Inspiring: Reimagining Education News Stories
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Dozens of high schoolers and their teachers are flowing into the University of Southern Californias Galen Center, dressed in their debating best and bantering in various languages. All of these students are members of the Junior State of America (JSA), and theyre used to spirited exchanges about government. But theyre here today to practice a different diplomatic skill: having thoughtful conversations across political boundaries. People say, When I try to have these kinds of conversations, they go really badly, [workshop leader Brooke] Deterline says. Such verbal blowouts often breed simmering resentment and fracture relationships. Deterline wants to teach people how to cultivate compassion for others even when they dont agree with them, which she sees as necessary for a divided country to find a shared vision for its future. From the start, Deterline makes clear that what shes about to teach is the conversational equivalent of tai chia philosophy focused on holding back, not charging forward. I used to think courage was giving somebody a piece of my mind, she tells the students. Its acting with an open heart in the face of conflict. It is a choice, and it also is a muscle. What often shuts down conversations across the political aisle, she explains, is when our brains go into what she calls the red zone. When were stressed, our natural compassion is cut off, she says. Deterlines core message is that when you notice your brain heading into the red zone, you can take steps to divert its course.
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Derek Black was the heir apparent to Americas white nationalist movement. He was the son of Don Black, the founder of the hate site Stormfront and the godson of David Duke, a former grand wizard of the KKK. The kingdom was Derek Blacks for the taking. One day, seemingly out of nowhere, he walked away from it all. In the new book Rising Out of Hatred by Washington Post investigative reporter Eli Saslow, the story of how Black came to leave it all behind is told. Saslow dives deep into Blacks transformation, which took place at a small liberal arts college. When members of the student body discovered a white nationalist living in their midst, many of them publicly shamed him. But a handful of students did the opposite, practicing a form of extreme acceptance. "When I first found [Derek Black], he was unequivocal that he did not want to be written about," [said Saslow]. "He naively thought he could leave it all behind. Meanwhile, white nationalism was seeing a rise in the political space. There were ... phrases he had helped popularize becoming mainstream. Derek felt increasingly culpable. He was haunted by it. Thats when he decided he needed to start talking about it more openly." Derek was on a campus that was ... social justice minded. Students were smart enough to be able to explain concepts like systematic oppression and privilege. But coming from people he respected, those ideas suddenly had real merit to him. He took time to engage and really think about it."
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Sister Mrosla [taught] junior high. She and Mark met ... in eighth-grade math class. One Friday after a tough week of algebra, she sensed that her students were struggling. She told them [to] pull out a sheet of paper. On every other line, she said, write the name of each student in class and next to the name write a kind word - a sincere compliment. That weekend she compiled the lists for each student on yellow legal-size paper, adding her own compliment at the end. She handed the papers back during the next class. On Mark's paper, among other simple compliments, somebody had written, "A great friend." On Judy Holmes Swanson's list, someone noted that she "smiles all the time." "No one ever said anything about the exercise after that class period," Sister Mrosla wrote. "It didn't matter. The exercise accomplished what I hoped it would - the students were happy with themselves and one another again." Years passed. Mark was killed in Vietnam. At Mark's funeral, [his parents] were waiting for the nun. "We want to show you something. They found this on Mark when he was killed," [James Eklund] said, gently taking out a worn piece of paper that had been refolded many times. "I knew without looking at the writing," Sister Mrosla wrote, "that the papers were the ones I had listed all of the good things each of his classmates had said about Mark." A few of Mark's school friends who were gathered around also recognized the paper, and one by one they told her they still had theirs.
