Ed Soul: Recent Episodes
Sourcewell
Being an educator is not like other jobs. You put your whole self into it – it’s soul work. Each episode, we bring you insights, techniques, and strategies rooted in research that you can put into practice in your K-12 classroom right away. Host Rachel Logan (in education for 16 years and counting) uses interviews, great questions, and stories from her experiences in the classroom to make content come to life. Produced by the Sourcewell Education Solutions team.
In this episode, Christian Jackson, CEO of Edapt.com, joins Ed Soul to explore what it really takes to make AI work for every classroom. Together, we dig into the opportunities and inequities that come with emerging technology, from
educator readiness and confidence to student access and responsible use.
Christian shares practical examples of how AI can support creativity and critical thinking without replacing student learning, while also encouraging listeners to
consider the long-term impact of technology on people and the planet.
Resources and ideas from this episode:
▪ AI Implementation & Compliance Automation for Education | Edapt
▪ Christian Jackson | AI Keynotes for Leaders
▪ THE 17 GOALS | Sustainable Development
▪ How to use Gemini Gems - Tutorial for Beginners
▪ Google Meet - Caption and Translation - Quick Tip # 88
▪ Digital Literacy and Internet Safety
▪ What Will It Take to Get A.I. Out of Schools? | The New Yorker
▪ AI In Context - YouTube
In the Sourcewell region? Register for our upcoming 2026 Sourcewell Educator Summit: 2026 Sourcewell Educator Summit | Sourcewell and ask Jack to “finish that story!”
Ed Soul Podcast Credit | Sourcewell
Find more educational resources by topic at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
Hey, Ed Soul listeners! Did you know your Ed Soul listening time can now count toward professional learning?
You can now earn continuing education credits (CEUs) by listening to select Ed Soul episodes. It’s flexible, honors your time, and gives you another meaningful way to grow in your practice while learning on the go.
Here’s how it works:
Visit the Ed Soul page on the Sourcewell website to find a list of eligible episodes and step-by-step instructions for claiming your credit. You can also find the direct website link in this episode’s show notes for easy access.
And there’s more for school leaders.
Principals, superintendents, and anyone collecting administrative license hours can now access 11 curated leadership packages aligned to Core Leadership Competency areas and connected to corresponding BOSA credits.
Each package includes guidance for submitting reflections to a live reviewer, helping you earn meaningful leadership hours while engaging with relevant, practical content.
Whether you’re in the classroom or leading a district, Ed Soul now offers a new way to make your listening count.
Visit the Ed Soul Podcast page on the Sourcewell website — or click the link in the show notes — to learn more and start turning your listening into credit.
Ed Soul Podcast Credit | Sourcewell
Ed Soul Podcast Credit | Sourcewell
Find more educational resources by topic at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
In this episode of Ed Soul, we hear from educator, author, and speaker Jack Berckemeyer to explore the unique world of middle school learners and the realities of “managing the madness” in today’s classrooms. Jack shares insights from his work on young adolescence, classroom management, and the evolving characteristics of learners, offering practical encouragement for educators navigating the middle level and beyond. From creating safe and engaging learning environments to modeling social skills and ending the school year with intention, this conversation is packed with wisdom, humor, and tangible takeaways for educators.
Resources and ideas from this episode:
- Managing the Madness: A Practical Guide to Middle Grades Classrooms – Jack Berckemeyer Consulting Group
- ManagingTheMadness_AGuideToClassroomManagement_2024.pdf
- 8NewCharacteristicsOfMiddleSchoolKidsAMLE.pdf
- Jack’s Watches: Shrinking and The Pit
In the Sourcewell region? Register for our upcoming 2026 Sourcewell Educator Summit: 2026 Sourcewell Educator Summit | Sourcewell and ask Jack to “finish that story!”
Ed Soul Podcast Credit | Sourcewell
Find more educational resources by topic at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
Show Summary:
In this episode of Ed Soul, child and adolescent clinical psychologist, author, and professional bravery coach Dr. Kathryn Hecht shares about anxiety data in the classroom and what it means for educators and school leaders. Dr. Hecht discusses how adults can take the first step by creating brave, confidence-building opportunities for students and modeling calm, steady regulation that kids can “borrow.” Dr. Hecht also shares student-facing strategies that build bravery and confidence over time, reframing anxiety as something we can work with rather than simply eliminate.
Resources and ideas from this episode:
- Be Brave Activity Book — Kathryn F Hecht PhD, LP
- The Be Brave Activity Book: 100 Exposure-Based Challenges That DARE Kids to Boss Back Their Worry and Anxiety Once and for All: Hecht, Kathryn F.: 9781683736905: Amazon.com: Books
- TEDx Talk: Brave Parenting — Kathryn F Hecht PhD, LP
- Kathryn F Hecht PhD, LP
- Raising Good Humans - Podcast - Apple Podcasts
- Anxiety In The Classroom | School Anxiety | Free Resources
In the Sourcewell region? Register for our upcoming 2026 Sourcewell Educator Summit: 2026 Sourcewell Educator Summit | Sourcewell
Ed Soul Podcast Credit | Sourcewell
Find more educational resources by topic at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
In this episode, we sit down with Sourcewell Educator Summit keynote speaker Thomas C. Murray to explore what it really means to keep learning personal, authentic, and rooted in strong relationships. Thomas shares practical ways to move from believing in student-centered learning to applying it through intentional design of experiences, spaces, and school culture. We also dig into what “Future Ready Schools” look like in practice—and how educators can create personalized learning at scale, even amid the realities of time, workload, and competing needs.
Resources and ideas from this episode:
- Personal & Authentic: Designing Learning Experiences that Impact a Lifetime — Thomas C Murray
- Personal & Authentic Master Course | Thomas C. Murray
- Thomas C Murray
- Home | All4Ed
- Creating Future Ready Schools and Classrooms — Thomas C Murray
- Getting Started with Future Ready Pathways – All4Ed’s Future Ready Pathways
In the Sourcewell region? Register for our upcoming 2026 Sourcewell Educator Summit: 2026 Sourcewell Educator Summit | Sourcewell
Ed Soul Podcast Credit | Sourcewell
Find more educational resources by topic at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
In this episode, we talk with social studies leaders Sung Ja Shin (Minnesota Humanities Center) and Brittany Rawson Haeg (Minnesota Department of Education) about the key shifts in Minnesota’s updated social studies standards and the broader review/revision process behind them. We dig into what’s meaningfully different in this set of standards, when they go into effect, and what K–12 educators can expect. While there’s no perfect crosswalk from the former to the new, we have you covered with resources and strategies to get you started without feeling overwhelmed.
Resources and ideas from this episode:
- Minnesota Council for the Social Studies - Home
- Social Studies Standards Implementation (Learning Progressions K-12)
- PZ Thinking Routines | Project Zero
- Inquiry Rubric EN - Jul2020 FINAL.pdf
- Why Nell Duke Believes Science and Social Studies are Essential to Literacy | The Bulletin
- C3 Framework for Social Studies Standards
- Inquiry Design Model
- C3 Teachers
- Library of Congress Catalog | Library of Congress
- Membership | Minnesota Historical Society
- Homepage - Minnesota Humanities Center
- Events from February 24 – April 23 – Minnesota Humanities Center
- Immersive Experiences - Minnesota Humanities Center
- Watch The Toys That Made Us | Netflix Official Site
- Why Learn History: (When It's Already on Your Phone) by Sam Wineburg | Goodreads
- https://www.mnhum.org/program/minnesota-center-for-social-studies-education/
In the Sourcewell region? Register for our upcoming Social Studies training with Brittany and Sung Ja! Social Studies Standards: Inquiry & Interdisciplinary Shifts | Sourcewell
Ed Soul Podcast Credit | Sourcewell
Find more educational resources by topic at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
In this episode, keynote speaker and author John Garrett explores what it means to challenge “traditional professionalism” and create workplaces where people can bring more of their full selves to work. We discuss the core ideas behind his award-winning book What’s Your And? and what choosing humanity, passion, and purpose can look like in schools for teachers, staff, and leaders. John shares practical examples and addresses common hesitations—like wanting to keep work and personal life separate—while offering a tangible first step leaders can take to build a more inclusive, engaged culture.
Resources and ideas from this episode:
- Learn more about and connect with John
- What's Your "And"? Book — John Garrett
- Making Sure Each Child Is Known | Edutopia
- Ram Dass Becoming Nobody - Official Film Home Page - 2026
Are you a regional leader in the Sourcewell area and looking for a way to see John in person at the Leadership Retreat? Reach out to education@sourcewell-mn.gov
Ed Soul Podcast Credit | Sourcewell
Find more educational resources by topic at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
This episode of Ed Soul, is the third and final episode in our Career and College Readiness series. Hear from awardwinning educator Randy Thompson and his students as they share what academic and career planning looks like in practice. The conversation explores how a CCR approach feels different for both teachers and students, how it impacts students’ readiness for life after high school, and how personal interests intersect with regional, state, and national workforce needs. Together, they reflect on emerging trends in student decision-making and offer practical advice for schools looking to strengthen their academic and career planning systems.
