CALM Conversations about Learning: Recent Episodes

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Thank you for leaning in and listening to this replay of episode 18 of CALM Conversations about Learning! Season One's final episode will FINALLY be here next week!

The M in CALM is for Management and I will examine the meaning of the word within the context of teaching and learning.

Classroom Management is an important part of teaching and learning. It is both practical in the sense that teachers have a responsibility to oversee the activities, behaviors, pacing, productivity and general flow of the environment. There are a lot of considerations to make when managing a classroom, ranging from ensuring students’ safety and well-being to determining student seating arrangement for optimal learning.

But often, classroom management is approached from a point of control and consequences with no long-term goal for building healthy relationships with students and providing opportunities for students to practice self-management.

Which makes me wonder: What is the long game?

Are we educating young people so that they will grow up to become adults who respond best to being managed because they have not had opportunities to practice managing themselves?

Conversation Points:

• Even though classroom management addresses concerns from student seating arrangement to student behavior, it requires teachers to try to “control the weather,” thus placing them in charge of managing all the energy in the classroom environment.
• Classroom management does not inform college-readiness or LIFE-readiness if it doesn’t provide students with opportunities to practice self-management.
• Classroom rules tend to be arbitrary, ambiguous and absolute.
• Classroom norms promote autonomy, accountability and audacity.
• Rules and norms must be distinguished; their meanings are the difference between punishment and consequences.
• Encouraging self-management represent the #relationshipgoals of the classroom.
• Visionary Homework: Explore these questions in a journal write:
• What does “management” mean to you?
• Who are you managing currently? Who’s managing you? What does it feel like to manage or be managed?
• What is the long game for managing your child or students’ learning?

The Proof:

1. The Restorative Practices Handbook for Teachers,Disciplinarians and Administrators by Bob Costello, Joshua Wachtel and Ted Wachtel

Please and Thank You: Follow! Subscribe! Rate! Review!

Editing by Devonne Williams

Music by Cipriana Bethea

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Thank you for leaning in and listening to this REPLAY of CALM Conversations about Learning!

This episode is from me to you about the ULTIMATE in self-care: Checking in with yourself to assess your needs and getting those needs met, as well as locating your “nearest exit” no matter the situation...and speaking of which, I share about a  situation that I am not proud of. But checking in and locating my nearest exit made it all better!

**I appreciate your patience as I check in and locate my nearest exit in real time, during this time! But I will return next Thursday with part 2 of the Management Pillar.

Conversation Points:

• The power of performing a SELF Check-in
• Responding versus Reacting
• What it means to locate your nearest exit
• NOT “finding your happy place”
• Why it’s called a “practice”

PLEASE and THANK YOU:

Follow! Subscribe! Rate! Review!

Edited by Devonne Williams

Beats by Cipriana Bethea

The Proof:

1. The Restorative Practices Handbook for Teachers, Disciplinarians and Administrators by Bob Costello, Joshua Wachtel and Ted Wachtel

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• Thank you for leaning in and listening to this REPLAY of CALM Kid Convo w/Zeus Rivera, recent high school graduate and former student of mine!
• Check out his videos at https://www.CoZ@youtube.com.
• I used to tell my students that learning was a two-way street; a day never passed in which I did not learn something from them: from a riddle that I couldn’t solve and so required an explanation, to interesting information they’d learned from another class; to exposure to an idea, movie, book or video game, to a challenging lesson on how to love and respect them more -and better.
• This is why I want young people on this podcast: to show us Visionaries how to better love and respect them because let’s be honest: It is EASY to get caught up in our grown-upness, our degrees, and our do what I say, not as I do-ness!
• Sometimes, it can be instructive to stop giving directions and start asking questions. Here are three questions that we can ask ourselves after listening to this convo with Zeus:
  • In what ways am I leading my child or students, so that they are growing and learning?
  • In what ways am I supporting (as opposed to stifling) my students’ or child’s independence?
  • In what ways do I show regard for my child’s or students’ dreams and aspirations? Have I even asked them about their dreams and aspirations?
• Whether it’s in the classroom or in the kitchen, and whether they are eight or 18, let our conversations with children remind us that our envisioning can only be as powerful as those for whom we’re doing the envisioning!

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Devonne Williams: Editing

Cipriana Bethea: Beats

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Thank you for leaning in and listening to episode 18 of CALM Conversations about Learning!

The M in CALM is for Management and I will examine the meaning of the word within the context of teaching and learning.

Classroom Management is an important part of teaching and learning. It is both practical in the sense that teachers have a responsibility to oversee the activities, behaviors, pacing, productivity and general flow of the environment. There are a lot of considerations to make when managing a classroom, ranging from ensuring students’ safety and well-being to determining student seating arrangement for optimal learning.

But often, classroom management is approached from a point of control and consequences with no long-term goal for building healthy relationships with students and providing opportunities for students to practice self-management.