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Four times a day, the doors of Eagle Mountain Elementary in Fort Worth, Texas, fling open to let bouncy, bubbly, excited kindergarteners and first-graders pounce onto the playground. The youngest kids at this school now enjoy ... three more breaks than they used to get. Students are less fidgety and more focused. They listen more attentively, follow directions and try to solve problems on their own. There are fewer discipline issues. Were seeing really good results, [noted Donna McBride, a first-grade teacher]. Eagle Mountain Elementary is ... trying out LiiNK, a new program that boosts the amount of recess for the youngest students. It gives the platform for them to be able to function at their best level, said Debbie Rhea, a kinesiology professor ... who created the project. The American Academy of Pediatrics agrees, calling recess a crucial and necessary component of a childs development. LiiNK was inspired by Finlands education system, which produces students who get some of the best scores in the world for reading, math and science. Finnish kids [enjoy] 15 minutes of unstructured outdoor play every hour. Children in the U.S., on the other hand, might get one 15-minute recess a day. Thats not enough for kids. Theyre not built that way, Rhea said. [Recess] reboots the system so that when they go back in, theyre ready to learn. They key is unstructured play, which Rhea described as kids being allowed to run, play and make up their own games.
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In a Toronto classroom, a group of 10-year-olds sit in a circle around a green felt blanket cheering on a baby as he tries to roll over. The baby's classroom visit is part of a program designed in Canada to foster empathy among children and, in the process, reduce aggression and bullying. Founded in 1996 by Canadian educator Mary Gordon, the program, Roots of Empathy, has found receptive audiences at home and abroad. In an age of polarized politics in many democracies, where social media often is seen more as a tool of cyberbullying than a bridge to increased understanding, Roots of Empathy has expanded to the U.S. and in Western Europe by using a 20th-century technique: face-to-face interactions. "The students learn that each person has a particular disposition, that there are differences between individuals - but that we all share the same menu of feelings," Gordon says. In 2001, the government of Manitoba commissioned a three-year follow-up study of Roots of Empathy, measuring positive social behavior, physical aggression, and indirect aggression. The results showed an improvement in all three areas immediately after the program and three years later. Studies commissioned by the University of Missouri and the University of Toronto had similar findings. The program has expanded from Canada, where it is delivered in English and French, to the United Kingdom, the Republic of Ireland, New Zealand, Germany, Switzerland ... Costa Rica, [and the] the U.S..
Note: Read an interview with the founder of this great program.
Tennessee is about to become the first state in the nation to make community college free for all adults. Lawmakers approved legislation Wednesday that will expand the Tennessee Promise program that launched in 2014. It made tuition and fees free for recent high school graduates enrolled in a community college or technical school. Now, adults who don't already have an associate's or bachelor's degree can go for free, too, starting in the 2018 fall semester. Governor Bill Haslam is expected to sign the bill into law. He proposed the legislation in his State of the State address earlier this year. It's a cornerstone of his initiative to increase the number of residents with a college education to 55% by 2025. Last year, less than 39% of residents had gone to college. "If we want to have jobs ready for Tennesseans, we have to make sure that Tennesseans are ready for jobs, and there is no smarter investment than increasing access to high-quality education," Haslam said in a statement. To be eligible, students must have been a state resident for at least a year before applying, maintain a 2.0 GPA, enroll in enough classes to be a part-time student, and complete the Free Application for Federal Student Aid. Expanding the free-tuition program will cost about $10 million. It will be funded by the state's lottery account. More than 33,000 students have benefited from the Tennessee Promise program in its first two years, raising enrollment among first-time freshmen by 30%.
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When the lunch bell rings at Boca Raton High School in Florida, 3,400 kids spill into the courtyard and split into their social groups. But not everyone gets included. Someone always sits alone. "It's not a good feeling, like you're by yourself. And that's something that I don't want anybody to go through," said Denis Estimon. Denis is a Haitian immigrant. When he came here in first grade, he says he felt isolated - especially at lunch. So with some friends, Denis started a club called "We Dine Together." Their mission is to go into the courtyard at lunchtime to make sure no one is starving for company. For new kids especially, the club is a godsend. Since it started last year, hundreds of friendships have formed - some very unlikely. Jean Max Meradieu said he met kids he would never "ever" meet on the football team. Jean actually quit the football team - gave up all perks that come with it - just so he could spend more time with this club. "I don't mind not getting a football scholarship," Jean said. "This is what I really want to do." Just imagine how different your teenage years would have been, if the coolest kids in school all of a sudden decided you mattered. Since we first told this story, Denis has graduated from high school - but not from this mission. He's now travelling the country, opening "We Dine Together" chapters at other schools - 15 so far, with more than 100 slated for the new year. And if we're lucky, when he's done showing kids how to make outsiders feel accepted, he can teach the rest of us.
