Reacting VS Responding

Yell and sit…sit and yell, get a little louder, be a little firmer…they’ll eventually listen-right?

Wrong.

I walked into a room recently where an educator was sitting on a bench demanding that the kids stop! She kept saying “I said stop, stop!…(a little louder) Stop it NOW!…(even louder) I said STOP STOP STOP!” Her face was turning bright red and she was clearly frustrated. Teaching isn’t easy, we all get frustrated, patience is hard, so, so hard. We are all human. We all have emotions. But, I want to encourage you think about this question: how does yelling help?

Children are in tune with adults more than we like to admit. They read our body language, notice our facial expressions, and feel our emotions, sometimes as if they are their own. Children’s frontal lobes are still developing, this is the part of the brain that helps us control our emotions. It’s our job to help nourish that development, help it grow. That’s what we do as teachers-right?

Just as you might spend extra time with students working on letter sounds or multiplication facts, we MUST spend time developing social-emotional skills. With this, it’s also important to constantly remind ourselves that their brains are growing (yes even in the teenage years). We also must remember that students need varying levels of support recognizing, managing, and expressing emotions. (I know, this is a lot, you already have so many other things you must teach and fit into your day, that curriculum map is just haunting you at night!) However, research shows that learning can’t happen without self-regulation, trust, feelings of safety –from both peers and adults—all of which are part of social-emotional development. So how can we do this?

It starts with modeling.

The teacher I described above was trying to get her students to lower their voices. They didn’t hear her, they were engaged in a game, and instead of complying to her demands, they just matched her volume and continued the activity. She was frustrated and angry. I get it.

But to be honest, I don’t know that they even knew she was talking to them, or understood what it was that she wanted them to “STOP!”  Instead, they matched or modeled her tone, her yelling.

Wait. Sometimes kids only respond to yelling…right?

Wrong. It might seem like it to us, as adults. Perhaps, because once our faces have reached a certain level of red or we’ve stomped and made enough noise we get their attention, or scared them, they comply?

Let’s be honest though. Yelling isn’t fun for anyone, including the yeller. Besides the obvious—sore throat, exhaustion, anger— it also causes an increased amount of adrenaline and stress hormones for ALL parties involved. When is the last time you screamed at your students and said— alright good, that felt great, time to get back to learning those multiplication facts?

I want to challenge you to consider the difference between a reaction and a response.

The dictionary definition of reaction is: an action performed or a feeling experienced in response to a situation or event.

But wait, the word response is in that definition, so what’s the difference? To make things even more confusing…

The dictionary definition of the word response is: a reaction to something.

Despite the concise dictionary definitions, there is a difference and it matters!

ReACTion has the word ACT in it. When we react to something it’s typically a more immediate action that comes from an event or situation that occurred. When reacting we often don’t take time to think or process the situation, instead we jump into flight or fright mode and act.

For example, a child just knocks over the entire tub of papers (after you have asked them to stop running in the room multiple times). You’re frustrated, you yell, you demand they pick it up, or lose recess for not listening, you REACT.

Next, let’s look at RESPONSE. If you just look at the dictionary definition you could argue that the above example is a response as well. I won’t disregard this point, but I want to encourage you to think about a response with a different mindset.

Response = thoughtful and intentional action.

Where you take a quick moment, that deep breath, you try to remind yourself that your student is still learning. You are the teacher.  You find empathy. Remember, mistakes are okay, they help us all learn.

So that child knocks over that paper and instead of yelling, you take a deep breath, quietly walk over to the child, make a plan for how to pick it up, help them re-focus, teach them how to self-regulate, model that response. With calm. With words. You respond with understanding and through a teaching lens, not with anger. Not with yelling.

I know this is hard. You won’t be perfect. We all slip, we are all human and sometimes even our own emotions get the best of us in front of students.  But every moment that you can remind yourself to RESPOND instead of react is another moment that you are modeling self-regulation, communication, and helping your students develop the social-emotional skills that are key to successful learning.

What strategies do you use to self-regulate when you feel yourself reacting emotionally?  Stay tuned for some suggested strategies and more on teachingisintellectual.com

Mira Cole Williams, PhD is an assistant professor in inclusive early childhood education and exceptional education. That means I prepare future educators to go out into this world and doing AMAZING things…I always tell my students…small actions can ignite large change, it starts with YOU today!