Which makes me wonder: What is the long game?

Are we educating young people so that they will grow up to become adults who respond best to being managed because they have not had opportunities to practice managing themselves?

Conversation Points:

• Even though classroom management addresses concerns from student seating arrangement to student behavior, it requires teachers to try to “control the weather,” thus placing them in charge of managing all the energy in the classroom environment.
• Classroom management does not inform college-readiness or LIFE-readiness if it doesn’t provide students with opportunities to practice self-management.
• Classroom rules tend to be arbitrary, ambiguous and absolute.
• Classroom norms promote autonomy, accountability and audacity.
• Rules and norms must be distinguished; their meanings are the difference between punishment and consequences.
• Encouraging self-management represent the #relationshipgoals of the classroom.
• Visionary Homework: Explore these questions in a journal write:
• What does “management” mean to you?
• Who are you managing currently? Who’s managing you? What does it feel like to manage or be managed?
• What is the long game for managing your child or students’ learning?

The Proof:

1. The Restorative Practices Handbook for Teachers,Disciplinarians and Administrators by Bob Costello, Joshua Wachtel and Ted Wachtel

Please and Thank You: Follow! Subscribe! Rate! Review!

Editing by Devonne Williams

Music by Cipriana Bethea

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Thank you for bringing your ears right here for episode 17 of CALM Conversations about Learning where we lean in to re-envision our children’s education with and for the folks who matter most: teachers, parents and of course, our young people!

This episode is part 2 of a conversation series dedicated to teaching and learning while Black.

This week, Dr. James Wright, Assistant Professor of Culturally Responsive Educational Leadership at San Diego State University, dad (who is in LOVE with his three sons), scholar and writer joins us.

We met a couple of months ago at the cafe where I go to do my work and five minutes into the conversation, I invited him to be a guest on the podcast...and I didn’t even know then that he was a Culturally Responsive educator!

What Ah-mazing luck!

In this conversation, we discuss teaching and learning while Black within the context of Culturally Responsive educating, the historical implications of segregated education, what makes for an effective educator and the opportunity gap.

I hope that you enjoy --and learn from --this conversation with Dr. James Wright!

Chunks & Nuggets Worth Summarizing:

• Respect Epistemology.
• We must remember and learn from the 100 years of segregated teaching and learning while Black.
• “There is something wrong with the platform” when determining what makes for a stellar or even effective educator.
• The Achievement Gap points the finger at the child; the Opportunity Gap places the responsibility where it belongs: on the institutions and individuals who are charged with educating the child.
• We need young Black people to attend college because we need doctors, lawyers, politicians and policymakers to effect change in our communities and in these United States.
• There is a difference between being an Ally and being an Interferer. A clear distinction must be made.

Synthesizing and Internalizing:

• We cannot truly educate children whom we do not respect, love or seek to know. Our students arrive with their stories, their cultural norms...their WHOLE selves and it is not the place of teachers, administrators and institutions to “fix” them because they are not broken.
• Tests, degrees and credentials are measurements of academic/pedagogical knowledge but they don’t make you an effective educator. “Learning” your students and your subject matter --and showing up to the classroom as a human being who is ever-evolving, and recognizing that good intentions are only as powerful as the impact of your actions, make for a decent start.
• School reform is neither the cure nor the point when it comes to educating children of color. It comes down to the institutions and the individuals with the power and the policies that are harming our children and stunting their opportunities.

References from the Conversation:

1. James Anderson, Dean of the College of Education at the University of Illinois at Urbana-Champaign; author of The Education of Blacks in the South, 1860-1935.
2. Dr. Linda C Tillman, Professor Emerita of Educational Leadership, School of Education, University of North Carolina at Chapel Hill.
3. Dr. Vanessa Siddle Walker, Samuel Candler Dobbs Professor of Educational Studies at Emory University
4. Dr. Martin Luther King
5. el-Hajj Malik el-Shabazz (Malcolm X)
6. Quincy Troupe, Poet and former

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Devonne Williams: Editing

Cipriana Bethea: Beats

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Thank you for bringing your ears right here for episode 16 of CALM Conversations about Learning where we lean in to re-envision our children’s education with and for the folks who matter most: teachers, parents and of course, our babies, big and small!

This episode kicks off a 2-part conversation series dedicated to teaching and learning while Black, wherein you’ll hear from two professors who have quite a bit to say on the subject.

This week, Black Studies Professor Donna J. Watson (aka dj watson) joins us. I've known dj for over 20 years, first as my professor then my mentor. I remember sitting in her classes then later working as her teaching assistant and just being in awe of how brilliant, funny and serious she was about her students becoming critical thinkers, which she referred to as “playing intellectual ball." And for the first time ever in my school life, I thought, “I wanna be like that when I become a teacher.”

Over the years, dj and I have written, performed, and published creative works together and we’ve even run a community writer’s workshop with other brilliant Black writers.

