Ethical Schools

Keith Hefner and Betsy Cohen of Youth Communication discuss their 40-year-old organization. Professional editors help students develop personal stories, which are shared with their peers. Writers experience self-reflection, readers develop empathy and gain strength from knowing others’ experiences, and teachers acquire better understanding of their students. Youth Communication also offers curricula and materials for teachers to implement.

Download file | Play in new window | Duration: 00:40:30

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References

Youth Communication provides free resources based on true stories by NYC teens to support remote learning. They Include: 

Information about their professional development and curriculum offerings can be found in this Partnership Brochure.

Overview

00:00-00:41 Intros

00:42-01:40 Why Youth Communication exists and how it works

01:42-03:52 The stories’ effects on peers

03:53-11:27 The writing and editing process

11:28-13:39 How editors work students who want to write something that is bigoted

13:40-18:00 Looking through an ethical lens

18:01-20:31 How teachers use YC programs and materials

20:32-24:28 How teachers gain insight into the lived experiences of their students

24:29-30:06 Challenges teachers face in implementing the program

30:07-32:04 Role of principals/administrators

32:05-39:07 How the program helps teens with grief and isolation during pandemic

39:08-40:30 Outro 

Transcript

Click here to see the full transcription of the episode. 

Credits

Soundtrack by Podington Bear

Photo: Youth Communication (Facebook)

Cynthia Trapanese, a teacher who spent 17 years as a pediatric chaplain, observes that we are all grieving right now, and that adults need to be aware of their own feelings of loss in order to help children and families effectively. During this period of isolation, children miss not only extended family, especially grandparents, but also their friends, classrooms, and the details of their school days. The impact of prolonged separation from school will be long-lasting. Cynthia is holding webinars for teachers and parents, and shares tips and resources with us.

References

Overview

00:00-01:05 Intros

01:06-02:05 Defining “loss”

02:05-03:37 Helping children stay connected while in physical isolation

03:37-05:36 Examples of what loss looks like in children’s lives

05:36-07:21 Responding to children’s expressions of how they are feeling

07:22-08:43 The importance of not trying to “fix”

08:43-10:52 Losses layered onto other Adverse Childhood Experiences

10:52-13:25 When adults don’t have answers

13:26-15:15 Being helpful to children when adults themselves are grieving and frightened

15:15-17:35 How the New School of SF is supporting teachers and parents how other schools can support teachers

17:35-20:32 Parents’ concern about students keeping up with academics during this time

20:32-22:06 How this experience  can help reflection about the most important aspects of education

22:07-24:52 How teaching at Institute for Humane Education (IHE) impacts thoughts on the pandemic and impact on children

24:53-26:18 Integrating humane education about animals into 1st grade teaching

26:18-28:08 Integrating IHE “solutionaries” program into 1st grade

28:08-29:30 Outro

Transcription

Click here to see the full transcription of the episode. 

Credits

Soundtrack by Podington Bear

Photo by Janko Ferlic from Pexels

Dr. Heather C. Hill of Harvard Graduate School of Education looks at the research on culturally responsive education and SEL programs. She examines components of successful professional development programs, and how they apply to SEL and CRE. Well-designed curricula give teachers a framework on which to build and perhaps self-reflect. Daily classroom practices that build trust and engagement are important. Even if the professional development is high quality and teachers embrace the strategies, principal leadership and support is critical for learned practices to continue over time.

Download file | Play in new window | Duration: 00:20:00

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Overview

00:00-00:34 Intros

00:35-01:43 Research interest in SEL and culturally responsive teaching

01:44-05:33 Literature on CRT programs’ effectiveness

05:34-08:46 Effective professional development (PD) for leading CR classrooms

08:47-10:50 Characteristics of effective PD, especially for STEM

10:51-14:18 Literature on PD for principals

14:19-17:35 Literature on SEL programs, positives and negatives

17:36-18:46 Potential impacts of COVID-19 and shutdowns

18:47-20:00 Outro

Transcription

Click here to see the full transcription of this episode. 

