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maddieireland334

How Texas's Campus-Carry Law Poses a Threat to Students' and Professors' Freedom of Spe... - 0 views

www.theatlantic.com/...472296

Guns Censorship education threat crisis

shared by maddieireland334 on 06 Mar 16 - No Cached
  • A faculty working group at the University of Houston recently offered these recommendations to professors preparing for Texas’s new campus-carry law, set to take effect August 1.
  • The situation to which these recommendations are alluding—gun violence in response to controversial or otherwise difficult classroom discussions—is at this point only a hypothetical worst-case scenario. But critics of the legislation are still appalled: To abide by the law, and keep everyone safe in classrooms with armed students, faculty may ultimately have to resort to self-censorship.
  • In the eight states that have already enacted such a law, none of the predicted nightmares have taken place—students drawing their weapons on professors who fail them, for example, or students firing on one another in heated classroom arguments.
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  • In fact, campus-carry supporters maintain that the law will keep the peace, enabling students and faculty to defend themselves effectively, and deter would-be shooters.
  • It turns out, for example, there were armed students at Umpqua Community College in Oregon on the day of its shooting last fall. Their presence did not deter the attack, nor did they halt it; the students wisely decided not to jump into the fray for fear it would compound the mayhem.
  • Stand Your Ground laws protect citizens from prosecution in cases where they feel threatened in public, and fire their weapons.
  • It’s unclear whether campus carry does and will in fact undermine the freedom of expression, but if there’s one place in society where the citizenry must not tolerate such threats, it’s the college classroom.
  • Few young adults have put significant thought into these kinds of issues; they must experiment with them to understand them properly and deeply, and to develop mature and critical views.
  • Will guns encourage speech and invite people to discussion and debate in the classroom?
  • In short, they argued that guns in the classroom pose an intolerable threat to free speech.
  • Gun owners have shot and killed unarmed citizens—and sought Stand Your Ground protections—in cases in which they misjudged or overestimated the threats before them.
  • In 2014, a Montana man invoked Stand Your Ground after he shot and killed an unarmed German exchange student trespassing in his garage.
  • One University of Houston professor, Maria Gonzalez, expressed her concerns over campus carry in the context of her own classes, which cover Marxist and Queer Theory.
  • Expansions of civil rights are almost always deeply unpopular at first; this was the case in the fight for women’s rights, suffrage for African Americans, and marriage equality for gays and lesbians.
  • I fear that campus carry will make students and faculty less inclined to engage in the critical intellectual work that must take place in the classroom, the courageous inquiry and experimentation American democracy requires.
  • It’s impossible to measure the cost of campus carry. But I wager that the cost will be evidenced in the mounting silence on college campuses, and the trepidation, timidity, and lack of creativity among new generations of voters. American democracy will be the poorer for it.
Javier E

Our Services | Education Elements - 0 views

www.edelements.com/igning-blended-learning-school

blended online education benefits

shared by Javier E on 24 Apr 12 - No Cached
  • We have found the “rotation” and “flex” models to be the best ways to combine online learning and offline teaching to meet the needs of students and schools. Unlike pure “face-to-face” teaching, these models integrate technology into the core instructional time, with greater personal attention given to students than in purely online environments.
  • Rotation: Lab Student groups rotate between traditional classroom instruction and online instruction in a computer or learning lab Lab monitored by an instructional aide rather than certified teacher. In use at Rocketship Public Schools Rotation: Classroom Student groups rotate between traditional classroom instruction and online instruction within the classroom Classroom overseen by certified teachers, apprentice teachers, and instructional aides. In use at KIPP Empower Academy and Alliance College-Ready Public Schools Flex Student learn primarily online in a brick and mortar school location. Teachers act as facilitators. In use at Carpe Diem Schools
Javier E

Why Is Stanley Fish Teaching at Florida's New College? - 0 views

www.chronicle.com/...aching-at-floridas-new-college

teaching education college

shared by Javier E on 18 Nov 23 - No Cached
  • Given how controversial New College is, why do you want to teach there now?Well, the simple nitty gritty reason is that I’m 85 years old, and someone who asks me to teach courses is a godsend. So I responded affirmatively.
  • t first I wanted to ask about Ralston College, in Savannah, Ga., which you’ve been involved with at the planning stage, and which seems to promise a kind of great books or neotraditional education.
  • It took about a decade of fundraising and planning and gift-giving for the college to begin but it’s now in operation. I was there less than a year ago, giving a lecture and talking to students and faculty members. I gave a talk about hate speech and free speech. And the morning before the talk, I attended a class on Homer, the Iliad. What was amazing about it was that not only was the Iliad being read in the original Greek, but the conversations between the students and the faculty member were being conducted in Greek. And six months before this course began, no student in it — and there were about 25 — had any knowledge whatsoever of the Greek language or Greek culture.
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  • Yes, that’s right. And the discussion was very precise about details of the verse and how it worked, and how various words interacted with one another or were opposed to one another.
  • Not that I was able to participate! I wish I could. I took a little Greek 110 years ago and have long since forgotten it, but it was inspiring. These people were thoroughly engaged.
  • So that itself is an amazing piece of evidence. One might call it a piece of testimony.It seems almost impossible.
  • How did you know, if it was in Greek?Oh, I could tell that much. There’s a certain kind of gesturing with respect to texts that is known to any of us who have worked with texts for a while.
  • It’s been my mission, notably unsuccessful, for many years to make people understand that academic work, including in your writing and in your classes, is one thing and political work is another, and that the two should not be confused nor should they be intermingled. You can have any number of political issues brought into the classroom so long as they are brought into the classroom as objects of analysis or description and not as agendas either to be embraced or rejected. That’s what I’ve been arguing, one might even say preaching, for a long time.
  • I don’t want my classroom, or any classroom in a college or university that I’m teaching in, to be thought of as the vehicle of some program or agenda, no matter how virtuous it might be. Virtue is not the business of the academy
  • You have a famously minimalist definition of academic freedom — “Academics are not free in any special sense to do anything but their jobs,” as you write in Versions of Academic Freedom. Minimalist and correct.
  • When I was a dean at the College of Liberal Arts and Sciences at the University of Illinois at Chicago, I helped implement and inaugurate the first Native American-studies program at the University of Illinois. And I spoke at the inaugural luncheon. What I told them was, “It is without doubt the case that activism of a variety of kinds is what brought you to this point.” There wouldn’t now be a Native American-studies program at UIC if activists of a polemical kind weren’t working toward that end. “Now I want you,” I said, “to forget the history that brought you here, because now that you’re part of a university setting, you’re no longer activists, you’re academics. If you become or continue to be activists, the academics in the university will have a derisory view of you.”
  • It’s implausible to me that a dissertation student studying with, say, Judith Butler or Fredric Jameson is not, by definition, imbibing methods that are politically normative but also very valuable. A lot of critical traditions, in gender studies or in Marxian literary criticism — or in say, Straussian political theory — are entwined with normative political or ideological commitments. There’s no way to expel those commitments from a vibrant department of the humanities.
  • Well, you don’t have to expel them. The question you have to ask is, Are they primary in the minds of those who are teaching in the classrooms? If we’re in a community that has a certain set of standards and modes of operation, what we want to do is be faithful to those standards and modes of operation. And if now and then those deeper commitments kind of seep through, well, yes, that’s inevitable. But that’s quite different from having an ideologically centered classroom.
Javier E