She is one of my most cherished friends and though we are now on opposite coasts, she continues to inspire me as an educator, intellectual and artist.

In this conversation, we discuss teaching and learning while black within the context of nature, land, art, perfectionism and why Black Studies matters, which is timely as California just made Ethnic Studies mandatory for high school graduation. I have a feeling that it’s going to be a wild ride!

Anyway, I’ve learned so much from this wise woman and I trust that you’ll take away some nuggets to chew on from this conversation with Professor Donna J. Watson!

Chunks & Nuggets Worth Summarizing:

• Trees, like humans, speak a language and possess the capacity for friendship and community.
• Making mistakes is a part of being human. Striving for perfection is a European construct.
• Growing and harvesting food for oneself= personal power and community power.
• Grownups need encouragement and positive feedback, too.
• Art is everywhere.
• Go to school but know what school is and know what it means to be educated.

Synthesizing and Internalizing:

• Nature helps teach us how to become better humans. Let's take the children outside as much as possible so that they learn to love-- not fear nature.
• Everyone, both children and adults must remember that to err is human. So, let’s begin with ourselves so that we can model self-compassion for the babies!
• Pay attention to the constructs that are rooted in racism and fear. In school, children of color are often taught to go against their culture of collectivism to compete in unhealthy ways. The message becomes "be better than" instead of "be excellent." When we believe that there is enough for everybody, we believe that we are enough. And this is where the brilliance begins.
• Let’s grow some food then share some food.
• Make art, find art and make space for our children to do the same so that they know that they are creators for life.
• Let’s decide to think critically and creatively about what it means to educate our children.

Follow DJ Watson on Instagram @mudrunink and check out her exquisite paintings!

References from the Conversation:

1. Three- time Kentucky Derby winner: Isaac Burns Murphy (1861-1896)

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Thank you, Visionaries, for leaning in and listening to Episode 15, a conversation with therapist Janel King.

This episode is a Replay to honor those who are struggling with mental illness and to remind all of us to do what we need to do to mind our minds in these stressful and unpredictable times. 

Janel is Co-Founder of Urban Restoration, located in San Diego and if you are ready to "get your healing started," you can seek out her services at https://urbanrestorationcounseling.org or follow her on the Instagram @janelkinglmft...and check out Urban Restoration's IG posts; they're like sunshine for the mind!

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Thank you for leaning in and listening to episode 14 of CALM Conversations about Learning!

This episode wraps up the Lesson pillar and discusses the magic that happens when we bridge intention and impact and shares some ways to approach effective lesson-planning.

Conversation Points:

• An effective lesson is driven by Intention and Impact.
• Structure + Engagement = IMPACT
• Some basic journalistic questions for the Lesson include...
  • WHO (Who is the Child--not just academically but personally and socially?)
  • WHAT (What skills or knowledge is being taught?)
  • WHY (Why does the Child need to learn the content of this lesson?)
  • HOW (How will the lesson be taught?)
• There are a few questions to ask when considering the WHY:
  • How will the learning goals or objectives in this lesson serve my child or students in their current and future educational endeavors?
  • In what ways will this lesson improve or challenge my child’s or student’s existing skills, knowledge and interests?
  • How will my child or students use these skills or this knowledge in their personal, career or civic lives?
• You won’t always get it right-- and that is okay. What matters is the child’s learning and your willingness to pivot and revise!
• If you practice being genuine, compassionate, respectful and interested in who children are, they’ll forgive you the occasional flat lesson.

CALM-Keeper Ideas

• #1: Create a “Getting to Know You” Questionnaire and or have your child/ students write a Letter of Introduction. Then study what they’ve written, making note of what’s relevant for building healthy relationships and planning effective and even powerful lessons.
• #2: Use the WHY questions as a Checklist for the effectiveness of your lesson (even if you didn’t produce it yourself...especially if you didn’t produce it yourself!)
• #3: Use backward design when lesson-planning and don’t just stop with the Learning Goals. Plan all the way back to the relationship and ask, “What do I know about the Child?”

Visionary Homework:Create a questionnaire or letter of introduction prompt; try backward design with the child in mind!

If you’d like a sample of my “Getting to Know You” questionnaire or prompt for the letter of introduction, DM me on the INSTAGRAM @zenani116!

Do the Podcast-Listener Thing: Follow. Subscribe. Rate. Review.

The Proof:

1. Fires in the Bathroom: Advice for Teachers from High School Students by Kathleen Cushman and the students of WHAT KIDS CAN DO, INC.

Editing by Devonne Williams

Music by Cipriana Bethea

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Thank you for bringing your beautiful ears right here for episode 13 of CALM Conversations about Learning where we lean in to re-envision our children’s education with and for the folks who matter most: teachers, parents and of course, our young folks!

This CALM Kid Convo is with 19-year old Tammy Williams, who is a college student and the budding business owner of Shay Melanin, a skincare product line for Black girls. Check her out at on the Instagram @Shay.melanin.

