The Educational Triage Podcast

Growth MIndset in the Alternative Classroom

Teaching Growth Mindset in the Alternative Schools
 
We … need to remember that effort is a means to an end to the goal of learning and improving. Too often nowadays, praise is given to students who are putting forth effort, but not learning, in order to make them feel good in the moment: “Great effort! You tried your best!” It’s good that the students tried, but it’s not good that they’re not learning. The growth-mindset approach helps children feel good in the short and long terms, by helping them thrive on challenges and setbacks on their way to learning. When they’re stuck, teachers can appreciate their work so far, but add: “Let’s talk about what you’ve tried, and what you can try next.”
 
Around 2006 Dr. Carol Dweck from Stanford University discovered something.  It was magical and profound.  She and her colleagues began realizing that the brain is malleable and ever-changing - that it isn’t always in a static state, and that it can grow - and be taught to grow.  
 
This was wonderful news.  But there are those who guffaw at such research - they point out the flaws, rather than the actual findings.  This means that we must fail and celebrate those fails - because we learn with each one and we grow with the renewed opportunity that these failed, these experiences provide.  
 
So, how do we parlay that into the classroom?  How can we build this system into our students?  How can we take these students who have built walls around themselves both in the Alternative and Mainstream buildings, and plant those seeds that will germinate and award them with successes in their futures?  
 
What is Growth MIndset? 8 steps to develop one
 
What is Growth Mindset
 
Growth MIndset for Kids
 
Growth Mindset - Hammersmith Academy
 
Growth Minset - INfinity
 
What having a "Growth MIndset" Actually Means
 
How to Teach Growth Mindset to Kids
 
EdWeek:  Carol Dweck Revisits the Growth Mindset
 
EdWeek: Carol Dweck on Nurturing Students Growth Mindsets Through Protest and Pandemic
 

Building Community

Community Building
 
 …learning and engagement is about the 4Cs—Curating, Creating, Connecting, and Collaborating. These steps are loud and require a teacher to relinquish control. An engaged classroom is one where students own and express the learning and the teacher facilitates.  (https://www.edweek.org/teaching-learning/opinion-building-student-engagement-begins-with-community-relationships/2019/10)
How do we build Community?  IN the context of the classroom, the building, and, in general, everywhere?   What are the facets we must have aligned in order to precipitate the function of Community?  
 
Let’s begin with the adults:
 Commonalities - what are shared goals, traits, and similarities that can bind the group?   How can these people function and have a “buy-in” to the concepts and mission of their community?   As educators, what challenges do we face daily, hourly, weekly, and yearly?  How can/do we support each other in overcoming those obstacles that can create a successful, growing, and sustainable environment wherein we look to the next challenge - always wanting to better ourselves and each other? 
Embracing the Differences - What are the differences among us that create a vibrant community - who has what talent/skill and at what level?  Surely we all believe we can do most things, but there are others who are able to achieve some tasks better than others - how can we work with them and be supportive when we are those people?  How do we overcome animosity when egos come into play? How do we use and raise each other on a daily basis in order to support our mission(s), our goals, and our environment?  What parts of us are completed with these others?
 
Engagement - How do we remain active participants in the conversations/activities that we are having in order to better, not only ourselves, but the group as a whole, and those others who are on the perimeter and in the center of those conversations' actions? 
 
Decision-Making - Are we making choices based on input from the community/group? Or are we making determinations from our internal selves? Perhaps they come from an outside source from this one community (let’s say our building/program) which doesn’t actually hold any viable cognition as to what the conversation holds?  How do we make adjustments, adaptations, and adoptions based on the betterment of our collective group while serving the needs of those we are working with?  How do we overcome adversity - not only from the outside of the group but also within? 
 
Facing Realities - How do we, as a group, keep everything real while also maintaining the sweet smell of success through failing forward?  How do account and take into account what we tried - aspects that worked and those that might have deeper meaning at another time or, perhaps, in another place and the world?   
 
Celebrations - How do we celebrate the misses and the hits?  How do we reflect and opine on what has worked, what could be improved, excised, or put to the side?  
 