Resources and ideas from this episode:
- Visible Learning: Hattie, John: 8601404531293: Amazon.com: Books
- The Bible Recap | Read, Understand & Love the Bible in 365 Days
- Ring Shout by P. Djèlí Clark | Goodreads
- What Makes a Girl a Girl - EP by Esha Tewari | Spotify
- Millionaire Mission: A 9-Step System to Level Up Your Finances and Build Wealth by Brian Preston, Hardcover | Barnes & Noble®
- The Money Guy Show | Money Guy
- Sweet Land – Minnesota Historical Society
- Rachel’s addition: Red River of the North Series (Books 1, 2, 3, 4, 5, 6) An Untamed Land; A New Day Rising; A Land to Call Home; The Reapers' Song; Tender Mercies; Blessing in Disguise (Red River of the North, Volumes 1, 2, 3, 4, 5, 6): Lauraine Snelling: Amazon.com: Book
Ed Soul Podcast Credit | Sourcewell
Find more educational resources by topic at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
In this episode of Ed Soul, we continue our Career and College Readiness series by exploring the vital role of partnerships between PreK–12 schools, higher education, and industry. Dr. Norman from Central Lakes College and Kathy Cottew from Essentia Health share insights on what effective school–partner collaborations look like and how these relationships can be mutually beneficial. The conversation also tackles the balance between student interests and workforce needs, emphasizing the importance of avoiding one-size-fits-all pathways. Leave with practical advice and clear first steps for building meaningful, sustainable partnerships that support students beyond graduation.
Resources and ideas from this episode:
- Transfer Playbook - Aspen Institute
- The Workforce Playbook - Aspen Institute
- Eight Strategies to Strengthen the Value of Community College Credentials | College Excellence Program
- The Power of People — Dr Verna Cornelia Price
- Virtual Career Day | Minnesota Hospital Association
- Bridges Career Exploration Day at CLC
- Summer Health Care Day Camp
Extensions and connections:
- Interested in learning more about Community Bridgemakers? Reach out to info@communitybridgemakers.org
- For more resources on this topic check out Matching Post-Secondary Goals to Workforce Trends with Luke Greiner
Ed Soul Podcast Credit | Sourcewell
Find more educational resources by topic at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
In this episode of Ed Soul, we kick off a three-part Career and College Readiness series with administrative leader, Principal Amie Westberg, and Sourcewell Director of Career and College Readiness, Dr. Maggie Velasco, exploring what it truly means to lead career-connected learning from a systems-level perspective. Amie Westberg unpacks key CCR terminology, including work-based learning and CTSOs, and shares how leadership decisions around scheduling, course offerings, and culture create the conditions for rigorous, future-focused learning. The conversation also highlights the importance of industry partnerships and student, family, and community voice in building pathways that engage learners and prepare them for what’s next.
Resources and ideas from this episode:
- The Lost Symbol: Dan Brown
- Evicted: Poverty and Profit in the American City
- Black AF History: The Un-Whitewashed Story of America
- The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades: Hochman, Judith C., Wexler, Natalie, Maloney, Kathleen, Lemov, Doug: Books
- The Murder of Roger Ackroyd (Warbler Classics) (Hercule Poirot Mystery): Christie, Agatha
- Home | Brandon Sanderson
- Jocko Podcast – Leadership and Discipline
- WARRIOR KID Book Series – Echelon Front
Ed Soul Podcast Credit | Sourcewell
Find more educational resources by topic at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
This episode dives into modern, student-centered grammar instruction with author and grammarian Patty McGee. The conversation explores what it truly means to study grammar versus simply identifying it. We highlight insights from her new book Not Your Granny’s Grammar, and unpack myths tied to traditional “granny grammar.”
Resources and ideas from this episode:
- Amazon.com: Not Your Granny’s Grammar: An Innovative Approach to Meaningful and Engaging Grammar Instruction: 9781071941676: McGee, Patricia Grawehr, Donohue, Timothy J: Books
- About | Patty McGee | National Literacy Consultant
- Resource samples from Patty!
- Theo of Golden book by Allen Levi
- The Pitt | Official Trailer | Max
- Mother Mary Comes to Me by Arundhati Roy | Goodreads
- Returning To Myself - Album by Brandi Carlile | Spotify
Ed Soul Podcast Credit | Sourcewell
Find more educational resources by topic at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
This episode of Ed Soul explores what it truly means to build data and assessment literacy alongside COMPASS specialists Erin Potter and Jessica Rice. Together, they unpack the similarities and differences between data and assessment, clarify common misconceptions, and break down the wide range of data educators encounter—from statewide metrics to classroom observations. They also dive into assessment types and ways students can authentically show their learning, offering practical entry points for educators, students, and families.
Resources and ideas from this episode:
- Information on Student Agency in Learning (SAIL), Data and Assessment Literacy Modules, and Data Decision Making Modules visit: Data and Assessment Literacy
- GOLD-Tech-Summary-8-18-2011.pdf
- Street Data by Shane Safir and Jamila Dugan and video: Street Data: A Next-Generation Model for Equity, Pedagogy, and School Transformation
- TIPS from the national PBIS website and Midwest PBIS Network - TIPS Meeting Process
- Building to Impact
- The Practice of Adaptive Leadership: Tools and Tactics for Changing Your Organization and the World: Heifetz, Ronald A., Linsky, Marty, Grashow, Alexander: 9781422105764: Amazon.com: Books
- Throne of Glass - Sarah J. Maas
- Lula Dean's Little Library of Banned Books by Kirsten Miller | Goodreads
Ed Soul Podcast Credit | Sourcewell
Find more educational resources by topic at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
This episode of Ed Soul explores what truly shapes a positive school culture and climate with COMPASS specialist Megan Perry. Together, we unpack the differences between climate and culture, what healthy staff experiences look like, and how those internal conditions connect to student success. Megan also highlights the conditions that help students, families, and communities feel valued—and offers practical advice for sustaining positive environments over time.
Resources and ideas from this episode:
- Onward: Cultivating Emotional Resilience in Educators: Aguilar, Elena: Amazon.com: Books
- COMPASS resources including Pathways PD options
- The Bright Morning Podcast with Elena Aguila
Ed Soul Podcast Credit | Sourcewell
Find more educational resources by topic at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
This episode explores the growing presence and importance of multilingual students and families in schools. We clarify key distinctions, address common misconceptions, and share up to date terminology for best supporting our multilingual learners. The conversation covers identification, the responsibilities for providing support, and strategies for schools with limited resources, emphasizing the inclusion of families in the support process. Learn practical advice for general education teachers, accessible strategies to support multilingual students, and ways to shift mindsets to recognize multilingualism as a classroom asset rather than a challenge.
Resources and ideas from this episode:
- Project Momentum
- Talking Points
Ed Soul Podcast Credit | Sourcewell
Find more educational resources by topic at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
This episode features specialists Jodi Altringer, Kayla Awolope, and Amy Krueger, who discuss the partnership between general and special education teachers in early childhood and primary years. The conversation explores early intervention and strategies for supporting all students. Guests share personal motivations, favorite success stories, and insights on what they wish colleagues understood about each other’s roles.
Resources and ideas from this episode:
- MN Help Me Grow
- Strong Ground - Brené Brown
- Raising Kids with Big, Baffling Behaviors - Robyn Gobbel
- The Anxious Generation Out Now. Order the Book.
- Watch Out of My Mind | Disney+
- The Inclusion Podcast | Dr. Julie Causton & Dr. Kristie Pretti-Frontczak
- About Us • Inclusive Schooling
- Becoming Better Grownups: https://montagueworkshop.com/book
- Challenging to Connected: https://www.challengingtoconnected.com/
- Shelly Moore (Bowling/Teaching): Transforming Inclusive Education
Ed Soul Podcast Credit | Sourcewell
Find more educational resources by topic at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
This episode explores the partnership between high school general education and special education teachers, featuring insights from Anjanette Kraus and Stacey Jurek. The discussion highlights the co-teaching model, debunks common myths, and emphasizes how collaboration benefits all students, especially through inclusive practices and tier 1 strategies within the MTSS framework. The guests share personal stories and practical strategies that foster effective partnerships and support for diverse learners.
Resources and ideas from this episode:
- Scamanda | Podcast on Spotify
- Best Minnesota Golden Gophers Football Podcasts | SportSpyder
- Watch The Morning Show - Show - Apple TV
- Practical Magic: 25th Anniversary Edition (The Practical Magic Series): Hoffman, Alice, Hoffman, Alice: 9780425190371: Amazon.com: Books
- Guitar instrumentals as background music
Ed Soul Podcast Credit | Sourcewell
Find more educational resources by topic at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
This episode explores how educators can effectively manage challenging student behaviors in general education classrooms by focusing on Tier 1 strategies and the importance of building authentic relationships. Lisa Worden discusses why simply telling teachers to “build a relationship” isn’t enough, emphasizing the need for self-awareness, understanding cultural identities, and recognizing behavior as a form of communication. The conversation highlights the significance of empathy and skill development, offering practical strategies for teachers who feel out of options, and encourages expanding beyond traditional, punitive approaches.
Resources and ideas from this episode:
Trauma Responsive Educational Practices: Helping Students Cope and Learn
Relationship, Responsibility, and Regulation: Trauma-Invested Practices for Fostering Resilient Lea…
Equity-Centered Trauma-Informed Education - 1st Edition - Alex Shevrin
The Social-Emotional Learning Playbook: A Guide to Student and Teacher Well-Being: Frey, Nancy, Fis…
Connect with Lisa: education@sourcewell-mn.gov
Ed Soul Podcast Credit | Sourcewell
Find more educational resources by topic at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
In this episode, Emma Needham, a Minnesota Indigenous Education Equity Access Specialist, discusses the importance of supporting Indigenous education. Emma shares her personal connection to the work, addresses the historical and ongoing barriers to including Native perspectives in schools, and offers advice for educators who feel uncertain about teaching Indigenous content.
