Ed Soul

Why a Student-Centered Approach? 

• Children are respected, rather than seen as problems to fix 
• Too many students are still disproportionately marginalized, misunderstood, misrepresented, and micromanaged through punitive forms of discipline 
• Shame based (public and private) approaches do not change behaviors and are harmful 
• Flip from compliance to connection 

What makes this difficult? 

• Education is a hard job  
• We do what we know or what was done to us 
• We assume that motivation is what is lacking; this is not always the root cause  
• What we look for, we will find. If we are looking for kids to be wrong, we will find it. 
• You may undervalue your skills; “there’s nothing I can do.” Or inflate yourself; “I’ve done everything there is to do.” 
• A dysregulated adult cannot help a dysregulated child 

What should I do? 

• Prioritize connection over compliance  
• Widen your lens as you consider behavior  
• Include student voice 
• Invest in yourself through coaching, professional learning, self-development, and building new habits  
• Create predictable circumstances for students that support high quality work  
• Let students feel success   

Connect with Jacki and Lisa:   

• Thecatalystapproach.com 
• Mn.sourcewell.org 

Resources: 

• Gender Inclusive Schools 
• Relentless Indigenous Woman 
• With our Orange Hearts by Phillis Webstad, Illustrated by Emily Kewageshig 
• Sourcewell webinar:  Positive Behavioral Interventions and Supports   
• Gilliam, Walter S. “Do Early Educators' Implicit Biases Regarding Sex and Race Relate to Behavior Expectations and Recommendations of Preschool Expulsions and Suspensions?” Yale Child Study Center, 28 Sept. 2016, https://doi.org/https://medicine.yale.edu/childstudy/policy-and-social-innovation/zigler/publications/preschool%20implicit%20bias%20policy%20brief_final_9_26_276766_54643_v1.pdf.  

Ed Soul Podcast Credit | Sourcewell

Find more educational resources by topic at https://www.mn.sourcewell.org/education/podcast

Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education

Many U.S. states, including Minnesota (via proclamation), focus on Indigenous Peoples Day on the second Monday of October in place of what was historically Columbus Day. I sat down with Charles Black Lance, an educator and community leader in Brainerd, Minn., for some insights on this holiday.  

Why the change?  

• Not necessarily anti-Columbus, but we need to enhance the whole conversation by honoring and respecting histories and traditions of Indigenous people that were here long before Columbus and are still here today. 
• When traditionally celebrating Columbus Day, we don’t always include the deeper realities of what his coming to North American meant for Indigenous people. 
• When we clean up histories for children, we lose context that help us understand why and how. 

What should stop? 

• Stereotypical representations or caricatures of Indigenous people.  
• Placing Native people only in the past. 
• Honoring nostalgia for some, over harmful experiences for others. 

What should I do? 

• Look harder, adjust your lens. 
• Educate yourself with books, documentaries, and podcasts.  
• Critically consume information. 
• Do something with your learning. Speak up, take action, and positively influence those around you. 
• Ask! Conduct internet searches, consult media specialists or curriculum directors.  
• Listen and learn from people that are experiencing “it” for example, your local American Indian Advisory committee.  

Resources  

• Native American Indigenous Games 2023 naig.com 
• An Indigenous Peoples’ History of the United States for Young People (ReVisioning History for Young People) by Roxanne Dunbar-Ortiz  
• Minnesota Department of Education Resources 
•  American Indian Library Association  

Ed Soul Podcast Credit | Sourcewell

Find more educational resources by topic at https://www.mn.sourcewell.org/education/podcast

Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education

Common school practices 

• Beginning of the year prompts. Instead of: “What happened this summer?” Try: “What goals or dreams are you looking forward to this year?” 
• Discounted Yearbooks at the beginning of the year  
• Thanksgiving is a day of mourning for some  

Speaking up 

• It doesn’t have to be political, it is humanistic  
• Lean into tough conversations about race 
• Work to recognize the ways students feel marginalized and advocate for them 
• When students report incidences ask, “Has this happened before?” 

Moving past defensiveness 

• Keep it student focused 
• Called in vs. Called out 
• Feedback is a gift 
• Focus on the impact, not the intentions 
• Normalize and humanize conversations around race, socioeconomics, and gender, etc.   