Tammy also happens to be the daughter of a mentally ill parent who spent much of her childhood displaced and because I share a similar history, this convo really touched my heart. I was also impressed by her academic accomplishments and determination to thrive, to do more than struggle and strive as she embarks upon adulthood. No doubt, her childhood experiences have helped to shape her aspirations. Children who live with trauma have had to build their own survival toolkits, for sure. But they shouldn't have to. They should get the opportunity to be children. And this doesn't occur nearly enough for Black children.

So, as I interviewed Tammy, I thought about the need to create a collectiveVisionary bandwidth for our children who are navigating life with untreated mentally ill (and addicted) parents. We shouldn’t be expected to help all the babies on our own. That leads to burnout.

But to connect our individual bandwidths? This is doable and responsible.

So, here are some Nuggets for us Village Visionaries to chew on:

• The trauma and confusion of being uprooted time and time again when a parent has a mental illness that goes untreated.
• The irrational expectation for a child to be “strong” as opposed to adults surrounding that child in love and light as she builds healthy resilience.
• The trauma that institutions like law enforcement compound black children’s lives with when they murder us in the street and our children are left to process it with little or questionable guidance.
• The importance of our black and brown children being exposed to the world so that they know that their interests do not belong to white folks; that there is no such thing as white folks’ activities. Our children belong wherever they want to be.
• Tammy’s vision for educators: Pay attention and don't ignore signs of neglect.

It all comes back to Compassion- for ourselves and our babies; it’s the cure.

• Let’s start thinking about how we can create a collective Visionary bandwidth so that the children of mentally ill parents don’t have to get to that "breaking point"-- and we don’t burn out.

NOTE: Unfortunately, the audio is wonky-family life is happening in the background- but I hope that you’ll find that Tammy’s story is worth it.

DM me on the INSTAGRAM @zenani116 if you have any Visionary ideas that you’d like me to share on the podcast. I would love to hear from you!

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Thank you for leaning in and listening to episode 12 of CALM Conversations about Learning!

This episode continues this month’s Pillar Talk about lessons. Lesson-planning and delivery are important parts of teaching and learning but can only be effective if the lesson begins with intention and ends with impact.

We begin with intention in this episode, where I share about a student who refused to learn from me and what I learned about teaching, as a result.

Conversation Points:

• Part of teaching lessons involves learning lessons.
• The standard definition of the word “lesson" is the material that's taught and learned; the content or skill or the how-to of something.
• Lesson is the action of the curriculum; it is meant to move the learning process.
• A learning standard is simply a structure and through structure comes freedom.
• We teach students not standards.
• The STANDARD QUESTION: What do I want my child/students to know, do or learn?
• The SALIENT QUESTION: What kind of learning experience do I want my child/students to have? ...And what kind of** teaching experience *do I want to have?
• No lesson will be effective without considering engagement, environment and most importantly, the relationship.

Visionary Homework:

Journal about the learning experience that you’d like your child or students to have --and the teaching experience that you’d like to have when engaging with the lessons that you deliver. Consider relationship, engagement and environment. Take note of any frustration you feel currently and how you’d like to feel instead.

DM me on the INSTAGRAM @zenani116 if you have any questions or would like to share your experience; I would love to hear from you!

CTA: Do the Podcast-Listener Thing: Follow. Subscribe. Rate. Review.

The Proof:

1. The Restorative Practices Handbook for Teachers,Disciplinarians and Administrators by Bob Costello, Joshua Wachtel and Ted Wachtel

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**Thank you for bringing your lovely ears right here for a bonus episode of CALM Conversations about Learning where we lean in to re-envision our children’s education with and for the folks who matter most: teachers, parents and of course, our young folks!

If you're a grandparent who's IN LOVE with your grandchild/ren, and you are GRAND-parenting (raising) your grandchild/ren, you are in the right place today!**

**In honor of Grandparents Day, I had a conversation with visionary grandparent Rukiya Michele about the magic --and the complexities of --grandparenting her granddaughter, Olivia.

Rukiya Michele, who is an educator, podcaster, YeYe (Yoruba for "Big Mama"), parent, entrepreneur and my long-time friend and sister also shares her own journey as a granddaughter and what she envisions for her grandchild's' education.**Thank you for leaning in and listening to this humanizing and insightful perspective!

About:

• Check out Rukiya Michele's podcast, "Soul Stories" wherever you listen to your favorite podcasts!
• Follow her on Instagram @rukiyamichele.

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Proof:
Statistics provided by https://www.fathersmatter.org
We Should All Be Millionaires by Rachel Rodgers
The Prophet by Kahlil Gibran

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Hey Visionaries,

Thank you for leaning in and listening to episode 11 of CALM Conversations about Learning!

This episode kicks off the Lesson Pillar. It’s about the misuse of lessons and it's a detour from my usual structure.

