Tag: administration

How Teachers Can Identify and Support Grieving Students

woman in green trench coat covering her face with her hands
Photo by Mikhail Nilov on Pexels.com

Understanding the Concept of Grief

Before teachers can identify and support grieving students, they must first understand what grief is. Grief is a natural response to loss. It’s the emotional suffering one feels when something or someone the individual loves is taken away. Often, the pain of loss can feel overwhelming. For children, especially, navigating through these emotions can be confusing and isolating.

Signs That a Student May Be Grieving

Emotional Signs

Children may not express their grief in the same way as adults. They might seem disinterested, upset, or unusually quiet. They might have bouts of crying, display anger, or show unusual fear or anxiety.

Behavioral Signs

Behavioral signs may include a decline in academic performance, changes in social interactions, increased absences, or even disruptive behavior in class.

The Grieving Student: A Guide for Schools
The Grieving Student: A Guide for Schools
  • Schonfeld M.D., David J. (Author)
  • English (Publication Language)
  • 240 Pages – 04/29/2021 (Publication Date) – Brookes Publishing (Publisher)
$44.46 Amazon Prime
Buy on Amazon

The Role of Teachers in Identifying Grieving Students

Active Observation

Teachers, being on the frontline, can play a significant role in identifying grieving students. Through active observation, you can spot changes in a student’s behavior, academic performance, or social interactions that may indicate they are dealing with grief.

Engaging in Conversations

Teachers can also engage students in conversations to help identify grief. Let them know you’re there to listen if they ever need to talk.

How to Support Grieving Students

Provide a Safe Space

Emotional Support

Providing emotional support is crucial. Create a safe, non-judgmental space where students feel comfortable expressing their feelings. Empathy goes a long way in helping students cope.

Academic Support

Academic support is equally important. Make accommodations for grieving students to ensure their academic performance doesn’t suffer during this difficult time.

Involving Professionals

Don’t hesitate to involve school counselors or psychologists if a student’s grief seems to be overwhelming or lasts a long time. They are equipped with the necessary skills to provide professional support.

Teaching the Class About Grief

Consider age-appropriate lessons about grief. Teaching students about grief can foster a supportive environment, helping grieving students feel less isolated.

Keeping Communication Open with Parents

Finally, ensure to keep an open line of communication with the parents. They can provide insight into what the student is experiencing and how best you can support them.

Conclusion

In conclusion, teachers play a pivotal role in identifying and supporting grieving students. By understanding grief, observing, engaging, and providing the necessary support, teachers can help students navigate through this challenging time.

FAQs

  1. What is grief? Grief is a natural response to loss. It’s the emotional suffering one feels when something or someone the individual loves is taken away.
  2. How can teachers identify grieving students? Teachers can identify grieving students through active observation and engaging in conversations.
  3. How can teachers support grieving students? Teachers can support grieving students by providing a safe space for emotional expression, academic support, involving professionals when necessary, teaching the class about grief, and keeping communication open with parents.
  4. Why is it important to teach the class about grief? Teaching students about grief can foster a supportive environment, helping grieving students feel less isolated.
  5. What role do parents play in supporting grieving students? Parents can provide insight into what the student is experiencing and how best the teacher can support them.


The Eclectic Educator is a free resource for everyone passionate about education and creativity. If you enjoy the content and want to support the newsletter, consider becoming a paid subscriber. Your support helps keep the insights and inspiration coming!

Trust and Vulnerability in Schools

"We need to trust to be vulnerable, and we need to be vulnerable in order to build trust." (Brené Brown, Dare to Lead)

“We need to trust to be vulnerable, and we need to be vulnerable in order to build trust.”

Brené Brown, Dare to Lead

Trust and vulnerability are two essential elements for a productive and effective learning environment. In schools, teachers, coaches, and administrators must establish trust with their students and colleagues to achieve academic success. Trust is a crucial element in creating a positive and safe learning environment. It can be defined as the firm belief in the reliability, truth, or ability of someone or something. When teachers trust their students, they provide them with the freedom to take risks and make mistakes without fear of judgment. Vulnerability, on the other hand, is the quality or state of being exposed to the possibility of being attacked or harmed, either physically or emotionally. When teachers are vulnerable with their students, they create a connection that can lead to more profound learning experiences.

