Troublemakers and Being Love

“Public love is confused with things like affection, kindness, politeness. I am talking instead about a love that is fierce, powerful, political, insistent. Authentic public love necessarily demands conflict, tears, and hurt, because our transition to freedom and to more human ways of being requires that we call ourselves out in order to call others in. It requires that we be willing to confront one another, and that we be willing to listen generously when we are being confronted - letting go of our personal feelings for a commitment, instead, to the shared goal of freedom.”

• Carla Shalaby, Troublemakers (172-173).

Carla Shalabys closing remarks in “A Letter to Teachers,” the final chapter of our class read Troublemakers resonated with me in many ways. Her ideas about the importance of love struck me not only because of how real I felt they were, but also how complicated and challenging they could be in a real school environment. She calls us as educators to question ourselves, what we have been taught and our own personal biases, and to find better ways of reacting to difficult situations.

Interestingly, one of the topics that I always found myself wishing we covered more in our education classes at Saint Michael’s College has been classroom management. The idea of going into a new classroom and having to create a positive learning community, to establish a strong and respectful individual relationship with every student, is intimidating to me - mostly because there will always be situations that I cannot prepare for or anticipate. Students will ask hard questions that I could never expect, or discussions will derail and go in directions that I am uncomfortable with and that is a daunting prospect. I wished that we could spend time in our classes discuss potential problems that we might encounter and how to deal with them so that I could go into teaching with a “toolkit” that included a response to every imaginable challenge to my authority. I am being a bit facetious- I do not have the desire or even the personality to be much of an authoritative figure in a classroom, but at the same time I worry about being able to establish the classroom environment that, in a perfect world, I would love to cultivate.

In Troublemakers, Shalaby presents a perspective that is vastly different from any that I had previously read about. She writes that there is no alternative; we as educators can either prepare our students for prison or for freedom. “Isolating and excluding young people—the regular way—is most useful if you are preparing them for our prison culture,” she writes (Troublemakers, 174). I understand what she says both literally and as a metaphor. Not only are schools often a direct pipeline to prison for impoverished and underprivileged students, but they also fail to encourage curiosity, spirit, inquisitiveness, and self-discovery. Teaching our students to fit in and to follow the rules will only result in uninspired young adults who know how to keep their heads down and make their way through the system. I know because I was one. Instead, we need to be working to create a generation of students who are passionate, creative and free-thinking.

Shalaby argues that really the only way forward as an educator is to “be love (Troublemakers, 172).” This is an important goal, not an easy one. It is far easier to implement rules and classroom norms and then punish the students who are not able to follow them. But now is the time to step up and embrace the challenge. We as educators need to call “troublemakers” in, not out, as the saying goes. We need to consider that perhaps the inability of certain students to follow the rules is not so much a behavioral issue, but a problem with the way our classroom or school community functions, and act accordingly. We need to be willing to step outside our comfort zones, to accept ambiguity, and to welcome challenging discussions.

Again, this is not an easy task, but it is a necessary one. Shalaby writes that we need to prepare students for the world we want, not the world we have now. Of course, there is a balance that must be found here. There are certain abilities and critical thinking skills that I would hope every student is able to learn and practice before they finish with school. But I fully agree with Shalaby in terms of systems of thinking and behavior. It is hard to teach students how to be free; for many, myself included, that is a highly daunting task. For me, this simply means learning to see and accept the whole student as they are. My role as an educator is to take a step back, admit that I personally know very little about the world, and accept my role as a guide working alongside students towards the goal of discovery and freedom.

Works Cited:

Elias, M. (2013). The School-to-Prison Pipeline. Retrieved from https://www.tolerance.org/magazine/spring-2013/the-school-to-prison-pipeline

Shalaby, C. (2017). Troublemakers: Lessons in Freedom from Young Children at School. New York, NY: The New Press.

Family Engagement

What is Family Engagement?

“When it comes to a breakfast of ham and eggs, the chicken is involved but the pig is committed (Family Engagement).” This funny metaphor highlights the difference between parental involvement and family engagement. Parental involvement is mostly top down and directed by the school, whereas family engagement should be more of a conversation between the school and the family. I see Family Engagement as the process of getting the families of students actively involved in the education of their children. Engagement can look like many things and it can vary between school districts and between families for a variety of reasons. There are a few important aspects of defining effective family engagement: it is a collaborative process between schools and parents, it is based off of students’ strengths, and it is goal-oriented (Human and Health Services).

“The way schools care about children is reflected in the way schools care about the children’s families. If educators view children simply as students, they are likely to see the family as separate from the school. That is, the family is expected to do its job and leave the education of children to the schools. If educators view students as children, they are likely to see both the family and the community as partners with the school in children’s education and development.” - Dr. Joyce L. Epstein

Why is Family Engagement so Important?