I share a piece that I wrote last year about my memory of the ninth grade to remind myself - and all us parent and educator visionaries- that we have to build this village for raising our children, for educating our children with a vision that sees them and guides them with love and regard.

Conversation Points:

• The current village that’s raising and educating our children is infected.
• Doing what’s best for children should not involve lessons to demonstrate that we’re “right” or that we’re the one with the power.
• We must be intentional and impactful about the lessons we want children to learn.
• The lesson can never be more important than the child.
• We must make the conscious choice to be visionary villagers. “It was good enough for me, so it’s good enough for my child” or “It happened to me and I turned out okay” is hardly ever true...and that’s your story, your experience- not your child’s or student’s story or experience.

Visionary Homework:

Think of a particular school year that was especially challenging for you, whether personally or academically. Journal about that year. What made it challenging? Who were the adults that made you feel seen? Who were the adults that made you feel invisible? What did you learn from that school year? What was the lesson?

DM me on the INSTAGRAM @zenani116 if you’d like to share your experience.

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The Proof:

1. Remembering the Ninth Grade by d. Zenani Mzube

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Thank you for bringing your ears right here for episode 10 of CALM Conversations about Learning where we lean in to re-envision our children’s education with and for the folks who matter most: teachers, parents and of course, our young folks!

This week’s conversation is with Renise Washington. Formerly a Special Education teacher, Renise is now the Employee Wellness Specialist for Manchester Public Schools in Connecticut and has been doing her part in healing educator-to-educator and educator-to-student relationships for five years as the Restorative Practices coordinator for the district. Last year she returned to school, as she aspires to become a therapist.

Renise is also my daughter from another mother and I wanted her on the show to share her insights about building restorative schools and communities, as well as being self-restorative. In addition, she schools me about Cancel Culture and its complexities.

But most importantly, Renise fills this episode with sooo much love, light and hope.

So, lean in and get yourself some!

Chunks & Nuggets Worth Summarizing:

• It is important for students to be in relationship with their teachers.
• “Trauma grows you up.”
• “Teachers control the weather.”
• “This is a hard time to be well.”
• Let the first year of teacher programs be about doing the personal work, the human work.
• The Pandemic revealed the void where community belongs in schools.
• Self-love and our refusal to “feel like poo” is critical to our well-being.
• Teachers must become proactive about their well-being, their relationships and their joy.
• Assigning homework is a form of inequity.

Some Synthesizing and Internalizing:

• Educators:
  • There can be no real educating, if there is no real relating. Children need to know that they can trust you and that you see them. (I will rinse and repeat this sentiment until it’s bone dry.)
  • Stop asking for hacks and strategies to learn how to be human with our children. Instead, learn to become reflective educators who are brave enough to do the deeper work of unpacking your baggage and discovering what’s holding back your hearts.
  • Self-compassion begets compassion for others, so take care of yourselves.
  • Let the work be meaningful- for both you and the babies.

You can follow Renise on Instagram @mz.washington18.

References from the Conversation:

1. Calvin Terrell, founder/director of Social Centric Institute
2. Yolo Akili Robinson Founder & CEO of Black Emotional and Mental Health Collective (BEAM)

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Thank you for leaning in and listening to episode 9 of CALM Conversations about Learning!

This episode wraps up the Agenda pillar with THREE strategies that you can use to make the learning agenda a WITH-able experience for your child or students.

Conversation Points:

The Agenda is a ritual that fosters trust, which leads to autonomy, audacity and accountability.

A clear and concise Agenda allows our learners to take more risks in their work, ask more questions, and collaborate more productively.

But a concise and clear Agenda that has input from your child or students encourages them to take responsibility for and become more engaged with their work.

So, here are my 3 tips for creating WITHable opportunities in planning the learning agenda- and remember, these tips can be modified for your use, whether you’re in the classroom or managing your child’s learning at home:

• TIP #1: Keep your agenda short and sweet.
• TIP #2: Always include a Restorative Starter Ritual.
• TIP #3: Remix and Stir for improved teaching and learning.

Visionary Homework:Plan an agenda WITH your child or students that includes no more than 3 items-one of which could easily be remixed and stirred for improved teaching and learning and a Restorative Starter ritual- like 2 minutes of sitting still and quiet!

I would LOVE to know what was on your WITH-able agenda- or help out if you could use some more ideas, so DM me on the INSTAGRAM @zenani116!

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The Proof:

1. Culturally Responsive Teaching & The Brain by Zaretta Hammond

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Thank you for bringing your ears right here for episode 8 of CALM Conversations about Learning where we lean in to re-envision our children’s education with and for the folks who matter most: teachers, parents and of course, our young folks!

**This week’s conversation is with Kendra Madden who teaches sophomores and seniors at East Village Early College High School. This year, Kendra is a former colleague and will have been teaching for 20 years this school year.

