#StudentVoice Podcast

(00:00) Introduction to the Student Voice Podcast

(00:20) Skylar M, 12th Grade, Ontario, Canada - “Technology”

Skylar share her poem, which discusses the distraction caused by technology and how it's intertwined in her daily life.

(02:55) Leah M, 8th Grade, Wisconsin, United States - “Tech Takeover”

Leah reflects on the generational differences in growing up with technology and its pervasive influence over lives.

(06:11) Raz O, 13th Grade, Auckland, New Zealand - “The Sound of Silence”

Raz presents a powerful piece highlighting experiences as an immigrant from Kurdistan, touching upon persecution, conflicts, and the impact of historical trauma on individuals.

(11:25) Nanala W, 9th Grade, Wisconsin, United States - “Forward Chaining”

Nanala describes the challenges students face with educational pressures and the appeal of using AI and technology to ease their workload.

(14:31) Stacey G, 12th Grade, Minnesota, United States - “Our Technology”

Stacey’s poem explores the rapid growth of technology, its potential benefits, and concerns about its future impact on humanity.

(16:42) Marwa Y, 11th Grade, Ontario, Canada - “Learning in a Digital World”

Marwa shares her thoughts on the role of technology in education and its effects on her transition from Afghanistan to Canada.

(19:45) Jiatong L, 12th Grade, Ontario, Canada - “The Dance of Technology”

Jiatong recites a poem reflecting on the interplay between technology and humanity.

(21:48) Jasmine M, 9th Grade, Greymouth, New Zealand - “Pollution”

Jasmine's poem highlights pollution issues in New Zealand and the world.

(24:11) Conclusion and Sponsor Message

(00:00) Introduction to the Student Voice Podcast

(00:20) Skylar M, 12th Grade, Ontario, Canada - “Technology”

Skylar share her poem, which discusses the distraction caused by technology and how it's intertwined in her daily life.

(02:55) Leah M, 8th Grade, Wisconsin, United States - “Tech Takeover”

Leah reflects on the generational differences in growing up with technology and its pervasive influence over lives.

(06:11) Raz O, 13th Grade, Auckland, New Zealand - “The Sound of Silence”

Raz presents a powerful piece highlighting experiences as an immigrant from Kurdistan, touching upon persecution, conflicts, and the impact of historical trauma on individuals.

(11:25) Nanala W, 9th Grade, Wisconsin, United States - “Forward Chaining”

Nanala describes the challenges students face with educational pressures and the appeal of using AI and technology to ease their workload.

(14:31) Stacey K, 12th Grade, Minnesota, United States - “Our Technology”

Stacey’s poem explores the rapid growth of technology, its potential benefits, and concerns about its future impact on humanity.

(16:42) Marwa Y, 11th Grade, Ontario, Canada - “Learning in a Digital World”

Marwa shares her thoughts on the role of technology in education and its effects on her transition from Afghanistan to Canada.

(19:45) Jiatong L, 12th Grade, Ontario, Canada - “The Dance of Technology”

Jiatong recites a poem reflecting on the interplay between technology and humanity.

(21:48) Jasmine M, 9th Grade, Greymouth, New Zealand - “Pollution”

Jasmine's poem highlights pollution issues in New Zealand and the world.

(24:11) Conclusion and Sponsor Message

(00:00) Introduction to the Student Voice Podcast

(00:19) Kelly, 9th Grade, Ontario, Canada – “The Digital Stride”

Kelly, a student from Ottawa, explores her writing journey and shares her thoughts on AI's evolving role in society.

(02:43) Aleah M, 7th Grade, Kentucky, United States – “The Future is Us”

Aleah shares a poem inspired by the digital curriculum and emphasizes the need for diverse learning methods.

(07:41) Lauren H, 7th Grade, Christchurch, New Zealand

Lauren from New Zealand discusses environmental issues through the lens of poetry.

(09:28) Sami M, 8th Grade, Ontario, Canada

Sami reflects on AI's impact on education and ethics in her poetic exploration.

(14:09) Hayden T, 9th Grade, Arkansas, United States – “AI in Disguise”

Hayden addresses technology's effects on learning through their poems.

(16:37) Lukas G-H, 7th Grade, Ontario, Canada – “The Winds of Time”

Lucas draws inspiration from a book series and real-world observations to craft his poem.

(18:57) Paytin V, 9th Grade, Wisconsin, United States – “A Servant and a Master”

Paytin discusses the dual role of technology in shaping personal connections.

