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A Framework for Anti-Bias Education

The Social Justice Standards are a road map for anti-bias education at every stage of K-12 instruction. Comprised of anchor standards and age-appropriate learning outcomes, the standards provide a common language and organizational structure educators can use to guide curriculum development and make schools more just and equitable.

Divided into four domains-identity, diversity, justice and action (IDJA)-the standards recognize that, in today's diverse classrooms, students need knowledge and skills related to both prejudice-reduction and collective action. Together, these domains represent a continuum of engagement in anti-bias, multicultural and social justice education. The IDJA domains are based on Louise Derman-Sparks' four goals for anti-bias education in early childhood.

Each of the IDJA domains has learning outcomes and school-based scenarios organized by grades K-2, 3-5, 6-8 and 9-12.

Download the Standards

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The Social Justice Standards are a road map for anti-bias education at every stage of K-12 instruction, providing a common language and organizational structure educators can use to guide curriculum development and make schools more just and equitable.

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Each of the games below allow for proper distancing and don't require any shared equipment. Games are organized by age group and spaces where they can be played. Each link will take you to online game rules, a downloadable pdf, and a video which explain how to set-up, play, and modify each game.

You will also find general resources on how to organize play spaces, safely transition young people to and from these spaces, and get their attention.

If you are unable to hold in-person activities, we also offer free trainings on engaging kids in movement through virtual programming. Check out our remote trainings here.

Getting started: Watch this video for tips for running a safe, active, and fun activity. In this video, we will review (1) our ready, explain, play strategy for organizing recess, (2) tips on how to lead a game, and (3) conflict resolution strategies.

View our task tent activities designed for kids to play independently. All task tents are ideal for students in kindergarten through fifth grade and can be played in almost any space including auditoriums, cafeterias, gyms, hallways, and playgrounds.

Help Asphalt Green provide resources for kids to stay active. Asphalt Green, like many nonprofits, has felt the effects of COVID-19. We need your support now more than ever to continue providing for the community. We are stronger together.
DONATE TODAY

Check out Asphalt Green on YouTube! Our interactive videos get kids moving, encourage creativity, and require little space and no equipment. Plus, they are just 10 minutes long - perfect for homework breaks, a Saturday morning stretch, or any time your child needs to release energy.
Kindergarten to Second Grade

Animal Kingdom (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Animal Relay (Auditorium, Cafeteria, Gymnasium, Hallway, Playground)

Body Bingo (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Bust a Rhyme (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Clap and Move (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Classy Moves (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Detective (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Do as I Say, Not as I Do (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Explorers (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Fitness Relay (Auditorium, Cafeteria, Gymnasium, Hallway, Playground)

Freeze Dance Party (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Heart Smart (Auditorium, Cafeteria, Gymnasium, Hallway, Playground)

High Wire (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Hit Record (Auditorium, Cafeteria, Gymnasium, Hallway, Playground)

Hungry Wolf (Gymnasium, Hallway, Playground)

I'm Going to Recess (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Kitty Cat Careers (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Line Math (Gymnasium, Playground)

Lion's Den (Gymnasium, Hallway, Playground)

Memory Making (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Name and Motion (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Pass the Movements (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Red Light, Green Light (Gymnasium, Hallway, Playground)

Riverbank (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library)

Show Me Your Moves (Auditorium, Cafeteria, Gymnasium, Hallway, Playground)

Simon Says (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Speedway (Gymnasium, Playground)

Steal the Bacon (Auditorium, Cafeteria, Gymnasium, Hallway, Playground)

Sticks (Auditorium, Cafeteria, Gymnasium, Hallway, Playground)

Storytellers (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Sun, Moon, Earth (Gymnasium, Playground)

Switch, Change, Rotate (Auditorium, Cafeteria, Classroom, Gymasium, Hallway, Library, Playground)

Temple Runner (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library)

The Maze (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Twizzle (Auditorium, Classroom, Hallway, Gymnasium )

Up, Down, Stomp, Clap (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Third Grade to Fifth Grade

Ah-So-Co (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Alien (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Alien, Tiger, Cow (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

All My Neighbors (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Animal Kingdom (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Animal Relay (Auditorium, Cafeteria, Gymnasium, Hallway, Playground)