Why Teachers Must Trust Students and Be Vulnerable

Establishing trust with students is critical in creating a positive and safe learning environment. When teachers trust their students, they provide them with the freedom to take risks and make mistakes without fear of judgment. Students who feel trusted are more likely to take academic risks, which can lead to deeper learning experiences. Trust also allows students to feel comfortable sharing their thoughts and feelings, which can help teachers better understand their students’ needs and respond accordingly.

A student who trusts their teacher is optimistic that the teacher will act in a certain way even though the student does not know whether the teacher will do so. If the student knew that this would occur, no trust would be necessary. The intriguing thing about trust is that it makes us rely on other people without knowing whether this reliance is warranted. We often find ourselves in situations in which trust is needed. This is also true for students at school. In many cases, students do not know whether what the teacher teaches is worth knowing. They simply trust that the teacher will select relevant content and appropriate learning methods for their lessons. Also, when it comes to testing their intellectual competences what they have learnt in class, students trust that the teacher will provide them with helpful and encouraging feedback, that the teacher will not make fun of their errors and that the teacher will recognise the effort and progress that the students have made.

Monika Platz, Trust Between Teacher and Student in Academic Education at School

Additionally, teachers who are vulnerable with their students create a connection that can lead to more profound learning experiences. By sharing their own experiences and struggles, teachers can help students understand that it is okay to make mistakes and that learning is a process.

Your students need to see you struggle. They need to know that it’s ok not to know everything. When I’m visiting classrooms, the number one idea I try to convey to students is that it’s perfectly fine not to get “it” right on the first try. There is a benefit to the productive struggle.

This can help students develop a growth mindset, where they believe that they can improve their abilities through hard work and dedication.

The Significance of Teachers Trusting Other Teachers

Trusting other teachers is crucial in building a strong professional community. In a school setting, teachers should be able to rely on each other for support, brainstorming, and collaboration. When teachers trust each other, they are more likely to share ideas and resources, and they can provide each other with constructive feedback. This collaboration can lead to improved teaching practices, increased student engagement, and, ultimately, better academic outcomes.

When teachers trust other teachers, they are more likely to seek out feedback and support. When the #observeme movement began, it was all about teachers being open and vulnerable with each other. It wasn’t some teachers believing that they had it all together and were experts.

They genuinely wanted feedback from their peers. You can’t get better professional learning than this. Peer-to-peer feedback is a huge boost to your teaching practice.

Whether teachers are working on instruction, developing curriculum, or discussing students, they value the opportunity to collaborate. In our school, the literacy coach held periodic workshops with teachers from all departments. These volunteer workshops focused on different techniques and were always full. Teachers saw the workshops as an opportunity to work with colleagues from other departments and to learn new strategies and protocols. In an atmosphere of trust, they were willing to take the risks that new learning requires. Once teachers experienced the value of this kind of collaboration, they began to use the new strategies in their own classrooms with their students.

Jane Modoono, The Trust Factor

Vulnerability can lead to a culture of continuous improvement, where teachers are constantly looking for ways to improve their practice. This can lead to better academic outcomes for students, as teachers constantly seek to improve their teaching practices.

The Importance of Coaches and Administrators Trusting Teachers and Being Vulnerable

Coaches and administrators play a vital role in creating a culture of trust and vulnerability within a school. When coaches and administrators trust their teachers, they give them the autonomy to make decisions that benefit their students. This can lead to a sense of empowerment among teachers, which can lead to better academic outcomes for students.

Additionally, when coaches and administrators are vulnerable with their teachers, they create a space where teachers can share their thoughts and feelings without fear of repercussions. I am the first person to admit I don’t have all my ish together at times. Especially when trying something new. I’m learning right alongside the teachers and students I work with most of the time. Communicating your own faults opens so many doors with others.

This communication can lead to improved teaching practices, increased teacher satisfaction, and, ultimately, better academic outcomes. When coaches and administrators are vulnerable, they demonstrate that it is okay to make mistakes and that learning is a process. This can lead to a culture of continuous improvement, where teachers are constantly seeking to improve their teaching practices.