As the most organized and Well-Wonderful-CALM teacher that I know, I was curious about the adjustments that she had to make, the innovations that she implemented into Pandemic teaching this past year and how her teaching practice has been informed by these experiences and innovations.**

Kendra does not disappoint; she speaks candidly about the challenges of teaching during the Pandemic school year and what it means for children to be equitably educated.

By the way, Kendra and I have had some spirited conversations over the years and because we know that “better humor than a tumor” is REAL, you can expect some loud laughter throughout this convo.

Please enjoy and empathize!

Chunks & Nuggets Worth Summarizing:

• Best advice she’s ever been given was from her dad who advised her not to make situations bigger than they are; to keep things small and manageable.
• The most important relationships in the classroom occur between the students.
• Teaching children about dead white guys and their worldviews without relevancy makes no sense.
• Teaching children to write for purposes that will never be utilized in the real world makes no sense.
• The controversy surrounding Critical Race Theory (which is relevant and very much real world) makes no sense.
• Stop talking about ‘Learning Loss’...the children have learned something this past year. Ask them what they’ve learned.
• Students are courageously speaking up about what’s happening in their lives instead of hiding behind shame--and educators should be prepared to hold space for them.

Synthesizing and Internalizing:

1. Effectively educating our children means knowing, respecting and loving the children who are standing in front of us, in THIS moment, in THIS time and in THIS truth. How we teach them must make sense, must be relevant and must help them thrive in this world. We can’t just throw them the "You-Are-the-Future" bone and expect them to retrieve it without hope, purpose or direction.
2. Before you make a thing (like Critical Race Theory) a THING, ask questions, investigate, and be open to what is true history rather than to what is safe history.
3. Don’t be a Colonizer or a Colonizing Conspirator. Decolonize your minds and the children’s minds will follow.
4. Lean in and listen to the children; allow them space and moments to lean in and listen to one another; let them narrate their histories.
5. Make equitable education happen by keeping your processes small, focused and manageable.

Follow Kendra Madden on Instagram @CaptainSulley.

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• This bonus episode breaks down the CALM Pillars, the structures that were my best practices for effective teaching and have now been repurposed for this podcast.
• Conversation Points:
  • A VISION must be supported by VALUES.
  • VALUES must be enacted for the VISION to become VIABLE.
  • Pillar 1 is the Check-in (1.) AKA the Relationship Pillar; promotes mutual empathy, respect and dignity; fosters connection, self-awareness and accountability;  creates safe and brave spaces; serves as the foundation for the other three pillars.
  • Pillar 2 is the Agenda, which builds trust  through routines and rituals
  • Pillar 3 is the Lesson and is ideally designed and taught with thoughtfulness and knowledge of students' strengths, challenges and cultural contexts.
  • Pillar 4 is Management, promoting student agency and accountability.
• DM me @zenani116 with YOUR Vision for your child's/students' education; I would LOVE to share it with other Visionary listeners!

Please and Thank You: FOLLOW!SUBSCRIBE! SHARE! RATE! REVIEW!PROOF:

1. The Restorative Practices Handbook for Teachers, Disciplinarians and Administrators by Bob Costello, Joshua Wachtel and Ted Wachtel

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Thank you for leaning in and listening to episode 7 of CALM Conversations about Learning!

The A in CALM is for Agenda and we’ll be discussing the importance of having a daily agenda prepared not just as a tool for organizing learning time but for building trust.

In its simplest terms, an agenda is a list of items; a tool used to organize meetings.

But you can also have an agenda; a motive, an underlying intention.

This episode addresses both because having an agendamakes it possible to plan an effective agendafor children’s learning time.

Conversation Points:

• The Check-in creates safe and brave spaces for learning, which doesn’t just mean that the child feels safe in the learning environment but has the freedom of academic audacity and autonomy.
• When a child can trust the adult teaching her, when she can trust the environment, and when she can trust certain details and events of her day, she is in a safe and brave space and this makes for effective learning.
• Systems and structures are necessary for creating safe and brave spaces for learning.
• Being intentional about creating daily agendas builds trust.
• Zaretta Hammond, author of Culturally Responsive Teaching & The Brain argues that routines and rituals are crucial to fostering expectation and independence.
• Routines and rituals are especially important for children who live in unstable households.

Visionary Homework:

Create a bulleted agenda that outlines YOUR ideal peaceful and productive month. Whether it’s 30 days of parenting, 30 days of teaching or 30 days of YOU, what would your agenda start with? What kinds of routines and rituals would you implement?

Please and Thank You:

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The Proof:

1. Culturally Responsive Teaching & The Brain by Zaretta Hammond

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Thank you for leaning in and listening to episode 6 of CALM Conversations about Learning!

This conversation with my colleague and friend Andre Maglalang was so rich with insights about what it means to teach and parent children as they navigate global citizenry and life-- that I had to drop my FIRST unedited episode--which, by the way, doesn’t include our pre-conversation about music! (But I did manage to infuse a little Hip Hop and Funk into the conversation.)