Recess Is A Right

I posted a picture on our social media of a tweet from the 2006 MN Teacher of the Year Dr. Lee-Ann Stephens that read:  Advice to a new elementary school teacher:  never, every withhold recess from your students for any reason.  They need the activity and you need them to have the activity.  It shouldn’t be viewed as a privilege, but a part of your daily curriculum.

The post generated conversation which is awesome.  In this post, I hope to provide some context for recess as a right, not a privilege and some alternative strategies.

First, remember, behavior is communication and it always always always serves a purpose.  You can read a bit more about that here.  Once we determine the function of the behavior, we can find more appropriate ways to meet that function for/with the learner.  Okay, so let’s play this out with recess.

Basic scenario:  Learner is off task in class, out of seat, what have you.  Teacher subscribes to the “you waste my time, I’ll take your time” philosophy and responds with taking away 5-10-half-all of recess.

Behavior is communication.

  • What is the function of the off task behavior?  Is the learner avoiding the work?  Is the learner unsure what to do?  Is the learner “bored”?  Is the learner seeking attention from the teacher or from friends?
  • Are any of these functions met by reducing/eliminating recess?

Nope.

(Side question:  have you ever taken recess from a child one time and never ever again?  Does it every work to change the behavior, teach the behavior we want to see, or is it a punishment we invoke because we’re frustrated?)

Why do we offer time in the school day for free movement?  Is recess really “their” time?  What is the role of recess in teaching and learning?  Both the American Academy of Pediatrics and the Center for Disease Control endorse recess with policy statements outlining the cognitive, social emotional, physical, and academic benefits of regular unstructured play time for elementary age learners.  The slow whittling down/removal of recess has never been rooted in the evidence of development, teaching and learning, or best practice.  It has always been about increasing instructional time.  But, recess actually HELPS learners attend to task, focus, learn.

Let’s look at it another way.

Think about a time you’ve been in a long faculty meeting, professional development day, webinar, or something similar.  Even if the content is engaging, you may find yourself getting restless.  You may get up to go to the bathroom, get a drink, stand by the wall for a bit.  You may stretch in your seat, check your phone, or pick at your nail polish.  You can do what you need to do in order to get your attention back to the topic at hand – you can take self regulated brain breaks because you’re an adult.  If your admin or PD provider told you that getting out of your chair to stretch your legs would mean you do not get the scheduled break time everyone else gets, you would probably have strong feelings about that.  Because we all need breaks – whether we’ve “earned” them or not.

Taking away recess is a power move, not a teaching move.  Reframing all of our actions and reactions through a teaching lens means recess is not a bonus or a reward, but a critical and non negotiable part of a learner’s work.

Now that we know taking away bits, pieces, all of recess does not support our end goal of teaching and learning, what can/should we do instead?

Tackle the function.  Meet the need in an appropriate way.

So, if it’s escape, build in break cards, mindful moments, a quick “errand” that incorporates a little movement.

If it’s attention getting, what is driving it?  Is it teacher attention or peer attention that’s desired?  Use proximity, room arrangement, teacher talk cards or, if you can, take just a moment, get on the child’s level, and ask them what they need.  That very well may be enough.

They’re communicating with you.  Let’s be listeners, teachers, learners about our learners.  Restricting their movement and limiting their freedom creates barriers in our relationships and does not teach the behavior we want to see.

Make recess a right, not a privilege.  What are some other learner rights you feel are non-negotiable?

 

Jen Newton, PhD is an assistant professor in early childhood/early childhood special education (isn’t that a lot of words for what should be one field??).  I talk a lot and have strong opinions – or so I am told.

We Need To Talk About Punishment

Recently, after working with teachers on shifting our approach from punishing to teaching, a teacher in attendance emailed me saying, “At first, I wasn’t sure I was going to “buy in to it.”But the more I thought about it, the more compelled I felt.”  Such a powerful statement and one I’ve thought about since.  Let’s talk this through.

Everything we do has consequences.  Every decision we make has consequences.

Punishment, however, is not a natural consequence of an action or decision.  Punishment is enacted upon us “as retribution for an offense” (Merriam-Webster).

