Teaching Children Social Justice Values and Leadership: Beyond Sharing and Bullying

7th Annual Social Emotional Learning Conference Nashville, TN

Presented by Tara Voit, Katherine Madison, and Tsitsi Nyabando

6/29-30/2017

Activity 1- What Do You See & Know?

What race, and/or ethnic background do the presenters represent?

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Presenters

Tara Voit, MBA• Boston, MA• Montessori certified 2 ½ to 6 year of age• Private/Public Pre-k experience 15 years• State of TN-PTA Chair of Healthy Children

and Families• Former Executive Director Scarboro

Learning Center• Current early childhood doctoral student

at ETSU

Katherine Madison, MEd

• Johnson City, TN• Highly qualified certification in Pre-K

through 8th grades in TN and NC• Public school teacher 15+ years• Current early childhood doctoral

student at ETSU• Southern Regional Educational Board

(SREB) Doctoral Scholar

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Tsitsi Nyabando, MEd• Zimbabwe, Africa• Public school teacher for 9 years• Licensed teacher in Zimbabwe• Current early childhood doctoral student at

ETSU

Workshop Design

Literature Reviews

Discussion

Implement Supports for Engaging-ALL

• Literature Review• Best Practices in Classroom with Children

• Culture; Language• Learning abilities; Physical abilities• Racial Identity, Ethnic Groups• Religious affiliation/not; Holiday celebrations• Economics, Family structure

• Explore Mini Classroom Learning Environment

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Ice Breaker Activity

YOU

HER/HIM

SHARE

an

Injustice

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Literature Review - Define Social Justice & Children

Anti-bias curricula “puts diversity and equity goals at the center” (Derman-Sparks, LeeKeenan, & Nimmo, 2015, p. 11).

Sykes (2014) stated, “mitigation of social or economic disadvantages...fairness… equality… acknowledgement” (p. 14).

Sykes (2014) noted, “To promote social justice is to have a strong inclination not to stand quietly when someone is being treated unfairly” (p. 54) ...“the early education achievement gap” (p. 55).

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Literature Review - Leadership

According to Sykes (2014) leadership is modeled from the teacher/adult to the child and the qualities are:

1. Human potential - “do the right thing” (p.

12).

2. Knowledge - “leaders hunger” (p. 13).

3. Social Justice - “ education… great equalizer”

(p. 15).

4. Competence

5. Fun and Enjoyment

6. Personal Renewal - revitalize

7. Perseverance - “try again” (p. 17).

8. Courage - “interests of people “ (p. 18).

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Literature Review - Character

“Any nation that neglects the teaching and the upbringing of its youth is a nation on the decline” (Bernice King, 1997, p. 18).

• “...moulding character” (p. 20).

• “...build bridges of understanding ... haven for justice...monument to peace...foundation of hope…” (p. 79).

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Literature Review - Respect w/Words & Actions

Derman-Sparks, LeeKeenan, & Nimmo(2015) suggest to share who we are with children• Affirm children

– racial identity, ethnicity– family structures, socioeconomic status– culture, language, abilities– celebrate (holidays, religion/not)– experiences

• Inclusive in all learning environments• Children learn from peers in social contexts

(Vygotsky, 1978).

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Literature Review – ChangeWheatley (2009) noted … “ Our willingness to have our beliefs and ideas challenged by what others think” (p. 38).

- Coming together, authenticity- Shared values, commonalities

Weisner (2002) stated, ecocultural theory suggests the most important thing a parent can do for their child is deciding where to raise them.

• Resources, activities• Trust/attachments, protections• Opportunities, social & cognitive

development

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Children are a Mosaic of Characteristics & Abilities

• Engage Children in Dialogue

– They are more than a single story

• Words are Powerful

– Use words carefully

• Support their Humanity

– Questions, inquiries

– Investigate unknown

– Provide/promote resources

– Respect for Self and

Others

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Classroom Management/Discipline

The present debate is: What is the best method of discipline in today’s classrooms? and What is the function, role and practice of school discipline?

There is no debate that …...

• The chosen classroom management plan should provide students with a safe, orderly and secure space to learn.

• The teacher should teach their students basic respect and cooperation within their classroom.

(Skiba & Losen, 2016)

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HistoryIn the past 20 years policymakers response to growing concerns about safety in schools and constant disruption in classrooms have been with a “get tough” philosophy/practices.

• Zero Tolerance Policy (1980)– method created to use severe punishments to send the

message that certain behaviors will not be tolerated. (Ex. weapons, gang related activity and drugs on campus)

• Frequent out of school suspensions/expulsions

• Increased visibility of security personnel in the school, school resource officer/policemen

(Skiba & Losen, 2016)

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ImpactResearch shows that suspensions and expulsions did very little to decrease the inappropriate behaviors within the classrooms and increase in school safety; however, teachers continue to use these practices with students. In fact schools with high suspensions rate have significantly poorer school climates.