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Finland has a history of producing the highest global test scores in the Western world, as well as a trophy case full of other recent No. 1 global rankings, including most literate nation. In Finland, children don't receive formal academic training until the age of 7. Until then, many are in day care and learn through play, songs, games and conversation. Most children walk or bike to school, even the youngest. School hours are short and homework is generally light. Unlike in the United States, where many schools are slashing recess, schoolchildren in Finland have a mandatory 15-minute outdoor free-play break every hour of every day. Fresh air, nature and regular physical activity breaks are considered engines of learning. One evening, I asked my son what he did for gym that day. They sent us into the woods with a map and compass and we had to find our way out, he said. In Finland teachers are the most trusted and admired professionals next to doctors. Our mission as adults is to protect our children from politicians, one Finnish childhood education professor told me. We also have an ethical and moral responsibility to tell businesspeople to stay out of our building. Skeptics might claim that the Finnish model would never work in America's inner-city schools. But what if the opposite is true? What if high-poverty students are the children most urgently in need of the benefits that, for example, American parents of means obtain for their children in private schools, things that Finland delivers on a national public scale.
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Nelson Mandelas adage, I destroy my enemies when I make them my friends, captures the profoundly inclusive nature of restorative justice (RJ). The hallmark of RJ is intentionally bringing together people ... who have harmed with people who have been harmed in a carefully prepared face-to-face encounter where everyone listens and speaks with respect and from the heart. The school-to-prison pipeline refers to the alarming national trend of punishing and criminalizing our youth instead of educating and nurturing them. Exclusionary discipline policies such as suspensions, expulsions, and school-based arrests are increasingly being used to address even the most minor infractions. Use of suspensions has almost doubled since the 1970s. A UC Berkeley Law study found [Restorative Justice for Oakland Youth]s 2007 middle school pilot eliminated violence and expulsions, while reducing school suspension rates by 87 percent. In 2010, the Oakland, Calif. school board passed a resolution adopting RJ as a system-wide alternative to zero-tolerance discipline and as a way of creating stronger and healthier school communities. Young high school students in Oakland with failing grades and multiple incarcerations who were not expected to graduate not only graduate but achieve 3.0-plus GPAs. Today hundreds of Oakland students are ... empowered to engage in restorative processes ... in a safe and respectful space, promoting dialogue, accountability, a deeper sense of community, and healing.
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Founder and principal of San Franciscos Life Learning Academy, Dr. Teri Delane says that the success of the school that serves the citys highest-risk, highest-need students can be replicated. The school tracks a 99% graduation rate with 85% of the students going on to college. The kids that do so well here [have] histories of school failure, truancy, arrest and substance abuse. The ones that traditional school settings cant provide for. [Life Learning Academy] has it roots in the Delancey Street Foundation, a well-known San Francisco-based self-help program for drug addicts and ex-offenders. Delane ... has first hand experience of the Delancey Street program - entering the program as an addict herself. Delane incorporated practices of the program that would could be integrated into a school environment: creating community, engagement, leadership, dress code and working toward rewards. And woven through it all is Delanes philosophy. What we do at the school is a circle around the kids with a number of things that have to be included in their lives in order for them to have a full life: education, a job, having money and ... learning how to give back, she said. I teach that the way you get is by giving. Not by sitting around talking about your problems. We dont stay stuck in our past. All the students know Delanes background, see what she has accomplished and witness her giving back every day.
