Today, we've dived deep into the world of AI in education, guided by the perspectives of students navigating this technological frontier. We've heard how AI emerged in classrooms during spring 2023, becoming a valuable tool for students across various academic tasks.

The students we interviewed shared compelling stories of AI as a multi-functional ally. From summarizing texts and generating ideas to crafting emails and even drafting papers under time pressure, AI has become an indispensable aid in their academic toolkit.

Yet, amidst these praises, a crucial theme emerged: the line between using AI as a helpful tool and overreliance on it. Our interviewees eloquently expressed their views on this delicate balance. They emphasized the importance of maintaining their unique voice and integrity in their work, not letting AI overshadow their critical thinking and creativity.

When it comes to high-stakes assignments like college essays, students tread cautiously. While AI offers tempting shortcuts, they're aware of the risks, understanding that colleges can discern AI-generated content. This awareness keeps them grounded, using AI primarily for brainstorming rather than the final masterpiece.

Comparing AI to human feedback on writing, students highlighted the irreplaceable value of teacher and counselor insights. AI can enhance and refine, but it lacks the depth and understanding that human interaction brings to the table.

In exploring how teachers regulate AI, we discovered a spectrum of approaches, from outright bans to cautious integration. Students echoed the sentiment of not letting AI do the thinking for them, advocating for a symbiotic relationship where AI supports but doesn't supplant their own cognitive processes.

Wrapping up our enlightening journey, we've seen the nuanced dance between technology and education. The conversations with students have not only shed light on the appropriate use of AI but have also inspired a protocol to guide educators and learners in navigating this dynamic landscape.

Link to Podcast This is So Awkward https://podcasts.apple.com/us/podcast/this-is-so-awkward/id1576221880

This is So Awkward Podcast interview Dr. Michael Rich https://podcasts.apple.com/us/podcast/digital-wellness-with-dr-michael-rich/id1576221880?i=1000652569824

Link to Teachers Pay Teachers Peers not Fears Page https://www.teacherspayteachers.com/Store/Peers-Not-Fears

Link to AI Classroom Protocol https://www.teacherspayteachers.com/Product/Evalauating-the-Use-of-Artificial-Intellegence-AI-in-the-Classroom-11499327

As professionals in education and leadership development, it's time we shine a spotlight on a group that often gets overlooked: high school sophomores.

Sophomore year is a critical time in a student's journey. It's a period of immense transition, where they're navigating new relationships, testing boundaries, and facing increasing pressures from peers. Yet, it's also a time ripe with opportunities for growth and development.

Ignoring the needs of sophomores is not an option. When we fail to provide them with the support and guidance they need, we risk losing them during this pivotal year. That's why it's imperative that we focus our efforts on empowering sophomores to see themselves as leaders.

By investing in programs that cultivate confidence, resilience, and decision-making skills, such as those offered by organizations like Peers Not Fears, LLC, we can equip sophomores with the tools they need to succeed both in and out of the classroom. If you want more information about the sophomore program email [email protected] or go to our website https://www.peers-not-fears.com/teen-leadership

As educators, parents, and professionals in leadership development, let's make a commitment to prioritize sophomores and provide them with the resources they need to thrive. Together, we can unlock their potential and shape them into the future leaders our world needs.

#EmpowerSophomores #LeadershipDevelopment #Education #FutureLeaders #PeersNotFears #HighSchoolEducation 

As teens, we often find ourselves navigating a complex web of expectations from our peers, teachers, and even our parents. Sometimes, it can feel like we're putting on a mask just to fit in or avoid judgment. But what does it mean to be truly authentic in a world where conformity seems to be the norm?

Let's start by talking about literal masks. With the ongoing pandemic, many of us have had to wear face masks to protect ourselves and others. While they serve an important purpose, they can also feel like a barrier, hiding our expressions and muffling our voices. But just because our faces are covered doesn't mean we can't still be seen and heard.

Figurative masks, on the other hand, are a bit trickier to navigate. These are the masks we put on to hide our insecurities, our fears, or even our true identities. Maybe you feel pressured to act a certain way to fit in with a particular group, or perhaps you're afraid to speak up for fear of being judged.