Balance - How are we working to balance each other and our lives outside the community so when we rejoin on a daily basis we are all refreshed, or there to offer refreshment (no, not necessarily doughnuts and coffee, but something more spiritual) to each other’s psyches?  
Remember, the NAEA 2022 Conference is coming - October 19-22 in St Louis, MO.  
 

Educator Burnout Part Two

Educator Burnout Part 2
And again we address the topic - why? Because it’s pretty broad, actually.  There are many reasons teachers are burned out.  
 
We have addressed the mental health of students and families.  We haven’t addressed any mental health needs of our staff - teachers, support, administrators - everyone is affected and hurting - the only trouble is everyone is so professional they refuse to display it.  
 
We know bullying is going on  - from peers, students, other staff, and admin, but what can we do when you cannot even trust your union reps?  What can you do when parents and admin work against you?  What can you do when they keep changing the plan in the middle of the last sentence and you’re obliged to carry on? 
 
Teachers were already feeling the stretch before the pandemic. Then, they arose like warriors to carry out their missions for the students and families.  Many schools created help networks that kept families fed, clothed, and sheltered, while also working to keep them connected with wifi, cable, and education.   Then came the summer where constant updates, and meetings, and the media blasted the latest figures daily.  Teachers were on-guard so they knew what to expect in the fall, the winter, the spring.  And yet, none saw fit to work with the teachers to bring them back down from that heightened state - they merely “plunked” them back into their rooms and told them to work - and with new rules, and new responsibilities on top of the ones they were already reeling from.  
 
In our episode today, we address these and also bring up some long-needed remedies.  
Join us. 
Teacher and Student Absenteeism Is Getting Worse
 
Teachers In Crisis
 
Education Now- Why teachers leave teaching - and How to support them
 
Teachers were already leaving the profession due to stress, then Covid-19 hit

Can We Use the MetaVerse in Education? part one

Using the MetaVerse in Education - part one
 
Wow.  So the #MetaVerse.  What is it, anyhow?  We hear Zuckerberg talk about it, others reference it, and some even claim to have visited and used it.  But - what are we talking about? 
 
Well, this week we begin investigating what it is - and then we put our heads together as to how we would use it.  But, as usual, we find there are even more questions we need to have answered.  
 
Hop along as we find out more information and make some progress as to whether or not this might be a good future model for our students.  How can we incorporate the #MetaVerseinEducation?

Educator Burnout part 1

Even before the pandemic teachers were feeling overwhelmed.  Suddenly, there seemed to be more pressure to do more - more with the students, more effective teaching, more work with trauma-informed practices.  More kept being placed on our shoulders, but there never seemed to be any time to actually reflect, take notice, and ease into any of it - it was simply supposed to happen.  
So, while attempting to satisfy these demands, there was nary any help from the administrative side that would allow for any form of mentorship to guide and aid the teachers and staff through this new territory, but that wasn't the only change. If teachers are compelled to remain because of the guilt, are they just as effective?  Is that fair to the children?
Join us as we begin to traverse this minefield of reasons that seem to have exploded all over the profession.  
Teachers are leaving at alarming rates, states are disavowing teachers' licenses (should they quite mid-year), and districts are going after teachers, rather than doing any self-reflection as to the "Why?????"  
What's going on? 
Join us. 
 
 
Education Burnout - What Can Educators Do? 
The Teaching Profession is Crumbling - What School Leaders Can Do to Help
 
Why Staffing Schools is Harder than Ever
 
Learning to Prevent Burning Out and Fatigue
 
Overcoming Burnout and Compassion Fatigue in Schools: A Guide for Counselors ..
 
Teacher Burnout: Causes and Prevention
 
Administrator burnout--causes and cures
 
What is Teacher Burnout?
What is Educator Burnout: What it Is? Why it happens? and What you can do to prevent end-of-year burnout
 
Addressing Teacher Burnout: Causes, Symptoms, and Strategies
 
How One Principal Has Dodged the Staffing Shortage
 
These 2022 Teacher Shortage Statistics Prove We Need To Fix This Profession
 
Cardona: Americans Shouldn't be Surprised by Teacher Shortage

The Why, How, and Uses of Recess in the Alt Ed and Mainstream Classrooms

The Why, How, and Uses of Recess in the Alt Ed and Mainstream Secondary Classroom
#EducationPractices  #EducationPodcast  #Education #AlternativeEducation #SecondaryEducaiton
Who cannot recall the splendors of the bell that alerted us to #recess time?  It was superb.  How we spent that time was up to us - within reason, of course.   It was time to spend with friends, talk to teachers, participate in activities, or play some sort of game/sport, for a reasonable amount of time.  
 