Kids make mistakes.  They do things that don’t make sense, that we don’t understand, that we can’t explain.  There are consequences for those mistakes.  If you forget your lunch, you eat whatever the cafeteria gives you.  That is a natural consequence for forgetting your lunch.  A punishment for forgetting your lunch would be a teacher taking away recess or imposing detention on you in addition to the natural consequence of a fruit cup and carrot sticks for lunch.  Is that necessary?  Does it teach?

The thing we’re selling – that the above mentioned teacher was unsure about buying, was the belief that, as teachers, we must teach.  Teach the behaviors we want to see.  Teach them again.  Reteach.  Reinforce.

Punishment doesn’t teach.

I have a tendency to drive too fast.  Rarely, I get speeding tickets.  It stings for a bit.  I pay the fine (punishment) but it does not have a lasting effect on my behavior.  I still speed.  I just hope I don’t get caught.

Our learners approach our punishments similarly.  Okay, think of the last kid from whom you took five minutes of recess.  Was it a one-time consequence?  Did the behavior you were modifying disappear?  Probably not.  Generally, kids who miss minutes of recess, miss those minutes of recess frequently.  Which is all the evidence we need that the punishment is not changing the behavior.

Maybe we are not intending for it to change the behavior?  Maybe we just want to show the learner who is boss.

Either way, the single most important factor in any teaching/learning dyad is the relationship between the teacher and the learner.  Kids do not learn from people they do not like or people whom they perceive do not like them.  We must like kids!  (I know you’re rolling your eyes at me right now but this is a critical characteristic of strong, persistent educators!).  Tell kids the things they do that you like!  Ask them questions about themselves and listen to their answers!  Be intentional about this.  Make note of the learners you’re most likely to miss and plan your connections with those students.  Document your connections each day to make your patterns visible and give yourself some insight into where you may need to put more effort.  Not every learner comes to us naturally so make it a priority to identify those on the fringes.  Build your community from the outside in.

As the teacher, you get to decide your role in your classroom.  You can be the police officer, the warden, the guide, the zookeeper, or the facilitator.  You can catch kids making mistakes, breaking rules, being noncompliant or you can gain their cooperation through intentional relationship building, empathy, and understanding.

How do you build community in your classroom?  What challenges do you face in gaining the cooperation of your learners and how we can help you solve them?

Jen Newton, PhD is an assistant professor in early childhood/early childhood special education (isn’t that a lot of words for what should be one field??).  I talk a lot and have strong opinions – or so I am told.

Embracing Failure

I am a big fan of mistake making.  Well, not the making of the mistakes part so much but of the learning from mistakes, expecting mistakes, embracing mistakes.  What if we flip the narrative on failure and, since we know mistakes happen, we anticipate them and respond to them with enthusiasm?

Okay, stick with me here.  Enthusiasm may be a little . . . enthusiastic?

Looking back on a 20 year career in education, I see so many mistakes, of course, and some outright fails.  I’ll never ever forget the time I, with four other teachers, took 32 4-year-olds on a bus field trip.  Left the school, counted everyone multiple times, went to find my seat with my buddy, only to realize he was still sitting in the exact spot – AT THE SCHOOL – where I asked him to wait for me.  We turned the bus around, of course, and raced back to him (he was still waiting patiently) but I could not shake that off.  Even now it haunts me.

Some mistakes are bigger than others. Every last one is a learning opportunity.

I’ve been fortunate to be surrounded by mentors and colleagues and friends who embrace my failures with me, who lift me up, who help me see the learning opportunities presented in my failures.  I’m currently in the midst of my biggest professional failure yet.  In that failure, though, so many opportunities have developed.  Opportunities for growth, for challenge, for learning, for teaching, for building resilience, for growing my network, for failing out loud so maybe others can do the same.  Failure also, of course, invites self doubt, shame, embarrassment, to name a few.  So, as I reflect on my own mistakes, missteps, shortcomings, and failures, I often consider how our interactions with learners shape their relationship with failure.  How did I learn how to fail and how am I teaching others about failure?

Well, it’s a delicate balance, right?