But here's the thing: wearing a figurative mask might help us blend in temporarily, but it also prevents us from fully embracing who we are. And when we hide behind these masks, we not only betray ourselves but also miss out on the opportunity to connect with others authentically.

So, how can we start to shed these masks and show up as our true selves? It all starts with self-awareness and self-acceptance. Take some time to reflect on your values, passions, and goals. What makes you unique? What brings you joy? Embrace those aspects of yourself, even if they don't fit the mold of what society expects.

Next, surround yourself with people who accept you for who you are, masks and all. Whether it's friends, family, or mentors, having a support system can make all the difference in feeling confident enough to let your true self shine.

And finally, remember that it's okay to be vulnerable. Opening up about your struggles and insecurities can be scary, but it's also incredibly freeing. When we allow ourselves to be seen in our entirety, flaws and all, we give others permission to do the same.

So, to all the teens out there struggling to find their place in the world, know that you are not alone. You are worthy of love and belonging just as you are, masks and all. Keep shining your light brightly, because the world needs your unique brilliance now more than ever.

When I started thinking about leadership this way I was still teaching chemistry. In school, we often ask students who understand the content to support other students who might be struggling. We don’t express to either student that this grouping has much more value than just helping one student better understand the material. Leadership skills (confidence, communication, and listening to name a few) are being developed, both students are stepping out of their zones of not learning (comfort and panic) and into their challenge zone. I loved this method so much, but as a chemistry teacher, I didn’t know how much power there was in using this in all areas of education, and personal growth. 

When I stepped into a leadership coach position for students at the High School where I taught, I took the idea embedded in the program - our leaders (junior and senior students) worked to help freshmen develop study skills and leveled that idea up with what I was dining in my chemistry class. Some of my senior students were in their second year of the program and they had acquired skills that the new leaders hadn’t. I took that and had the returning seniors give training to the new leaders. It put them in a leadership position that the new leaders wanted to try - which built up their confidence. I have never wanted to be the one with all the knowledge as a teacher - it seemed so one-sided, and so I took this back into my chemistry classroom. Sitting here writing about this today - I don’t know if I realized how I integrated this model in so much of my teaching those last few years in the classroom. It truly set me up to create the best possible programming for the company Peers not Fears. 

When I left the classroom I had so many ideas on how leadership could be developed, I created a curriculum, I shared segments of that curriculum with all ages and it worked every time. Some groups needed more guidance and direction, but it still worked.

Thank you so much for sharing this journey with me. As I end the second season of Education Unimagined I am excited to share things I am doing and where Peers not Fears is headed!

Here is a link to my website for more information on the Teen Leadership Roadmap Program 

Follow me on Instagram and Facebook at Peersnotfears

In this episode, we meet Kellina Powell. Kellina is a young entrepreneur who loves to help people with their personal growth and educate others about the deaf community. Little do people know Kellina is actually a hard-of-hearing person. She became deaf at the age of 4. She recently graduated with a psychology degree and is now starting her own online coaching business while launching her book!

So as educators, we have had students in our classes who have special needs, and often with those students comes an Individual Education Plan (IEP). For me, it wasn't often that I actually engaged my student in conversation—the student for which the IEP had accommodations.

But in this conversation when Kellina shared how having those conversations and monthly check-ins with her educators and her teachers would've helped her in accessing her education. It made me think that these documents are living documents, not just forms with rules and requirements that I must follow.

If I had rather seen it as that, a living agreement between me, the educator, the parents AND the student that needed these accommodations to access their education I think of how much better an educator I would have been. 

You can find Kellina on Instagram: https://www.instagram.com/deafqueenboss/

and at her website https://www.kellinaempowerment.com/

If you are interested in learning more about the book Kellina has published you can find a link here https://www.amazon.com/EveryDay-Am-Just-Deaf-Hearing/dp/1778112102

How important is your name to you? How does it feel when somebody mispronounces your name or calls you by a name, even a nickname that you didn't offer? I know for me, I bristle when somebody calls me Lori. I don't know why, but I do. So when a student tells me to call them by a different name than is on my roster, why would that be a problem for me?