(22:36) Claire M, 8th Grade, Wisconsin, United States – “How Long Until”

Claire expresses concerns about AI and the uniqueness of human experiences in her poem.

(24:59) Conclusion and Sponsor Message

1:02: This episode features a group of students from the Equi-Talks podcast team in Ontario, Canada, who discuss the purpose of their podcast. They explain that Equi-Talks aims to address important topics, support the school community, and engage in activities to make a positive impact.

2:00: They describe their efforts in fundraising for their sister school in Kenya, where they have raised over $600 to provide essential resources like gutters and tanks for clean water.

2:51: The students reflect on the impact of their actions, expressing pride in contributing to global causes and helping individuals achieve their dreams. They emphasize the importance of building community, addressing bullying, and promoting inclusivity, sharing insights from podcast episodes where they interviewed students of different ages to understand various perspectives.

7:24: The discussion extends to the role of technology in mental health, with students acknowledging the risks of excessive screen time and its potential impact on loneliness and well-being. They discuss strategies for managing screen time and the importance of balancing technology use with outdoor activities and social interaction.

17:03: The students also express appreciation for their teachers, recognizing their support and dedication to nurturing their growth. They emphasize the significance of treating everyone with respect and kindness and advocating for inclusivity and understanding in school communities.

1:05 A fifth grade winner explains their video project for the contest. They were inspired by their family and wanted to teach their younger sisters about digital safety.

2:08 The fifth grade student says that you should only use social media for a short amount of time because too much is not good for your health. They also only use electronic devices for one hour a day outside of school.

04:12 The fifth grade student gives advice about keeping your devices safe with strong passwords.

05:24 The fifth grade student discusses cyberbullying.

07:00 The fifth grade student explains what phishing is.

12:55 Bella talks about her winning song entry for the contest about how to be safe online.

13:48 Bella gives advice about how to protect yourself from people you don’t know online.

14:38 Bella discusses why digital citizenship is important.

14:59 Bella talks about what teachers need to know about what it’s like for seventh graders to be online.

16:45 Peyton shares why the digital world is not a safe place.

17:26 Peyton talks about why laws and copyright are important and how to follow the laws.

19:55 Amy explains her winning infographic digital citizenship entry and why it’s your responsibility to stay safe online.

21:33 Joseph discusses why he chose a video for the contest.

22:10 Joseph gives digital citizenship advice, such as creating passwords, using privacy settings and creating screen names.

24:11 Joseph talks about why digital citizenship is important to him.

25:15 Joseph shares digital citizenship instruction tips for teachers.

The Yale Center for Dyslexia and Creativity defines dyslexia as “an unexpected difficulty in reading in an individual who has the intelligence to be a much better reader.” Dyslexia is a common learning disability that affects about 20% of the population. When students with dyslexia receive specialized instruction from trained professionals they can go on to be quite successful adults. However, students who do not receive the help they need face a lifelong uphill struggle. In fact, some studies suggest that more than half of those incarcerated in the United States have dyslexia. In this episode of the Student Voice Podcast, you’ll hear about how Alice struggled until she got the help she needed and is now a happy, thriving sixth grader.

[0:00:19] - Host Robert Bailey introduces 11-year-old Alice from Texas to talk about her experience with dyslexia.

[0:00:53] - Alice says her favorite subject is math because it follows rules.

[0:01:38] - Alice enjoys lip-syncing and dancing in theater class.

[0:01:59] - Alice prefers sports like basketball.

[0:02:24] - Alice explains that dyslexia means the brain is wired differently and learns differently.

[0:02:46] - Alice says she struggles most with reading and spelling, but using strategies helps her bounce back.

[0:03:30] - Alice gets accommodations like a calculator in math and extra help from a dyslexia teacher.

[0:04:02] - Alice learns strategies through workbooks using different "levels" or "kits."

[0:05:04] - Alice’s teachers are helpful and approachable for asking questions.

[0:06:16] - Alice finds it hard to explain dyslexia to others who don't experience it.

[0:08:23] - Alice had one frustrating teacher in the past who taught too quickly.

[0:09:25] - Alice's mom discusses signs she noticed when Alice was younger.

[0:11:06] - Alice's previous school didn't provide adequate support.

[0:17:05] - Good teacher communication is important for parents of students with dyslexia.

0:01 - Host Robert Bailey interviews Calliegh, Kinsley and Faith from the Irma School to discuss their project and final year of high school.

2:14 - Indigenous culture and reconciliation in a small town. Small town of 600 people, sports-oriented and volunteer-run, with a new school built in 2018.