Resources and ideas from this episode:
A Teacher’s Guide to Teaching Thanksgiving Responsibly | Classroom for Change
Thanksgiving lessons, accurate and respectful
Rethinking Thanksgiving Celebrations: Native Perspectives on Thanksgiving
Focusing on food? Try Three Sisters Soup | First Nations Development Institute
The Red Nation Podcast
JOHN TRUDELL The Journey Home: Follow The Lines – Forward Merch
Connect with Emma: education@sourcewell-mn.gov
Ed Soul Podcast Credit | Sourcewell
Find more educational resources by topic at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
This episode explores the importance of interdisciplinary literacy—the integration of reading and writing skills across all subject areas—with expert guest Shannon Rivard. Shannon shares her extensive experience in literacy instruction and discusses how literacy standards differ from traditional ELA standards, covers practical strategies for vocabulary instruction, and shares strategies for supporting students and teachers in understanding discipline-specific language instruction in manageable, effective ways.
Resources and ideas from this episode:
Teaching Foundational Skills to Adolescent Readers
5 Vocabulary Games That Build Content Knowledge in High School | Edutopia
Choosing Words to Teach | Reading Rockets
Connect with Shannon: education@sourcewell-mn.gov
Ed Soul Podcast Credit | Sourcewell
Find more educational resources by topic at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
In this episode Ann McGee, Founder of Open Windows Books, shares her journey in increasing diverse literature for our rural schools. Learn about the concept of windows and mirrors in literature, how diverse texts are important for all our students, and teacher learning for how to “teach” diverse books. Interested in getting involved? Check out an Open Windows Books near you!
Resources and ideas from this episode:
Open Windows Books | Multicultural education resources interested in donating? Check here.
Cooperative Children's Book Center – UW–Madison
Booklists - Social Justice Books
Indigenous Peoples Day Texts:
This Land by Ashley Fairbanks – Birchbark Books
Ancestor Approved: Intertribal Stories for Kids by Cynthia Leitich Smith (Editor) / Birchbark Books & Native Arts
Fry Bread: A Native American Family Story by Kevin Noble Maillard / Birchbark Books & Native Arts
We Are Grateful: Otsaliheliga by Traci Sorell – Birchbark Books (Great for Thanksgiving)
When Stars Are Scattered by Victoria Jamieson | Goodreads
Where Rivers Part: A Story of My Mother's Life by Kao Kalia Yang | Goodreads
Join a Sourcewell cohort: Text Perspectives - Shaping Lives (an Open Windows Books Cohort) | Sourcewell
Connect with Ann: Contact | Open Windows Books
Ed Soul Podcast Credit | Sourcewell
Find more educational resources by topic at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
This episode features guests Chris Castillero and Mike Jordahl, who are experts in mathematics education. The episode focuses on the importance of high-quality math instruction in every classroom and addresses common barriers that teachers face in providing such instruction. Chris and Mike share their insights on overcoming math anxieties, the latest revisions in math standards in Minnesota, and resources available for educators.
Resources and ideas from this episode:
- 2022 MN Math Standards
- Unlearning is hard: The Backwards Brain Bicycle - Smarter Every Day 133
- Strategy: Model, Task, Match
- Use games: Yahtzee, Candy Land, playing cards
- Use the world around you: license plates, shapes, percentage sales
- Minnesota Council of Teachers of Mathematics - MN Math Leaders
- Join a Sourcewell math network Education Networks | Sourcewell
- Chris’ reads:
- Fostering Algebraic Thinking by Mark Driscoll
- Children’s Mathematics Cognitively Guided Instruction by Thomas P Carpenter and Susan B. Empson
- Preston & Child books
- Mike’s listens: A Tale of Two Tribal Nations : Throughline : NPR
- Mike’s reads: Native American Mathematics by Michael P. Closs, Choosing to See by Pamela Seda & Kyndall Brown, 1, 2, 3 Looks Like Me by Dr. Lesa M. Covington Clarkson, Takoza Walks with the Blue Moon Girl by Tara Perron, The First Strawberries, A Cherokee Story retold by Joseph Bruchac
Ed Soul Podcast Credit | Sourcewell
Find more educational resources by topic at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
This episode reminds us of important themes at the start of a new school year, such as the value of building strong relationships with students, establishing routines collaboratively, and embracing fresh starts for both teachers and students. Whether you are new to teaching or a veteran, we all make mistakes; it’s part of the process. Finding support networks and ongoing learning are essential for a successful year for us all.
Resources and ideas from this episode:
- Create a “Get to Know Me” Slideshow, “Tell me about your child/student in 1 million words or less.”
- Student Inventory ideas
- Class agreements template
- Every kid needs a champion | Rita Pierson | TED
- Curate your favorite social media platform to have things that make you laugh or bring you joy
- Aaron’s reading: The Autobiography of MJ: Amazon.com: For the Love of the Game: My Story: 9780609602065: Michael Jordan, Mark Vancil: Books
Prefer to watch the episode instead? Check it out on Vimeo: The First Stitch: The Beauty of Beginning Again with Aaron Logan
Ed Soul Podcast Credit | Sourcewell
Find more educational resources by topic at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
Ed Soul Podcast Credit | Sourcewell
Find more educational resources by topic at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
Ed Soul Podcast Credit | Sourcewell
Find more educational resources by topic at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
Ed Soul Podcast Credit | Sourcewell
Find more educational resources by topic at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
Ed Soul Podcast Credit | Sourcewell
Find more educational resources by topic at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
Ed Soul Podcast Credit | Sourcewell
Find more educational resources by topic at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
Ed Soul Podcast Credit | Sourcewell
Find more educational resources by topic at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
Ed Soul Podcast Credit | Sourcewell
Find more educational resources by topic at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
Ed Soul Podcast Credit | Sourcewell
Find more educational resources by topic at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
Ed Soul Podcast Credit | Sourcewell
Find more educational resources by topic at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
Ed Soul Podcast Credit | Sourcewell
Find more educational resources by topic at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
Ed Soul Podcast Credit | Sourcewell
Find more educational resources by topic at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
Ed Soul Podcast Credit | Sourcewell
Find more educational resources by topic at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
Ed Soul Podcast Credit | Sourcewell
Find more educational resources by topic at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
Ed Soul Podcast Credit | Sourcewell
Find more educational resources by topic at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
Ed Soul Podcast Credit | Sourcewell
Find more educational resources by topic at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
Ed Soul Podcast Credit | Sourcewell
Find more educational resources by topic at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
Ed Soul Podcast Credit | Sourcewell
Find more educational resources by topic at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
Ed Soul Podcast Credit | Sourcewell
Find more educational resources by topic at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
Ed Soul Podcast Credit | Sourcewell
Find more educational resources by topic at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
Browse resources and access full show notes at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
Browse resources and access full show notes at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
Get ready for Ed Soul with a teaser for Season Four! We look forward to bringing you great content this year.
Browse resources and access full show notes at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
Browse resources and access full show notes at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
In 2021, June 19th, or Juneteenth, was declared a National Holiday. Whether you’ve been celebrating Juneteenth for as long as you can remember or are still unsure about what the National Holiday is all about, we have you covered. Educational Director of Culture and author, Pearl Ivory leads us through her own personal insights into Juneteenth and why it’s an important holiday for all of us to recognize, understand, and celebrate.
Browse resources and access full show notes at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
MN Author and speaker, Joe Beckman joins us in this episode to talk about the importance of human connection and shares strategies for educators. Joe has spoken all over the worlds for over 20 years with one simple mission, to reclaim human connection.
Browse resources and access full show notes at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
Every year Sourcewell recognizes regional educators at our Educators of Excellence banquet and in this episode, we have the opportunity to hear from one of our 2024 Educators of Excellence. Meet Clayton Lang, Elementary Physical Education teacher from Cuyuna Range Elementary School in Crosby-Ironton, Minnesota.
Browse resources and access full show notes at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
May is Asian American Pacific Islander Heritage Month. In this episode we are joined by Minnesota author, speaker, and educator, Kao Kalia Yang to share about the power of art, literature, and connection in the classroom. Kalia’s poetic stories and insights help reveal the power of seeing oneself in our own learning journey and being open to the various ways of knowing and doing that exist in our communities.
Browse resources and access full show notes at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
Do you have a student that is almost ready to graduate? This episode is for you! Listen in as our guest, Luke Greiner, regional analyst from the Minnesota Department of Employment and Economic Development shares data to help students make smart financial and career decisions. Don’t forget to register to join us this summer at the Sourcewell Educator Summit 2024 | Sourcewell and hear from Luke in person.
Browse resources and access full show notes at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
Looking for an opportunity for some hands on, real world, critical thinking and problem-solving learning for your students? This episode is loaded with resources and experiences from the Minnesota Zoo. Experts and fellow educators, Kristi Berg and Liz Gilles share how you can get involved.
Browse resources and access full show notes at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
Dr. Mario Acosta will be joining us as our keynote speaker for the 2024 Sourcewell Educator Summit. Listen in as he unpacks school culture, relationship building, and standards referenced reporting. Sign up your team to come see him in person and meet the rest of the High Reliability Team this August. Register here: Sourcewell Educator Summit 2024 | Sourcewell
Browse resources and access full show notes at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
April is Autism Awareness Month. We are joined by the CEO of Empowering Kids, Tiffany Schroeer to share how neurodivergent individuals operate and how educators can provide a best-fit environment. Great news, what’s good for neurodivergent kids is good for neurotypical kids too!