Conclusion

In conclusion, trust and vulnerability are essential components of a productive and effective learning environment. Teachers must establish trust with their students and be vulnerable to create a safe and positive learning environment. Trusting other teachers is critical in building a strong professional community, while coaches and administrators must trust teachers and be vulnerable to create a culture of open communication and collaboration. By prioritizing trust and vulnerability in schools, we can create an environment where everyone can learn and grow together.

As educators, it is our responsibility to create a culture of trust and vulnerability in our schools. By doing so, we can create an environment where students feel safe to take academic risks, and teachers feel empowered to improve their teaching practices. When prioritizing trust and vulnerability, we can create an environment where everyone can learn and grow together.


The Eclectic Educator is a free resource for everyone passionate about education and creativity. If you enjoy the content and want to support the newsletter, consider becoming a paid subscriber. Your support helps keep the insights and inspiration coming!

Leading the Way

This is a preview of my Friday “10 Things” newsletter. Friday editions are free for everyone.

power up blended learning

Greetings, friends. It’s the second Friday of 2023. I hope you’re off to a great year. It’s also Friday the 13th, so be careful out there and watch out for hockey masks…

Here are 10 things I thought were worth sharing this week, focusing on the theme of leadership:

10 Cool Things Worth Sharing

  • Monday here in the US, we celebrate Martin Luther King, Jr.’s birthday. Here are 4 lessons from his leadership that apply in every organization I can think of but doubly so in education.
  • If there was ever a time for leadership amidst whirlwinds of change in the world of education, it’s now…

To read the rest, subscribe to my Friday “10 Things” newsletter.

Asking the Right Questions about Educational Technology

What people think of as the moment of discovery is really the discovery of the question. — Jonas Salk

When we make decisions about the technology we use in our classrooms, we very often ask the wrong questions.

We think about how we can use the latest, greatest, coolest tools and gadgets available to get students in a desperate attempt to engage them in learning while ignoring what we should be focused on in education.

I was the world’s worst offender of chasing the cool factor. Whatever came down the edtech release line, I was there for it. I would watch the Twitter stream during the yearly ISTE conference waiting for new announcements from old favorite companies or to see what the hot, new tool would be this year.

This was a time when every educational technology conference was filled with “60 apps in 60 minutes” sessions that were not unlike the opening of floodgates upon unsuspecting teachers as a skilled pitch person wowed them (most often a classroom teacher themselves) dazzling them with what you could do with kids with this new fandangled whizbangadoodle.

What a time to be alive. And what a sad time to look back upon.

The problem was that there was so much new technology appearing from seemingly nowhere and being adopted by teachers far and wide that we weren’t really sure what to do with all of it.

And no one was asking any questions. If they were, they were shouted down by the cheers of the edtech Illuminati.

If one doesn’t watch the introduction of new technologies and particularly watch the infrastructures that emerge, promises of liberation through technology can become a ticket to enslavement. 

— Ursula Franklin
Photo by Daniel Josef on Unsplash

The failure to seriously consider how new technologies might be weaponized reveals a stunning degree of either naivete, hubris, or recklessness.

— LM Sacasas (@LMSacasas) June 1, 2021

Before we get too far ahead of ourselves, let’s be clear: I don’t think that educational technology is being weaponized. But I think that we have serious questions to consider before we implement new tools.

The technology we use with our students isn’t just about the tech. It’s about the environment that is created by using technology. Technology usage changes the world around it for either good or not-so-good.

But once a given technology is widely accepted and standardized, the relationship between the products of the technology and the users changes. Users have less scope, they matter less, and their needs are no longer the main concern of the designers. 

— Ursula Franklin

As the number of devices in our schools continues to increase and our reliance on technology to complete even the most mundane tasks in schools increases, we should ask better questions about the technology we use and how we use it.

Photo by Sigmund on Unsplash

Yes, our questions about technology usage need to be about how these tools are used to support student learning outcomes. We need to know what students will create with the tools we provide them.

We need to ask about issues of access and equity. Not just access to devices and programs but to qualified teachers with the training and support to appropriately leverage any technologies.

Technology distributed and used equitably enables opportunity and voice, dismantles barriers around learner exceptionalities, democratizes access to information, and disrupts racial and economic privilege hierarchies. 