We want to embrace failure as a part of learning.  Einstein said, (according to the internet) “You never fail until you stop trying.”  We want to build resiliency in learners.  We want our learners to always be willing and ready to try try again.  We know perfectionism puts limitations on learners’ willingness to take chances, ask questions, seek creativity. However, we also don’t want to embrace mistakes to the point where we accept failure.  Failure has to sting a little in order for it to motivate us, right?

I teach and learn with college students.  Say what you will about this generation of young people but I will defend their work ethic, their creativity, and their dedication to my last breath.  I see a fear of failure in them, a fear of risk taking, a fear of creative problem solving, though. Not because, they want their hands held, but because the consequences of any mistake have been so so steep.  My coursework is ungraded, due dates are flexible, engagement and iterative feedback is essential.  Students find this terrifying.  They struggle to trust that I won’t come with a guillotine on the last day.  Mistake making and embracing failure requires trust.

Teaching and learning depends on trusting relationships.  Full stop.

How do you build learning communities with high expectations, meaningful and trusting relationships, and a willingness to fail out loud?

We must be someone students can trust to launch them from failures into learning.  In what ways do you fail out loud with your learners and help them do the same?

 

Jen Newton, PhD is an assistant professor in early childhood/early childhood special education (isn’t that a lot of words for what should be one field??).  I talk a lot and have strong opinions – or so I am told.

Course Evaluations as Thoughtful Feedback

It’s that time of the semester again.

Course evaluations.  True confession time:  I don’t actually read mine.  I am far too thin skinned for that.  I send them to a trusted friend who reads them, tells me the things I need to know to improve my teaching and the course, and we leave the rest unsaid.  I read them eventually.  But right at semester’s end, at peak exhaustion, still raw from the experiences the semester brought, is not the ideal time for me to absorb the feedback.

All it takes is one.  One student to say I “have strong opinions” or “sometimes get off topic” and I’m not thinking any more about what I can learn from that feedback but about how I failed a student or that their perception was that I wasted valuable course time.

See?  It’s best if I don’t read them right away.

I also talk to students about how to write course evaluations.  They are clearly and without any doubt a flawed mechanism for evaluating teaching.  Students are not pedagogical experts, the measures on most evaluations are not meaningful assessments of teaching and learning, and many instructors find ways to dismiss both positive and negative student reports.  However, that doesn’t mean we can not and should not attempt to get the most out of them.  The experiences of learners in our environments are important.  I would argue the experiences of learners may be the most important.  Meaningful learning cannot occur without meaningful relationships.  So the feedback matters.

Students tend to approach course evaluations in one of two ways.

  1. Dismiss them.  Who has time for that?  No one reads them anyway and nothing changes.
  2. Rip them.  Students have waited all semester for the chance to unleash their rage, contempt, dislike of their instructor.  Now is that time.

In response to the first approach, while course evaluations are not great, they do matter.  Depending on the university and the department and the instructor, they may matter in big ways or small ways.  However, if you do not complete them, they do not matter in any way.  Complete them.  Thoughtfully.

As for the second approach, this is the quickest, easiest way to ensure that your evaluation will not matter.  It will be immediately dismissed by the instructor and those evaluating the instructor because they will attribute your anger and frustration to you, and not to your instructor.  Your words and your experience cannot be heard if it’s presented emotionally rather than thoughtfully.

I teach people to be effective, inclusive educators.  Therefore, I must BE an effective, inclusive educator.  Part of effectively teaching is providing meaningful, thoughtful feedback to learners.  I aim to provide ongoing feedback to those learning with me and I ask them to do the same for me.  So when course evaluation time rolls around, we talk about how to provide constructive feedback to instructors.  I guide my students to consider two big ideas first.

  • In what ways did you invest in your own learning this semester and in what ways did you hinder your own learning this semester?
  • In what ways did I invest in your learning this semester and in what ways did I hinder your learning this semester?

Focus on the teaching and learning.  Take responsibility for your learning.  It’s okay for you to dislike my personality, my clothes, my tendency to talk about Netflix at the start of class.  Do those things hinder your learning?  If no, keep it to yourself.  Tell me how I can improve.  Tell me what I should keep doing and why it helped you learn.  Tell me how you would have benefited more from specific learning experiences so I can be better the next time.  Provide me with feedback as you would a learner in your class – tailored for my reflection and improvement.