Browse resources and access full show notes at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
Educators are both teachers and learners. Because we have the privilege of supporting students from a variety of backgrounds and identities, we also have the responsibility to understand and support all students. Knowing how to create environments that are safe and inclusive for our students that identify as LGBTQ+ can be a make or break experience for students. Listen in as Human Rights Advocate, Ellie Krug shares how we can lean into our empathetic heart while supporting our LGBTQ+ students in rural spaces.
Browse resources and access full show notes at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
Browse resources and access full show notes at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
In this episode, 2023 Keynote Speaker from our first ever Student Leadership Conference, Jeff Meacham shares strategies with students about leaning into leadership characteristics. Jeff encourages students to be advocates, be considerate, and be present.
Browse resources and access full show notes at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
In our previous episode, Embracing AI in the Classroom, we began to scratch the surface on both the positives and some of the cautions needed when using AI technology. In this episode, Jon Fila will take a deep dive on how to make sure we are using AI responsibly by mindfully watching for inevitable discrimination and bias that is baked into the tool.
Browse resources and access full show notes at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
Artificial Intelligence isn’t going away, in fact, it will probably only become more and more embedded into our daily lives. Sourcewell experts Rachel Johnson and Mary Mehsikomer share ways to embrace this rapidly changing technology with our students and in our classrooms instead of shying away from it.
Browse resources and access full show notes at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
Kari Yates shares her journey as a literacy leader and offers educators strategies that bring the science of reading into our elementary classrooms. Reading is head and heart work; Kari addresses the need for the balance of both by starting with one strategy and shift at a time.
Browse resources and access full show notes at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
Managing disruptive student behavior is a timeless topic that has generated a lot of professional research. A (MN) statewide survey was released asking educators to rate their own self-efficacy as well as how often or frequently students were sent out of the classroom. In this episode, Dr. Nathan Elliot of the Catalyst Approach shares with us his latest research and results from 3,000+ survey responses on the connection between managing disruptive student behavior and teacher levels of self-efficacy.
Browse resources and access full show notes at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
In this episode we are diving into the Next Generation Science Standards (NGSS) with Shelly Munoz. Shelly is a 25-year educator who has a passion for all things science and STEM. She’ll share a variety of resources to support your science instruction, including simple shifts and first steps for implementing new standards, phenomenon to watch for this year, and how to tap into all things science and STEM, right in our own backyard.
Browse resources and access full show notes at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
January is National Poverty Awareness month. In this episode, poverty expert Paul Gorski gives us concrete examples of ways that well-intentioned traditions create economic barriers for students and their families, offering guidance on what to focus on instead. Paul helps us reflect on our own ideologies around deficit thinking so that when we say we want to prioritize children’s needs, our actions will match.
Browse resources and access full show notes at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
Minnesota is home to 11 federally recognized tribes and our Minnesota academic standards are written to reflect and include Native perspectives that represent both historical and contemporary examples. Odia Wood-Krueger from Understand Native Minnesota and Eden Bart from the Minnesota Humanities Center help us fill in potential missing gaps, share insights and wisdom, and connect us with vetted resources to Indigenize the curriculum and do it well.
Browse resources and access full show notes at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
November is Native American Heritage Month. This episode brings you primary voices featured live from our Sourcewell professional learning opportunity, Using an Indigenous Lens that Honors the Past, Present, and Future. Each guest brings a unique personal and professional perspective on the importance of Indigenizing the curriculum both for native and non-native students alike.
Browse resources and access full show notes at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
Brains aren't a one-size-fits-all organ, yet our school systems were created to best serve students with neurotypical brains. Students and adults whose brains work differently encounter extra challenges daily that can leave them exhausted and misunderstood. Returning Ed Soul guests Jacki Brickman and Lisa Worden share their personal journeys to understanding their own ADHD diagnosis and ideas on supporting others that may be experiencing a variety of mental health challenges.
Browse resources and access full show notes at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
Dr. Muhammad lights the way for educators committed to supporting all students, discussing how to relentlessly pursue success for all students. We know that transforming school culture starts with each individual in a school building. We can begin to change spaces and conversations if we’re courageous enough to speak out when injustices occur. Listen in while Dr. Muhammad packs some incredibly powerful truths into this mini episode.
Browse resources and access full show notes at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
Starting the new school year can produce some nerves or anxiety. Will I be able to manage my classroom? Which rituals and routines do I choose? How do I know if it’s working and what do I do if I feel like it’s all falling apart? Jacki Brickman from The Catalyst Approach joins us to share a different way to thinking about the rituals and routines that we establish that help the adults in the room create well-managed classroom learning spaces.
Browse resources and access full show notes at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
Browse resources and access full show notes at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
Browse resources and access full show notes at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
Music Therapy and Educator Mary Ellenson and Visual Community Artist Maria Ervasti share their personal and professional insights on why prioritizing the arts in education is vital to our student's prek-12 experience.
Browse resources and access full show notes at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
Dr. Tina H. Boogren is a fierce advocate for educators, particularly for their well-being. In this episode, Tina shares ways to prioritize taking care of our educators both individually and collectively.
Browse resources and access full show notes at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
We say we believe all students can learn, but too often we plan for and set goals for less than 100% success. Dr. Robyn Jackson inspires us to commit to nothing less than 100% visioning and shares strategies to get there for each of our students.
Browse resources and access full show notes at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
When our schools and community leaders work together to support one another, students and constituents are the beneficiaries. Mayor Dave shares his experience working together with the schools as a long-time city mayor.
Browse resources and access full show notes at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
Kevin and Jordan, founders of Metier, share with us how their program is working to help 5th-8th graders find the truest, happiest, and greatest versions of themselves that align with careers that love them back.
Browse resources and access full show notes at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
Connecting and supporting students to careers and opportunities post-secondary “takes a village.”. Learn how the Sourcewell Career Consultant Program is supporting this identified need in schools.
Browse resources and access full show notes at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
Preparing our students with 22nd-century skills that connect student abilities and interests to in-demand careers is largely tied to a solid career and technical education planning model. Troy Haugen and Tami Martin share the importance of this model, acknowledge common misconceptions and barriers, and leave us with solid advice and strategies to get your district on the CTE path!
Browse resources and access full show notes at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
Kids are at the forefront of demographic change in our state. In this episode, hear from Senior Demographer Megan Dayton on how population changes are impacting our communities and schools in central Minnesota. Get ideas on what you can do to advocate for the supports and tools you need to equitably educate students as classrooms become increasingly diverse.
Browse resources and access full show notes at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
March is Women’s History Month, and this episode focuses on how education can build confidence, provide mirrors, and demystify pathways for our young girls and women to follow their dreams and take a seat at the table. Teresa Kittridge, founder of 100 Rural Women, shares personal stories, advice, and supports for each of us to lean into as we work to remove barriers and illuminate possibilities through the power of education.
Why women in leadership?
- It’s an equity issue, we need women to have a seat at the table
- Most women tend to work collaboratively, individual recognition is not often a priority
- Women want to “get stuff done and go home!”
- We don’t have enough women in leadership, it’s a crisis in rural right now
Advice for educators
- Connect young girls to the many options and positions they have available to them.
- Keep girls believing in themselves, having those visions, seeing themselves in the future
- See kids as individuals with individual gifts and talents
- Highlight women in a variety of roles and throughout the curriculum
- Advocate for library collections with a broad array of people, culture, and topics
- Demystify the path, remove barriers, and help women see themselves in leadership roles
Advice from Teresa
- Find your passion and take some risks, believe in yourself
- It’s ok to make changes
- Anytime you have an opportunity to continue your learning, take it!
- You can’t change everything at once
- Don’t forget about appointed positions as pathways to other leadership or elected roles
- Not everyone wants to be out front, but how do you support the women that do?
Reflection Questions:
- Which educators (if any) do you recall elevating women in leadership and showing you examples of what is possible for women in leadership? What do you do as an educator?
- Reflect on your own curriculum and classroom libraries; do you have enough representation? How could you make it even better?
- What is the most important take away from this conversation and how will you use it to impact your life and the lives of those you serve?
Resources and References
- We Should All Be Feminists by Chimamanda Ngozi Adichie
- Learn more about Erin Schutte Wadzinski and her work in Worthington, MN
- The Dress Maker of Khair Khana: Five Sisters, One Remarkable Family, and the Woman Who Risked Everything to Keep Them Safe by Gayle Tzemach Lemmon
- The Exceptional Attorney Woo
- Join a Sourcewell Media/Library Support Network
Connect with Teresa:
Teresa@100ruralwomen.org
100 rural women website and on social media @100ruralwomen
- Mentorship networks
- Book Club
- Ask a Leading Wo
Browse resources and access full show notes at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
Educator Connection
As Educators, it is important that we continually expand our knowledge and understanding around multiple ways of being. This episode helps us build that muscle! Whether you teach in an area that has a high Ojibwe or other Indigenous population, or not, today’s episode will help build your own culturally responsive toolbox.
Who is The Cultural Toolbox written for?