— Ken Shelton

We must ask questions about how we use devices in our classrooms and shift the focus from low-level digitization of paper activities and ineffective repetition of skills practices for intervention to deeper learning activities that provide personalization and student-centered learning.

But we should also ask questions about how our technology usage affects us as humans.

LM Sacasas has compiled 41 questions concerning technology that would be excellent conversation starters among teachers, administrators, and students.

Here are the first five of those questions:

  1. What sort of person will the use of this technology make of me?
  2. What habits will the use of this technology instill?
  3. How will the use of this technology affect my experience of time?
  4. How will the use of this technology affect my experience of place?
  5. How will the use of this technology affect how I relate to other people?

I don’t write this article to overly criticize my fellow educational technologists. Several great things are happening in our schools that are directly related to the recent influx of technology and the support that continues to be offered by experts in the field.

We’re doing good work. But that doesn’t mean that we can’t do better work or that there are things we haven’t thought about in our race to improve.

It’s sometimes important to take a breath, get perspective, and ensure we’re on the right path.

The decisions we make with students make impacts that we may never see in our time on this planet.

Let’s be sure we’re asking the right questions.

Creating Your Classroom Student Tech Team

With today’s ever-changing technology and the constant turnover of cables and computer components, it’s more challenging than ever for an IT team to be everywhere at once, or for an Instructional Coach to be available 24 hours a day, seven days a week for minor inventory concerns. For these reasons, establishing a Student Tech Team in your school is an excellent option.

Student tech teams may be used to relieve the burden and responsibilities of both coaching and IT staff, as well as educate youngsters about responsibility, budgeting, entrepreneurship, and marketing.

Any classroom can benefit from having a student tech team. These are the students who help others with technology-related issues and problems. They’re probably also the kids that like to take things apart and figure out how they work. Whether you realize it or not, you probably have a few kids in your class who would be perfect for this role.

How to Create a Student Tech Team

Creating your own student tech team is not difficult. If your school has a vision for what you’re looking for, you may establish a program that satisfies the demands of pupils, instructors, and the community.

Of course, the first step in creating a student tech team is getting your administration’s approval. Once you have that, you can start recruiting members. Let your students know that you’re looking for kids who are interested in technology and who are willing to help others with their tech problems. You might even want to put up a sign-up sheet so that interested students can sign up.

Once you have a few interested students, it’s time to start training them. Partner with your school or district IT department to set up some training sessions with your students. The folks in the IT department will appreciate having help, and I’m sure they’ll jump at the chance to show your students all the cool “tech stuff” they have access to at your school.

Show them how to troubleshoot common issues and problems. Have them practice with each other to get comfortable with the process. Their training should include using basic repair tools with your school’s devices. This is the perfect chance to repurpose old Chromebooks or other devices. Perhaps your kids will even get the itch to build their own computers!

Once your students are trained, they can start helping out other students in the class. They can also act as a resource for you, the teacher. If you ever have a question about technology or need help with something, you can always ask your student tech team for assistance.

Also, your student tech team can be available for other teachers. If a teacher is having trouble with technology in their classroom, your student tech team can help them out. This is a great way for your students to get some leadership experience and help other teachers.

Student Tech Teams Develop Leadership

The goal of any student tech team is to provide students with the opportunity to gain leadership experience. Student tech teams can be used during the school day and year to help students learn how to collaborate as a unit, form a team, and lead digital learning experiences in the classroom.

Any student tech team’s second goal, which is just as important as the first, is to learn about the technologies being used inside and outside of classrooms. Your student tech team can serve the school community by helping during lunch periods, recess, after school, and, if necessary, at after-school events in the community. Imagine having a community night where your students teach adults to use different apps that they use daily in their classrooms!

As your students continue their work, they aren’t just building technology skills but their communication and collaboration skills. Likely, they will encounter new problems along the way that will require them to partner with others and develop creative solutions.

Your student tech team will build become a valuable part of the school and, as they work with sensitive information, build trust amongst the staff and administration. The likelihood that one or more of these students will pursue a career in an IT field will be high, making you a part of navigating a student’s future course.