-Students with prior suspensions/expulsions were more likely to exhibit future antisocial behavior increasing their chances of future suspensions/expulsions.

-Suspensions/expulsions were closely linked to lower individual and school academic achievement.

(Skiba & Losen, 2016)

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Social Injustices-Suspensions/Expulsions increased risk of school dropout and

contact with the juvenile justice system.

- Cradle to Prison Pipeline

-Racial and Ethnic disparities in discipline

-Implicit Biases

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Policies that are directly/indirectly placing

students on a trajectory to prison (Children’s

Defense Fund, 2017).

African American students are three

times more likely to be suspended than

their white peers (Children’s Defense

Fund, 2012).

(Gilliam, 2015)

Restoring Justice/Alternative Practices

PreventionRelationship Building

-strengthen teacher-student relationships-strengthen student/family school relationships

Social-Emotional Learning Programs

-teach students skills to know and manage personal emotions, set

positive personal goals, respect and appreciate the thoughts and ideas of peers

Change the structure of traditional disciplinary systems-PBIS

(Skiba & Losen, 2016)

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Restoring Justice/Alternative Practices

Changes in Disciplinary Policy-policies created based on evidence-based discipline practices-code of conduct policies have moved away from using punitive and

exclusionary practices replacing these practices with comprehensive approaches

Support for teachers-professional development

-ongoing collection and data analysis of discipline data-collaboration with community agencies-increase of presence of on site mental health/instructional support on school campuses

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(Skiba & Losen, 2016)

Physical Learning Environment•Three main components of the environment

- Physical

- Social

- Temporal

•The physical environment reflects the teacher’s beliefs,

priorities, values, and philosophy

•Should be emotionally safe, and respectful to all children,

•Room arrangement allows for

- Differentiated learning activities

- Allows appropriate maximum interaction

- Encourages cooperative learning(The IRIS Center, 2015; Charles & Senter, 2002)

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The Learning Environment• Children should feel a sense of belonging in the classroom.• Bringing the school closer relation with the home and

neighborhood life (Dewey, 1899).– Artifacts that show and respect diversity of families in the

classroom and throughout the world.– Materials that are developmentally appropriate, linguistic

and culturally component.– Families can provide resources that they use at home and

family pictures.– Students take pride in their work and gives them a sense of

ownership when their work is fairly displayed(Faulk & Evanshen, 2013; Killeen, Evans, & Danko, 2003)

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Physical Learning EnvironmentPersonalization of spaces, spaces designed for small

group learning- enable students to share important aspects of their

lives- art and pictures of classwork generates sense of self

identity make students know they are valued as part of the class

- gives students a sense of ownership and improves their involvement

- encourage students to work together(Faulk & Evanshen, 2013; Killeen, Evans, & Danko, 2003)

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Discussion

• Thoughts?

• Comments?

• Ideas, suggestions?

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ReferencesChildren’s Defense Fund. (2012). Portrait of inequality 2012: Black children in America. Retrieved from http://www.childrensdefense.org/library/data/portrait-

of-inequality-2012.pdf

Children’s Defense Fund. (2017). Cradle to prison pipeline. Retrieved from http://www.childrensdefense.org/campaigns/cradle-to-prison-pipeline/

Dewey, J. (1899). The school and society. Chicago, IL: University of Chicago Press.

Edwards, C., Gandini, L., & Forman, G. (1998). The hundred languages of children: The Reggio Emilia approach to early childhood education. Norwood, NJ:

Ablex Publishing.

Faulk, J., & Evanshen, P. (2013). Linking the primary classroom environment to learning. Young Children, 68(4), 40–45.

Derman-Sparks, L., LeeKeenan, D., Nimmo, J. (2015). Leading anti-bias early childhood programs: A guide for change. New York, NY: Teachers College Press.

Killeen, J. P. , Evans, G. W. & Danko, S. (2003). The role of permanent student artwork in students’ sense of ownership in an elementary school. Environment

and behavior, 35 (2), 250-263.

King, B. (1997). Hard questions, heart answers. New York, NY: Broadway Books.

Skiba, R. & Losen, D. (2016). From reaction to prevention: Turning the page on school discipline. American Education, 39 (4), 4-11.

Sykes, M. (2014). Doing the right thing for children: Eight qualities of leadership. St. Paul, MN: Redleaf Press.

The Iris Center. (2015). Early childhood environments: Designing effective classrooms. Retrieved from https://iris.peabody.vanderbilt.edu/module/env/

Vygotsky, L., & Cole, M. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Weisner, T. (2002). Ecocultural understanding of children's development pathways. Human Development, 45(4), 275-281.

Wheatley, M. J. (2009). Turning to one another: Simple conversations to restore hope to the future. San Francisco, CA: Berrett-Koshler Publishers, Inc.

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Images from Google