Leave Your Laptops at the Door to My Classroom - The New York Times - 0 views

www.nytimes.com/...-the-door-to-my-classroom.html

learning laptop tech classroom focus listening notetaking

shared by Javier E on 02 Jan 17 - No Cached
  • Laptops at best reduce education to the clackety-clack of transcribing lectures on shiny screens and, at worst, provide students with a constant escape from whatever is hard, challenging or uncomfortable about learning.
  • Lawyers can acquire hallmark precision only through repeated exercises of concentration. It does happen on occasion that a client loses millions of dollars over a misplaced comma or period.Once, a senior associate for whom I was working berated me for such a mistake and said, “Getting these things right is the easy part, and if you can’t get that right, what does it say about your ability to analyze the law properly?” I learned my lesson
  • Students need two skills to succeed as lawyers and as professionals: listening and communicating
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  • We must listen with care, which requires patience, focus, eye contact and managing moments of ennui productively — perhaps by double-checking one’s notes instead of a friend’s latest Instagram. Multitasking and the mediation of screens kill empathy.
  • Likewise, we must communicate — in writing or in speech — with clarity and precision
  • The student who speaks in class learns to convey his or her points effectively because everyone else is listening.
  • education requires constant interaction in which professor and students are fully present for an exchange.
  • To restore the focus-training function of the classroom, I stopped allowing laptops in class early in my teaching career. Since then research has confirmed the wisdom of my choice.
  • Focus is crucial, and we do best when monotasking: Even disruptions of a few seconds can derail one’s train of thought
  • Students process information better when they take notes — they don’t just transcribe, as they do with laptops, but they think and record those thoughts. Laptops or tablets can undermine exam performance by 18 percent.
  • For all these reasons, starting with smaller classes, I banned laptops, and it improved the students’ engagement. With constant eye contact, I could see and feel when they understood me, and when they did not.
  • You can’t always get what you want, but sometimes you get what you need. My students need to learn how to be lawyers and professionals. To succeed they must internalize an ethos of caution, care and respect. To instill these values and skills in my students, I have no choice but to limit laptop use in the classroom.
Javier E

Project Classroom: Transforming Our Schools for the Future - Rebecca J. Rosen - Technol... - 0 views

www.theatlantic.com/...2

games education interaction reform learning

shared by Javier E on 30 Aug 11 - No Cached
  • Games are integral in human society, from ancient times to the present. Games are based on strategy and on challenge. If you do well at a game, your reward isn't "recess" or a "time out"; it's a greater challenge. When you beat a tough opponent, you seek out a tougher one. That is learning. Being able to harness the energy of games is one of our best learning tools, as any good parent knows, from patty-cake to Simon Says to musical chairs to chess or go. You can advance physical, mental, linguistic, and intellectual progress through games where the testing isn't after the fact but is intrinsic to and embedded in the very structure of play.
  • I recently was able to see a demonstration of a fantastic online algebra game, for example, that not only challenges learning, but where every problem is a test, in the sense that, if you don't solve the problem, the system generates a new problem that goes a little backward to some more basic principles, and then, when you succeed, it generates a more advanced problem and so forth. The results are amazing, because the test isn't at the end of the year, it is in everything you do, as you do it, getting not just harder and harder but more and more interesting. We know that boredom -- for the most gifted students and also for the lowest academic achievers -- is the biggest inhibitor of learning there is.
  • if the classroom experience is inferior to an online educational program, get rid of it!   If you respect and honor the fact that humans love collective experiences where we cheer, fear, laugh, or learn together -- we pay to go to sports, movies, comedy clubs, concerts, and lectures -- then you can begin to rethink school as a collective event and maximize what is added by a group experiencing together.  
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  • I spent a lot of time in the classrooms of gifted individuals who sometimes used very little actual technology but really thought about interaction in profound and inspiring ways.
mattrenz16

LA Students Could Be Back In Classrooms Soon, If Deal Is Approved : Coronavirus Updates... - 0 views

www.npr.org/...-classrooms-to-in-person-learn

shared by mattrenz16 on 11 Mar 21 - No Cached
  • Los Angeles students could be back in the classroom for in-person learning as soon as next month under a tentative deal struck between teachers and the country's second-largest school district.
  • The agreement, which still must be ratified by members of the United Teachers Los Angeles union (UTLA), would see most students returning to physical classrooms for the first time since they were sent home a year ago this month, just as coronavirus infections were spreading rapidly.
  • "As we have both stated for some time, the right way to reopen schools must include the highest standard of COVID safety in schools, continued reduction of the virus in the communities we serve and access to vaccinations for school staff," UTLA President Cecily Myart-Cruz and LA schools Superintendent Austin Beutner said in a joint statement. "This agreement achieves that shared set of goals."
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  • Last month, Democratic Gov. Gavin Newsom announced that California would begin setting aside 10% of its COVID-19 vaccine doses to inoculate teachers, day care workers and other school employees in order to speed up a return to in-person learning.
saberal