Why can't I just call this student the name that they asked to be called? If the student wants to be identified by a name that is not the name that I think they should be identified by, that is not their problem - that is my problem.

Learning from Cristina was incredible. Having them clarify the reason why they identify as they/them, and how they got to that point for themselves was so fascinating. I love this conversation and I hope you do too. I know you're gonna learn a lot.

I'm excited for how you take this lesson from Cristina and put it into practice in your classroom or your home.

Follow Cristina on LinkedIn:

https://www.linkedin.com/in/cristina-marcello/

What are the reasons that students struggle to keep up with their academics in school sports and outside commitments, injuries, sickness, or having a place that they call home? These were all the different reasons that Oakley and I talked about in this conversation. I tried to imagine dealing. Just one of these challenges and that, and not all of them at different times.

It's so impressive to hear Oakley's perseverance and positive outlook, but what was even more incredible.

She offers suggestions that would not be that hard to incorporate into our classrooms. And thinking that these suggestions and ideas would have made it easier for Oakley to be more successful, made me think. I should be doing this regardless of how hard it is for students. These are things easy for me to incorporate into my classroom, and help students access their education even more.

There's a lot in this conversation about struggling. But there's a lot of hope in this conversation, and I hope you enjoy it as much as I did.

Have you ever wondered why students say they're friends, but don't act like they're friends with each other in middle school and potentially high school? Have you also seen students struggle with how to engage, and how to be friends with each other? I learned so much from Coach Lee about friendships and if you're like me as a parent and or teacher, you see a lot of friendship challenges in schools with teenagers.

Coach Lee presents different perspectives on friendship. We talk a little bit about consent. We talk about why it's important to release control in our classrooms, to draw kids in, not push them away. 

Coach Lee is the owner of Patterns of Possibilities and a Friendship Coach. I loved how he shares that it seemed like everybody else knew what they were doing in making friends, and I was the only one who didn't. You're not the only one who doesn't know. We're all just trying to figure it out.

Coach Lee helps me understand how some friends can be so mean to each other. He gives advice on how as an educator you might be able to mediate for a teen who doesn’t understand why people don’t want to be friends with them, from his personal experience.

As a young teen Coach Lee did not know college was a possibility for him, and we explore why he felt that way, and how college allowed him to redefine the rules he felt constricted him from being himself. He shares a couple of terms with me as a parent and educator to understand rules and boundaries. Your needs, negotiables, and never. 

Giving students the understanding of how these terms can help them navigate consent and how to bring that into the home and classroom to give the tools to young teens and young adults to use as needed. 

You can find Coach Lee at 

Meet Jess Fuller, she has been in education for almost 14 years and spent the last five with Reschool, which is a Colorado-based nonprofit that was founded on the idea that our education systems can be more equitable and accessible when we co-create with families and young people and partner with them to co-create ideas.

Student and family voice is at the heart of Reschool, and all the concepts that Reschool has tried over the last decade have been rooted in our partnerships with families and young people. 

Do you wonder what it's like to walk in the shoes of the students in your classroom? Do you wish there was a way for you to feel the feelings that they're experiencing or to experience their life so that you can have more empathy for them? What about engaging your community? Do you have an authentic way to engage the communities that you're working with?

I am so excited for you to listen to this interview with Jess Fuller from Colorado Reschool. She shares so many valuable tips and the tools that her organization, Reschool has created for communities to engage with each other. There's so much value in really authentically listening to each other. 

In our conversation, Jess shares about some of the programs that have emerged from Reschool like the Learner Advocate Network - which explores the idea of what if every family had a navigator or an advocate that came alongside them and supported them in making the decisions that are best for them, their kids, and their family? 

We also talk about the Design Lab, a set of tools and resources that support anyone in taking a community-anchored approach to system change and guiding them through how to co-create ideas with the community. She also shares about The Learning Communities Initiative, where we bring young people together and we resource them with learning dollars, which allows them to decide together as a peer group how they spend those dollars. Finally, we talk about the game Revolve, which is a great tool to experience what it is like to be a teenager.

You can connect with Jess

LinkedIn: https://www.linkedin.com/in/jessica-fuller-b8244b11/

Twitter: @ReSchool_CO

Facebook: @RESCHOOL Colorado