Creating a student tech team in your classroom is a great way to ensure that everyone has access to the help they need regarding technology. It also allows you to take advantage of your students’ unique skills and knowledge. So if you’re having trouble incorporating technology into your classroom, consider forming a student tech team. It could be just what you need to get things up and running smoothly.

Thanks for reading. Get access to exclusive content and expert insights on technology, teaching, and leadership by subscribing to my newsletter. Stay up-to-date on the latest trends and join our community of professionals and educators worldwide.

Surprise, Surprise: Teachers Make Less Money Than Their Peers

I’m just going to talk about this for a minute and then move on because I’m pretty sure everyone who cares is aware of this issue by now.

I’m also sure that everyone who doesn’t care about it and/or doesn’t believe it isn’t going to listen to anything I say, regardless of the data backing up my statements.

According to a recent study by the Economic Policy Institute, teachers make about 76.5 cents on the dollar compared to their peers in other comparable professions.

On average, teachers make about 23.5% less than their peers. Unless you’re a teacher in Colorado. Then the gap increases to 35.9%.

Also disturbing, teachers’ inflation-adjusted weekly wages since 1996 have been flat. Flat.

Considering what teachers have been through the past 2.5 years, you’d think something would have changed.

Unfortunately, it hasn’t. I wonder if it ever will.

Thanks for reading. Get access to exclusive content and expert insights on technology, teaching, and leadership by subscribing to my newsletter. Stay up-to-date on the latest trends and join our community of professionals and educators worldwide.

References:

Teacher pay penalty reaches record high. What’s at stake? (2022, August 22). EdSurge. https://www.edsurge.com/news/2022-08-22-teacher-pay-penalty-reaches-record-high-what-s-at-stake

The teacher pay penalty has hit a new high: Trends in teacher wages and compensation through 2021. (n.d.). Economic Policy Institute. Retrieved October 4, 2022, from https://www.epi.org/publication/teacher-pay-penalty-2022/

Gun Control and Schools

school safety
Photo by Thought Catalog on Unsplash

I’m having a hard time putting into words my feelings over the past couple of days. I work in education but I’m also a parent. I worry about the kids and teachers whom I work with but I also worry about sending my daughter to school.

Note: she just finished 4th grade, which has struck me right in the center of my being after the deaths of many 4th graders in Texas. They were the same age as my own daughter. Frightening, to say the least.

My biggest issue now is responding to those who believe we don’t need to do anything about gun control in the US. I’m tired of their “thoughts and prayers” that don’t do much.

Thankfully, Steve Singer has a good response:

This is not hard.

The rest of the world has cracked the code. Just not us.

Not the U.S.

Guns are the leading cause of death for American children –  1 out of 10 people who die from guns in this country are 19 or younger.

Steve Singer

Read more here: If You Don’t Support Gun Control, You Support School Shootings

Pike Mall Tech: 17 May 2022

Today’s Links

The Trials of Academic Publishing (Permalink)

academic publishing
Photo by Martin Adams on Unsplash

First things first: I appreciate the need for peer review and understand why we have academic journals. I’m not the person you need to convince that any work any scientist or academic publishes needs to be scrutinized with as many eyeballs as possible.

My issues lie in how that work is disseminated to large audiences to be put into action and influence the world.

Thanks to the way most academic publishing works, it’s almost impossible for anyone other than another academic to read your work if it’s published.

It’s hard to overstate what a scam academic and scientific publishing is. It’s run by an oligopoly of wildly profitable companies that coerce academics into working for free for them, and then sell the product of their labors back to the academics’ employers (often public institutions) for eye-popping sums.

Cory Doctorow

As I begin my doctoral studies in the fall of 2022, I hope to have more experience with academic publishing myself. I mean, that’s part of the academic process.

Over the years, my articles, tweets, presentations, podcasts, etc., have been viewed or heard by multiple tens of thousands of people from all over the world. I’ve made that work freely available to others for a long time (thanks, Creative Commons) and seen many take advantage of what I’ve “published” in one form or another.

Sadly, any work I may produce and publish in the academic tradition may never see the light of day.

In K-12 education, we talk a lot about having students create work for an authentic audience; work that will be seen and critiqued by people outside of their school environment.