Advice from our youth 

• Adults, please speak up and use your voice 
• Inaction by adults, hurts more than the incident   

Resources  

Gorski, P. and Pothini, S. (2018) Case Studies on Diversity and Social Justice Education Second Edition. Routledge 711 Third Avenue, New York, NY 

Humanize My Hoodie:  Educators As Allies  

Stay connected with Seema! [email protected]  

Ed Soul Podcast Credit | Sourcewell

Find more educational resources by topic at https://www.mn.sourcewell.org/education/podcast

Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education

A key factor known to help young people build resiliency is “…mobilizing sources of faith, hope, and cultural traditions.” Without promoting a singular faith or culture, we can recognize and make space for students to lean into these key parts of their lives.

For data on engaging caretakers, see the Flamboyan Foundation’s Family Engagement Matters handout in our references.

Barriers

• Culture of school communication and content can be a one-way street of schools sending information, but not often gathering information from caregivers.
• Adjusting the way we speak and think about caregivers is key; see this handout: Safeguarding Inclusive and Respectful Communication: Caregivers.
• Young people are largely influenced by those who caretake for them. They may be influenced by their caretakers’ experiences in schools. Those experiences could include:
  • As students, they did not feel safety and belonging
  • Institutional trauma and/or historical trauma
  • School-to-prison pipeline 
  • Building relationships and earning trust and respect with caregivers can create new pathways for future generations. 
  • Sometimes a shift in norms and expectations between home and school (one example is mealtime). 
  • Some hesitation when the education system requires navigation. Not all families are familiar with these systems. Examples include post-secondary options and filling out forms to register students.

Strategies

• Positive communication first! See Flamboyan Foundation’s “Connecting with ‘Hard to Reach’ Families;” This resource includes strategies and sample templates.
• Ask preferred communication method and ideal time; be persistent and consistent.
• Ask for input from caregivers: What are your child’s strengths? What works at home? What support(s) does your child need? Tell me about _____.
• Know students beyond academics.
• Consider situations where homework may stress the relationship between school, students, and caregivers.
• Provide equitable homework experiences.
• When possible, provide multiple resources for multi-household families.
• Make space for caregiver voice and decision input: representation on advisory committee and hiring boards.

SEL is a broad topic. Young people and educators need systems that support their social and emotional skills and wellness. Let’s keep the conversation going. Questions or comments? Contact us at [email protected]

References

• Family engagement matters. Flamboyan Foundation. (2021, July 29). Retrieved July 13, 2022, from https://flamboyanfoundation.org/resource/family-engagement-matters/
• Kliment, K. (2019, August 30). Connecting with "hard to reach" families. Flamboyan Foundation. Retrieved July 13, 2022, from https://flamboyanfoundation.org/resource/connecting-with-hard-to-reach-families/
• Logan, R. (2020). Safeguarding Inclusive and Respectful Communication: Caregivers. Staples, MN; Sourcewell.
• National Scientific Council on the Developing Child. (2018). Understanding Motivation: Building the Brain Architecture That Supports Learning, Health, and Community Participation: Working Paper No. 14. Retrieved from www.developingchild.harvard.edu
• (Video) PMC (Public Media Connect). (2021, February 24). Authentic family partnerships: Social-emotional learning. PBS LearningMedia. Retrieved July 13, 2022, from https://lptv.pbslearningmedia.org/resource/authentic-family-partnerships-animation/social-emotional-family-partnerships/
• xmyhnW4XIcxLSdLr3iiS

Ed Soul Podcast Credit | Sourcewell

Find more educational resources by topic at https://www.mn.sourcewell.org/education/podcast

Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education

Support is accountability. The goal of SEL is developing young people into adults who are thriving intellectually, socially, emotionally, and professionally.

Unpacking the story 

Rachel shares a story that begins with a student sleeping in class and ends with them in handcuffs.

• Why? What’s going on that they are falling asleep in the middle of the day?
• When woken, the student is likely to feel some form of dysregulated; how can I support this student? How would you want to be approached in this situation?
• “Are you okay?” instead of using accusatory language.
• Adjust your physical approach to be trauma-informed, and consider the other young people in the room.

Be careful of discipline/behavioral labels, they can be vague and subjective

• Noncompliant
• Defiant
• Disrespecting authority
• Aggressive behavior 
• Truant
• “Inappropriate” language, behavior, gestures, etc.
• Disruptive

Prevent escalated responses

• Create spaces and systems where students are safely and appropriately thinking critically, asking questions, speaking up for injustices.
• Small behaviors can escalate quickly; every interaction with students has potential to either build or damage relationships. Responses to undesired behavior either help solve the problem or trigger the next level of escalation.
• Avoid power struggles; are behaviors wrong or unexpected?
• Discipline “wrap” and juvenile records; predetermined idea about “good kids” and “bad kids”.
• Rethinking healthy and unhealthy behaviors.
• Give a second chance and do not require eye contact when having difficult conversations.