- Ojibwe people who are interested in reclaiming, relearning, or reconnecting with their own culture
- The rest of the world to get a sense about one way of being
- We need respect, hold space for and allow the thriving of many different ways of being
Gender Roles
- Men and women each own half the lodge
- Traditional gender division of labor that favors balance over equality
- Caution around romanticizing or denigrating any one culture
School practices
- Everything humans do is a cultural decision (i.e., the bell system or music in choir programs)
- Modern education is for the most part still colonized (i.e., English is prioritized)
- Majority of students in schools are students of color, only about 60% of Native students are finishing high school
Education goals worth pursuing
- Foster positive identity development no matter your identity
- Create spaces where students know they are valued, sacred, and important; not just for being “good at whiteness” or “properly colonized”
- Engaging in acts of kindness
- We all need healing
Dos and Don’ts for Non-Native
- Do be curious, ask questions, hold and open space for everyone to learn about themselves and one another
- Do read a variety of Native perspectives and voices
- Do participate in Indigenous led activities (i.e. pow-wows, Native art, etc.)
- Don’t buy/participate in “Native-inspired” (i.e. “Sweat-lodge experience for a fee”)
Terms and references from today’s episode:
- Historical trauma, Institutional trauma & contemporary trauma
- Genocide
- Residential Indian Boarding Schools in Minnesota
- Denied access to opportunities: One example Why Treaties Matter
- 85% of Chippawa land is a national forest and managed by United States government
- Land Back: one example here
- 26 different distinct gender identities
- Flagship Hawaii Language school
Browse resources and access full show notes at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
February Celebrations: Black History Month & I Love to Read Month
- Author studies focused on authors of color
- A variety of texts, graphic novels, author websites or virtual author visits
- Martin’s Big Words
- No More Culturally Irrelevant Teaching
What’s happening at the state policy level?
- New ELA standards will be fully implemented fall of 2023 and assessed in ‘25-26
- MCA IV criteria and decision making is currently taking place
- LETRS training
- Emphasis on the teacher licensing standards and backgrounds
- Licensure requirements around professional development in reading is changing for more veteran staff
- Minnesota Department of Education -- policy, guidance, and support on dyslexia
Get Connected!
- Share good news about what you’re doing in the classroom
- International Literacy Association for a national and international perspective on policy
- Minnesota Reading Association for state-level policy and professional learning
- Leaders in Reading Network
- Higher Education Literacy Partnership (HELP)\
- Check out a free Summer Book Club provided by HELP. This summer’s focus: Multi-Lingual Learners
Literacy re-envisioned:
- Consider the ways we organize children for learning; competency-based vs biological age
- Rethink how we organize and staff our human resources
- How the teacher uses the tool (including technology) is the differentiator
- Collaboration around data analysis should involve multiple perspectives and roles
- Ensure instructional tools are being used as intended (i.e. Levels and Lexile numbers)
- Consider the (enabling) context of literacy practices
- Get familiar with implantation science; one resource: National Implementation Resource Network (NIRN)
- Recognize and respond to preconceived bias about what child can or can’t do
- Restructure systems that create barriers to maintaining effective literacy practices
- Frequent initiative changes
- Revolving door of resources
- Leadership changes that shift the focus
Strategies & Advice:
- Don’t underestimate the impact you have on others
- Thank one of your mentors
- Invite a school board member into your classroom
- Give yourself permission to give up practices that are no longer effective
Connect with Deb and Mary:Email Dr. Debra Peterson peter328@umn.edu or Dr. Mary Jacobson at
Browse resources and access full show notes at https://www.mn.sourcewell.org/education/podcast
Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education
February Celebrations: Black History Month & I Love to Read Month
• Flood the classroom library with texts from various cultures and backgrounds
• Be mindful of “windows and mirrors”
• Read authors from a variety of racial backgrounds
What’s “hot” in literacy?
• Early literacy skills or foundational skills
• Effective instructional strategies for struggling readers
• Equity, access to high-quality, diverse books, and content
• Science of Reading
How should we respond?
• There will never be a one-size-fits-all for every student
• Encourage critical thinkers and readers
• We grow, change, learn, and take the best of what works with us
• Sometimes implementation is the problem, not the original intent of the work
• Know better, do better
The truth about Teacher Preparation Programs
• Minnesota teacher licensing standards, including systemic, explicit phonics, has been in place for 10 years
• What is taught and what is implemented isn’t always the same
• Minnesota higher ed faculty is continually learning, including participating in LETRS (Language Essentials for Teacher of Reading and Spelling) training
• Terminology changes, but many ideas behind them are consistent.
What isn’t changing?
• Using student data to guide decision making
• Diverse student populations with diverse needs
• Teacher read alouds
• Collaborating with our colleagues
• Time for professional learning
Strategies & Advice:
• Decrease teacher talk, increase student’s ability to think, talk, and write in response to text
• Keep good company that remembers their “why”
• Once we get into the profession, our learning is truly just beginning
Resources & References:
• International Literacy Association
• LETRS training
• The National Reading Panel Report
• The Windows and Mirrors of Your Child’s Bookshelf – Grace Lin Ted Talk
Reflection Questions:
• Which of the “what’s hot” literacy topics are you currently studying? What is affirming? What is challenging?
• How are you supporting critical readers and thinkers with exposure to a variety of texts?
• Would your colleagues identify you as “good company?”~~?~~ Why or why not?
Connect with Deb and Mary:
Email Dr. Debra Peterson peter328@umn.edu or Dr. Mary Jacobson at education@sourcewell-mn.gov
Learn more about the podcast and browse resources, programs, and upcoming trainings and events for educators at www.mn.sourcewell.org/education
Each of us may have a different idea about what student engagement looks like or how we increase it in our classrooms. In this episode Sourcewell consultants, Julie and Maggie, share their expertise around learning targets and scales and technology to help your students feel connected to their learning.
How do you know when students are engaged?
• Engagement looks and sounds different for everyone, never assume!
• Engaged students
o can articulate what they are learning and why
o know their learning progression and path
o know the target and can self-evaluate progress
• Student agency and personalized connection to the content creates engagement
Who is responsible for student engagement?
• It’s a collective effort that must include student and family input
• Educators must clearly present the learning path and progression of learning
• Educators must balance the needs of the variety of students
• Center your students and the learning outcomes; de-center yourself (teacher)
What are common reasons that students disengage?
• No relationship to the adults or to the content
• Not feeling welcome or included in the class or school
• When there is a singular (teacher selected) way to show learning
• Not seeing themselves in the content or how it connects to their life
How can we proactively address disengagement?:
• Create a safe space for students to share how they’re feeling
• Provide multiple opportunities to support around content
• Greet students at the door
• Positive check-ins, observations, and sharing with families and caregivers
• Specific positive feedback
Strategies to engage all students:
• Use technology as an option to access and connect with teachers
• Intentional and personalized conversations with each student or matching to other adults in the building
• Using a seating chart to ensure that students are getting a check-in
• Set clear and visual learning targets and proficiency scales
• Use pre-assessments to match learning to a variety of skill levels
• Use turn and talks, collaboration, and group work
• Include student voice and choice in learning decisions
• Recognize when a topic may be dry and invite students to weigh in on how to show learning
• Help students see themselves and make connections to the content
Reflection Questions:
• What is your one next step?
• How has (or how would) using a clear progression of learning skills engage your students?
• How have you (or how will you) used technology to help students better connect to their world?
Resources & References
• High Reliability Schools Framework by Marzano Research
• ISTE Student standards
• ISTE Educator standards
• TPACK in 2min
• SAMR Model
Connect with Julie or Maggie via email education@sourcewell-mn.gov
Learn more about the podcast and browse resources, programs, and upcoming trainings and events for educators at www.mn.sourcewell.org/education
Curriculum Revitalization through an equity lens with Marceline DuBose
Ways to revitalize and diversify curriculum
• Apply a good filter; watch for what explicit and implicit messaging in the content
• Include a broad array of perspectives
• Don’t sugar-coat hard things
• Make sure students can students see themselves in the curriculum
• Teach larger concepts of justice, democracy, human growth, and development using all kinds of people that have contributed to these concepts
• Identify and include absent narratives
What gets in the way of revitalizing and diversifying our curriculum?
• Tradition, or personal affection or nostalgia for a certain topic
• Assumption of what students should learn: the cannon, college ready, standards and testing
• Educators feeling like they don’t have the knowledge or time to make changes
• Parents critiquing changes in the curriculum
• Assuming students are too young to talk about difficult things or current events
An example of revitalized curriculum: MLKJ
• Learn about his values and think about how would he apply it to current topics?
• Give a full and accurate representation of who he was; not just dreamy
• Include MLKJ and other BIPOC leaders in the curriculum all year long
Dos or Don’ts for Black History Month
• Do add stories of whimsy, love, friendship, and creativity; Don’t limit your discussion to stories of trauma, oppression, or overcoming adversity
• Do involve you students by making stories relevant to their lives
• Do expand complexity and context, not just history but current events as well; Don’t limit yourself to single heroes – what are the stories of the people, the area, the geography?
• Do expand the context where these stories live (math, science, tech); Don’t limit it to the humanities
• Do balance our stories so they aren’t all victim-focused; who is the focus on?
Resources & References
Connect with Marceline: www.dueast.org; @dueeast
• Unit or Lesson planning template
• Collective Knowledge Creation
• Educational Equity Curriculum and Instruction Compass
• No Stone Unturned Journal
• List of websites for curriculum
• Guide for Selecting Anti-Bias and Anti-Racist Classroom Texts
• Diversity in Children’s Books 2018 Infographic
• Danger of a Single Story TedTalk
• Absent Narratives Resource Collection from MN Humanities Center
Learn more about the podcast and browse resources, programs, and upcoming trainings and events for educators at www.mn.sourcewell.org/education
Common adult behaviors that trigger the blues
- Fatigue
- Mindsets: struggling to focus on strengths
- Hesitant to do things that bring us joy
- Hyper focused on (having) control
Healthy, resilient responses for adults
- Building a healthy culture within our setting to vent, uplift, share ideas, approach difficult things together
- Consider how others experience us; what we say and how we say it
- Take a break before a tough interaction
- Get the 10,000-foot view – most things aren’t as urgent as we think
- Hit the pause button; what do we want to accomplish here?