3:42 - We focused on indigenous learning, met Elder Clifford, and made connections with real-life experiences, leading to fulfilling hands-on activities. Students were enthusiastic, took initiative, and ran with it, learning through field trips, drum-making, and rattle-making, and forming strong bonds.

5:21 - Building relationships with indigenous elders and cultural education.

6:38 - Miss Thompson, our teacher, took us to see a mosaic at Rogers Place that symbolized indigenous culture, sparking our curiosity and creativity.

8:30 - We built a relationship with our community elder, learning about aboriginal culture through drum-making and other activities, feeling comfortable and engaged under Miss Thompson's guidance.

9:00 - Clifford's informal and kind personality helped the group bond and feel comfortable asking questions.

10:15 - The group presented to top educators in Alberta on how to incorporate indigenous knowledge in the classroom.

11:55 - Bringing in indigenous teachers to share their knowledge and experiences, as non-indigenous teachers may not have the background or right to teach indigenous culture.

The importance of respecting indigenous people's boundaries and reasons for not wanting to discuss their culture, and being open to understanding their perspectives.

Indigenous learning and cultural connection.

15:00 - "Knowledge is power"

15:25 - Small rural school students can have a voice and make a difference.

16:00 - The impact of the project on their class. It brought them closer together and helped them build connections with minority groups.

17:30 - The biggest takeaway from the project is the importance of asking questions, as it can lead to meaningful conversations and connections with others.

18:00 - Indigenous education and legacy building.

19:00 - The importance of curiosity and learning, and their journey of discovery and growth.

20:00 - Miss Thompson helped them learn and find others to lead the way, highlighting the value of collaboration and mutual growth.

21:15 - "We're passing the torch down to the next generation, building a legacy and tradition within our school and community."

26:00 - "We made indigenous studies fun by tying it into trips and activities, holding us accountable to keep learning and enjoying the experience."

(01:08) Rylee, 5th grade, Kamuela, Hawaii, “Where I Come From”

Rylee’s poem is about learning, her experience at school, the places she’s traveled and history about her island.

(03:44) Brooklyn, 5th grade, Lincoln, Nebraska, “Our Class is Like”

Brooklyn was inspired by a time she created craft animals at Easter, and they reminded her of her class.

(05:39) Alina, 5th grade, Gulliver Prep Miami, Florida, “Our School is Cool”

Alina’s poem takes listeners through a day of school, starting in the morning until she finishes her homework.

(07:28) Levi, 4th grade, Kamuela, Hawaii, “Where I Come From”

His creative writing teacher, Mrs. Leahey, inspired him to write this poem about his Hawaiian culture, family and school friends.

(11:14) Savannah, 7th grade, Spartanburg, South Carolina, “What the World Gives”

Savannah’s poem is about the fear and anxiety felt about school shootings.

(12:25) Bella, 7th grade, Spartanburg, South Carolina “School Years”

Bella has written several poems about social anxiety and depression, finding it helpful to put her feelings into writing and artwork.

(16:05) Bella (Isabella), 7th grade, "Camaraderie," Florence, Alabama

Bella was inspired by her love of sports and the friends she has made along the way.

(20:36) Violet, 8th grade, New Glarus, Wisconsin, "Unachieved, Achievable, Unachievable"

Violet’s poem is about trying not to stress about eighth grade.

(23:53) Ifeoluwapo, 8th grade, New York, New York, "Where I am From"

According to Ifeoluwapo, this poem is about “what makes me me,” including Nigerian culture.

(26:45) Arielle, 8th grade, Bethesda, Maryland, "To Tell the World"

Arielle’s poem follows her journey through her last year in middle school, starting with apprehension and finding her voice as time went on.

(28:50) Hayden, 8th grade, Batesville, Arkansas, "Reality . . . Death . . .2023"

Hayden’s poem is about society and the hateful words that hurt people’s feelings.

(31:55) Avery, 8th grade, Essex Junction, Vermont, “My People”

Avery’s poem is about why friends are so meaningful while navigating through school.

(33:01) Anixia, 11th grade, Gonzales, California, "To Be a Junior"

Anixia’s poem is about being overwhelmed junior year by AP classes, extra-curricular activities and preparing for college.

(35:24) Mika, high school student, Alberta, Canada, "Escaping the Prison"

Mika wrote about why moving to Alberta felt like escaping a prison due to previous mental abuse and school challenges.

(40:49) Weeam, year 8, Hamilton, New Zealand, “A Little Spark”

Weeam’s poem is about the little spark that brings hope even during times of struggle.