Los Angeles Schools and Teachers' Union Agree to Reopen Classrooms - The New York Times - 0 views

www.nytimes.com/...es-schools-reopening-deal.html

Politics US Culture crisis

shared by saberal on 11 Mar 21 - No Cached
  • The Los Angeles Unified School District and its teachers’ union have reached a tentative agreement to restore in-person instruction, clearing the way for a mid-April reopening of some classrooms in one of the last large school districts to bring students back in substantial numbers.
  • “The right way to reopen schools must include the highest standard of Covid safety in schools, continued reduction of the virus in the communities we serve and access to vaccinations for school staff,” they said. “This agreement achieves that shared set of goals.”
  • The Los Angeles district, with more than 600,000 students, has been the only one of the nation’s 10 largest school districts not to bring back a significant number of students, and it is among the last large districts in the state to settle on a reopening plan with its unions.
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  • About 38,000 of the Los Angeles district’s 86,000 teachers and other support personnel have been vaccinated, given appointments or waived the privilege, Mr. Beutner said. Most of those have been employed in preschools and elementary schools.
  • Under the tentative deal, elementary school and high-need students — those with learning disabilities, problems accessing technology and other academic issues — will be brought back in about six weeks, to allow time for returning school employees to be fully vaccinated, according to officials familiar with district negotiations.
  • In a vote last week, more than 90 percent of union members endorsed those three conditions for a return to classrooms.
  • Only among white families did a majority of respondents want an in-person return. Eighty percent of the district’s students are low income and 82 percent are Black or Latino, all groups that have been disproportionately affected by the pandemic.
  • He also noted that the state had committed $6.6 billion for tutoring, summer school, extended school days and mental health programs.“We can do this,” the governor said. “The science is sound.”
Javier E

Ibram X. Kendi on "How to Be an Antiracist": Racism and capitalism "will ultimately die... - 0 views

www.salon.com/...m-will-ultimately-die-together

anti-racism kendi

shared by Javier E on 17 May 21 - No Cached
  • "antiracism" itself — meaning those who are making the case that there's nothing wrong with a particular racial group — which means literally creating racial equity
  • In order for us to create a different type of America where Obama is more representative than Trump, we have to transform systems and policies and ideas in a pretty radical way. This involves not just one person in a particular office. The change needs to be more deep-seated and widespread.
  • In "How to Be an Antiracist," I identify racism and capitalism as "the conjoined twins." They essentially have the same body with different faces and different personalities
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  • When the conversation is approached from what is commonly considered to be "discrimination," as opposed to outcomes, the framing is totally different.
  • The term "racial capitalism" — which is essentially this fusion of racism and capitalism — is a more effective way for us to understand those dynamics, those forces of history. I think the term "conjoined twins" allows for the recognition of racism and capitalism essentially being so closely tied together, No. 1 and No. 2.
  • The history of capitalism cannot be properly understood without understanding the history of racism. Racism and capitalism emerged simultaneously, they have grown together, they have ravaged together — and one day they'll ultimately die together.
  • By comparison, when you have a lily-white classroom with a fixed number of seats and you have a policy that effectively bars or reduces the number of white people entering the room until you get to a more equitable and representative number of people in that room, to me that's antiracist. That is a policy that leads to equity.
  • what if we had a conversation that is rooted in inequities and then we assess policies based on those criteria? From that premise and framework, a reasonable person cannot look at affirmative action programs and say that they are racist because the goal of such programs is to reduce racial inequity.
  • We should actually rethink the term "discrimination" itself. Instead of using the term "racial discrimination" and saying that that is fundamentally bad, we should actually use the terms "racist" and "antiracist discrimination."
  • For example, let's say you have a lily-white classroom and the policies allowing that lily-white classroom to stay lily-white involves continuously barring black people at the door. We should call that policy and discriminatory action "racist."
  •  In terms of principles, antiracism is the recognition that there is nothing wrong or right with any racial group
  • I also hope that people who are antiracist will get into positions of power at a federal level, and also at the local level, and then put into place policies that allow democracy to exist and thrive.
  • And because there's nothing inferior or superior about any racial group, inequities in our society must be the result of racist policies that are being supported by racist power structures and institutions or racist policymakers.
  • What's absolutely critical is that we should stop using the phrase and broader language of "not racist." We should stop saying, "I'm not racist," because when you use that term as someone who is opposed to Trump, and as someone who is opposed to white supremacy, you are opening the door to allowing them to use that term.
  • Instead of using the language of "I'm not a racist" the framing should be about antiracism. None of these real racists are saying that they are antiracists. That is how they should be challenged.
  • when a well-intentioned white person asks a black person for guidance about fighting racism, how do you suggest we as black folks should respond?
  • One of the reasons why I wrote "How to Be an Antiracist" is so I can just refer them to the book or some other expert on the topic.
  • I specifically refer people to the work of people who are writing on these issues because there needs to be a recognition that there are such things as experts, that there are people where these questions about racism and politics and power are their primary areas of study.
  • That is not the expertise of every individual black person
  • Now, if a black person chooses to do that work based on their knowledge, I suggest that they focus on those white people who are open-minded, who are not going to cause us to have a very difficult experience when we're essentially trying to talk to them about these issues. These white folks should also not be resistant. They should also not be defensive. They should be open-minded. Once they start being defensive, resisting or being argumentative, that is the time for us to walk away
  • My hope is that the antiracist movement in this country will help Trump's people and others to see what is really happening which is how the public policies they support — and not nonwhite people — are actually causing them harm.
  • For example, consider affirmative action policies. Detractors begin with how admissions factors are "race neutral." Then affirmative action is depicted as somehow unfairly benefiting people of color. That formulation would lead many people to believe that affirmative action is discriminating against white people. Why? Because it is commonly thought that racial discrimination is a pejorative thing. It is bad. Essentially affirmative action is "reverse racism" or "discrimination," from that point of view.
  • "Reverse racism" is another nonsense term in post-civil rights-era America.
Javier E

Opinion | Teachers Will Get Covid-19. What Will Schools Do? - The New York Times - 0 views

www.nytimes.com/...navirus-schools-reopening.html

schools pandemic plan

shared by Javier E on 28 Jul 20 - No Cached
  • The first part of this plan should recognize that schools should not open in person until cases of the virus in the surrounding areas are low.
  • Putting a precise number on this is difficult, but at a minimum places that have locked down except for essential services should not open schools
  • First, there needs to be what I’d call a micro plan: What happens when a single student or teacher in a classroom tests positive? Of course the affected person will need to remain home until cleared for a return to school. But what about the rest of the classroom, the rest of the floor, the rest of the school?
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  • The guidance on the overall school approach is less specific. It suggests schools probably do not need to close for a single case, but beyond that, it pushes the decision largely onto schools and local health departments. It suggests a host of factors to consider — community transmission levels, contact levels and so on — but does not draw any bright lines. Even the suggestion of not closing after a single case is not definitive.
  • There is an intermediate option: Close the classroom for a few days, clean it and reopen.
  • Let’s say you will keep the school open even if there are some cases: Is there a point where an outbreak is large enough that you would close the school? Again, guidelines are vague on this. The C.D.C. doesn’t make any concrete statements.
  • Many European countries have opened schools, largely successfully. They did so taking various approaches to closures. In Germany, classmates and teachers (but not the rest of the school) were isolated for two weeks after a reported case. Taiwan, apparently, planned to close schools for two or more cases but as of early this month had yet to face that. Israel, which has had probably the most fraught reopening, closed schools for every case. This has resulted in a very large number of school closures.
  • if the school will shut down for two weeks after each case, I may prefer to embrace the inevitable and plan for it rather than whiplash back and forth. This planning could involve identifying backup care, talking to other parents about how to maintain social time during a school closing or even deciding that we should opt for an entirely online experience from the start.
  • e. The more shutdown you plan for, the more robust the online learning plan needs to be.
Javier E