Those are course evaluations I would read.

How do you approach course evaluations, both as a learner and as a teacher?

 

Jen Newton, PhD is an assistant professor in early childhood/early childhood special education (isn’t that a lot of words for what should be one field??).  I talk a lot and have strong opinions – or so I am told.

4 Ways You Can Take Action As A Teacher

As a teacher I want action. As a teacher I want to be able to tell my students that they are safe at school. I also want to tell my students they are safe at home. I want my students to BE SAFE. As a teacher I want this to be understood-gun violence is an issue that goes further than the classroom.

The heated debate for the call for teachers to bear arms has encouraged me to do two things:

  1. Take responsibility for understanding the issue of gun violence as a whole through research.
  2. Find ways I can access my voice and power to end gun violence.

How can we take action? How can we turn our sadness, our pain and our anger into change?

Get informed.

I am a teacher, but first I am a student. My research started with Everytown.org, this nonprofit is the largest gun prevention organization in the country. I encourage you to spend some time on this website, reading on the many facets that make up gun violence within our country. This is what stood out to me:

-In America, an average of 96 people are killed each day.

-7 of these people are under 19 years old.

-About 62% of firearm deaths are suicide.

-America has a gun homicide rate that is 25 time higher than any other developed country.

-Gun violence disproportionately impacts the lives of people of color.

In order to prevent gun violence, we must understand where it comes from.

As a teacher, I am enraged. I am frustrated that the issue of guns has turned into an issue of guns in schools.

I have created a new mantra:

Turn rage into action.

My steps to taking action thus far:

  1. Vote. Find out who on your ballot supports gun reform and head out to the polls!
  2. End political funding from the National Rifle Association. Use this link to Follow the NRA Money  and call members of Congress that receive funding from the NRA for their campaigns.
  3. Share your voice! March for change. Start a conversation with a friend or family member.
  4. Make your voice heard. Encourage Call, email, text your legislators encouraging them to keep our students safe by:
    1. Creating stronger and more thorough background checks for firearm sales.
    2. Increasing the age for gun purchasing and handling to 21.
    3. Creating red flag laws. (When a person is exhibiting warning signs that they will harm themselves or others, families have the opportunity to seek help from court to have firearms removed. After judge considers evidence they order an Extreme Risk Protection Order or Gun Violence Restraining Order. This prohibits possession or purchasing of firearms for up to one year. Currently 6 states have passed this law, while 22 states have introduced this legislation.)

Turn rage into action in the classroom.

As educators, we are responsible for molding our student’s perspective of our country and government. How can we demonstrate civic responsibility? How can we engage our students in government a meaningful and appropriate way?

What other ways are you getting involved? Share below!

Works Cited

“Fatal Injury Reports,” Injury Prevention & Control: Data & Statistics (WISQARS), accessed December 23, 2017 http://1.usa.gov/1plXBux’]

Teaching is Political

In teacher education programs, we have a responsibility to prepare future teachers for the civic profession of education.  For me, this means registering students to vote in my classes, advocating for political activism, and encouraging them to see themselves as agents of political change (and to act accordingly!).

Teaching is political.

I’m following the walk outs in West Virginia, Oklahoma, and Kentucky closely as their demands are the demands of educators across the nation.  Education has been deeply underfunded for two decades and low teacher salaries is just one of many far reaching consequences of political funding decisions.  Without funding, we are incapable of providing the supports necessary for meaningful inclusion of all learners.  Without funding, we are unable to promote professional growth and development of teachers to become and grow as teacher leaders.  Without funding, we struggle to convince exemplary teachers to host and mentor teacher interns. Our ability to recruit and retain the most engaging, responsive, empathetic, caring educators is compromised by our society’s weak commitment to education.

Our budget reflects our values.  Despite the teacher appreciation week festivities, as a country we do not value teachers or educational spaces.

Teaching is political.

So how can you get involved in moving teaching to a respected profession?

Join your professional organization!!  Join the Council for Exceptional Children if you are a special educator, the Division of Early Childhood and the National Association for the Education of Young Children for inclusive early childhood educators, the National Council for Teachers of English for you Language Arts educators.  Whatever your speciality, your professional organization needs you and your expertise!

