Speaker 1: We are already following the pathway of engineering design. You see how similar this is to the scientific method? Micro-messaging to reach every student is a research-based program that’s designed to empower educators to improve student access and to create equitable learning environments for every student to have success.
Speaker 2: You think you can do that? I believe that you can.
Speaker 1: Micro-messages are small, subtle unconscious messages that we send and receive when we interact with others.
Speaker 2: Again, engineers do not work in isolation. It’s a collaborative effort! I’m loving what I see.
Speaker 1: There are two types of micro-messages. There are micro-affirmations, and these make students feel valued. They make students feel welcome, whereas micro-inequities, they make students feel de-valued, or excluded. And so we help teachers come to a place of better understanding of what these barriers are, and how they exist, and how to start to counteract some of those barriers and begin to address those in a classroom.
Speaker 2: Alright, so even if your structure failed, that’s not a failure for you. [pause] My personal philosophy is that if I stop growing, if I stop learning, then it’s time for me to leave the profession.
Speaker 1: We help teachers with strategy so that they can see how can they use positive micro-affirmations to build students self-efficacy.
Speaker 2: Right now, like, we’re pushing [?] in staying still.
Speaker 3: So you’re testing it as you’re building?
Speaker 2: Yes. The micro-messaging academy has been an instrumental part of my growth this year. I would like someone new to speak who hasn’t spoken yet. They have provided me with valuable feedback. It is group testing time! Guys and ladies. For example, I refer to my students as guys often, and going through the academy has made me aware of that, and if I want to label them, I can label them as my future engineers. [pause] Good morning, my future scientists. How are my engineers doing over here? Can I get another one of my lady engineers to speak up?
Speaker 4: You get to see a continuing improvement in yourself. Which way is it leaning? And you get to see how the learning environment is developed with each student that has to deal with [?], and you’re driven by the data that you collect.
Speaker 5: It gives kids the ability to go from, ”I can’t do it” to maybe, I can’t do it yet.” Maybe you go completely full-circle to where they say, “I can do it.”
Speaker 2: How tall is that? 26. How tall is this?
Speaker 2: You don’t know yet. 13. I want them to feel like they want to continue on and to keep pushing. You can make it better. You have the capabilities to do so.
Speaker 5: It’s just another way to reach kids on another level and give them a sense of equality.
Speaker 1: These teachers, they feel empowered to challenge some of those deeply rooted cultural stereotypes and messages that have persisted, and we can begin to become aware of how these things manifest in our language, and really help build our students up so that every student has access, equity, and opportunity to ultimately improve the diversity of our workforce, and our work.
Speaker [?]: You think you can help both at once.
Speaker: No! We can try it.
Speaker [?]: Alright. It has already opened my eyes to how communication can frame success and achievements.