Gun Found in Child's Backpack at Queens Elementary School - NYTimes.com - 0 views

www.nytimes.com/...-queens-elementary-school.html

gun crisis school

shared by Javier E on 18 Jan 13 - No Cached
  • students at Wave Preparatory described a nervous few hours that began when the principal went on the intercom to say that the school was being locked down and that they were to remain in their classrooms.
  • “I thought we were going to get killed,” said Javier Ferrufino, an 11-year-old in fifth grade. “We went to the back of the classroom. I hid with my friend behind some computers.”
  • Shakyla said: “They made us turn off the lights and hide behind the teacher’s desk. I almost cried. I was afraid we were going to get shot.”
Javier E

Trump Election Shows Civics Education Has Failed - The Atlantic - 0 views

www.theatlantic.com/...507293

education teaching civics history democracy authoritarian values

shared by Javier E on 12 Nov 16 - No Cached
  • The 2016 campaign produced the unthinkable: the election of a presidential candidate whom members of his own party described as a classic authoritarian.
  • How is it possible that tens of millions of Americans supported a presidential candidate who consistently rejected basic constitutional principles that previously had been accepted across the political spectrum?
  • freedom of religion (proposing a ban on Muslim immigrants), freedom of the press (calling for opening up libel laws to go after critics), the rule of law (endorsing the murder of the families of terrorists), and the independence of the judiciary (questioning the bias of a judge based on ethnicity).
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  • What set Donald Trump apart, wrote the University of Texas historian Jeffrey Tulis to The New York Times, is that “no other previous major party presidential candidate has felt so unconstrained by … constitutional norms.”
  • A former top aide to President George W. Bush wrote that in the Republican nominee, “we have reached the culmination of the founders’ fears: Democracy is producing a genuine threat to the American form of self-government.”
  • Public schools are failing at what the nation’s founders saw as education’s most basic purpose: preparing young people to be reflective citizens who would value liberty and democracy and resist the appeals of demagogues
  • the 2016 election should spur renewed emphasis on the need for schools to instill in children an appreciation for civic values and not just a skill set for private employment.
  • the bipartisan education manta has been that education should prepare students to be “college-and-career  ready,” with no mention of becoming thoughtful democratic citizens
  • The Founders wanted voters to be educated so they could discern serious leaders of high character from con men who do not have the nation’s interests at heart. Beyond that, public education in the United States was also meant to instill a love of liberal democracy: a respect for the separation of powers, for a free press and free religious exercise, and for the rights of political minorities. Educating common people was the answer to the oligarchs who said the average citizen could not be trusted to choose leaders wisely.
  • Horace Mann, saw public education as the bedrock of the country’s democracy. He wrote: “A republican form of government, without intelligence in the people, must be, on a vast scale, what a mad-house, without superintendent or keepers, would be on a small one.” Teachers, the Supreme Court Justice Felix Frankfurter wrote, should be regarded “as the priests of our democracy.”
  • Yet in recent years, democracy has been given short shrift in American public schooling in two important respects: the curriculum that is explicitly taught to students does not place democratic values at the center
  • and the “hidden” curriculum of what students observe on a daily basis no longer reinforces the importance of democracy. The failure of schools to model democracy for students is critical
  • With the rise of economic globalization, educators have emphasized the importance of serving the needs of the private marketplace rather than of preparing citizens for American democracy.
  • the Founders were deeply concerned with finding ways to ensure that their new democracy, which through the franchise provided ultimate sovereignty to the collective views of average citizens, not fall prey to demagogues. The problem of the demagogue, the Founders believed, was endemic to democracy, and they saw education as the safeguard of America’s system of self-governance.
  • In a telling sign, in 2013, the governing board of the National Assessment for Educational Progress dropped fourth- and 12th-grade civics and American history as a tested subject in order to save money.
  • Likewise, in recent years, promoting democratic values in the school environment itself by respecting the voices of parents and teachers alike—a sort of "implicit curriculum"—has not been a priority
  • Reformers didn’t like the influence teachers’ unions exercised in democratic elections, so they advocated for market-driven reforms that would reduce the influence of elected officials such as non-unionized charter schools, as well as for state takeovers of urban districts.
  • Civics literacy levels are dismal. In a recent survey, more than two-thirds of Americans could not name all three branches of the federal government.
  • Education Secretary John King said only a third of Americans could identify Joe Biden as the vice president or name a single Supreme Court justice. Far worse, declining proportions say that free elections are important in a democratic society.
  • When asked in the World Values Survey in 2011 whether democracy is a good or bad way to run a country, about 17 percent said bad or very bad, up from about 9 percent in the mid-1990s.
  • Among those ages 16 to 24, about a quarter said democracy was bad or very bad, an increase from about 16 percent from a decade and a half earlier. Some 26 percent of millennials said it is “unimportant” that in a democracy people should “choose their leaders in free elections.”
  • Among U.S. citizens of all ages, the proportion who said it would be “fairly good” or “very good” for the “army to rule,” has risen from one in 16 in 1995, to one in six today.
  • a June 2016 survey by the Public Religion Research Institute and the Brookings Institution found that a majority of Americans showed authoritarian (as opposed to autonomous) leanings.
  • Moreover, fully 49 percent of Americans agreed that “because things have gotten so far off track in this country, we need a leader who is willing to break some rules if that’s what it takes to set things right.”
  • in 2016, the United States elected as president an individual whom the Brookings Institution Scholar Robert Kagan called “the most dangerous threat to U.S. democracy since the Civil War.”
  • schools need to put democracy back into education. Rigorous courses in history, literature, and civics would cultivate knowledge of democratic practices and a belief in democratic values.
  • In addition to teaching democratic values directly, what if educators and policymakers thought more carefully about addressing what is taught to students implicitly through how they choose to run schools? Are parents and community members a part of decision-making or are they shut out by state takeovers and billionaire philanthropists call the shots?
  • a growing number of school districts (including Rochester) are also promoting democratic values through socioeconomic and racial school integration of student bodies at the school and classroom levels. Integrated learning environments underline the democratic message that in America, everyone is equal. By contrast, when American schoolchildren are educated in what are effectively apartheid schools—divided by race and class—the democratic message of equal political rights and heritage is severely undermined.
  • demagogues can more effectively inflame passions against “others”—Muslims, Mexican immigrants, or African Americans—when, growing up, white Christian schoolchildren do not personally know many members of these groups. A large body of research finds that integrated schools can reduce prejudice and racism that stems from ignorance and lack of personal contact
rachelramirez

