to be hopeful? No they are two different areas of focus and you can learn to be either.
To be optimistic (healthier brain focus) is to see things as isolated, temporary and to not take them personally. The easiest example is usually to compare an optimist to a pessimist. The pessimist says, this always happens to me, woah is me; while the optimist says I can't believe that happened! The optimist sees incidents as isolated events, that happened, where the pessimist has a more pervasive view of this is how it always happens. And the difference of the permanent thinking pessimist, this is how it is, how it's always been, and how it always will be; or the temporary issue, optimist thinker. I think most of us know the difference pretty clearly, and pretty well of those two, but are less sure of the difference of being hopeful and being optimistic. In fact a lot of people would probably say, being hopeful is part of being an optimist. But being hopeful is a skill, a strategy, and is something that you can learn, and use. It includes being mindful, and manageable (able to be accomplished), and having goals. Being mindful is that bigger picture view of this is what is happening, and this is the possibility of what it could become in the future. Choosing the goal, I want to be here, or have this, and then choosing the pathway forward to manage the journey to that new place. Mentally travelling to that new place, then creating and adhering to a strategy, a sequence of activity, for moving from current to future. Safe and happy travels! Theresa Have you checked out Over The Bay Pre-K yet? It's a virtual Pre-K Classroom and it's affordable too! Rick Miller from ASU spoke last week at a Remake Learning event that I attended, and he discussed some of the actual science behind risk/trauma and hope. And encouraged attendees to look at it differently than they have probably been taught to in the past.
He mentioned the analogy of a coin but instead of heads or tails the sides are risk and trauma, and the other side hope. We often think of students as being at risk, and rarely do we think of them as at hope. And that needs to change so we can start creating equity in education for all of the students. How many times have you heard, well homeless youth, well inner city youth, well youth in poverty, well youth that survive trauma - and then insert a belief that they can't thrive, or succeed equally because of said category? Lot's of times right? In fact we have entire industries built on things like trauma informed care. Here is the thing though, they are two different topics, for example trauma is something to be healed, yes, most definitely! But so is success in the classroom and they are two different things. In the classroom they need some "hope informed care". And many researchers are suggesting we change the term actually from kids at risk, to kids at hope. It's some new verbiage, yes, but the concepts have been around for awhile. Take for example have you seen the studies about what you expect from the kids/classroom/group is what you get. If you go in thinking these kids are all going to fail, these kids don't care, (why should I care or work harder they don't even care), and they are never going to graduate anyway, go to college etc. Those classrooms and schools get very different results than those that come in and say - I know this is going to be a big task, but I am going to make sure that each and every one of these kids knows I have got their back, and I am not leaving AND that I care about their success. I know each of these students has the potential to make a difference and I am going to be a part of their success foundation. Safe and happy travels! Theresa Have you checked out Over The Bay Pre-K yet? It's a virtual Pre-K Classroom and it's affordable too! |