Check below, where I summarize and synthesize to internalize!

Conversation Points:

1. Economics isn’t merely about money; it’s about what motivates us humans… and that is, “what’s in it for me?”
2. Teaching and parenting during the Pandemic was all about connection and logistics...and it wasn’t all that bad.
3. ZOOM can humanize the parent-teacher relationship-- if you’re paying attention.
4. It is important to shake things up, and teaching a summer class has been restoring his sense of joy and satisfying his need for collaboration as an educator.
5. History does matter, not just so that students can “learn from the past” but so that they can learn how to break repeating patterns that have occurred throughout history.
6. He wants his students to appreciate this Pandemic and “leverage it” to make the world better...but he is not completely hopeful.
7. It is COOL to be a teacher (no autographs, please!).
8. Advice for new teachers: Have a sense of humor. Never hold a grudge.

Plus…What Herbie Hancock, Jazz and Funk musician, taught him about the power of innovation

Synthesizing and Internalizing:

There is wisdom, not only in the art of teaching (AND parenting) but in understanding our place in history as we learn from this Pandemic. And a great part of this wisdom exists in our willingness to connect and innovate in meaningful ways.

So, as we re-envision our children’s education, how will we model for them and encourage them to connect and innovate for humanity?

P.S. Come join me on the Instagram, LIVE for a quick Visionary Check-in, next Wednesday, August 4th @ 11am!

We won’t be in a Circle but we can still share and connect @zenani116!

Do the Podcast-Listener Thing: Follow. Subscribe. Rate. Review.

Proof:
Episode Title, “Don’t Sweat the Technique,” taken from song by Eric B. & Rakim, 1992

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Thank you for leaning in and listening to episode 5 of CALM Conversations about Learning!

This episode is from me to you about the ULTIMATE in self-care: Checking in with yourself to assess your needs and getting those needs met, as well as locating your “nearest exit” no matter the situation...and speaking of which, I’ll be sharing about a recent situation that I am not proud of. But checking in and locating my nearest exit made it all better!

Plus, I have an invitation for you: Come join me on the Instagram, LIVE for a quick Visionary Check-in, next Wednesday, July 28th @ 11am-noon!

We won’t be in a Circle but we can still share and connect @zenani116!

Conversation Points:

• The power of performing a SELF Check-in
• Responding versus Reacting
• What it means to locate your nearest exit
• NOT “finding your happy place”
• Why it’s called a “practice”

PLEASE and THANK YOU:

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Edited by Devonne Williams

Beats by Cipriana Bethea

The Proof:

1. The Restorative Practices Handbook for Teachers, Disciplinarians and Administrators by Bob Costello, Joshua Wachtel and Ted Wachtel

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Description:

Thank you for leaning in and listening to episode 4 of CALM Conversations about Learning!

C is for CHECK-IN...at least where the CALM Pillars are concerned! 

So, in this episode, I’ll take you on a mini-tour of what it means to be “restorative” and how Check-in Circles can deepen our relationships with our young people!

Plus, there’ll be a little Visionary homework for you! WOOO HOOOOO!!

Conversation Points:

• The origins of Restorative Practices
• What it means to be “restorative”
• The power of the Check-in Circle
• What REALLY matters is...

Please and Thank You:

Follow! Subscribe! Rate! Review!

The Proof:

1. The Little Book of Restorative Justice in Education by Katherine Evans and Dorothy Vaandering
2. The Restorative Practices Handbook for Teachers, Disciplinarians and Administrators by Bob Costello, Joshua Wachtel and Ted Wachtel

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• Thank you for leaning in and listening to episode 3; a CALM Kid Convo w/Zeus Rivera, recent high school graduate and former student of mine!
• Check out his videos at https://www.CoZ@youtube.com.
• I used to tell my students that learning was a two-way street; a day never passed in which I did not learn something from them: from a riddle that I couldn’t solve and so required an explanation, to interesting information they’d learned from another class; to exposure to an idea, movie, book or video game, to a challenging lesson on how to love and respect them more -and better.
• This is why I want young people on this podcast: to show us Visionaries how to better love and respect them because let’s be honest: It is EASY to get caught up in our grown-upness, our degrees, and our do what I say, not as I do-ness!
• Sometimes, it can be instructive to stop giving directions and start asking questions. Here are three questions that we can ask ourselves after listening to this convo with Zeus:
  • In what ways am I leading my child or students, so that they are growing and learning?
  • In what ways am I supporting (as opposed to stifling) my students’ or child’s independence?
  • In what ways do I show regard for my child’s or students’ dreams and aspirations? Have I even asked them about their dreams and aspirations?
• Whether it’s in the classroom or in the kitchen, and whether they are eight or 18, let our conversations with children remind us that our envisioning can only be as powerful as those for whom we’re doing the envisioning!