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There was a time at Lincoln, a school once known as a last resort for those who were expelled from the areas other high schools, when fights often ended in out-of-school suspensions or arrests. But Principal Jim Sporleder ... created an environment built on empathy and redemption through a framework called trauma-informed care, which acknowledges the presence of childhood trauma in addressing behavioral issues. The practices ... begin with the understanding that childhood trauma can cause adulthood struggles like lack of focus, alcoholism, drug abuse, depression, and suicide. At Lincoln ... the graduation rate increased by about 30 percent and suspensions decreased by almost 85 percent a year after implementing the framework. Sporleder first arrived at the school in April 2007. The building was in a constant state of chaos. Sporleder took a hard line by handing out ... three-day out-of-school suspensions. Then, in the spring of 2010, he attended a workshop ... on the impacts of stressful childhood experiences. Keynote speaker John Medina, a developmental molecular biologist, explained how toxic stress overfills the brain with cortisol, also known as the stress hormone. Sporleder suddenly understood that his students behavior wasnt completely in their control; their brains were affected by toxic stress. It just hit me like a bolt of lightning that my discipline was punitive and it was not teaching kids, he said. So he set out on a mission to bring trauma-informed care to his students.
Note: In the article above, students and educators share many personal success stories made possible by Lincoln's adoption of trauma-informed care. Explore a treasure trove of concise summaries of incredibly inspiring news articles which will inspire you to make a difference.
For years, Finland has been the by-word for a successful education system, perched at the top of international league tables for literacy and numeracy. Which makes it all the more remarkable that Finland is about to embark on one of the most radical education reform programmes ever undertaken by a nation state scrapping traditional teaching by subject in favour of teaching by topic. Subject-specific lessons an hour of history in the morning, an hour of geography in the afternoon are already being phased out for 16-year-olds in the citys upper schools. They are being replaced by what the Finns call phenomenon teaching or teaching by topic. For instance, a teenager studying a vocational course might take cafeteria services lessons, which would include elements of maths, languages (to help serve foreign customers), writing skills and communication skills. More academic pupils would be taught cross-subject topics such as the European Union - which would merge elements of economics, history (of the countries involved), languages and geography. There are other changes too, not least to the traditional format that sees rows of pupils sitting passively in front of their teacher, listening to lessons or waiting to be questioned. Instead there will be a more collaborative approach, with pupils working in smaller groups to solve problems. The reforms reflect growing calls ... for education to promote character, resilience and communication skills, rather than just pushing children through exam factories.
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Natalie Hampton doesn't just have memories of being bullied in middle school; she has actual scars. Now 16 and a high-school junior ... Natalie said, "Apart from the horrific attacks, the worst thing was being treated as an outcast and having to eat lunch alone every day. I believe that being isolated branded me as a target." After switching schools ... Natalie found a supportive new friend group, but she never forgot how it felt to be the outcast. "Whenever I saw someone eating alone, I would ask that person to join our table, because I knew exactly how they felt. I saw the look of relief wash over their faces," she said. Her experiences inspired Natalie to create a new app called Sit With Us. The app allows students to reach out to others and let them know they are welcome to join them at their tables in the school cafeteria. Kids can look at the list of "open lunches" in the app and know that they have an open invitation to join with no chance of rejection. "Sit With Us ambassadors take a pledge that they will welcome anyone who joins and include them in the conversation. To me, that is far better than sitting alone," said Natalie. "Even though just about every school has bullies, I believe each school has a larger number of upstanders who want to make their schools more inclusive and kind," she said.