REGISTER.  TO.  VOTE.  AND.  VOTE.  In every election.  In your local elections, school boards, city council, and mayor.  Vote in your state election, on education proposals, and community works initiatives.  Know your community’s priorities and engage in advocating for education.  Vote at the state and national level.  Know who you are voting for and what they believe about kids, teachers, education, and funding.  Track their votes so you can vote them out if they haven’t represented education well in the past.

We collectively make up the profession and we can ensure it reflects our collective values.  We can advocate for children, for teachers, for families, for resources.  We can make our voices heard.

I know you are tired.   

But teaching is political.  And so are you.

 

Jen Newton, PhD is an assistant professor in early childhood/early childhood special education (isn’t that a lot of words for what should be one field??).  I talk a lot and have strong opinions – or so I am told.

When Social Media & Professionalism Mash Up

Scrolling through social media, as I often mindlessly do, I am repeatedly reminded of the powerful educators with whom I am in community. It is not my community. It is a community in which I am a learning, growing, contributing member. These educators inspire me, motivate me, encourage me, and remind me of the change we can be in the world. This community is fiercely inclusive and we challenge ourselves to better understand what that means in the “real world” — a world that is fiercely exclusive. We know how hard we have to work to meaningfully and intentionally include each child who struggles to meet adult expectations and each adult with whom we disagree. But we actively try. We try to make each other better today than we were yesterday, we call each other out when it’s necessary, and we celebrate the smallest victories because we know this work is so hard.

This is the community I choose. The community I grow. The community I champion.

So when, during that mindless social media scrolling, I see teachers complaining about the challenges of their job, the antics of a particular learner that day, or the ridiculousness of some new accountability measure, I am disheartened. Not because I can’t relate to the need to vent, or because I don’t understand just how hard it is, or because I can’t take a joke. But because when teachers mock kids or diminish kids on social media, I wonder how they make that same child feel in their classroom. And I wonder how the kid’s loved ones would feel if they saw their child’s bad day or bad moment posted for all the teacher’s friends, family, and followers to laugh, shame, tsk tsk, or sympathize.

I think about how I would react if I saw my own children referred to on their teachers’ social media.

Actual posts:

improvement for the day: student pees on the bathroom floor instead of in my lap #itsthelittlethings

Well, buddy, I wouldn’t give you the death stare if you were doing what I told you to do. #teacherproblems

One day I’m going to slip and tell a parent their kid is the reason I drink so much.

My sped babies loved it too! (PSA:  Sped is the past tense verb of speed; sped is NOT an adjective that describes a person. And children in elementary school are not babies.  Our language reflects our values.)

These are the things you say to your partner, to your best friend, to your cat. I definitely get it.  I have very stressful, difficult days, too.  But these are not the things you put out into the cyber. If you have a social media profile to showcase your work, it should highlight your ability to see students in their full complexity and to honor their humanity, illustrate the dynamic and complex environments of education, elevate the knowledge and skills the best teachers possess.

Part of my responsibility to the field is to support future teachers  in preparing their social media world for their professional life. That means removing pictures of beer pong and spring break. It may even mean setting up new “adult” accounts. It always means many serious conversations about never ever posting about children they interact with professionally. The children you teach are not your children, despite your love and commitment to them. You do not have the right to post about them. Their faces, their bathroom issues, their annoying habits. Not. For. Social. Media. You are a teacher. It’s an awesome responsibility. A position of power. One of great influence, the potential to build a child up or tear that same child to shreds. Use your powers for good.

As we build teachingisintellectual’s profile on social media and within the education community, we remain steadfast in our commitment to the integrity of learners.  Every learner has value, all behavior is communicating a child’s feelings or needs, and all educators are adults in these spaces.  Let’s lift learners up, see and celebrate their strengths, and promote education as a profession.

How have your social media habits changed since you became a teacher?  How do you use social media to promote your work and your profession?  Have you had any really positive or really negative experiences from using social media professionally that you can share?

Jen Newton, PhD is an assistant professor in early childhood/early childhood special education (isn’t that a lot of words for what should be one field??).  I talk a lot and have strong opinions – or so I am told.