- Don’t underestimate our own value, we are all essential to the culture
- Keep it simple: balance your love and your loath
- Reestablish our definition of time: how do you want to spend the time that you do have?
How can we help students regulate through long winter months?
- Build in regulation resets throughout the day
- Use common language: are we learning ready or learning compromised?
- Make school a safe place: I see you, you matter, you belong here, we will meet your needs
- Shift your language from “have to” to “get to”
- Pay attention to language and framing; invite students into consent
- Celebrate successes even when they appear small
- Notice the stories students are telling us, as well as the stories we tell ourselves
Strategies for all:
- Tap in, tap out
- Field Tripping
- Resilience building strategy: Appreciation, A-ha, Apology or Connect, Celebrate, Commit
- Keep human at the forefront
- Be present and acknowledge when things are hard; we don’t always have to solve or fix
- We get to reset and reprioritize education; we are never going back to 2019!
What Kristin is reading:
- Brene Brown on Braving
- The New Classroom Instruction that Works by Brian Goodwin and Kristin Rouleau
- Stay connected with Kristin!https://www.fosteringresilientlearners.org/
Reflection questions:
- When have you found yourself feeling stuck? Which resilient strategy resonates most with you?
- Which of these student strategies were affirming to you? What new strategy will you try?
- What can you do to build a culture of support within your own context?
Learn more about the podcast and browse resources, programs, and upcoming trainings and events for educators at www.mn.sourcewell.org/education
December is a busy month and let’s face it, being an educator can be tough year-round! I want to share 5 things to try when stuff gets tough in this bonus mini episode. These are strategies that have been helpful for me, and I hope you find something helpful here as well. If you have a strategy you’d like to share, email us at education@sourcewell-mn.gov and we will share out your ideas in our Educators Facebook Group.
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Change your password or passphrase
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Make it inspirational, encouraging, or funny!
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This helps sends a positive message every time you log into your device
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Write self-affirmations
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Handwrite self-affirmations and read them aloud!
- Counteract the negative narrative in your brain
- Use a journal, stickies on a mirror or bath crayons in the shower!
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Consider the stories you are telling yourself, about yourself
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Say Yes!
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Prioritize the people in front of you
- Rachel’s example: Emergency class meeting!
- Don’t forget about the fun
- Rachel’s example: Dance party!
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Pay attention to the needs of others and yourself
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Say no.
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Set boundaries, and know your limits
- Create a culture where it’s ok for other people to say no
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Everyone has a different capacity level; don’t compare!
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Use a visual to prioritize your needs
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List everything that is stressing you out from the big to the little
- Create a target with a center and two outer rings
- In the center: people and relationship (don’t forget about yourself!)
- In the middle ring: important tasks that need a plan
- In the outer ring: not urgent, what can I let go of?
Learn more about the podcast and browse resources, programs, and upcoming trainings and events for educators at www.mn.sourcewell.org/education
Whether you are a coach and you are engaged in sharing feedback with other colleagues, you are an administrator that evaluates, a teacher that delivers feedback to students, parents, or caregivers or a human being; we are all tasked with engaging in difficult conversations from time to time. Jacki shares about how having the hard conversations, that ultimately impact students, is our responsibility.
What makes a conversation difficult?
- Lacking confidence to articulate on a topic (articulation does not equal intelligence)
- Topics around students that are misrepresented, marginalized, or misunderstood (based on preconceived ideas)
- Inaccurate definitions operating as facts, including ideas that are misrepresented or misunderstood
- Conversations that involved boundaries; advocating for yourself can be hard
- Perfectionism
- Providing feedback to the person in a power position or hierarchy
What should we avoid?
- Using common words without common definitions
- Thinking someone else should have the conversation (“Passing the buck”) if it is our responsibility to own; however, if the harm did not involve you, keep yourself out
- Centering or prioritizing your feelings or the feelings of the person receiving the feedback, over the impacts that the topic is having on students (or other affected groups)
- Ignoring hard topics (bystander effect)
- Taking others’ reactions or emotions personally
- Jumping to conclusions, assuming how people will react, or what they may be thinking
- Letting our past experiences put us on guard or on the defense before engaging
- Only having deep conversations about things that need to change vs. ongoing deep conversations about practice
Strategies that support difficult conversations
- Creating a culture that encourages feedback, learning, and growth
- Consider the reason for your feedback, the timing, and the relationship with the receiver
- Focus on the impact over the intention
- Recognize if you’re dysregulated (in your head, body, emotions)
- Pause to find your words, “break and breath”
- Listen, don’t speak to be heard
- Know your own tendencies or fears and how they may impact your ability to give or receive feedback
- If you’re in a position of power, create avenues where it is safe to both give and receive feedback
- Think about the next engagement: don’t avoid people and don’t “overdo it”
Helpful Reminders
- Initial reaction isn’t always the long-term thought; sometimes people just need time
- Behaviors are not only an asset or a liability; they might be both; consider your “why” for engaging
- Sort out whose feelings you’re prioritizing and protecting
Connect with Jacki: thecatalystapproach.com
References:
Brown, B. (2018). Dare to Lead: Brave Work. Tough Conversations. Whole Hearts. Random House Publishing Group
Learn more about the podcast and browse resources, programs, and upcoming trainings and events for educators at www.mn.sourcewell.org/education
Anticipating a break
- Anticipation impacts regulation (positively and negatively)
- Teach students what it means to be in a regulated, compromised, or dysregulated learning state
- Model and create atmospheres where we get to have feelings and learn how to express them in a way that doesn’t disrupt learning
- Every behavior is an expression of a need
- Be mindful of what anticipating the holidays means for us (the adults)
Sending students off well
- Create consistency and predictability while students are away; provide students with journals, scavenger hunts, picture books, etc.
- Give them something to look forward to during the break and set them up for an exciting return: “Fun to Come!”
- Include their voices: what do you want to learn about when you get back?
What about the adult?
- Work towards creating a manageable, realistic day every day so we don’t have to rely on breaks to recharge
- Redefine time; how do we want to use the time we have (there will never be enough time!)
- “If I can name it, I can tame it” – Dr. Dan Siegel
- How is my mindset impacting me, who can help me reframe my mindset?
What does reentry look like?
- What is my anticipation heading back? Anticipating Awesome? Feeling dread?
- Our mindsets influence outcome
- Manage the return and share out so kids don’t feel pressured to share or disclose what happened over a break
Needs that drive behavior
- Physical: sleep, healthy food, limited screen time, etc.
- Emotional: practicing getting into and staying in my upstairs brain
- Relational: Needing and thriving from human connection
- Manage the return and share out so kids don’t feel pressured to share or disclose what happened over a break. For some, breaks are challenging.
Resources
Relationship, Responsibility, and Regulation: Trauma-Invested Practices for Fostering Resilient Learnings
Fostering Resilient Learners
Stay connected with Kristin! https://www.fosteringresilientlearners.org/
Reflection Questions
- How do you keep human and kindness at the forefront?
- What is one strategy you’d like to try?
- How will you anticipate awesome as you and your students return from a break?
Learn more about the podcast and browse resources, programs, and upcoming trainings and events for educators at www.mn.sourcewell.org/education
Why a Student-Centered Approach?
- Children are respected, rather than seen as problems to fix
- Too many students are still disproportionately marginalized, misunderstood, misrepresented, and micromanaged through punitive forms of discipline
- Shame based (public and private) approaches do not change behaviors and are harmful
- Flip from compliance to connection
What makes this difficult?
- Education is a hard job
- We do what we know or what was done to us
- We assume that motivation is what is lacking; this is not always the root cause
- What we look for, we will find. If we are looking for kids to be wrong, we will find it.
- You may undervalue your skills; “there’s nothing I can do.” Or inflate yourself; “I’ve done everything there is to do.”
- A dysregulated adult cannot help a dysregulated child
What should I do?
- Prioritize connection over compliance
- Widen your lens as you consider behavior
- Include student voice
- Invest in yourself through coaching, professional learning, self-development, and building new habits
- Create predictable circumstances for students that support high quality work
- Let students feel success
Connect with Jacki and Lisa:
- Thecatalystapproach.com
- Mn.sourcewell.org
Resources:
- Gender Inclusive Schools
- Relentless Indigenous Woman
- With our Orange Hearts by Phillis Webstad, Illustrated by Emily Kewageshig
- Sourcewell webinar: Positive Behavioral Interventions and Supports
- Gilliam, Walter S. “Do Early Educators' Implicit Biases Regarding Sex and Race Relate to Behavior Expectations and Recommendations of Preschool Expulsions and Suspensions?” Yale Child Study Center, 28 Sept. 2016, https://doi.org/https://medicine.yale.edu/childstudy/policy-and-social-innovation/zigler/publications/preschool%20implicit%20bias%20policy%20brief_final_9_26_276766_54643_v1.pdf.
Learn more about the podcast and browse resources, programs, and upcoming trainings and events for educators at www.mn.sourcewell.org/education
Many U.S. states, including Minnesota (via proclamation), focus on Indigenous Peoples Day on the second Monday of October in place of what was historically Columbus Day. I sat down with Charles Black Lance, an educator and community leader in Brainerd, Minn., for some insights on this holiday.
