Remote Learning

Solving chronic absence: A whole-school approach (Encore)

Jon Moscow 00:45:21 Comments Off

We speak with Hedy N. Chang of Attendance Works, who describes the long-term impact on student success of chronic absence in all grades. Framing chronic absence as a truancy issue can increase alienation from school. Distinctions between excused and unexcused absences can unfairly penalize low-income students and students of color. Chronic absence rates may hit 40% this year. Ms. Chang discusses relationship-based strategies for mitigating absenteeism.

Developing public communication skills: Speech and debate team

Amy Halpern-Laff 00:34:16 Comments Off

We speak with Denver English teacher and speech/debate coach Anna Steed about the benefits of speech and debate competition. Students acquire critical communication skills and self-confidence; students of color and low-income students can become more comfortable in majority-white, middle-class environments similar to those they may encounter in college. For many students who have challenging home lives, speech and debate opens up worlds of possibility.

Early childhood classes: Crucial (and endangered) developmental support

Amy Halpern-Laff 00:19:45 Comments Off

We talk with Lesley Koplow of the Center for Emotionally Responsive Practice at Bank Street College and Allison Demas, an instructional coordinator in the NYC Dept. of Education about the recent struggle in NYC to save social worker and IC positions and why these roles are so important for children’s emotional and academic development.

From Skinner to computer-based education: Can machines teach?

Jon Moscow 00:44:30 Comments Off

We speak with independent journalist Audrey Watters, author of “Teaching machines: The history of personalized learning,” about the origins of teaching machines and the pedagogies that incorporate mechanical devices for teaching and learning. Ms. Watters explains how BF Skinner’s emphasis on behaviorism, in combination with commercial opportunism, has led in some cases to the supplanting of teachers by computer software.

Malign neglect: School systems fail immigrant students

Jon Moscow 00:27:30 Comments Off

We welcome back Stephanie Carnes, a school social worker who has worked extensively with Central American immigrant students and their families. School systems are designed for homogenous student populations, rather than the diverse reality. Despite new immigrants’ high motivation levels, they often fail for lack of support. School social workers could help design asset-based programs but often aren’t given a seat at the table.

Addressing teachers’ trauma; plus, antiracist teaching in a white classroom

Amy Halpern-Laff 00:40:11 Comments Off

We speak with Shayla Ewing, English and drama teacher in Pekin, Illinois, about supporting teachers experiencing secondary and primary trauma, which the pandemic intensified. We also talk about the how and why of teaching about white privilege in an all-white classroom.

Building communities of trust: transforming family-school relationships

Amy Halpern-Laff 00:43:34 Comments Off

We talk with Dr. Ann Ishimaru of the University of Washington about correcting the power imbalance between schools and low-income families and families of color. We also discuss “learning loss” and why families of color are much more reluctant than white families to return to in-person learning as the pandemic eases.

Creative problem solving: Developing solutionary thinkers

Jon Moscow 00:45:45 Comments Off

We welcome back Zoe Weil, of the Institute for Humane Education, along with Laura Trongard, Oceanside (NY) High School teacher to discuss how teachers are implementing IHE’s Solutionary program. Laura describes how students adopt habits of solutionary thinking in their schoolwork and their lives. Zoe talks about IHE’s new micro-credential program, an online course that prepares teachers to use the solutionary framework. The new edition of Zoe’s book, “The World Becomes What We Teach,” with new content on pandemics and racial tensions, will be released in June.

Grief and loss: Supporting students, families, and teachers in a pandemic (encore)

Amy Halpern-Laff 00:29:56 Comments Off

As of today, March 31st, 2021, over 550,000 Americans have died of COVID-19. We’re reposting our conversation with Cynthia Trapanese former grief counselor, now teacher, who explains that the adults in a school need to grapple with their own losses in order to help children and families.

The bigger picture: High school improvement in the Bronx

Jon Moscow 00:40:30 Comments Off

We speak with Grace Alli Brandstein, an improvement and instructional coach with the New York City Department of Education. Ms. Brandstein works with Bronx high schools that the State has designated as needing support. This is part one of a two part interview. Today, we discuss challenges teachers and students at these schools face, and their everyday achievements. Ms. Brandstein talks about the impacts, both positive and negative, of being rated as needing improvement, especially the pressure it puts administrators, teachers, and students. Next week, Ms. Brandstein talks about abolitionist education.