Seek training for you and your fellow educators in restorative practices. When we know better, we can do better.

Examine polices for discipline and code of conduct

• Are responses punitive or supportive?
• Hats/hoods/dress code policies
• Removal, shame, and humiliation do not improve behavioral or academic outcomes

What about the adults?

Students and adults, alike, need systems of support in place. The school environment improves for everyone with the implementation of SEL. Student outcomes, especially reduced discipline referrals, suspensions, expulsions, mental health needs, and drug use. It increases academic outcomes, attendance and graduation rates, post-secondary enrollment and completion, engagement and attitudes about school, and abilities to manage stress and depression. 

Questions or comments? Contact us as [email protected] 

References and resources

Álvarez, B. (2021, October 9). School suspensions do more harm than good. NEA. Retrieved July 5, 2022, from https://www.nea.org/advocating-for-change/new-from-nea/school-suspensions-do-more-harm-good

Long, N. J., Wood, M. M., Fecser, F. A., & Whitson, S. (2021). Talking with students in Conflict: Life space crisis intervention (third). PRO-ED, Inc.

Minnesota Department of Education. (n.d.). Restorative Practices. Restorative practices. Retrieved July 6, 2022, from https://education.mn.gov/MDE/dse/safe/prac/

National Commission on social, emotional, and academic development. (n.d.). Social, Emotional, and Academic Development Fast Facts. The Aspen Institute. Retrieved July 5, 2022, from https://www.aspeninstitute.org/wp-content/uploads/2020/03/NCSEADInfographic_Final2.pdf

What does the research say? CASEL. (2022, May 26). Retrieved July 5, 2022, from https://casel.org/fundamentals-of-sel/what-does-the-research-say/

Ed Soul Podcast Credit | Sourcewell

Find more educational resources by topic at https://www.mn.sourcewell.org/education/podcast

Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education

Engagement can include behavioral, emotional, and cognitive. 
The brain is soothed by sameness and engaged by novelty; we need to engage students in a way that is socially and emotionally healthy. For example, classroom games:

• Competition and individualistic activities drive some, but shuts others down
• Timed games can cause anxiousness
• Losing can cause dysregulation
• Binary grouping methods that might involve student identities

Student driven is even more effective than teacher driven

• Voice, choice, efficacy, peer-to-peer interaction
• Appropriate level of challenge
• Real-world problem solving
• Community involvement
• Content and activities that provide cultural mirrors and windows
• Goal setting and progress tracking
• Student roles and responsibilities

Motivation

• Brain’s motivation system develops over time
• Most impacted by intrinsic rewards with positive feedback
• In adolescence especially, social context and acceptance is a factor

Disengaged or undesired behaviors?

Teachers are trained to notice when students are disengaged; students can be engaged while exhibiting “undesired” behaviors. Sometimes the need is executive functioning or regulation:

• Students who need movement might still be paying attention
• Asking questions or blurting could be a distraction, but shows that learners are engaged
• Coming to class without the materials can be interpreted as not caring
• Withdrawn, shut down, or crumpling up papers communicates frustration but can be read as disrespectful
• Difficulty transitioning

Ultimately, we want systems that support students, rather than asking students to regulate in environments that are not set up with their needs in mind.

Be careful in how we characterize students

• Asset/strength-based mindset and language, not deficit 
• A variety of processing times
• In the references, see the handout, Safeguarding Inclusive and Respectful Communication: Students

Disengaged or unmotivated adults?

In everyday life, adults might need

• A quick check-in on our phones
• Sidebar conversation with a colleague during training or meeting
• Standing up, moving, or going to the bathroom without asking permission

Can we treat kids like people too?

Strategies

• Increase intrinsic rewards with a focus on constructive feedback and coaching
• Build in student reflection time
• Set goals and track progress
• Encourage student voice and empowerment
• Plan for engagement
• Remember, engagement looks different for different individuals

Start with an environment where students feel safe, settled, known; this is foundational to engagement.

References

• Logan, R. (2020). Safeguarding Inclusive and Respectful Communication: Students. Staples, MN; Sourcewell.
• Lortie, D. C. (2007). Schoolteacher a sociological study (2nd ed.). University of Chicago Press.
• Muhammad, A. (2018). Transforming School culture how to Overcome Staff Division. Solution Tree Press.
• National Scientific Council on the Developing Child. (2018). Understanding Motivation: Building the Brain Architecture That Supports Learning, Health, and Community Participation: Working Paper No. 14. Retrieved from www.developingchild.harvard.edu
• Toth, M. D. (2021, March 21). Why Student Engagement is Important in a Post-COVID World – and 5 Strategies to Improve It [web log]. Retrieved June 16, 2022, from https://www.learningsciences.com/blog/why-is-student-engagement-important/.