Research on student success rates shows that family and community involvement are highly correlated with improved academic performance (NEA). Strong relationships between families and schools help to promote student motivation as well as higher educational aspirations. Studies show that when families are interested, engaged, and invested in their children's education, these students tend to earn better grades, have higher graduations rates, and are more likely to enroll in postsecondary education (US Dept. of Education).

What are some major challenges with Family Engagement?

There are many different barriers to effective family engagement in schools. Some parents/caregivers have busy schedules and do not feel like they are able to commit any time to volunteering or otherwise spending time in their children's classrooms or at extracurricular events. Others feel uncomfortable communicating with the school, either due to cultural/language barriers or bureaucratic school policies and practices. Still more parents do not think that the school communicates with them effectively - if they hear anything at all, it is related to some negative behavior on the part of their student (NEA). Many of these challenges are exacerbated for families who are immigrants or who live in poverty, as well as in larger school systems.

What are the important elements of Family Engagement?

Dr. Joyce L. Epstein wrote a highly regarded framework that is often used as a starting point for procedures related to family engagement (The Importance of Family Engagement). She outlines six types of family involvement: Parenting, Communicating, Volunteering, Learning at Home, Decision Making, and Collaborating with Community. For parenting, she suggests workshops, videos, and trainings to help families with child rearing, health, and nutrition (Epstein’s Framework). I see a challenge that could arise is parents taking offence at the idea that they cannot raise their children in a positive way. A possible way around this would be to offer workshops and trainings for free, making sure that all families in the community are aware of them, but not specifically for certain families over others. For communicating, she suggests newsletters, translators for families who do not speak English as their first language, and parent-teacher conferences at least once per year. The biggest challenges regarding communication seem to be language and cultural barriers as well as the quality, frequency, and clarity of memos and newsletters. It is important to remember that communication needs to be a two-way street, where parents can communicate their questions and concerns to schools as well as the other way around. For volunteering, she recommends using an annual postcard survey to gather all of parents’ available times, as well as having a class parent and telephone tree to communicate information. In the year 2019, a Google Doc would probably be easier. It is easy for volunteering to only be accessible for those parents who are able to take time off of work, while parents working full time or multiple jobs have less time to volunteer. It is important that volunteering be accessible to all family members, so it should be stressed that volunteering does not need to be during the school day or at the school building - it is anything that supports school goals and student learning in any way. For learning at home, she recommends providing families with important information, like syllabuses, homework policies, calendars, and information packets on assisting students in improving their skills. Again, challenges include language barriers and families in poverty who have less time and resources. However, learning at home is one of the most important elements to address in order to provide a more equitable learning experience for all students. For decision making, Epstein recommends utilizing active parent councils, independent advocacy groups to lobby for school reforms, and an effective network linking parents with school representatives. The challenge here again is that it is easier for families of a firmer economic standing to free up the time to involve themselves in things like PTO meetings. Luckily, with modern technological improvements, communication and involvement is easier and quicker than ever before. It seems like an important step would make it so that all families can easily have input and vote on issues via the internet or mail if they do not have to the time to physically attend council meetings. For collaborating with community, she recommends summer programs and service opportunities for students and families in their local communities (Epstein’s Framework). This could also include internship opportunities for students who want to learn more about a certain trade. Community collaboration has the potential to not only increase the knowledge and workforce skills of students and their families, but increase the number of support systems that students have in place around them.

To Conclude

Although middle school is a period of increased academic pressure and social stress for many students, family involvement tends to decrease right around this time as well. Some people think that their children do not want them to be as involved in their lives, some are overwhelmed and unprepared to help their children with their schoolwork due to accelerating curriculum, and some are extremely busy with work and other commitments (Parent Involvement in Middle School). Young adolescent students are experiencing a variety of changes, both physical, cognitive, and emotional, that require a strong support system. They are able to think more abstractly and are starting to develop their own moral and spiritual code. They often “experiment with new behaviors as they seek social position and personal identity (Developmental Characteristics of Young Adolescents).” Many are even experimenting with sarcasm! Even though family engagement may look different in middle school than it did in elementary school, that doesn't mean it is any less important.

As the popular proverb states, “it takes a village to raise a child (NEA).”  In our rapidly changing world, it is more important and easier than ever to strengthen school, family, and community connections (Fostering Meaningful Connection).

Bibliography

Brannon, D. (2007, December). Addressing the Decline of Parent Involvement in Middle School. Retrieved from https://www.naesp.org/sites/default/files/resources/2/Principal/2007/N-Dp62.pdf

Caskey, M. (2014, October). Developmental Characteristics of Young Adolescents. Retrieved from https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/455/Developmental-Characteristics-of-Young-Adolescents.aspx

Epstein, J. (n.d.). Epsteins Framework for Parent Involvement.pdf. Retrieved February 28, 2019, from https://drive.google.com/file/d/0B4-yDe2y5kw3Z2JfbnFSRk9aUmM/edit

Family Engagement. (2018, March 07). Retrieved from https://eclkc.ohs.acf.hhs.gov/family-engagement