Credits

Photo by Antenna CW CJ / Unsplash

Soundtrack by Podington Bear

Dr. Heather C. Hill of Harvard Graduate School of Education looks at the research on culturally responsive education and SEL programs. She examines components of successful professional development programs, and how they apply to SEL and CRE. Well-designed curricula give teachers a framework on which to build and perhaps self-reflect. Daily classroom practices that build trust and engagement are important. Even if the professional development is high quality and teachers embrace the strategies, principal leadership and support is critical for learned practices to continue over time.

The post Culturally responsive practice and SEL: Effective professional development and programs first appeared on Ethical Schools.

Diana MTK Autin, parent advocacy leader, describes how distance learning fails to meet the needs of many students and exacerbates inequities. She leads several organizations that help parents advocate effectively for their own families and also for systemic change. The pandemic’s impacts are likely to be felt by students for a long time, and unless students’ rights are defended, long-standing legal protections may be weakened with devastating effects.

Download file | Play in new window | Duration: 00:35:59

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References

Overview

00:00-00:42 Intros

00:43-01:45 How parent advocacy groups help vulnerable children and families

01:46-03:33 How the pandemic and distance learning is impacting these children

03:34-06:49 What communities, districts and schools can do to lessen negative impacts

06:50-11:08 What parents and advocates can do; resources

11:09-24:41 How Federal Covid-19-related actions have affected vulnerable children/families positively and negatively; ways to affect the government’s response

24:42-29:32 Specific issues affecting transitions of students with disabilities in last year of school 

29:33-34:27 Long-term impacts of crisis and responses

34:28-36:00 Outro

Transcription

Click here to see the full transcription of the episode.

Credits

Photo by Annie Spratt / Unsplash

Soundtrack by Podington Bear

Diana MTK Autin, parent advocacy leader, describes how distance learning fails to meet the needs of many students and exacerbates inequities. She leads several organizations that help parents advocate effectively for their own families and also for systemic change. The pandemic's impacts are likely to be felt by students for a long time, and unless students' rights are defended, long-standing legal protections may be weakened with devastating effects.

The post Vulnerable students’ needs and rights in pandemic: Threats and opportunities first appeared on Ethical Schools.

Master basketball coach Mark Jerome speaks candidly about social emotional complexities in sports culture and how his own ethical sensitivities have evolved over his decades of playing, coaching, and parenting. Mark describes enormous inequities in schools’ sports resources and discusses bullying and abusive parental behavior, as well as what he loves about basketball.

Download file | Play in new window | Duration: 00:43:00

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Overview

00:00-00:41 Intros

00:42-01:33 Why sports help so many students make it through high school

01:34-02:18 Similarities between sports and arts

02:19-05:03 Fostering individualism within a team structure: “like jazz”

05:04-07:11 Coach’s role in creating the team

07:12-10:42 Why parents find team sports compelling

10:43-14:40 Balancing winning and a culture where winning isn’t everything

14:41-24:53 Helping players cope with anxiety and embarrassment

24:54-27:15 Should a player help an opponent get up from a fall?

27:16-32:28 Bullying and abusive parents

32:29-35:28 Teachers v. professionals as high school coaches

35:29-39:20 Funding and facilities disparities for sports among schools

39:21-41:32 Commodification of sports and role of  corporations

41:33-43:00 Outro

Transcription

Click here to see the full transcription of this episode. 

Credits

Photo by Markus Spiske / Unsplash

Soundtrack by Podington Bear

Master basketball coach Mark Jerome speaks candidly about social emotional complexities in sports culture and how his own ethical sensitivities have evolved over his decades of playing, coaching, and parenting. Mark describes enormous inequities in schools’ sports resources and discusses bullying and abusive parental behavior, as well as what he loves about basketball.

The post High school sports: Ethical challenges and considerations first appeared on Ethical Schools.