Ed Soul Podcast Credit | Sourcewell

Find more educational resources by topic at https://www.mn.sourcewell.org/education/podcast

Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education

What else can schools be doing about behavior? 

Multi-tiered systems of supports (MTSS) to prevent escalation. 

• There are tier 1 supports that should happen in all classrooms. For example: 
• Routines 
• Proximity 
•  We also need additional levels of support, allowing teachers do tier 1 well. For example: 
• Small groups to support needs like friendship and anger, led by social workers or school counselors 
• In 2020-21, Minnesota ranked in the bottom 4 states for school counselor-to-student ratio (1:592) 
• SEL becomes support for behaviors that already exist. 
• Students more equipped to learn 
• Teachers more equipped to teach 

You might be thinking, “SEL should be taught at home.”  

• Circle of influence; I have no control around what happens or doesn’t outside of my space at school. 
• Future Episode (#5) in this series is on family and community involvement. 
• Positive intent about caregivers. 
• Likely working to teach these skills 
• There are other factors, like students being developmentally ready to learn the skill  
• Might not have been taught regulation skills themselves, or realize their benefits 
• Opportunities to learn and practice regulation is one of four factors proven to build resilience. We believe all students want to learn, but sometimes there are barriers. 

You might be thinking, “I’m not a mental health professional.” 

• Positive behavioral intervention strategies are part of the Minnesota teacher license renewal process. 
• Mental health professionals are a part of tiers of support; eventually, students might need access to mental health professionals. 
• What supports can intervene before professional mental health care is needed? 

See all the strategies we discussed in Handout-S1 Episode 2 

References and resources from part 2 

Graff-Radford, M. (2018, January 23). Stress Relief is Only a Few Breaths Away [web log]. Retrieved May 15, 2022, from https://connect.mayoclinic.org/blog/living-with-mild-cognitive-impairment-mci/newsfeed-post/stress-relief-is-only-a-few-breaths-away/.  

Mood meter. MOOD METER APP. (n.d.). Retrieved June 8, 2022, from https://moodmeterapp.com/  

Minnesota Department of Education. (n.d.). SEL implementation guidance. Retrieved June 8, 2022, from https://education.mn.gov/MDE/dse/safe/social/imp/  

Terada, Y. (2022, April 21). We drastically underestimate the importance of brain breaks. Edutopia. Retrieved June 8, 2022, from https://www.edutopia.org/article/we-drastically-underestimate-importance-brain-breaks  

Ed Soul Podcast Credit | Sourcewell

Find more educational resources by topic at https://www.mn.sourcewell.org/education/podcast

Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education

In this two-part episode, we discuss strategies to regain and retain regulation - improving conditions for learning and teaching

What is social and emotional learning?

Students and adults acquiring and applying skills

• Being aware of yourself (feelings, tendencies)
• Managing that (behavior)
• Being aware of others and using that to build relationships & interact
• Making decisions

SEL boils down to how we are with ourselves, each other, and the world around us. SEL isn’t necessarily something extra; educators already spend time on behaviors. SEL can be a tool or support to manage behaviors effectively and efficiently, so even more learning can happen.

Sometimes people ask, why focus on SEL when school is about academics?

If students aren’t ready to learn and teachers aren’t ready or well enough to teach, learning is hindered. When SEL is implemented, there is an 11% gain in academic scores.
 
How does regulation fit into our conversation about increased student incidents (school threats, self-harm, racism)?
We’ll talk about adult regulation, but let’s start with students.
 
Sometimes we look at SEL as a way to fix students. Instead, we need to shift our thinking to view SEL as a way to support students. Consider supports we provide for students when they don’t know how to read, or do fractions, or play an instrument. We teach them how (we don’t punish them) and we provide additional supports if progress isn’t made. Sometimes we assume students should come to school knowing how to organize their stuff, handle frustration, manage time, and get along with others. Students need opportunities to learn and practice those skills, too.
We want students to manage themselves – regulate their feelings. The first step is being able to identify their own feelings, both positive and difficult. Let’s be honest, we are especially interested in students regulating feelings that seem to cause disruptions, like frustration and anger, and behaviors like not handing in work, disorganization or disengagement.

Let’s talk about the brain.