Supporting English Learners: pandemic and post-pandemic solutions

Amy Halpern-Laff 00:31:45 Comments Off

We speak with Dr. Julie Sugarman of the Migration Policy Institute about meeting the needs of English Learners. We discuss the meaning and implications of ELs “falling behind” during virtual instruction and difficulties administering upcoming English language proficiency tests. Dr. Sugarman talks about a model for incorporating ELs into planning. She also talks about what is lost (and gained) through technology, given the importance of personal relationships to teaching and learning.

Empowering school counselors to support struggling students

Amy Halpern-Laff 00:36:30 Comments Off

Dr. Mandy Savitz-Romer of Harvard Graduate School of Education sees counselors as schools’ academic conscience, the hub for providing holistic support to students. To be effective, they need a seat at the leadership table. Respondents in Savitz-Romer’s 1000-counselor survey described obstacles and successes in serving students during the pandemic.

Parent voice: Supporting families with special needs

Jon Moscow 00:51:00 Comments Off

Ellen McHugh, long time activist and Public Advocate Williams’s appointee to the NYC Citywide Council on Special Education, delves into the challenges facing parents of students with special education needs. Ethical relationships among educators, parents, and the students themselves are crucial to these students’ success. Too often educators minimize the importance of parental input even though the law requires that they be equal partners in their children’s educational planning. Remote and hybrid learning has added new obstacles to and opportunities for partnerships between parents and educators.

Busting out of the classroom: Connecting local history to everyday life

Amy Halpern-Laff 00:43:30 Comments Off

Social studies teacher David Edelman and student Raúl Baez speak about their class’s “Virtual Walking Tour of Slavery in New York City” and other projects in which students become teachers. David’s goal is to instill curiosity and encourage students to connect history to their lived experiences. He shares suggestions for virtual teaching and teacher collaboration.

Audit culture: The dehumanization of education

Amy Halpern-Laff 00:58:57 Comments Off

World renowned educational consultant Bill Stroud talks about schooling within our capitalist culture and the impact that on-line learning will have on teachers’ autonomy and teacher-student relationships. He discusses similarities and differences among classrooms in different countries, the potential impact of the Movement for Black Lives on schools, and what envisioning a different system of schools would look like.

UPDATE Civics education: A Constitutional right?

Amy Halpern-Laff 00:38:05 Comments Off

Last year we interviewed Mark Santow, one of the plaintiffs suing the State of Rhode Island under the 14th Amendment for failing to provide some students civics curricula and other components of an adequate education. After we revisit our interview, Dr. Santow updates us on the suit and reflects on the lawsuit’s particular relevance at a time of pandemic and the Mobilization for Black Lives.

Crises and opportunity: A holistic approach to supporting and empowering youth

Jon Moscow 00:46:50 Comments Off

In light of the pandemic, which has disproportionately impacted BIPOC, and BLM uprisings, we’re revisiting Jon’s interview with Jason Warwin of The Brotherhood/Sister Sol. COVID-19 has devastated Bro/Sis’s community of Black and Brown youth and their families. And despite the pandemic, Bro/Sis staff and members are joining protests to demand systemic change. We’ll check in with Jason and then listen to the interview from last June.

Student stories: SEL through writing and sharing lived experiences

Amy Halpern-Laff 00:40:30 Comments Off

Keith Hefner and Betsy Cohen of Youth Communication discuss their 40-year-old organization. Professional editors help students develop personal stories, which are shared with their peers. Writers experience self-reflection, readers develop empathy and gain strength from knowing others’ experiences, and teachers acquire better understanding of their students. Youth Communication also offers curricula and materials for teachers to implement.

Grief and loss: Supporting students, families, and teachers in a pandemic

Jon Moscow 00:29:30 Comments Off

Cynthia Trapanese, a teacher who spent 17 years as a pediatric chaplain, observes that we are all grieving right now, and that adults need to be aware of their own feelings of loss in order to help children and families effectively. During this period of isolation, children miss not only extended family, especially grandparents, but also their friends, classrooms, and the details of their school days. The impact of prolonged separation from school will be long-lasting. Cynthia is holding webinars for teachers and parents, and shares tips and resources with us.

Culturally responsive practice and SEL: Effective professional development and programs

Amy Halpern-Laff 00:20:00 Comments Off

Dr. Heather C. Hill of Harvard Graduate School of Education looks at the research on culturally responsive education and SEL programs. She examines components of successful professional development programs, and how they apply to SEL and CRE. Well-designed curricula give teachers a framework on which to build and perhaps self-reflect. Daily classroom practices that build trust and engagement are important. Even if the professional development is high quality and teachers embrace the strategies, principal leadership and support is critical for learned practices to continue over time.

Remote Learning

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