Family Engagement. (n.d.). Retrieved April 7, 2019, from https://community.ksde.org/Default.aspx?tabid=4477

Parent, Family, Community Involvement in Education. (n.d.). Retrieved March 24, 2019, from http://www.nea.org/assets/docs/PB11_ParentInvolvement08.pdf

Poth, R. (2018, April 09). Promoting Family Engagement: 5 Ways to Foster Meaningful Connection. Retrieved from https://www.gettingsmart.com/2018/04/promoting-family-engagement-5-ways-to-foster-a-more-meaningful-connection/

Reilly, E. (n.d.). Parental Involvement through Better Comm.-2.pdf. Retrieved March 14, 2019, from https://drive.google.com/file/d/0B6XDMDNKCm2FamNnV3FYdUpOZUU/view

Ross, T. (2016, March 07). The Differential Effects of Parental Involvement on High School Completion and Postsecondary Attendance. Retrieved March 20, 2019, from https://www.redalyc.org/html/2750/275043450016/

The Importance of Parent Engagement: A List of Research and Thought Leadership. (n.d.). Retrieved March 24, 2019, from https://www.familiesandschools.org/blog/the-importance-of-parent-engagement/

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Mini-DAR: PC 3.2 Positive Social Interaction.

https://docs.google.com/document/d/1eng-CyS6HD6VQG63bkJdk9GA726z-rUUrR5trqLWUGA/edit?usp=sharing

Girl Rising: Tanya Lee Stone Speaks

This year we read Girl Rising, by Tanya Lee Stone, as our education common text. It is based on a documentary, also titled Girl Rising, about the struggle of girls worldwide to gain an education. There are interviews from women of many different cultures and places, all of whom are fighting to secure a better future for themselves amid societies that want to keep them out of school and at home. In addition to the stories, Girl Rising includes important statistics about education rates worldwide and outlines the potential benefits that human society could reap if education were made accessible to all. Finally, it concludes with a chapter about what readers of the book can do to make change, both locally and internationally.

I was extremely curious about the process of taking a documentary and turning it into a book, so I was excited to see that Tanya Lee Stone was coming here, to Saint Michael's College, to speak about exactly that. I wanted to know why she felt the need to make the documentary into book form and what it was like.

The first thing that Stone discussed in her speech was why she chose to create the book in the first place. She said that she went to see Girl Rising in theatres with her teenage children and despite the fact that they all greatly enjoyed the documentary, none of them could recall exactly where the girls were from, what their barriers were, or how the barriers were challenged and overcome. Stone wanted to take the information that was displayed in the hour and a half long documentary, slow it down, and unpack the issues via a new medium. She chose to make a book both because she is a writer, so she is very familiar with them, and because books allow the reader to read at their own pace, skim where they choose, and go back and re-read in their own time.

Stone "cold-emailed" the producers of Girl Rising, who were more than happy to help her with her vision. They sent her huge files of raw photos and video footage. The video footage in particular was extremely helpful in the writing process because Stone was able to see the body language of the girls being interviewed and more accurately characterize them in her writing. She also emailed parts of her book to the producers as she wrote it so they could give her feedback and let her know if she got any details wrong. It is really incredible that Stone was able to create such a detailed and accurate book on these girls experiences without ever traveling to any of the countries in question. She made sure to thank the Girl Rising documentary crew for their enthusiastic help because without them it would not have been possible.

The book itself is huge and beautiful. Its content is moving and powerful. There was a question asked about why the photos of the girls in Girl Rising are generally so positive and "smiley," when all of the girls interviewed had suffered so much trauma. Stone replied that she made the photo selections because she was so impressed by the resilience and positivity and hope that each girl embodied. The photos represent their attitudes, which are focused on moving forward and working to improve their own futures. She also said that although men are not a large part of her book by any means, there were quite a few instances where it would not have been possible for certain girls to fight against oppressive social situations without the love and support of their fathers or brothers who stood up for them and their right to choose their own destiny. Stone concluded her speech, saying that it was hard to find any girls in developing nations who were unhappy about being in school.

As a future educator, hearing Stone speak reminded me about how incredibly important it is to consider how the experience of education can vary worldwide and from place to place. Depending on where I end up teaching, I may have classrooms full of students who are refugees from places in the world where education is not a right like it is here in the United States. And even here, I need to remember that students ability to do projects and homework often depends on what their home life is like. Some students work jobs after school and have to take care of their siblings while their parents work late to pay the bills, while other students have much more free time and academic and financial support from their parents. The moral that I take away from this is that it is critical that I establish positive rapport in my classrooms, where students feel comfortable telling me about their own background. That way I can provide better and more individualized academic support for them in class. Stone mentioned in her speech how important it was for her to remember not to "swoop in as a white savior without listening" while she was writing her book and that is true for the classroom environment as well. Stone writes that education is the most powerful tool to change the world and I could not agree with her more.

Photo source: https://www.champlain.edu/about-champlain/news-and-events/girl-rising

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