Pssst!
If you are digging on this podcast, please do what we podcast fiends do: SUBSCRIBE, FOLLOW, RATE, REVIEW!

I appreciate you!

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• In Episode TWO, Janel King, Visionary Parent and Therapist for The People (YUP, that's what I'm calling her!) speaks with us about...
• how she manages her ADHD
• what she does to walk the talk as a parent who supports other parents
• how Millenial parenting is changing family communication dynamics
• what Communities of Color need in order to get the post-Pandemic healing started
• AND SO MUCH MORE!

Janel is Co-Founder of Urban Restoration, located in San Diego and if you are ready to "get your healing started," you can seek out her services at https://urbanrestorationcounseling.org or follow her on the Instagram @janelkinglmft...and check out Urban Restoration's IG posts; they're like sunshine for the mind!

Pearls, DROPPED:

• Systems are important- not just for children but for ourselves. So, maybe the systems we put into place for children ARE ONLY AS GOOD AS the systems we put into place for ourselves? Hmmm….
• 2. The reason why we think we aren’t getting stuff done MIGHT not be the reason why we’re not getting stuff done. Sooo true: the mind can be a tricky place to live until the superficial stuff falls to the wayside and we are left with only our habits. You can love it, hate it but you gotta appreciate it.
• 3. “Make sure that you’re teaching the lesson.” When Janel said this in explanation of LOVE and LOGIC, I almost jumped outta my chair and shouted a Hallelujah! Two of my favorite L words and in relationship with one another! This kind of thinking could change the trajectory of discipline...shoot, it sounds almost RESTORATIVE!
• I would love to know what YOU internalized after listening to this episode. DM me @ zenani116 on the Instagram and SHARE, SHARE, SHARE!

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• This bonus episode breaks down the CALM Pillars, the structures that were my best practices for effective teaching and have now been repurposed for this podcast.

• Talking Points:

  • A VISION must be supported by VALUES.
  • VALUES must be enacted for the VISION to become VIABLE.
  • Pillar 1 is the Check-in (1.) AKA the Relationship Pillar; promotes mutual empathy, respect and dignity; fosters connection, self-awareness and accountability;  serves as the foundation for the other three pillars.
  • Pillar 2 is the Agenda, which creates safe and brave spaces.
  • Pillar 3 is the Lesson and is ideally designed and taught with thoughtfulness and knowledge of students' strengths, challenges and cultural contexts.
  • Pillar 4 is Management, promoting student agency and accountability.
• DM me @zenani116 with YOUR Vision for your child's or students' education; I would LOVE to share it with other Visionary listeners!

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1. The Restorative Practices Handbook for Teachers, Disciplinarians and Administrators by Bob Costello, Joshua Wachtel and Ted Wachtel

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• Episode 1 pays homage to the hustle of theteachable moment.
• While I don't like it when people are sneaky, I do appreciate the teachable moment that sneaks up on you when you're doing something you thought you couldn't do, only to show you that you are indeed already DOING THE THING.
• Can you remember the last time you had this kind of teachable moment? The kind that seizes the opportunity of your struggle and wells up from within to show youwho you areandwhat you're made of?
• The CALM Pillars- the 4 pillars that defined my best practices in the classroom and now drive this podcast, evolved from a teachable moment insight that I would return to again and again: the importance of trusting myself and trusting the process, as I struggled to learn new things.
• This insight would first arrive when I learned to ride a bike and again in my early years as an educator.
• In this episode, I begin unfolding the CALM Pillars because I believe that we Visionaries need structures to support our work and expand our VISIONS for our children's education.
• Structures that will consistently remind us to TRUST ourselves and the process.

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• Welcome to CALM Conversations about Learning, where we lean in to re-envision our children’s education through insightful and humanizing perspectives from the folks who matter most: parents, teachers and of course, our young folks.
• If you are a parent or educator (or both!) who envisions a different education for our children; if you believe in communities more than you believe in institutions, and if you recognize that it will take not just a "village" but a Village of Visionaries to truly educate our children then YAAAYYYY... this is your education podcast!
• I’m your host, Zenani--educator, parent, grandparent, and Restorative Practices trainer and I believe that educating is synonymous with relating and that the relationship between the teacher and parent is central to a child's learning.
• On this podcast, we'll chip away at the US versus THEM norms while...
  • unpacking the experiences, insights, tough-love lessons, and unexpected gifts that have come from Pandemic learning
  • exploring three foundational questions to help clarify our reenvisioning of education- both collectively and individually
• PLUS,
  • I’ll be sharing my best education practice Pillars of CALM for a clearer and more empowered vision for your child's or student's educational journey!

So, join our Village of Visionaries for a new conversation, every Thursday, whether it be with a guest, a student roundtable or between you and me!

Btw, if you are interested in contributing an insight or experience to this Conversation**, DM me on the Instagram @calmconvoz-- let's talk!

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Credits:
Music by Cipury
Editing by Devonne Williams**