Why the change?
- Not necessarily anti-Columbus, but we need to enhance the whole conversation by honoring and respecting histories and traditions of Indigenous people that were here long before Columbus and are still here today.
- When traditionally celebrating Columbus Day, we don’t always include the deeper realities of what his coming to North American meant for Indigenous people.
- When we clean up histories for children, we lose context that help us understand why and how.
What should stop?
- Stereotypical representations or caricatures of Indigenous people.
- Placing Native people only in the past.
- Honoring nostalgia for some, over harmful experiences for others.
What should I do?
- Look harder, adjust your lens.
- Educate yourself with books, documentaries, and podcasts.
- Critically consume information.
- Do something with your learning. Speak up, take action, and positively influence those around you.
- Ask! Conduct internet searches, consult media specialists or curriculum directors.
- Listen and learn from people that are experiencing “it” for example, your local American Indian Advisory committee.
Resources
- Native American Indigenous Games 2023 naig.com
- An Indigenous Peoples’ History of the United States for Young People (ReVisioning History for Young People) by Roxanne Dunbar-Ortiz
- Minnesota Department of Education Resources
- American Indian Library Association
Learn more about the podcast and browse resources, programs, and upcoming trainings and events for educators at www.mn.sourcewell.org/education
Common school practices
- Beginning of the year prompts. Instead of: “What happened this summer?” Try: “What goals or dreams are you looking forward to this year?”
- Discounted Yearbooks at the beginning of the year
- Thanksgiving is a day of mourning for some
Speaking up
- It doesn’t have to be political, it is humanistic
- Lean into tough conversations about race
- Work to recognize the ways students feel marginalized and advocate for them
- When students report incidences ask, “Has this happened before?”
Moving past defensiveness
- Keep it student focused
- Called in vs. Called out
- Feedback is a gift
- Focus on the impact, not the intentions
- Normalize and humanize conversations around race, socioeconomics, and gender, etc.
Advice from our youth
- Adults, please speak up and use your voice
- Inaction by adults, hurts more than the incident
Resources
Gorski, P. and Pothini, S. (2018) Case Studies on Diversity and Social Justice Education Second Edition. Routledge 711 Third Avenue, New York, NY
Humanize My Hoodie: Educators As Allies
Stay connected with Seema! Seema.pothini@gmail.com
A key factor known to help young people build resiliency is “…mobilizing sources of faith, hope, and cultural traditions.” Without promoting a singular faith or culture, we can recognize and make space for students to lean into these key parts of their lives.
For data on engaging caretakers, see the Flamboyan Foundation’s Family Engagement Matters handout in our references.
Barriers
- Culture of school communication and content can be a one-way street of schools sending information, but not often gathering information from caregivers.
- Adjusting the way we speak and think about caregivers is key; see this handout: Safeguarding Inclusive and Respectful Communication: Caregivers.
- Young people are largely influenced by those who caretake for them. They may be influenced by their caretakers’ experiences in schools. Those experiences could include:
- As students, they did not feel safety and belonging
- Institutional trauma and/or historical trauma
- School-to-prison pipeline
- Building relationships and earning trust and respect with caregivers can create new pathways for future generations.
- Sometimes a shift in norms and expectations between home and school (one example is mealtime).
- Some hesitation when the education system requires navigation. Not all families are familiar with these systems. Examples include post-secondary options and filling out forms to register students.
Strategies
- Positive communication first! See Flamboyan Foundation’s “Connecting with ‘Hard to Reach’ Families;” This resource includes strategies and sample templates.
- Ask preferred communication method and ideal time; be persistent and consistent.
- Ask for input from caregivers: What are your child’s strengths? What works at home? What support(s) does your child need? Tell me about _____.
- Know students beyond academics.
- Consider situations where homework may stress the relationship between school, students, and caregivers.
- Provide equitable homework experiences.
- When possible, provide multiple resources for multi-household families.
- Make space for caregiver voice and decision input: representation on advisory committee and hiring boards.
SEL is a broad topic. Young people and educators need systems that support their social and emotional skills and wellness. Let’s keep the conversation going. Questions or comments? Contact us at education@sourcewell-mn.gov
References
- Family engagement matters. Flamboyan Foundation. (2021, July 29). Retrieved July 13, 2022, from https://flamboyanfoundation.org/resource/family-engagement-matters/
- Kliment, K. (2019, August 30). Connecting with "hard to reach" families. Flamboyan Foundation. Retrieved July 13, 2022, from https://flamboyanfoundation.org/resource/connecting-with-hard-to-reach-families/
- Logan, R. (2020). Safeguarding Inclusive and Respectful Communication: Caregivers. Staples, MN; Sourcewell.
- National Scientific Council on the Developing Child. (2018). Understanding Motivation: Building the Brain Architecture That Supports Learning, Health, and Community Participation: Working Paper No. 14. Retrieved from www.developingchild.harvard.edu
- (Video) PMC (Public Media Connect). (2021, February 24). Authentic family partnerships: Social-emotional learning. PBS LearningMedia. Retrieved July 13, 2022, from https://lptv.pbslearningmedia.org/resource/authentic-family-partnerships-animation/social-emotional-family-partnerships/
Support is accountability. The goal of SEL is developing young people into adults who are thriving intellectually, socially, emotionally, and professionally.
Unpacking the story
Rachel shares a story that begins with a student sleeping in class and ends with them in handcuffs.
- Why? What’s going on that they are falling asleep in the middle of the day?
- When woken, the student is likely to feel some form of dysregulated; how can I support this student? How would you want to be approached in this situation?
- “Are you okay?” instead of using accusatory language.
- Adjust your physical approach to be trauma-informed, and consider the other young people in the room.
Be careful of discipline/behavioral labels, they can be vague and subjective
- Noncompliant
- Defiant
- Disrespecting authority
- Aggressive behavior
- Truant
- “Inappropriate” language, behavior, gestures, etc.
- Disruptive
Prevent escalated responses
- Create spaces and systems where students are safely and appropriately thinking critically, asking questions, speaking up for injustices.
- Small behaviors can escalate quickly; every interaction with students has potential to either build or damage relationships. Responses to undesired behavior either help solve the problem or trigger the next level of escalation.
- Avoid power struggles; are behaviors wrong or unexpected?
- Discipline “wrap” and juvenile records; predetermined idea about “good kids” and “bad kids”.
- Rethinking healthy and unhealthy behaviors.
- Give a second chance and do not require eye contact when having difficult conversations.
Seek training for you and your fellow educators in restorative practices. When we know better, we can do better.
Examine polices for discipline and code of conduct
- Are responses punitive or supportive?
- Hats/hoods/dress code policies
- Removal, shame, and humiliation do not improve behavioral or academic outcomes
What about the adults?
Students and adults, alike, need systems of support in place. The school environment improves for everyone with the implementation of SEL. Student outcomes, especially reduced discipline referrals, suspensions, expulsions, mental health needs, and drug use. It increases academic outcomes, attendance and graduation rates, post-secondary enrollment and completion, engagement and attitudes about school, and abilities to manage stress and depression.
Questions or comments? Contact us as education@sourcewell-mn.gov
References and resources
Álvarez, B. (2021, October 9). School suspensions do more harm than good. NEA. Retrieved July 5, 2022, from https://www.nea.org/advocating-for-change/new-from-nea/school-suspensions-do-more-harm-good
Long, N. J., Wood, M. M., Fecser, F. A., & Whitson, S. (2021). Talking with students in Conflict: Life space crisis intervention (third). PRO-ED, Inc.
Minnesota Department of Education. (n.d.). Restorative Practices. Restorative practices. Retrieved July 6, 2022, from https://education.mn.gov/MDE/dse/safe/prac/
National Commission on social, emotional, and academic development. (n.d.). Social, Emotional, and Academic Development Fast Facts. The Aspen Institute. Retrieved July 5, 2022, from https://www.aspeninstitute.org/wp-content/uploads/2020/03/NCSEADInfographic_Final2.pdf
What does the research say? CASEL. (2022, May 26). Retrieved July 5, 2022, from https://casel.org/fundamentals-of-sel/what-does-the-research-say/
Engagement can include behavioral, emotional, and cognitive.
The brain is soothed by sameness and engaged by novelty; we need to engage students in a way that is socially and emotionally healthy. For example, classroom games:
- Competition and individualistic activities drive some, but shuts others down
- Timed games can cause anxiousness
- Losing can cause dysregulation
- Binary grouping methods that might involve student identities
Student driven is even more effective than teacher driven
- Voice, choice, efficacy, peer-to-peer interaction
- Appropriate level of challenge
- Real-world problem solving
- Community involvement
- Content and activities that provide cultural mirrors and windows
- Goal setting and progress tracking
- Student roles and responsibilities
Motivation
- Brain’s motivation system develops over time
- Most impacted by intrinsic rewards with positive feedback
- In adolescence especially, social context and acceptance is a factor
Disengaged or undesired behaviors?
Teachers are trained to notice when students are disengaged; students can be engaged while exhibiting “undesired” behaviors. Sometimes the need is executive functioning or regulation:
- Students who need movement might still be paying attention
- Asking questions or blurting could be a distraction, but shows that learners are engaged
- Coming to class without the materials can be interpreted as not caring
- Withdrawn, shut down, or crumpling up papers communicates frustration but can be read as disrespectful
- Difficulty transitioning
Ultimately, we want systems that support students, rather than asking students to regulate in environments that are not set up with their needs in mind.