Shouldn’t we try and do the same with academic publications?

Teachers are Leaving, Here’s Why (Permalink)

teachers are leaving
Photo by Mitchell Ng Liang an on Unsplash

Universal truth: COVID-19 changed education forever. The pandemic affected every area of education. Weaknesses were exposed, kids were left unconnected for months, systems failed, administrators panicked, students felt abandoned, and teachers just had to do more and more every day.

As a result, teachers are leaving. And I mean leaving in a hurry.

A staggering 55 percent of educators are thinking about leaving the profession earlier than they had planned

The Great Resignation has come to education just as it has many other fields in the past two years.

https://hbr.org/2022/03/the-great-resignation-didnt-start-with-the-pandemic

For months on end, teachers have been in survival mode, doing their best to meet the same expectations that were in place pre-pandemic and dance the world’s most epic dance from virtual to in-person learning (multiple times for some).

Students still had to take tests and meet all graduation requirements while learning how to talk with each other behind masks and appreciate short outdoor mask breaks a few times per day.

And the teachers had to keep going. They’ve had to deal with administrators who pressured them to try new things (some necessary and some not so much) and adopt more technology in less time than at any other point in educational history.

Three minutes. That’s all the time Lanee Higgins, a Baltimore County Public Schools teacher, had to herself during a typical day of coronavirus-era remote learning. On her computer screen were middle-schoolers, scattered across the county, running through their lessons — while at home, Higgins, age 29, was trying to maintain her authority over her classroom and her life. Sometimes her potty-training toddler, refusing to nap, would wander into the frame when her entrepreneur husband wasn’t there to corral him. When she just couldn’t hold on anymore, Higgins would announce a three-minute break. She’d leave her students staring at the screen while she scurried off to use the bathroom or steal some time to just think.

https://www.washingtonpost.com/magazine/2021/10/18/teachers-resign-pandemic/

Teacher shortages were already a reality pre-pandemic but now the shortages are reaching critical numbers. Stress was listed as the primary reason why teachers left the field before the pandemic and the pandemic only made it worse.

https://www.rand.org/pubs/research_reports/RRA1121-2.html

The pre-pandemic teacher turnover rate was 16% but by January 2021 nearly one-quarter of teachers were thinking about leaving their jobs by the end of the school year.

https://www.brookings.edu/blog/brown-center-chalkboard/2021/09/08/how-the-pandemic-has-changed-teachers-commitment-to-remaining-in-the-classroom/

And now, as we near the end of the 2021-2022 school year, over half of all teachers are thinking of leaving.

Teachers are tired. They’re tired of changing mandates from state and local officials. They’re tired of dealing with politicians who have little to no respect for the work teachers do every day. They’re tired of misinformed parents who accuse teachers of indoctrinating their students.

Trust me, we’re not indoctrinating any students. If we were, they’d be much better at following directions for turning in their work by now.

https://www.bridgemi.com/guest-commentary/opinion-schools-arent-indoctrinating-kids-and-teachers-arent-threat

https://www.nbcnews.com/think/opinion/america-s-school-teachers-aren-t-marxist-cabal-fox-news-ncna1271655

They’re tired of losing their jobs over reading children’s books that are widely available everywhere because their meaning was misconstrued and the teachers are labeled as perverts.

So, what do we do?

We figure out how to support teachers. While a pay increase would be welcome, it’s certainly not all about the money. Even when you understand that from 1999 to 2021, teacher salaries decreased in 27 states, thanks to inflation.

https://www.motherjones.com/politics/2022/03/we-all-know-teachers-are-underpaid-but-who-imagined-it-was-this-bad/

Some things administrators, parents, and communities can do to keep teachers include:

  • Having a supportive attitude
  • Be flexible with policies and curriculum
  • Help teachers prioritize their physical and mental health
  • Lighten the load (stop making teachers do dumb stuff, like enforcing dress codes)
  • Maybe most importantly, trust teachers

https://www.cultofpedagogy.com/teachers-leaving/

Personally, I don’t have any plans to leave education but I understand those teachers who are either seriously considering it or already have.

Somehow, we have to find ways to keep great teachers and encourage more people to join their ranks. Otherwise, education is in serious trouble.