(42:09) Natalia, year 6, Auckland, New Zealand, “What is it like being a student in 2023?”

Natalia was inspired by her teacher to write a poem about her final year in primary school.

(44:03) Aasiyah, year 4, Auckland, New Zealand, “A Poem”

Aasiyah loves writing and learning and was inspired to put her feelings into a poem.

(44: 58) Bryanna, grade 12, Alberta, Canada, "The Test"

Bryanna’s poem is about the stress and nervousness felt when preparing for and taking a test.

(45:58) Chiara, grade 9, Ontario, Canada, "In a Room Full of People"

Chiara’s poem is about seeking help and the people who can pull you out of low moments.

(52:33) Ashlyn, grade 9, Alberta, Canada, "Happiness is Blue"

Ashlyn wrote her poem during winter and was inspired by thoughts of summer and the chance to spend time with friends and family.

(0:01) Why it’s important for educators to honor Autism Acceptance Month

As host Robert Bailey introduces the episode, he explains that according to the Lurie Center for Autism, one in thirty-six students has autism. This means that educators most likely have at least one autistic student in their class right now. Many general educators don’t receive training to support learners with autism, leaving these children at a disadvantage in the general education classroom. This episode will dispel some of the misconceptions about autism and what Oliver and Ethan, as unique individuals, need from the education system.

(2:37) Robert welcomes Oliver, a high school student with autism

Oliver is a gifted and talented student, and he likes to sing a lot. He sings in two choirs, and he also longboards on the weekends.

(3:52) What it’s like to be a student with autism

For Oliver, it’s a little bit harder but sometimes a little bit easier to be a student with autism. He understands geometry and English really well. He also does well with the arts, including singing, theater and band. Additionally, he’s in AP World History and does well in that class. Chemistry, though, is hard for him to keep up with.

(4:37) Why chemistry is a challenging subject

For Oliver, the challenge is that if a learner gets behind in chemistry, they’re way behind. He also has trouble with the tests because he’s gotten so behind. In his opinion, it’s difficult to catch up week to week, especially with taking notes.

(5:37) What the best teachers do that make a difference

Oliver feels that most of his teachers are very helpful. For him, though, working with his permanent teachers is better than having substitute teachers. It’s because covering teachers don’t know him, so they don’t understand his learning needs.

(7:14) What teachers should know about students with autism

Oliver says that teachers could be more understanding toward students with autism, but he wants to emphasize that his teachers have all been helpful.

(7:55) What it’s like interacting with other students

Oliver says that other students hardly notice that he has autism. He’s able to interact with students very well. He’s not socially awkward like stereotypes about autism would have people believe.

(8:21) What people should know about autism

Oliver wishes others knew that not all autistic people are socially awkward introverts. In fact, he’s not that at all. He also doesn’t need that much help, and he’s self-functioning, or independent.

(9:41) What teachers in the earlier years did to make a difference

Oliver said that when he was younger, he was a lot less scheduled and not as controllable. He said that there were places in the classroom where students could go if they were upset. These places made him feel safe.

(10:34) Why consistency and a schedule are important for Oliver

Oliver’s teacher just left for maternity leave, and there are security changes at school that take longer. Both of these situations are challenging for him, and he’s trying not to be tardy because of the security changes.

(12:26) Why Oliver enjoys certain subjects

Oliver is more of a biology person than a chemistry person. He has more of an interest in biology and how it connects to life. He also likes theater and singing because he’s been doing it since he was eight years old. He’s naturally good at them, and it makes him feel accomplished. His favorite roles have been Simba, as well as Charlie from Charlie and the Chocolate Factory.

(15:06) Advice for educators

Oliver suggests that teachers should focus on what their students are good at doing. What they want to do later in life is most important.

(18:50) Robert welcomes Ethan, a third-grade student with autism

Ethan says his favorite subject in school is math, and he also likes art class.

19:13 Why Ethan is a big fan of Minecraft

Ethan enjoys Minecraft because he can build anything he wants with it. His favorite thing that he’s built in Minecraft is his house, and what makes it special is a secret escape area.

19:53 What it’s like to be a student with autism

Ethan says the lunchroom is really loud, and he doesn’t like the noise, so he got headphones to block out some of it. He also uses a “Crazy Eight” strategy during lunchtime. He traces the number eight on a piece of paper, which helps him feel calm. Also, he gets frustrated when something is confusing and he can’t fix it.

21:31 A favorite teacher

Ethan’s favorite teacher instructs him in math and helps him get ahead in class.