In the spring of 2017, our middle school experienced an eruption of racist slurs and hate speech, from swastikas drawn on the cheeks of unsuspecting students at lunch, to “KKK” mysteriously appearing on the Google image linked with our school’s website. And we were not the only ones. Newspaper headlines highlighting intolerance at schools were popping up all over the country.
Our school community felt broken, and we knew we needed to do something. One idea kept coming up: an all-school read, where every student, teacher, and staff member reads the same book at the same time. We already knew that stories help readers develop empathy. Having everyone read the same story at the same time seemed the perfect opportunity to build school community and promote understanding.
With only a couple months left in the school year, we set our sights on the fall of 2017.
Can teachers use spoken word poetry as a tool for literacy, empowerment, engagement, education, and community building across content areas?
Poet, performer, and educator Sarah Kay says absolutely, YES! Sarah is a founder and co-director of Project VOICE, an organization that uses spoken word poetry to entertain, educate, and inspire. Through Project VOICE, Sarah is dedicated to promoting empowerment, improving literacy, and encouraging empathy and creative collaboration in classrooms and communities around the world.
On this episode of Tch Talks, Sarah discusses the origin story of Project VOICE, her own introduction to spoken word poetry, and her work as a poet, an educator, and a bestselling author. Whether speaking from her heart or from her head, Sarah believes that spoken word poetry can be an important educational tool that will have a lasting positive impact on your students’ motivation, creativity, self-esteem, agency, and their desire to share their own stories and listen to the stories of others. Listen in to find out more.
Can writing be a civic action?
Our answer is an emphatic, “Yes!”
In today’s digital, interconnected world, youth participate in public debates and dialogue through writing. Writing in all its forms — text, memes, infographics, video, and the like — provides a vehicle for making arguments about issues that matter to them and their communities.
To develop the Civically Engaged Writing Analysis Continuum (CEWAC), a rubric for assessing civic writing, we analyzed high school writing crafted for public audiences. Examples include:
- Tenth graders in Columbus, Montana published letters about local issues in the Stillwater County newspaper. Some letters spurred public action — a bond measure to fund an emergency services district and school district training for teachers on suicide prevention.
This writing aims to serve civic purposes:
- Raise Awareness
- Engage Community Debates
- Propose Solutions to Problems
- Mobilize for Dialogue and Action
- Articulate Writers’ Concerns, Hopes, and Dreams
- Establish Public Voices
We walk through our classroom doors and want to relate to our students. We want to understand their challenges, thought processes, motivations, and fears.
But how do we develop empathy for our students who may struggle with challenges we never experienced?
How can we understand their reactions, fears, and priorities if their childhood or adolescence is so incredibly different from our own or the one we’re creating for our children?
Good teachers understand that practicing and growing empathy makes us great teachers.
As a teacher-librarian, I spend most of my days answering questions, teaching research, and helping students find good books. It’s the best job in the world.
Last spring, it seemed not a day went by when I wasn’t asked about the book Thirteen Reasons Why. With the premiere of the Netflix series, parents and teachers wanted to talk about their concerns with the show. Students wanted to get their hands on the book on which the series was based. Jay Asher’s book was not the first, nor would it be the last, to address bullying and the effects it can have on victims, bystanders, and the bullies themselves.
The beauty of books, more so than television shows, is that they can help us develop empathy or allow us to see inside a character’s head for awhile. Kids who are bullied may feel a little less alone if they read about a character being bullied in a book. Kids who are bystanders or bullies may be motivated to change, even just a little, if they see themselves mirrored in a paragraph or two.
Whether this is your first, tenth, or maybe even your last year of teaching, you’re probably still settling into your classroom and getting to know your learners. Each year, a new set of students brings new challenges and opportunities. Most likely, your class has at least one English Language Learner (ELL). In fact, one out of every ten students in public schools is an English Language Learner. And, in reality, all of your students are learners of language!
Teaching Channel is here to support you by adding more new video series about teaching and learning with ELLs to our library and our ELL Deep Dive. In this first series, we take you to Banting Elementary in Waukesha, Wisconsin, where Jessica Hegg and Kris Carey co-teach in a fifth grade, dual language classroom. They open up the walls between their two rooms and share the teaching of 45 students in a class where 75% are ELLs. Watching Jessica and Kris in action, we not only see effective strategies for bridging content and language, but also a model for how two teachers collaborate and share their strengths to create an amazing learning environment.
Courtesy of the American Library Association
Banned Books Week (Sept. 24 – Sept. 30) was founded in 1982 by the American Library Association and Amnesty International to celebrate the freedom to read through highlighting banned or challenged works, and the authors who have been persecuted for writing them.
For school librarians, Banned Books Week has evolved into an awareness campaign that provides information about attempts to prevent students from accessing a variety of books and websites that could have a meaningful impact on their education.
Books featured during Banned Books Week have been scrutinized for a variety of reasons, including racist or offensive language, sexual content, or political views that challenge the establishment of the time.
- The Harry Potter series, a staple of many school classrooms and a favorite of even the most reluctant readers, offended some Christians because of its use of sorcery and witchcraft.
- Classic children’s author Roald Dahl has faced international bans of The Witches over claims of misogyny.
- Controversy stirs around William Stieg’s Sylvester and the Magic Pebble for the depiction of animals wearing clothing, including pigs dressed as policemen.
The list of challenged books, and the reasons for their status, is as long and varied as the number of communities in which these books appear. Defenders of these works, including school librarians, provide several reasons why access to these books should not be restricted for our students.
50,000 words by high school graduation.
That’s the challenge English Language Learners (ELLs) face if they want to catch up to their native English-speaking classmates. That’s almost 4,000 new words a year if a student begins school as a kindergartner!
But what about the English Language Learners who don’t enroll until middle school or high school? For these students, the vocabulary challenge is even more demanding. To meet it, teachers must learn and use the most effective strategies. Over the years, I’ve tried many different approaches and techniques and compiled the following list of my top five favorite vocabulary strategies for ELLs.
Students at San Francisco International High School (SFIHS) come to us from all over the world. They come from the megalopolises of Hong Kong and Mexico City, from the deserts of Yemen and the high steppe of Mongolia. They come speaking the ancient indigenous languages of Central America, as well as the cosmopolitan slang of bustling cities of Asia, Europe, and South America.
Some students come to us alone, without parents or family to support them in their new lives in the United States. Some come after attending prestigious schools in their home countries, while others enter school for the first time in their lives the day they walk through our doors.
SFIHS has served hundreds of immigrant and refugee students over the past eight years; even though each brings their own experience from their distinct corner of the world, they have one thing in common: they come to us to learn English and to graduate from high school.
Teaching Channel and the San Francisco Unified School District have partnered to share practices for engaging and supporting all students, especially English Language Learners (ELLs). In the first part of this series, we visited two elementary classrooms to watch teachers put the district’s recommended five essential practices into action (For more on these practices, read Lisa Kwong’s blog post).
In the second part of the series, we visit San Francisco International High School, a small school that serves recently arrived immigrant youth and is a member of the Internationals Network for Public Schools. There is so much to learn about teaching ELLs, especially newcomers, from stepping inside the classrooms in this high school.