To identify feelings, we need to talk a bit about the brain. Dan Siegel’s Hand Model of the Brain helps us understand the fight, flight, and freeze (FFF) response.

• FFF is a natural process that happens in healthy brains with real danger.
• Brains prone to anxiety, affected by trauma, or even stressed, can flip a lid (dysregulate) more easily.
• Imagine a compromised, raised level of awareness - my lid isn’t flipped, but I’m closer to it than I want to be or should be. Many of us exist in this state, especially right now.

Trauma is a big topic for another time, but a few disclaimers:

• In general, exposure to trauma (real danger) wires the brain to protect but not connect, survive but not thrive.
• The great thing about neuroplasticity is that recovery and healing from trauma is possible, even as adults.
• Sometimes schools are the place where students experience trauma (institutional trauma).

See all the strategies we discussed in Handout-S1 Episode 2.

Ed Soul Podcast Credit | Sourcewell

Find more educational resources by topic at https://www.mn.sourcewell.org/education/podcast

Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education

In the pilot episode of Ed Soul, we explore belonging – what it looks and feels like and how you can create belonging with students and colleagues.

Discussion Highlights:

What makes a space, including a school environment, feel safe physically, emotionally, and psychologically? What does it mean to belong in a space?

• Physical safety: Locked doors, security systems, protocols and plans, free of bullying 
• Emotional and psychological safety: Free of bullying, people and content do not cause harm
• Belonging is deeper than welcoming. When you belong, you:
  • Feel like you have efficacy, voice, and choice
  • Can better control emotions and stay focused and on tasks
  • Connect and feel connected with others
  • See people that reflect you and how you view yourself
  • The ability to bring your whole self, unapologetically

Educators often focus on ensuring student safety and belonging. What about our colleagues?

• Most educators had a positive school experience growing up, they felt like they belonged which is a big reason why they chose education as a career
• The dominate culture perpetuates a cycle of limited diversity (79% percent of U.S. teachers are white females)
• Systems make it difficult for people from historically disenfranchised communities to feel belonging
• Ensure that adults also have connections during their day

What happens when you feel you’re great at building relationships with students, EXCEPT for this ONE student?

• Unmet relationship needs can create challenging behaviors
• Don’t take it personally; remember, behavior is a form of communication
• See Equity Triage Tree Activity
• Know your tendencies. While you learn ways to better connect with all students, help them connect to other adults and students.

Aside from educator-student relationships, what kinds of factors (visuals or experiences) make school environments feel safer/more inclusive?

• Make space for a wider range of student voices in planning and shaping their school
• Offer a variety of spaces, places, and instructional styles
• Use inclusive practices and language
  • i.e., “families and caregivers” instead of “mom and dad”

Tools to explore

• Watch: Making Sure Every Child is Known (See resources below)
• Equity Triage Tree Activity
  • Split your class roster into thirds
    • Bottom third, easy to connect with
    • Middle third, not as easy to connect with but can still build relationships
    • Top third, most challenging to connect with
  • What themes do you see? Is there a certain type of student you connect with, certain identities that are challenging for you to connect with?
  • How might your own interests and/or biases get in the way? How can you address this?

Resources: 

Cook, C., Joseph, G., Fiat, A., & Thayer, A. (2021). Adult resilience curriculum (ARC) for educators. Mental Health Technology Transfer Center (MHTTC) Network. Retrieved May 26, 2022, from https://mhttcnetwork.org/centers/mid-america-mhttc/adult-resilience-curriculum-arc-educators

National Scientific Council on the Developing Child. (2015). Supportive Relationships and Active Skill-Building Strengthen the Foundations of Resilience: Working Paper 13. http://www.developingchild.harvard.edu.

Souers, K., & Hall, P. A. (2019). Relationship, responsibility, and regulation: Trauma-invested practices for Fostering Resilient Learners. ASCD.

Video. (2017, October 27). Making sure each child is known. Edutopia. Retrieved May 26, 2022, from https://www.edutopia.org/video/making-sure-each-child-known

Ed Soul Podcast Credit | Sourcewell

Find more educational resources by topic at https://www.mn.sourcewell.org/education/podcast

Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education

Ed Soul premieres Friday, May 27, 2022! Meet Rachel Logan and her guest for series 1, Lisa Worden. Get a preview of our first series topic: Social and Emotional Learning (SEL). Follow us now on Apple Podcasts or Spotify to be the first to tune in. 

Ed Soul Podcast Credit | Sourcewell

Find more educational resources by topic at https://www.mn.sourcewell.org/education/podcast

Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education