Be careful in how we characterize students
- Asset/strength-based mindset and language, not deficit
- A variety of processing times
- In the references, see the handout, Safeguarding Inclusive and Respectful Communication: Students
Disengaged or unmotivated adults?
In everyday life, adults might need
- A quick check-in on our phones
- Sidebar conversation with a colleague during training or meeting
- Standing up, moving, or going to the bathroom without asking permission
Can we treat kids like people too?
Strategies
- Increase intrinsic rewards with a focus on constructive feedback and coaching
- Build in student reflection time
- Set goals and track progress
- Encourage student voice and empowerment
- Plan for engagement
- Remember, engagement looks different for different individuals
Start with an environment where students feel safe, settled, known; this is foundational to engagement.
References
- Logan, R. (2020). Safeguarding Inclusive and Respectful Communication: Students. Staples, MN; Sourcewell.
- Lortie, D. C. (2007). Schoolteacher a sociological study (2nd ed.). University of Chicago Press.
- Muhammad, A. (2018). Transforming School culture how to Overcome Staff Division. Solution Tree Press.
- National Scientific Council on the Developing Child. (2018). Understanding Motivation: Building the Brain Architecture That Supports Learning, Health, and Community Participation: Working Paper No. 14. Retrieved from www.developingchild.harvard.edu
- Toth, M. D. (2021, March 21). Why Student Engagement is Important in a Post-COVID World – and 5 Strategies to Improve It [web log]. Retrieved June 16, 2022, from https://www.learningsciences.com/blog/why-is-student-engagement-important/.
What else can schools be doing about behavior?
Multi-tiered systems of supports (MTSS) to prevent escalation.
- There are tier 1 supports that should happen in all classrooms. For example:
- Routines
- Proximity
- We also need additional levels of support, allowing teachers do tier 1 well. For example:
- Small groups to support needs like friendship and anger, led by social workers or school counselors
- In 2020-21, Minnesota ranked in the bottom 4 states for school counselor-to-student ratio (1:592)
- SEL becomes support for behaviors that already exist.
- Students more equipped to learn
- Teachers more equipped to teach
You might be thinking, “SEL should be taught at home.”
- Circle of influence; I have no control around what happens or doesn’t outside of my space at school.
- Future Episode (#5) in this series is on family and community involvement.
- Positive intent about caregivers.
- Likely working to teach these skills
- There are other factors, like students being developmentally ready to learn the skill
- Might not have been taught regulation skills themselves, or realize their benefits
- Opportunities to learn and practice regulation is one of four factors proven to build resilience. We believe all students want to learn, but sometimes there are barriers.
You might be thinking, “I’m not a mental health professional.”
- Positive behavioral intervention strategies are part of the Minnesota teacher license renewal process.
- Mental health professionals are a part of tiers of support; eventually, students might need access to mental health professionals.
- What supports can intervene before professional mental health care is needed?
See all the strategies we discussed in Handout-S1 Episode 2
References and resources from part 2
Graff-Radford, M. (2018, January 23). Stress Relief is Only a Few Breaths Away [web log]. Retrieved May 15, 2022, from https://connect.mayoclinic.org/blog/living-with-mild-cognitive-impairment-mci/newsfeed-post/stress-relief-is-only-a-few-breaths-away/.
Mood meter. MOOD METER APP. (n.d.). Retrieved June 8, 2022, from https://moodmeterapp.com/
Minnesota Department of Education. (n.d.). SEL implementation guidance. Retrieved June 8, 2022, from https://education.mn.gov/MDE/dse/safe/social/imp/
Terada, Y. (2022, April 21). We drastically underestimate the importance of brain breaks. Edutopia. Retrieved June 8, 2022, from https://www.edutopia.org/article/we-drastically-underestimate-importance-brain-breaks
In this two-part episode, we discuss strategies to regain and retain regulation - improving conditions for learning and teaching
What is social and emotional learning?Students and adults acquiring and applying skills
- Being aware of yourself (feelings, tendencies)
- Managing that (behavior)
- Being aware of others and using that to build relationships & interact
- Making decisions
SEL boils down to how we are with ourselves, each other, and the world around us. SEL isn’t necessarily something extra; educators already spend time on behaviors. SEL can be a tool or support to manage behaviors effectively and efficiently, so even more learning can happen.
Sometimes people ask, why focus on SEL when school is about academics?If students aren’t ready to learn and teachers aren’t ready or well enough to teach, learning is hindered. When SEL is implemented, there is an 11% gain in academic scores.
How does regulation fit into our conversation about increased student incidents (school threats, self-harm, racism)?
We’ll talk about adult regulation, but let’s start with students.Sometimes we look at SEL as a way to fix students. Instead, we need to shift our thinking to view SEL as a way to support students. Consider supports we provide for students when they don’t know how to read, or do fractions, or play an instrument. We teach them how (we don’t punish them) and we provide additional supports if progress isn’t made. Sometimes we assume students should come to school knowing how to organize their stuff, handle frustration, manage time, and get along with others. Students need opportunities to learn and practice those skills, too.
We want students to manage themselves – regulate their feelings. The first step is being able to identify their own feelings, both positive and difficult. Let’s be honest, we are especially interested in students regulating feelings that seem to cause disruptions, like frustration and anger, and behaviors like not handing in work, disorganization or disengagement.
Let’s talk about the brain.To identify feelings, we need to talk a bit about the brain. Dan Siegel’s Hand Model of the Brain helps us understand the fight, flight, and freeze (FFF) response.
- FFF is a natural process that happens in healthy brains with real danger.
- Brains prone to anxiety, affected by trauma, or even stressed, can flip a lid (dysregulate) more easily.
- Imagine a compromised, raised level of awareness - my lid isn’t flipped, but I’m closer to it than I want to be or should be. Many of us exist in this state, especially right now.
Trauma is a big topic for another time, but a few disclaimers:
- In general, exposure to trauma (real danger) wires the brain to protect but not connect, survive but not thrive.
- The great thing about neuroplasticity is that recovery and healing from trauma is possible, even as adults.
- Sometimes schools are the place where students experience trauma (institutional trauma).
See all the strategies we discussed in Handout-S1 Episode 2.
In the pilot episode of Ed Soul, we explore belonging – what it looks and feels like and how you can create belonging with students and colleagues.
Discussion Highlights:
What makes a space, including a school environment, feel safe physically, emotionally, and psychologically? What does it mean to belong in a space?
- Physical safety: Locked doors, security systems, protocols and plans, free of bullying
- Emotional and psychological safety: Free of bullying, people and content do not cause harm
- Belonging is deeper than welcoming. When you belong, you:
- Feel like you have efficacy, voice, and choice
- Can better control emotions and stay focused and on tasks
- Connect and feel connected with others
- See people that reflect you and how you view yourself
- The ability to bring your whole self, unapologetically
Educators often focus on ensuring student safety and belonging. What about our colleagues?
- Most educators had a positive school experience growing up, they felt like they belonged which is a big reason why they chose education as a career
- The dominate culture perpetuates a cycle of limited diversity (79% percent of U.S. teachers are white females)
- Systems make it difficult for people from historically disenfranchised communities to feel belonging
- Ensure that adults also have connections during their day
What happens when you feel you’re great at building relationships with students, EXCEPT for this ONE student?
- Unmet relationship needs can create challenging behaviors
- Don’t take it personally; remember, behavior is a form of communication
- See Equity Triage Tree Activity
- Know your tendencies. While you learn ways to better connect with all students, help them connect to other adults and students.
Aside from educator-student relationships, what kinds of factors (visuals or experiences) make school environments feel safer/more inclusive?
- Make space for a wider range of student voices in planning and shaping their school
- Offer a variety of spaces, places, and instructional styles
- Use inclusive practices and language
- i.e., “families and caregivers” instead of “mom and dad”
Tools to explore
- Watch: Making Sure Every Child is Known (See resources below)
- Equity Triage Tree Activity
- Split your class roster into thirds
- Bottom third, easy to connect with
- Middle third, not as easy to connect with but can still build relationships
- Top third, most challenging to connect with
- What themes do you see? Is there a certain type of student you connect with, certain identities that are challenging for you to connect with?
- How might your own interests and/or biases get in the way? How can you address this?
- Split your class roster into thirds
Resources:
Cook, C., Joseph, G., Fiat, A., & Thayer, A. (2021). Adult resilience curriculum (ARC) for educators. Mental Health Technology Transfer Center (MHTTC) Network. Retrieved May 26, 2022, from https://mhttcnetwork.org/centers/mid-america-mhttc/adult-resilience-curriculum-arc-educators
National Scientific Council on the Developing Child. (2015). Supportive Relationships and Active Skill-Building Strengthen the Foundations of Resilience: Working Paper 13. http://www.developingchild.harvard.edu.
Souers, K., & Hall, P. A. (2019). Relationship, responsibility, and regulation: Trauma-invested practices for Fostering Resilient Learners. ASCD.
Video. (2017, October 27). Making sure each child is known. Edutopia. Retrieved May 26, 2022, from https://www.edutopia.org/video/making-sure-each-child-known
Ed Soul premieres Friday, May 27, 2022! Meet Rachel Logan and her guest for series 1, Lisa Worden. Get a preview of our first series topic: Social and Emotional Learning (SEL). Follow us now on Apple Podcasts or Spotify to be the first to tune in.