During the elementary years, we had two recesses, plus our lunch that included activity time, whether it was in the gym or on the playground - we were active.  Then, in middle school, we had a morning recess, of sorts, and it was a terrific break.  Next came lunch.  We didn’t have anything after lunch at this point - I suppose there was some logic behind it, and most of us didn't seem to need it, or so it seemed. 
 
High school came and we still have a chunk of morning time to go about, socialize, activate our bodies, and find other things to do.  And, we were happy and motivated.   It didn’t seem to bother us any longer not having the second recess of the day.
 
University came and we were able to give ourselves permission to do what we liked, as we liked, and when we liked so recess was part of the culture givens.  Many times for many people even class time might be seen as biting into the incredible nature of adult recess time.  
 
Next came the real world, and jobs.  Those in most sectors found themselves having a recess in the form of a coffee break, twice a day, as well as a lunch break - maybe an hour, or 30 minutes - it depends on the work environment - but it was still a healthy break.  You use this time to decompress.  
 
However, in the schools, especially in the current models for alternative education, there are no coffee breaks, and often the lunch break is overtaken with more responsibilities.   How can a teacher skip to the loo in a matter of (truly) seconds and be back to welcome their students, feeling as refreshed as they are?   We worry so much about the students, as we should, but we should also be worried about the care, feeding, and mental/physical health of the teachers, as well.   
 
Alternative teachers tend to be with their students throughout the day - unless they are able to put up some firm boundaries - but many times those are lost as the needs of our students tend to be quite strong and need attention.   So, how can we attend to ourselves while also attending to the “decompression” needs of our students? 
 
Some resources on the need for recess are below: 
Healthy Schools and Recess (CDC)
 
Older Students Need Recess, Too!
 
Recess for High School Students
 
The Importance of Recess
 
Archivos de Medicina del Deporte (Archives of Sports Medicine) - A study on recess in Catalonia
 
The Effect of Two Covid-19 Lockdowns on Physical Activity of School-Age Children

Freedom of Speech in the Classroom - Does It Exist?

Should Teachers Have the Rights of Free Speech in Their Classrooms? 
 
In the past couple of years, teachers have been put through the wringer.  There is much angst, turmoil, and the need to vent and sort out thoughts on what is happening in our world.  So some have gone so far as to discuss and bring up issues in the classroom as a form of therapy for themselves, or to simply announce to the world their views.  Is this something we can do without being disciplined?  
 
Well, it seems as though it’s a pretty good topic.  
 
Caught in the Culture Wars - Washington Post 6/16/2022
 
Washington State ACLU on Free Speech in the Classroom What are Your Rights and Responsibilities?
 
Boston Lawyer Blog:  Free Speech Protections for Teachers and Limitations
 
 
Also, don't forget to join the new podcast, Alternative Jigsaw, A podcast that helps newer teachers begin to access the use of their instruments and talents in working in Alternative Education.
Please do visit the National Association for Alternative Education for more resources! 
And, visit AERO for more resources.
 

What is the Purpose of Schools?

What is the Purpose of Schools?
Thinking about why we send children to school, why we teach what we teach? and what is the purpose?  Is it more than a nanny service? What is the purpose of compulsory education?  
 
This week we take on the purpose of schools.  Are we tacking students into placements that might not be a viable future for them? Are we truly presenting as many options within those areas of CTE rather than just the one specific class?  How many options are there?  Or are we specifically limited? 
 
Do we prepare students for more options that might integrate all their interests?  OR do we present limiting options?  
 
We can look to Sir Ken Robinson and Peter Grey for ideas as to how to encourage our students to explore more options and more fields that might actually intrigue them - ideas that might not be within the context of the regular classroom. 
 
What can schools do within the context of the 6 hours we have the students? 
 
That’s part of the discussion!  This is a loaded question, for sure!