What Teachers Want: Are You Serious?

In the wake of yet another school shooting, the government and members of the media are beating a familiar drum: more guns, not less, will  put a stop to our decades-long national epidemic of mass shootings in schools. The President of the United States has been aggressively putting forward the idea that our nation needs armed teachers to  prevent school shootings. The notion of transforming our educators into a paramilitary strike-force of academic achievement is completely absurd for many reasons. Chief among these is that it is simply impractical to expect a teacher to become a trained marksman and learn to adequately respond in an active shooter situation.  Then there’s the funding required for such a proposal. Not to mention that putting more guns in schools creates a culture and environment that does nothing to address the struggles of children at risk.

Not My Job!

Being a teacher requires us to wear many hats: nurse, counselor, social worker, caretaker, parent… nowhere in our training or toolbox of skills does that ever include shooter.

There are many field experiences, trainings, and degrees required to become a teacher. Those most powerful and effective learning experiences are on the job, hands on learning.  Soldiers and police officers undergo intense training as well. According to an FBI study done of active school shooter situations from the years 2000-2013, “law enforcement suffered casualties in 21 of the 45 incidents where they engaged the shooter to end the threat.” So this means that almost 50% of professionally trained law enforcement died!  HALF. Even with all of their training.

So we want to consider that a teacher who takes a one day gun safety class is now qualified to react and protect themselves and students from an intruder intent on doing the most damage?  How would teachers stand a reasonable chance of survival, when half of our trained law enforcement perishes while attempting the same task?

There is not a lesson plan that can adequately prepare teachers for an active shooter.  Can you imagine the consequences, the outrage if a teacher accidently shot and killed a student in the process? Is this a risk that our society is willing to accept?

Who is Paying?

Incentivizing teachers to become trained to carry weapons requires funding. Where would that money come from? If money is available for schools and to give to teachers, how about a higher salary or incentives for more logical things like additional endorsements and social emotional trainings?

The federal government just cut taxes and passed a budget resolution to increase spending, creating a large spending gap.

How does arming teachers fit in to this proposal?  You would need guns, training, liability insurance.  Just for starters.

In 2016, in Fairfax County, Virginia, a meal tax was proposed to raise money for the county. This proposal was defeated. The tax would have generated roughly 99 million dollars of tax revenue for the county, 70% of which was designated to go to Fairfax County Public Schools, primarily as an increase in teacher salaries.

Funding for public school resources, universal PreK, and teacher salaries is not a priority, but guns are. It is hard to take the call to arms seriously when those asking for it are against investing in our children and the things that they need to thrive.

Environment

The biggest need in our schools is for a more positive, empathetic, and proactive mindset that focuses on strengths and solutions. Children that come from difficult home lives and who are predisposed to risk factors need to mentored, loved, and seen. This can only happen when we all get on board and take action. Children who need help and support are not difficult to pick out, so why do they continue to slip through the cracks?

What Now?

Research has shown that early intervention is critical for children exposed to adverse conditions. Harvard University conducted a study about The Toxic Stress of Early Childhood Adversity fining that toxic stress affects children’s metal and physical health for a lifetime. The Center for Disease Control (CDC) conducted a study on Adverse Childhood Experiences (ACE) and gave an ACE score based on the answers to questions relating to trauma. “There are 10 types of childhood trauma measured in the ACE Study. Five are personal — physical abuse, verbal abuse, sexual abuse, physical neglect, and emotional neglect. Five are related to other family members: a parent who’s an alcoholic, a mother who’s a victim of domestic violence, a family member in jail, a family member diagnosed with a mental illness, and the disappearance of a parent through divorce, death, or abandonment.” The CDC’s Adverse Childhood Experiences Study uncovered a stunning link between childhood trauma and the chronic diseases people develop as adults, as well as social and emotional struggles. Is this not where we should focus the conversation, resources, and outrage? What can we do to PREVENT, ANTICIPATE, and CHANGE the inevitable struggle of at risk children?

Since we know the consequences of adverse childhood experiences are inevitable, let’s invest in what we need to support children! How will guns in schools help with any of these things?