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Students who are misbehaving are usually taken out of class and sent to the principal, who punishes the child by revoking privileges, calling home or sometimes suspending them. But students in some Baltimore schools are sent somewhere different when they are acting out: a designated meditation room where they can calm down and decompress. The Mindful Moment room is equipped with bean bags and dim lighting, and students go through calming exercises with trained staff. At Robert W. Coleman Elementary School, teachers and staff can refer students to the room for an emotional “reset” when they are worked up. The student is led through breathing exercises and is encouraged to discuss the emotions that led to an outburst. They work with the adult to come up with a plan to use mindfulness in a similar situation in the future, to prevent an outburst. After about 20 minutes in the room, they rejoin classmates. Students usually show “visible signs of relaxation and emotional de-escalation after guided practices” in the room. The program also includes a “Mindful Moment” twice a day, which leads students in breathing exercises for 15 minutes over the PA system. Students can also participate in yoga classes. It has drastically reduced suspensions, with zero reported in the 2013-14 school year. The program has also been implemented with older students, including those at Patterson High School, [which] has also seen a decrease in suspensions both in the hallways and in class.
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Sugata Mitras Hole in the Wall experiment has garnered a lot of attention since it first begun in 1999 and won a TED prize in 2013. It demonstrated that a group of students working together, motivated by a deep question and with access to a computer, could produce amazing results. Cleveland is a world away from Delhi, but Dora Bechtel says many of her students at Campus International School remind her of the Indian children she observed in videos about the Hole in the Wall experiment. Recently, Bechtel has been experimenting with Self-Organized Learning Environments, or SOLEs, in her elementary school classes. In a classroom SOLE, Bechtel asks her students a messy question, something that doesnt have just one right answer, then sets them loose to research the question in small groups. Students choose who they work with, find their own information, draw their own conclusions and present their findings to the whole class. It can be a bit chaotic, but Bechtel says thats often good. The method has students asking questions and taking ownership in a whole new way. As any teacher knows, finding challenging work for such a varied class of learners is extremely difficult. But because the SOLE is so open-ended, more advanced students are helping struggling students and kids access information in whatever way they can. The SOLE Cleveland website ... has question suggestions for teachers just getting started, arranged by grade level and subject.
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Every school teaches math and reading, but what about mindfulness and kindness? Twice a week for 20 minutes, pre-kindergarten kids were introduced to stories and practices for paying attention, regulating their emotions, and cultivating kindness. The initial results of our research ... suggest that this program can improve kids grades, cognitive abilities, and relationship skills. Having classrooms full of mindful, kind kids completely changes the school environment. Imagine entire schools - entire districts - where kindness is emphasized. That would be truly powerful. Teaching kindness is a way to bubble up widespread transformation that doesnt require big policy changes or extensive administrative involvement. If you had visited one of our classrooms during the 12-week program, you might have seen a poster on the wall called Kindness Garden. When kids performed an act of kindness or benefitted from one, they added a sticker to the poster. The idea is that friendship is like a seed - it needs to be nurtured and taken care of in order to grow. Through that exercise, we got students talking about ... how we might grow more friendship in the classroom. Students who went through the curriculum showed more empathy and kindness and a greater ability to calm themselves down when they felt upset, according to teachers ratings. They earned higher grades at the end of the year in certain areas (notably for social and emotional development), and they showed improvement in the ability to think flexibly and delay gratification, skills that have been linked to health and success later in life.
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In the classroom, subjects are often presented as settled and complete. But our collective understanding of any given subject is never complete, according to Jamie Holmes, who has just written a book on the hidden benefits of uncertainty. In Nonsense: The Power of Not Knowing, Holmes explores how the discomforting notions of ambiguity and uncertainty affect the way we think and behave. Confronting what we dont know sometimes triggers curiosity. Teachers who hope to inspire curiosity in their students, and to encourage tolerance for ambiguity, can take steps to introduce uncertainty into the classroom. The emotions of learning are surprise, awe, interest and confusion, Holmes said. But because confusion provokes discomfort, it should be discussed by teachers to help students handle the inevitable disquiet. The best assignments should make students make mistakes, be confused and feel uncertain, he said. Teachers who instruct with a sense of humanity, curiosity and an appreciation for mystery are more apt to engage students in learning, Holmes explained. Those with an outlook of authority and certainty dont invite students in, he said. Also, when teachers present themselves as experts imparting wisdom, students get the mistaken idea that subjects are closed. Teachers should help students find ways to think and learn, he said. The best teachers are in awe of their subjects. The process of discovery is often messy and non-linear.