The School Year In Review - 2022

The School Year In Review 2022
 
Well, we’re in the throes of the end-of-year transition.  Graduations, summer plans, retirements, job changes, etc.  This year, I’m retiring from the classroom, doing more backstage work with state organizations and teachers, and keeping up with the podcast.  But what about Christy and Philip?  It’s interesting to hear their take on various issues and where they are focused. 
 
This week, due to conflicting schedules and having multiple commitments for all of us, I decided to speak with each individual when they were able to chat.   And what beautiful chats we had.  Unfortunately, Philip’s chat was cut short - due to technical issues, but life goes on.  
 
So, I hope you learn a little more about us, and this engages and helps generate more thought and conversation amongst you and your peers about multiple issues.  Perhaps even more than what we discuss! 
 
Let us know! We look forward to hearing from you! 

Are Charter Schools Alternative Education?

Charter Schools - Are They Alt Ed? 
Charter schools seem to be enigmatic.  You hear from some that they are the most wonderful place for their children, and others tell you they are monstrous places that do not live up to the expectations and demands of a regular public school.  
 
So why are they still growing in number, and more people entering lotteries to place their children in them?   
And, what makes them Alternative Education? 
 
Honestly, Any form of education that is not mainstream education is alternative education.   However, this does not mean that the departments of education in every state believe that charter schools should be placed under that category.  In many states, Homeschooling is not placed under alternative education, either.  
 
But, the general term for Alternative Education is - - - well, maybe it is except when we begin to make it more political? Or, perhaps it deserves its own category as it has grown exceptionally?  Or are the unions doing the talking (another aspect of the argument against charter schools)?
 
But, let’s define what a charter school is, first.  
According to PublicCharters.org:  
 
Charter schools are independently-operated public schools that have the freedom to design classrooms that meet their students’ needs. All charter schools operate under a contract with a charter school authorizer – usually a nonprofit organization, government agency, or university – that holds them accountable to the high standards outlined in their “charter.” It is common to see charter schools led by former teachers who wanted to take the lessons they learned in the classroom and apply those lessons to an entire school.
 
So, why wouldn’t it be considered Alt Ed? It bears all the hallmarks of Alternative Education…
 
Well, We’ll figure it out! 
 
Charter Schools are Alt Ed - but they’re not.  Here’s why:
 Charter Schools fall under the umbrella of Alternative Education in some states not all, depending on the state’s definition of Alt Ed, and how they view Charter Schools
Charter Schools are an alternative from mainstream education.
Charter Schools are designed around a theme, and students are enrolled to engage in that theme.
Alternative Education programs can be designed thematically, as well, but curriculum is usually designed to meet regular standards and made to be accessible for the students who come in.
Curriculum at the Charter Schools has thematically designed curriculum and engages the students similarly as alternative classrooms
Parents and families are usually very engaged in Charter Schools
Many students in alternative programs come from homes where the parents/families are surviving, doing the best they can, but are not always able to support their student academically.
Both have a lower teacher to student ratio.
Both can be contracted with the local school district on a contract.
While both can be academically rigorous, alternative schools/programs tend to work with students to help fill in their learning gaps, work with the whole student and create student-centred curriculum with which the student finds success.
Charter School students tend to be more on a college track while alternative students can do this, they may tend to venture more toward blue-collar work. 
Both serve students of color - but Charter Schools are pointed to as being in positions of segregation with more students of color going to these sites rather than remaining in the mainstream - so district leaders fret about losing diversity. 
Charter Schools are more easily conducted as online than a typical alternative program - which tends to be personalized, personable, and there. 
Charter Schools tend to not need social service presence for its students as much as most alternative schools require.
 
 
Here are some interesting reads on Charter Schools:
 
Supreme Court likely to Drop Voucher Bombshell
 
What the Teachers Unions Don’t Want You to Know About Charter Schools
 
Charter School Effects on Segregation
 
Choice without Equity: Charter School: Segregation and the Need for Civil Rights Standards
Can We Stop Fighting About Charter Schools?
 
Oregon School Choice Roadmap
 
What is a Charter School?
 
Charter Schools vs Alternative Schools
 
Understanding Charter Schools vs Public Schools
 
The Real Reason Teachers Unions Oppose Charter Schools