Colophon

colophon example
Latine non loquor

Currently writing:

  • Volume 1: The Heretic Chronicles – a fantasy story about a girl, her sword, and extreme fundamentalist religion (WC: 15,457)
  • Untitled Sci-Fi novel – a group of students race across the stars, avoiding an evil empire (WC: 275)
  • Sci-fi short story – earth as a farm for aliens (WC: 492)

Currently reading:

Upcoming Events:

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Cory Doctorow’s work at Pluralistic inspired the layout, focus, and work displayed here. Hat tip to Cory for all his fine work.

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Pike Mall Tech: 12 May 2022

Today’s Links

No Butts About It

Source

In case you haven’t heard, an assistant principal was recently fired because he chose to read the children’s book “I Need a New Butt” to a group of students.

https://www.washingtonpost.com/nation/2022/03/11/toby-price-principal-fired-childrens-book/

Toby Price found out that, even though this is the dumbest reason for firing anyone in the history of ever, he still isn’t getting his job back.

https://www.washingtonpost.com/comics/2022/05/11/toby-price-butt-book-school/

Toby has shared his thoughts on this announcement in a thread of Tweets, posted here for your enjoyment.

I’ll just say this right now: with the content of most children’s books out there, to fire someone over a book about butts requires a special kind of an asshole.

There is a spot reserved in hell for administrators, parents, and members of the general public who think it’s ok to fire a teacher over reading a wildly popular children’s book that is available everywhere books are sold.

I would rant more on this but I can’t. It’s just dumb.

We’ll Ban All the Books, Even the Digital Ones

source: Wikimedia Commons

Public education is facing an unprecedented level of hatred from conservative Americans right now. New laws are being crafted to punish teachers for teaching content that is not “approved” by parent groups or might be offensive and entire curricula and books are being banned.

https://www.edweek.org/policy-politics/heres-the-long-list-of-topics-republicans-want-banned-from-the-classroom/2022/02

https://fivethirtyeight.com/features/how-anti-critical-race-theory-bills-are-taking-aim-at-teachers/

https://www.npr.org/2022/04/18/1093277449/florida-mathematics-textbooks

Now, some schools are banning access to digital books from repositories like Overdrive and Epic, removing thousands of resources from the hands of students and families.

https://www.nbcnews.com/tech/tech-news/library-apps-book-ban-schools-conservative-parents-rcna26103

Thousands of schools and public libraries use these services to provide a much wider array of books than they could within the limits of the physical space in their buildings. During the COVID-19 pandemic, families easily accessed books from home comfort to keep their kids engaged and learning while sheltering.

Enter the fear mongers.

With new laws in place requiring that any book used in a school be reviewed and chosen by a faculty member, the number of books available will drastically decrease.

With over two million titles, trying to get someone to review every book in Overdrive is not only an impossible request, it’s downright foolish.

No one could review all that content and approve it for student usage.

How much longer will we abide by such unsubstantiated fear and hatred?

“That was but a prelude; where they burn books, they will ultimately burn people also”

Heinrich Heine

Colophon

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Latine non loquor

Currently writing:

  • Volume 1: The Heretic Chronicles – a fantasy story about a girl, her sword, and extreme fundamentalist religion (WC: 15,457)
  • Untitled Sci-Fi novel – a group of students race across the stars, avoiding an evil empire (WC: 275)
  • Sci-fi short story – earth as a farm for aliens (WC: 492)

Currently reading:

Upcoming Events:

This work is licensed under a Creative Commons Attribution 4.0 license. That means you can use it any way you like, including commercially, provided that you attribute it to me, Mike Paul, and include a link to pikemall.tech.

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Quotations and images are not included in this license; they are included either under a limitation or exception to copyright or on the basis of a separate license. Please exercise caution.

Cory Doctorow’s work at Pluralistic inspired the layout, focus, and work displayed here. Hat tip to Cory for all his fine work.

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Pike Mall Tech: 9 May 2022

dangers of social media
Photo by Daria Nepriakhina 🇺🇦 on Unsplash

Today’s Links

We need social media for schools

In the early days of the COVID-19 pandemic, schools looked for any way possible to maintain contact with students, families, and the community.