When Finland's Teachers Work in America's Schools - The Atlantic - 0 views

www.theatlantic.com/...508685

shared by rachelramirez on 29 Nov 16 - No Cached
  • When Finnish Teachers Work in America’s Public Schools
  • Kristiina Chartouni, a veteran Finnish educator who began teaching American high-school students this autumn, said in an email. “I am supposedly doing what I love, but I don't recognize this profession as the one that I fell in love with in Finland.”
  • In Tennessee, Chartouni has encountered a different teaching environment from the one she was used to in her Nordic homeland—one in which she feels like she’s “under a microscope.”
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  • Chartouni misses that feeling of being trusted as a professional in Finland. There, after receiving her teaching timetable at the start of each school year, she would be given the freedom to prepare curriculum-aligned lessons, which matched her preferences and teaching style.
  • In general, U.S. public-school teachers report that they have the least amount of control over two particular areas of teaching: “selecting textbooks and other classroom materials” and “selecting content, topics, and skills to be taught.
  • Marc Tucker, the president and CEO of the National Center on Education and the Economy, suggested to me that the No Child Left Behind Act (NCLB), which he called “the inauguration of [America’s] accountability movement,” significantly affected how U.S. public-school teachers perceived their level of autonomy.
  • Under NCLB, America’s public schools needed to make adequate yearly progress, decided in large part by student performance on state standardized tests, or face serious consequences, such as school closures.
  • As a public-school educator in Tennessee, Chartouni is seeing how some accountability measures—ones that are unobserved in Finnish schools—have reduced her level of professional freedom.
  • ” So, occasionally, Chartouni decides to assign easy bell work as she greets her exhausted students: “sit down, relax, and breathe.” (In Finland, students and teachers typically have a 15-minute break built-into every classroom hour.)
  • She described it as a rote job where she follows a curriculum she didn’t develop herself, keeps a principal-dictated schedule, and sits in meetings where details aren’t debated.
  • “I feel rushed, nothing gets done properly; there is very little joy, and no time for reflection or creative thinking (in order to create meaningful activities for students).”
  • “And the countries that give [teachers] more autonomy successfully are countries that have made an enormous investment in changing the pool from which they are selecting their teachers, then they make a much bigger investment than we do in the education of their future teachers, then they make a much bigger investment in the support of those teachers once they become teachers.
Javier E

Harvard and M.I.T. Offer Free Online Courses - NYTimes.com - 2 views

www.nytimes.com/...offer-free-online-courses.html

online learning harvard

shared by Javier E on 03 May 12 - Cached
  • Harvard and M.I.T. have a rival — they are not the only elite universities planning to offer free massively open online courses, or MOOCs, as they are known. This month, Stanford, Princeton, the University of Pennsylvania and the University of Michigan announced their partnership with a new commercial company, Coursera, with $16 million in venture capital.
  • The technology for online education, with video lesson segments, embedded quizzes, immediate feedback and student-paced learning, is evolving so quickly that those in the new ventures say the offerings are still experimental.
  • M.I.T. and Harvard officials said they would use the new online platform not just to build a global community of online learners, but also to research teaching methods and technologies.
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  • if I were president of a mid-tier university, I would be looking over my shoulder very nervously right now, because if a leading university offers a free circuits course, it becomes a real question whether other universities need to develop a circuits course.”
  • The edX project will include not only engineering courses, in which computer grading is relatively simple, but also humanities courses, in which essays might be graded through crowd-sourcing, or assessed with natural-language software. Coursera will also offer free humanities courses in which grading will be done by peers.
  • “What faculty don’t want to do is just take something off the shelf that’s somebody else’s and teach it, any more than they would take a textbook, start on Page 1, and end with the last chapter,” he said. “What’s still missing is an online platform that gives faculty the capacity to customize the content of their own highly interactive courses.”
  • anonymous on 11 May 12
     
    I think that Harvard, MIT, Stanford, Princeton, UP, and Michigan have a great idea in establishing these free online courses. When such high level courses are provided online and for free, there really is no excuse not to pursue greater knowledge. The only ingredient not provided is self-motivation. After both sites, Coursera seems to be developing much more rapidly then edX. Coursera is constantly updating their site with new courses. Also, after sifting through a few of the courses offered, I noticed that many teachers are willing to stream some online students in through video conferencing. These online students can virtually interact with their counterparts in the classroom at the given elite university. In other words, the intimate relationship found through interacting with other students and professors in a classroom setting is not completely lost.
Javier E

Paris Was My Middle-School Classroom - Tara Isabella Burton - The Atlantic - 0 views

www.theatlantic.com/...281489

homeschool

shared by Javier E on 16 Feb 14 - No Cached
  • during the two years I spent on-and-off as a homeschooled middle-schooler (spanning what would have been the seventh and eighth grades), the opportunity to work at my own pace and largely develop my own curriculum provided me with a level of academic intensity and emotional as well as intellectual independence unavailable (and, indeed, unaffordable) through more traditional means.
  • I was encouraged to spend as much time as possible outside on my bicycle, visiting the historical sites that interested me most, teaching myself to communicate out of sheer necessity. I was given free rein to explore the household bookshelves—to craft a humanities course according to my own interests. Textbooks and popular history books were readily available; my mother encouraged me to “read them like novels”—in other words, to visualize the vast panorama of human history not as a series of facts to be memorized, but as the stories: vivid and gripping, of real people, people I could care about and remember.
  • It's all too easy, as a child raised in the hothousing-heavy environment of New York City, to associate self-worth with grades, external standards, whether or not a teacher approved of my stance, whether or not my sixth-grade geography test would get me into Harvard six years later.
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  • s a homeschooled teenager, without grades or teachers, I learned to love knowledge for its own sake, and, just as importantly to trust in my ability to attain it.
  • “Even students who are successful, getting straight A's, the highest accolades, by being students in school have fear and anxiety about maintaining these types of grades. You don't really get a sense of who you are, what your interests are, what your passions are [but are] being filled by other people's idea of what it means to be a human being.” As a typically neurotic straight-A student at a New York private school, I'd internalized the idea of education as a means to an end.
  • When I returned to traditional education as a high-school freshman at a New England boarding school known for its rigor and expectations of independence, I found myself surprisingly well-prepared for its demands. I knew how to manage my time effectively, how to approach the hours of homework as an opportunity to learn rather than a chore to be cleared away. I knew, too, how to defend my academic arguments, to not back down simply because another student disagreed with me about the causes of the American Civil War. In the absence of external signifiers of success, I had learned how to measure my own.
Javier E

