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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