 

https://acestoohigh.com/got-your-ace-score/

https://developingchild.harvard.edu/resources/inbrief-the-impact-of-early-adversity-on-childrens-development/

https://www.fbi.gov/news/stories/2014/september/fbi-releases-study-on-active-shooter-incidents/pdfs/a-study-of-active-shooter-incidents-in-the-u.s.-between-2000-and-2013

 

 

Early Childhood Inclusion Teacher

What Has Changed Since We Were Kids

I am finding myself rageful lately.  The politics in this country no longer reflect dialogue I’m even remotely familiar with and each day we experience a new tragedy or outrage that we no longer even seem to notice.

As we reel and stumble to make sense of our public health crisis of mass shootings by white men, I keep hearing the question, “what has changed since we were kids?”

Everything.

No, I’m not talking about “family values” or about God in the lives of Americans or about women in the workplace.  In terms of money and national values, though, much has changed.

Politics

The wealth gap in the US is widening annually – currently bigger than ever.

Voter suppression and gerrymandering have had a huge impact on who is elected into office.

Citizens United and campaign finance laws have contributed to the movement toward kleptocracy.

To name a few . . . little things add up and become big things.  Our legislative branch has ground to a halt, adversarial, vindictive, ineffective, and unaccountable.

Education

NCLB created necessary, but deeply flawed, accountability measures for districts, teachers, and states.  These high stakes measures, in my opinion, changed the face of education in our country.

More and more kids and families living in poverty means more needs to meet in schools.  Intense demands to make ends meet creates stress in families.

State and federal budgets have consistently demonstrated a lack of commitment in public education resulting in teachers and administrators forced to do much much much more with far less.

To name a few . . . little things add up and become big things.  Our dialogue has diminished to a blame game, all or nothing, you’re with me or you’re against me.

So what?

We have a disconnect between policy and practice in public education.  We have underresourced, overstretched teachers and administrators.  And teachers are as variable as the rest of us – some literally save lives, some do damage, some fall somewhere in between.  We have learners and their families with vast needs, some we cannot even begin to comprehend.  We have refugee children in our classrooms – literally escaping war zones.  Are we trauma informed enough for that?  We have huge challenges and far too few solutions.

I don’t claim to have the answers but I do know there is no one answer and there is no one blame.  It’s not JUST access to weapons of war (although that is a big one, and one we can easily change . . . with our votes).  It’s not JUST parents who don’t care or don’t discipline or don’t go to church or don’t teach manners (this narrative needs to be silenced, it is not productive or accurate, support families always).  It’s not JUST teachers who are stretched too thin (another narrative that is played out, support teachers always).  It’s not JUST poverty.  It’s not JUST white supremacy or bullying or video games.

Every child is a unique being experiencing the world in his unique way.  Your interactions make a mark.  Every.  Single.  Time.  You never know what someone carries away from their experience with you.  Show compassion.  Empathy.  Give the benefit of the doubt.  Focus on strengths.  See the good in others.  FIND good in others.  When you feel yourself making a judgement about someone else’s choices, reframe that judgement into a strengths-based statement.  “Fourth graders should know how to walk quietly down the hall by now” could be reframed into “We all need reminders some days, let’s talk about how we move through our school building.”  Simple switches that lift and teach.

Action Steps

Embrace mistakes.  Teach from mistakes.  Forgive mistakes.  See the humanity in others, empathize, care.  Less talking, more listening.  Seek to understand.  Vote.  March.  Participate.  Engage, and listen.

What’s changed since we were kids, I think, is that we’re the adults now.  And there’s no assault weapons ban, there’s student loan debt, and wages are stagnant, health insurance premiums are stupid expensive, and the shrinking middle class can’t keep up.  Americans are stressed to the max and desperate people do desperate things in small and big ways.

Also I don’t think it was all rainbows and butterflies when we were kids.  But time has a way of fuzzing the edges and filtering the blemishes.  And there wasn’t easy access to weapons of war.

I am reframing my rage into care, my anger into empathy.  What about you?  What can you commit to do for our nation, your community, your family?  It will take every last one of us and I’m with you.

Jen Newton, PhD is an assistant professor in early childhood/early childhood special education (isn’t that a lot of words for what should be one field??).  I talk a lot and have strong opinions – or so I am told.