Occupy the Classroom - NYTimes.com - 0 views

www.nytimes.com/...occupy-the-classroom.html

education early learning

shared by Javier E on 20 Oct 11 - No Cached
  • a bigger source of structural inequity is that many young people never get the skills to compete. They’re just left behind.
  • Heckman, a Nobel Prize-winning economist at the University of Chicago, has shown that investments in early childhood education pay for themselves. Indeed, he argues that they pay a return of 7 percent or more — better than many investments on Wall Street.
  • “Schooling after the second grade plays only a minor role in creating or reducing gaps,” Heckman argues in an important article this year in American Educator. “It is imperative to change the way we look at education. We should invest in the foundation of school readiness from birth to age 5.”
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  • he found that Head Start had a significant long-term impact: the former Head Start participants are significantly less likely than siblings to repeat grades, to be diagnosed with a learning disability, or to suffer the kind of poor health associated with poverty. Head Start alumni were more likely than their siblings to graduate from high school and attend college.
Javier E

In a Volatile Climate on Campus, Professors Teach on Tenterhooks - The New York Times - 1 views

www.nytimes.com/...hing-amid-partisan-divide.html

campus discussion censorship free speech Culture

shared by Javier E on 31 Oct 17 - No Cached
  • Today’s students bring a multiplicity of personal identities to campus — their sexual orientation, race and ethnicity, religion, political leanings — and they want to see that reflected in course content. The values in readings, lectures and even conversations are open to questioning. All good — that’s what college is supposed to be about — except that now the safety screen around the examination of ideas has been pulled away. Higher education is increasingly partisan, and professors must manage these disconnected ideologies, which are sometimes between themselves and their students.
  • With so many professors identifying as liberal or far left (60 percent, according to a U.C.L.A. poll last year), it’s not surprising that the right distrusts the profession. In a Pew Research Center survey released in September, respondents indicated on a thermometer scale how they felt about professors. Democrats rated them a warm 71 degrees, Republicans a chilly 46 degrees.
  • It’s a charged climate and professors know it. The culture wars playing out in the classroom have made them fearful of being targeted.
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  • An English professor at Northern Arizona, Anne Scott, did end up on Fox News. After she deducted one point from a first-year student’s paper last spring for using “mankind” instead of “humankind” — she said she had told the class that “inclusive” vocabulary is required — the student contacted the website Campus Reform. She received more than 400 emails, rude voice mail messages and dropped calls. This semester, when the student’s name appeared on the wait-list for a course she was teaching, Dr. Scott said, “I was terrified.”
  • These clashes are affecting curriculum. After meeting with a professor to plan a spring course on fascism and anti-fascism, “we decided it was probably not worth it,” said Lori Poloni-Staudinger, head of the department of politics and international affairs, who has also received threats. The class won’t be offered. “People are more guarded,” she said. “They are watching what they say.”
  • Tools she shares are new to professors focused on conveying content. On the first day, she urges instructors to work with students to create ground rules for class discussions, including what to do when talk gets heated. She shares tricks like asking students, before peers pounce, to rephrase or repeat a provocative utterance (often it’s less harsh). If someone suggests that people who ride busses are poor, instead of calling him “classist,” she said, a teacher could reframe: “Let’s talk about the labels that come up when we talk about social class.”
  • It’s also important to openly discuss cultural identity with students, rather than make assumptions. “You can be from the same background and be very different,” she said. “Or you can be from very different backgrounds and think very similarly.” Digging below the surface is critical because students “are asking for more opportunity to be complicated individuals.”
  • Professors who once skipped pre-semester faculty workshops now want to know “how to model productive disagreement,”
  • In “Conflict in the Classroom,” a sketch recently staged at Skidmore College, a statistics “class” discusses correlation and causation. The “professor” posits an example: the link between infant mortality and maternal income. The “students” raise questions that have nothing to do with math. “It becomes a debate about the variables,” said Sara Armstrong, the artistic director: One student wonders why the example doesn’t consider household income, and defines a household as man and woman. Another objects. The first accuses the other of attacking. The instructor interjects, “I don’t think this is appropriate for this class. We really can’t talk about this.” The upset student insists, “This is a problem! We have to talk about this!” A student records on his phone.
  • In the post-performance discussion, the faculty members backtrack: What could the instructor have done ahead of time to prevent problems? What could the instructor do in the moment? And afterward? Approaches involve addressing not just what is taught, but how and why. The professor might explain why he chose the case study, pause the discussion, or email the class, acknowledging the disruption and, perhaps, apologizing.
Javier E

