There are many stories that find no light in mainstream media; many books, movies, and pieces of art that will never be seen or appreciated, even less paid for. As a society, we choose the stories that are worth sharing and celebrating, and ignore the rest. In many cases, these unheard stories come from people who have been discriminated against because of their race, gender, social class, home language, ability, or sexual orientation amongst others. This prompts us to question—who is telling the story and who is in charge of the narrative.
In the classroom, educators can make space for every story so they can change, from the inside, the narrative that students carry with them when they go outside and interact with the world. You can do it by teaching with the HEART in Mind—honoring and celebrating students’ personal stories, and creating an environment where students feel connected and supported. When children and youth are able develop a sense of who they are, and explore the different aspects of their identity in a safe environment, they can learn more and better.
As you start the holiday celebrations, create this “container” for exploration, engagement, and connection with your students, making space for every child to tell their story and feel seen, heard and loved.
Wishing you a peaceful holiday season and a New Year filled with joy, curiosity and purpose.
My oldest daughter came back from a field trip to the local water district ready to educate us about the many ways we can reduce water usage at home. She started noticing when a faucet was running unnecessarily and decided to use less water in her science experiments. She also started pointing out when her parents’ showers were too long! During the field trip, she developed a new awareness about the importance of water conservation, and decided to implement it at home. Her purpose is helping our family become more focused on reducing water usage. Read more
This week, I will be spending two days with colleagues and friends from around the world who deeply care about the social and emotional health of children, youth and adults. This is CASEL’s first conference, a great opportunity to celebrate the work that has been done to date, identify the current challenges, and make plans to grow this practicing community.
In addition to presenting research that I conducted with colleagues from the Learning Policy Institute, I look forward to connecting with the many people with whom I have collaborated over the years, and also meeting new colleagues. These relationships fill my bucket and strengthen my commitment to continue doing the work that matters. Read more
“What happened, Mom? What is going on?” My daughter asked the other night, while she climbed on a chair to look at my computer. I was staring at my laptop, looking at pictures of the destruction caused by hurricane Dorian in The Bahamas. I felt speechless. Miles and miles of destroyed homes, entire towns swapped away by the hurricane. According to CNN, 70,000 people lost almost everything, and thousands of survivors are still trying to escape the destroyed areas. Read more
Working with educators is probably the favorite part of my job. They are committed, passionate and courageous. They want to get better at teaching, because they care about their students’ wellbeing and success. They are a force for good. Read more
Implementing SEL programs and practices requires teachers to be open, self-reflective and sometimes vulnerable with their students. This may be easy for some teachers, while quite difficult for others. I remember a teacher saying during a training: “Students should learn these skills at home or in elementary school. I already have a hard time covering all my content, I cannot waste any time with check-ins and community circles.” You may have said something similar yourself, or heard colleagues have these conversations. It is part of the process. Read more
David was a 5th grader at an elementary school in East Oakland (California), where I worked as a special education teacher¹. The school was located in a neighborhood greatly affected by crime, drugs and gangs. Many students at the school had been exposed to violence and abuse, and most students had some kind of psychological trauma. David lived with two siblings and his mom, who was addicted to drugs. I saw David twice a week to work on his reading. The minute he walked into my room, I could clearly see if he was doing well or having a hard day. When he felt defeated, frustrated or pushed in any way, he would shut down and not respond to any verbal communication. Read more