Resilience, Reorientation, and Reinvention: School Leadership During the Early Months of the COVID-19 Pandemic

https://www.frontiersin.org/articles/10.3389/feduc.2021.637075/full

Leaders who may not have been keen on social media before were scrambling. They would use any and all means to stay connected with students.

Of course, working from home is not the same as working from school. Even for students who have internet access at home, it’s often not as reliable or as fast as what they can get at school.

Our public schools have at least 1Gbps upload/download fiber connections here in Kentucky, better than pretty much anything available to homes.

Also, knowing that as the pandemic began around 15% of students in the US did not have reliable high-speed internet access at home and 17% of teens indicated they did not have the resources to complete schoolwork at home (the “homework gap”), just connecting to students would be an issue.

As schools close due to the coronavirus, some U.S. students face a digital ‘homework gap’

Still, schools leveraged what they could.

I wish I could say that all schools use social media well but we’re still very much on the learning curve of these technologies. As with most other things in education, someone has to manage a program for social media.

Often, this falls to the school library media specialist or a technology teacher. And just as often, these folks have little experience with crafting a media message or dealing with comments from the public on social platforms.

If we want our schools to use social media, we have to find a way to fund having a person that takes care of that content.

Yes, your school needs a PR person. Of course, this person should likely also have interns (students) who want to learn the ins and outs of modern communications and PR.

It’s something to think about as we move forward post-pandemic.

We don’t need social media for schools

On the other hand, I don’t think it’s too much of a stretch for anyone to admit that social media is not always the best tool to introduce to students, especially when we don’t talk about digital citizenship in schools.

The role of social media in spreading panic among primary and secondary school students during the COVID-19 pandemic:

https://www.sciencedirect.com/science/article/pii/S2405844020326505

Due to the nature of most posts on social, our attention span is shortening. We don’t deep-dive into subjects any longer, we just want to swipe and get the next hit of dopamine.

https://medium.com/@profgalloway/the-attention-economy-is-making-us-stupid-86461c0baa05

With TikTok challenges wreaking havoc in schools as students returned to in-person learning, school administrators are likely to look for ways to avoid social media and block school access.

https://www.asralertsystems.com/blog/tiktok-challenges-school-safety

Of course, blocking access leads to other issues. When schools move past blocking access to the most egregious sites on the web, they can get into the tangle of “I need you to block this site/app because my students are distracted” requests from teachers at every level.

Historically, blocking access doesn’t achieve much.

Why schools’ efforts to block the Internet are so laughably lame

Where can we focus our efforts in schools to avoid the trap of blocking socials and multiple other sites that are annoying to everyone but students?

Digital Citizenship

Could digital citizenship be the most important pandemic lesson?

Linkus Randomus

Photo by Jacob Weinzettel on Unsplash

Colophon

colophon example
Latine non loquor

Currently writing:

  • Volume 1: The Heretic Chronicles – a fantasy story about a girl, her sword, and extreme fundamentalist religion (WC: 15,457)
  • Untitled Sci-Fi novel – a group of students race across the stars, avoiding an evil empire (WC: 275)
  • Sci-fi short story – earth as a farm for aliens (WC: 492)

Currently reading:

Upcoming Events:

This work is licensed under a Creative Commons Attribution 4.0 license. That means you can use it any way you like, including commercially, provided that you attribute it to me, Mike Paul, and include a link to pikemall.tech.

https://creativecommons.org/licenses/by/4.0/

Quotations and images are not included in this license; they are included either under a limitation or exception to copyright or on the basis of a separate license. Please exercise caution.

Cory Doctorow’s work at Pluralistic inspired the layout, focus, and work displayed here. Hat tip to Cory for all his fine work.

How to get Pike Mall Tech:

Blog (no tracking, or data collection):

PikeMall.tech

Newsletter:

https://mikepaul.substack.com/

Medium (no ads, paywalled):

https://mikepaul.medium.com/

Twitter (mass-scale, unrestricted, third-party surveillance and advertising):

https://twitter.com/mikepaul

Tumblr (mass-scale, unrestricted, third-party surveillance and advertising):

https://pikemalltech.tumblr.com/tagged/pikemalltech