Students Protest Intro Humanities Course at Reed - The Atlantic - 0 views

www.theatlantic.com/...544682

humanities campus protest radicals free speech

shared by Javier E on 03 Nov 17 - No Cached
  • Of the 25 demands issued by RAR that day, the largest section was devoted to reforming Humanities 110.
  • outrage has been increasingly common in the course, Humanities 110, over the past 13 months. On September 26, 2016, the newly formed RAR organized a boycott of all classes in response to a Facebook post from the actor Isaiah Washington
  • A required year-long course for freshmen, Hum 110 consists of lectures that everyone attends and small break-out classes “where students learn how to discuss, debate, and defend their readings.” It’s the heart of the academic experience at Reed, which ranks second for future Ph.D.s in the humanities and fourth in all subjects.
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  • As Professor Peter Steinberger details in a 2011 piece for Reed magazine, “What Hum 110 Is All About,” the course is intended to train students whose “primary goal” is “to engage in original, open-ended, critical inquiry.”
  • But for RAR, Hum 110 is all about oppression. “We believe that the first lesson that freshmen should learn about Hum 110 is that it perpetuates white supremacy—by centering ‘whiteness’ as the only required class at Reed,” according to a RAR statement delivered to all new freshmen
  • The texts that make up the Hum 110 syllabus—from the ancient Mediterranean, Mesopotamia, Persia, and Egypt regions—are “Eurocentric,” “Caucasoid,” and thus “oppressive,” RAR leaders have stated. Hum 110 “feels like a cruel test for students of color,” one leader remarked on public radio. “It traumatized my peers.”
  • Reed is home to the most liberal student body of any college, according to The Princeton Review. It’s also ranked the second most-studious—a rigor inculcated in Hum 110.
  • A major crisis for Reed College started when RAR put those core qualities—social justice and academic study—on a collision course.
  • Beginning on boycott day, RAR protested every single Hum lecture that school year.
  • A Hum protest is visually striking: Up to several dozen RAR supporters position themselves alongside the professor and quietly hold signs reading “We demand space for students of color,” “We cannot be erased,” “Fuck Hum 110,” “Stop silencing black and brown voices; the rest of society is already standing on their necks,” and so on. The signs are often accompanied by photos of black Americans killed by police.
  • One of the first Hum professors to request that RAR not occupy the classroom was Lucía Martínez Valdivia, who said her preexisting PTSD would make it difficult to face protesters. In an open letter, RAR offered sympathy to Martínez Valdivia but then accused her of being anti-black, discriminating against those with disabilities, and engaging in gaslighting—without specifying those charges. When someone asked for specifics, a RAR leader replied, “Asking for people to display their trauma so that you feel sufficiently satisfied is a form of violence.”
  • But another RAR member did offer a specific via Facebook: “The​ ​appropriation​ ​of​ ​AAVE [African American Vernacular English]​ ​on​ ​her​ ​shirt​ ​during​ ​lecture:​ ​‘Poetry​ ​is​ ​lit’ ​is​ ​a​ ​form​ ​of​ ​anti-blackness.”
  • During Martínez Valdivia’s lecture on Sappho, protesters sat together in the seats wearing all black; they confronted her after class, with at least one of them yelling at the professor about her past trauma, bringing her to tears. “I am intimidated by these students,” Martínez Valdivia later wrote, noting she is “scared to teach courses on race, gender, or sexuality, or even texts that bring these issues up in any way—and I am a gay mixed-race woman.” Such fear, she revealed in an op-ed for The Washington Post, prompted some of her colleagues— “including people of color, immigrants, and those without tenure”—to avoid lecturing altogether.
  • what about the majority of students not in RAR? I spoke with a few dozen of them to get an understanding of what campus was like last year, and a clear pattern emerged: intimidation, stigma, and silence when it came to discussing Hum 110, or racial politics in general.
  • Raphael, the founder of the Political Dissidents Club, warned incoming students over Facebook that “Reed’s culture can be stifling/suffocating and narrow minded.”
  • The most popular public forum at Reed is Facebook, where social tribes coalesce and where the most emotive and partisan views get the most attention. “Facebook conversations at Reed bring out the extreme aspects of political discourse on campus,” said Yuta, a sophomore who recently co-founded a student group, The Thinkery, “dedicated to critical and open discussion.”
  • In mid-April, when students were studying for finals, a RAR leader grew frustrated that more supporters weren’t showing up to protest Hum 110. In a post viewable only to Reed students, the leader let loose: To all the white & able(mentally/physically) who don’t come to sit-ins(ever, anymore, rarely): all i got is shade for you. [... If] you ain’t with me, then I will accept that you are against me. There’s 6 hums left, I best be seein all u phony ass white allies show-up. […] How you gonna be makin all ur white supremacy messes & not help clean-up your own community by coming and sitting for a frickin hour & still claim that you ain’t a laughin at a lynchin kinda white.
  • Nonwhite students weren’t spared; a group of them agreed to “like” Patrick’s comment in a show of support. A RAR member demanded those “non-black pocs [people of color]” explain themselves, calling them “anti-black pos [pieces of shit].”
  • As tensions continued to mount, one student decided to create an online forum to debate Hum 110. Laura, a U.S. Army veteran who served twice in Afghanistan, named the Facebook page “Reed Discusses Hum 110.” But it seemed like people didn’t want to engage publicly:
  • Another student wrote to Laura in a private message, “I'm coming into this as a ‘POC’ but I disagree with everything [RAR has been] saying for a long time [and] it feels as if it isn't safe for anyone to express anything that goes against what they're saying.”
  • Laura could relate—her father “immigrated from Syria and was brown”—so she stood in front of Hum 110 just before class to distribute an anonymous survey to gauge opinions about the protests, an implicit rebuke to RAR. Laura, who lives in the neighboring city of Beaverton, said she saw this move as risky. “I would’ve rethought what I did had I lived on campus,” she said.
  • If Facebook is no place to debate Hum 110, what about the printed page? Not so much: During the entire 2016–17 school year, not a single op-ed or even a quote critical of RAR’s methods—let alone goals—was published in the student newspaper, according to a review of archived issues. The only thing that comes close?
  • The student magazine, The Grail, did publish a fair amount of dissent over RAR—but almost all anonymously
  • This school year, students are ditching anonymity and standing up to RAR in public—and almost all of them are freshmen of color
  • The pushback from freshmen first came over Facebook. “To interrupt a lecture in a classroom setting is in serious violation of academic freedom and is just unthoughtful and wrong,” wrote a student from China named Sicheng, who distributed a letter of dissent against RAR. Another student, Isabel, ridiculed the group for its “unsolicited emotional theater.
  • I met the student who shot the video. A sophomore from India, he serves as a mentor for international students. (He asked not to be identified by name.) “A lot of them told me how disappointed they were—that they traveled such a long distance to come to this school, and worked so hard to get to this school, and their first lecture was canceled,” he said. He also recalled the mood last year for many students of color like himself: “There was very much a standard opinion you had to have [about RAR], otherwise people would look at you funny, and some people would say stuff to you—a lot of people were called ‘race traitors.
  • Another student from India, Jagannath, responded to the canceled lecture by organizing a freshmen-only meeting on the quad. “For us to rise out of this culture of private concerns, hatred, and fear, we need to find a way to think, speak, and act together,” he wrote in a mass email. Jagannath told me that upperclassmen warned him he was “very crazy” to hold a public meeting, but it was a huge success; about 150 freshmen showed up, and by all accounts, their debate over Hum 110 was civil and constructive. In the absence of Facebook and protest signs, the freshmen were taking back their class.
  • In the intervening year, the Reed administration had met many of RAR’s demands, including new hires in the Office of Inclusive Community, fast-tracking the reevaluation of the Hum 110 syllabus that traditionally happens every 10 years, and arranging a long series of “6 by 6 meetings”—six RAR students and six Hum professors—to solicit ideas for that syllabus. (Those meetings ended when RAR members stopped coming; they complained of being “forced to sit in hours of fruitless meetings listening to full-grown adults cry about Aristotle.”)
  • the more accommodation that’s been made, the more disruptive the protests have become—and the more heightened the rhetoric. “Black lives matter” was the common chant at last year’s boycott. This year’s? “No cops, no KKK, no racist U.S.A.” RAR increasingly claims those cops will be unleashed on them—or, in their words, Hum professors are “entertaining threatening violence on our bodies.”
  • Rollo later told me that RAR “had a beautiful opportunity to address police violence” but squandered it with extreme rhetoric. “Identity politics is divisive,” he insisted. As far as Hum 110, “I like to do my own interpreting,” and he resents RAR “playing the race card on ancient Egyptian culture.
  • Reed is just one college—and a small one at that. But the freshman revolt against RAR could be a blueprint for other campuses. If the “most liberal student body” in the country can reject divisive racial rhetoric and come together to debate a diversity of views, others could follow.
Javier E