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One school has found that eliminating rules can actually be a good thing. After Swanson Primary School in New Zealand got rid of rules during recess as part of a study, administrators saw a decline in rates of bullying, injuries and vandalism, as well as an increase in students ability to concentrate during class. The [Auckland University of Technology] and Otago University study ... eliminated recess rules in an effort to discover ways to promote active play. As a result, kids were more engaged in their activities. "The kids were motivated, busy and engaged. In my experience, the time children get into trouble is when they are not busy, motivated and engaged. It's during that time they bully other kids, graffiti or wreck things around the school," school Principal Bruce McLachlan [said]. Previously, the students were not allowed to engage in playground activities like climbing trees or riding bikes, McLauchlan [said]. While he says the playground is now more chaotic looking, it is also safer. What happens is when you let kids do anything they like is that they actually dont go and purposefully hurt themselves, McLauchlan said.
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Tommy, an agitated 14-year-old high school student in Oakland, Calif., was in the hallway cursing out his teacher at the top of his lungs. A few minutes earlier, in the classroom, hed called her a b___ after she twice told him to lift his head from the desk. Eric Butler, the school coordinator for Restorative Justice for Oakland Youth (RJOY) heard the ruckus and rushed to the scene. They walked together to the restorative justice room. Slowly, the boy began to open up and share what was weighing on him. His mom, who had been successfully doing drug rehabilitation, had relapsed. Shed been out for three days. The 14-year-old was going home every night to a motherless household and two younger siblings. He had been holding it together as best he could, even getting his brother and sister breakfast and getting them off to school. He had his head down on the desk in class that day because he was exhausted from sleepless nights and worry. Eric ... facilitated a restorative justice circle with [Tommy's mom], Tommy, the teacher, and the principal. Punitive justice asks only what rule of law was broken, who did it, and how they should be punished. It responds to the original harm with more harm. Restorative justice asks who was harmed, what are the needs and obligations of all affected, and how does everyone affected figure out how to heal the harm. Tommy ... told his story. On the day of the incident, he had not slept, and he was hungry and scared. He felt the teacher was nagging him. Hed lost it. Tommy apologized.
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Pasi Sahlberg, a Finnish educator and author, [said that in] his country, ... teachers typically spend about four hours a day in the classroom, and are paid to spend two hours a week on professional development. At the University of Helsinki, where he teaches, 2,400 people competed last year for 120 slots in the (fully subsidized) masters program for schoolteachers. Its more difficult getting into teacher education than law or medicine, he said. Dr. Sahlberg puts high-quality teachers at the heart of Finlands education success story. Ever since Finland, a nation of about 5.5 million that does not start formal education until age 7 and scorns homework and testing until well into the teenage years, scored at the top of a well-respected international test in 2001 in math, science and reading, it has been an object of fascination among American educators and policy makers. Finlandophilia only picked up when the nation placed close to the top again in 2009, while the United States ranked 15th in reading, 19th in math and 27th in science. In Helsinki, the Education Ministry has had 100 official delegations from 40 to 45 countries visit each year since 2005. Dr. Sahlberg said a turning point was a government decision in the 1970s to require all teachers to have masters degrees and to pay for their acquisition. Finland scorns almost all standardized testing before age 16 and discourages homework, and it is seen as a violation of childrens right to be children for them to start school any sooner than 7, Dr. Sahlberg said.
Note: The US continues to push for more testing, while Finland shows that less testing and homework gives better results. For an excellent article on this in the Washington Post, click here. For more astounding facts on Finland's education success, click here.
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