A Feminist Capitalist Professor Under Fire - WSJ - 0 views

www.wsj.com/...ofessor-under-fire-11567201511

feminism feminist transgender professor academia students culture campus history

shared by Javier E on 01 Sep 19 - No Cached
  • Ms. Paglia laments that the “antisex and repressively doctrinaire side of feminism is back again—big!” She calls it “victim feminism” and complains that “everything we’d won in the 1990s has been totally swept away. Now we have this endless privileging of victimhood, with a pathological vulnerability seen as the default human mode.”
  • As a teacher of undergraduates, Ms. Paglia despairs at how “bad it is for young people, filled with fears, to be raised in this kind of a climate where personal responsibility isn’t spoken of.” Since her own youth, she says, college students have devolved from rebels into skittish supplicants, petitioning people in authority to protect them from real life. Young adults are encouraged to look for “substitute parent figures on campus, which is what my generation rebelled against in college. We threw that whole ‘in loco parentis’ thing out.”
  • So why do young women feel victimized? Ms. Paglia cites the near-extinction of “body language” among the young and its impact on sexual relations on campus. The “loss of body language” starts in middle and high school, “where there’s total absorption in social media and projected images on Instagram, and so on. So they don’t know how to read each other, physically.
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  • Capitalism, she continues, has “produced this cornucopia around us. But the young seem to believe in having the government run everything, and that the private companies that are doing things for profit around them, and supplying them with goods, will somehow exist forever.”
  • you can call Ms. Paglia a feminist capitalist. “While I believe that boom-and-bust capitalism is inherently Darwinian and requires moderate regulation for the long-term greater good,” she says, “I insist that capitalism has produced the glorious emancipation of women.”
  • “Everything is so easy now,” Ms. Paglia continues. “The stores are so plentifully supplied. You just go in and buy fruits and vegetables from all over the world.” Undergrads, who’ve studied neither economics nor history, “have a sense that this is the way life has always been. Because they’ve never been exposed to history, they have no idea that these are recent attainments that come from a very specific economic system.”
  • By contrast to her flaming public persona, Ms. Paglia is positively conventional in the classroom. “As I constantly stress,” she says, “my base identity is as a hard-working, no-nonsense schoolmarm—like the teaching nuns of global Roman Catholicism
  • She asks me to “stress that I do not teach ‘my’ ideas in the classroom.” Instead, she teaches “broad-ranging” courses and considers herself responsible for her students’ “general education—in which there are huge and lamentable gaps, thanks to the tragic decline of public education in this country.”
  • “There’s no doubt whatever,” she responds, “that I have had a radical gender dysphoria since earliest childhood. Never once in my life have I felt female.”
  • This strange alienation from standard human life certainly helped sharpen my powers of social observation,” she says, “and eventually made me a writer.” Her many years of researching and writing “Sexual Personae,” she adds, “exorcised a lot of my accumulated hostility toward the gender system.”
Javier E

Zoom school's unexpected upside - The Washington Post - 0 views

www.washingtonpost.com/...ing-school-personal-connection

teaching pandemic priority

shared by Javier E on 14 Mar 21 - No Cached
  • Virtually inviting students into my home via video meant I had to obliterate the boundaries I once held dear. My students saw me at my most comfortable: no makeup — opting instead for an extra hour of sleep
  • I once greeted each student walking into my classroom by issuing a basic “Hey, what’s up?” But as many of my students and their family members became ill, long daily check-ins became a must. These conversations allowed students to compare symptoms with one another; other times, the talks gave them space to mourn the loss of a loved one or offer empathy and support
  • Afterward, we sometimes got to the material I’d planned to cover, sometimes not. But unlike before, I didn’t berate myself for not hitting all my curriculum targets for the day. Some lessons could wait; these could not.
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  • Knowing what these kids were dealing with — caring for sick family members, babysitting younger siblings, using their own money to keep food on the table — I worked to become more flexible. I used to invest a lot of importance in arbitrary deadlines and make-or-break exams to establish high academic standards. These days, I’ve let go of many of my old notions about penalties for late or missing work; I no longer give students one way, and one way only, to show mastery of a skill.
  • I used to judge my students for not completing an assignment to my satisfaction, even after multiple opportunities to do so. I’d lament to my husband about their questionable priorities. This was harder now that I’d learned so much about their lives:
  • I have never paid closer attention to my students’ mental and physical health, or devoted so much time to hearing their struggles and giving them resources to help manage their anxiety.
  • seeing my students’ faces up close — not behind the cover of a textbook or staring down at their phones — I saw the dark circles under their eyes, chapped lips, unkempt hair. Students were inhaling and exhaling trauma. Together, we allowed one another into our lives and made that breathing a little easier.
  • Perhaps the biggest transformation was this: I accepted the fact that I was not the single most important person in my students’ lives, and my assignments weren’t their most important tasks. I am no longer the authoritarian at the front of the classroom, asserting rules that benefit me and me alone. This might once have struck me as lenient — undisciplined, even — but the fluidity has produced a higher level of respect and a better quality of work than I’ve seen in quite some time.
  • I have always seen them as humans first — but perhaps for the first time, I allowed them to see me in the same way. I once feared that seeming human, more myself, would undermine my authority and make me a worse teacher; now I’ve realized that our most valuable interactions come from sharing our vulnerability.
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