Ba-Boom (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Body Bingo (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Bust a Rhyme (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Classy Moves (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Countdown (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Detective (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Do as I Say, Not as I Do (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Fitness Relay (Auditorium, Cafeteria, Gymnasium, Hallway, Playground)

Freeze Dance Party (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Heart Smart (Auditorium, Cafeteria, Gymnasium, Hallway, Playground)

Hit Record (Auditorium, Cafeteria, Gymnasium, Hallway, Playground)

Hungry Wolf (Gymnasium, Hallway, Playground)

I'm Going to Recess (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Jedi Mind Trick (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Kitty Cat Careers (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Line Math (Gymnasium, Playground)

Lion's Den (Gymnasium, Hallway, Playground)

Memory Making (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Mirror, Mirror (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Name and Motion (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Pass the Movements (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Pat, Clap, Thump (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Red Light, Green Light (Gymnasium, Hallway, Playground)

Riverbank (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library)

RPS Rumble (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Shipwreck (Gymnasium, Hallway, Playground)

Show Me Your Moves (Auditorium, Cafeteria, Gymnasium, Hallway, Playground)

Simon Says (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Slow Motions (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Spark (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Speedway (Gymnasium, Playground)

Splat (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Steal the Bacon (Auditorium, Cafeteria, Gymnasium, Hallway, Playground)

Sticks (Auditorium, Cafeteria, Gymnasium, Hallway, Playground)

Storytellers (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Sun, Moon, Earth (Gymnasium, Playground)

Switch, Change, Rotate (Auditorium, Cafeteria, Classroom, Gymasium, Hallway, Library, Playground)

Temple Runner (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library)

The Great Debate (Auditorium, Cafeteria, Classroom, Gymasium, Hallway, Library, Playground)

The Maze (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Twizzle (Auditorium, Classroom, Gymnasium, Hallway)

Up, Down, Stomp, Clap (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway Library, Playground)

Wait a Minute (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Whoosh! (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Zip, Zap, Zoom (Auditorium, Hallway, Cafeteria, Classroom, Gymnasium, Library, Playground)

Sixth Grade to Eighth Grade

Ah-So-Co (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Alien (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Alien, Tiger, Cow (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

All My Neighbors (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Animal Kingdom (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Ba-Boom (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Body Bingo (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Countdown (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Do as I Say, Not as I Do (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Fitness Relay (Auditorium, Cafeteria, Gymnasium, Hallway, Playground)

Hungry Wolf (Gymnasium, Hallway, Playground)

I'm Going to Recess (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Jedi Mind Trick (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Kitty Cat Careers (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Line Math (Gymnasium, Playground)

Lion's Den (Gymnasium, Hallway, Playground)

Mirror, Mirror (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Name and Motion (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Pass the Movements (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Pat, Clap, Thump (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

RPS Rumble (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Shipwreck (Gymnasium, Hallway, Playground)

Slow Motions (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Spark (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Speedway (Gymnasium, Playground)

Splat (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Steal the Bacon (Auditorium, Cafeteria, Gymnasium, Hallway, Playground)

Sticks (Auditorium, Cafeteria, Gymnasium, Hallway, Playground)

Sun, Moon, Earth (Gymnasium, Playground)

The Great Debate (Auditorium, Cafeteria, Classroom, Gymasium, Hallway, Library, Playground)

The Maze (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Up, Down, Stomp, Clap (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Wait a Minute (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Whoosh! (Auditorium, Cafeteria, Classroom, Gymnasium, Hallway, Library, Playground)

Zip, Zap, Zoom (Auditorium, Hallway, Cafeteria, Classroom, Gymnasium, Library, Playground)

About Asphalt Green
Asphalt Green is a nonprofit organization dedicated to assisting individuals of all ages and backgrounds achieve health through a lifetime of sports and fitness. At Asphalt Green, we believe sports and fitness have the power to change lives.

About REP
Our Recess Enhancement Program (REP) addresses barriers to physical activity by reclaiming the most underutilized part of the school day - recess. Each year, REP serves more than 28,000 students (kindergarten through fifth grade) from 60 elementary schools in Manhattan, Brooklyn, Queens, and the Bronx. All the resources here are cornerstones of the program.

To learn more about our training and consultation services, click here or contact communityprograms@asphaltgreen.org.

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Kids' Games for Social Distancing | Asphalt Green

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Each of the games below allow for proper distancing and don't require any shared equipment. Games are organized by age group and spaces where they can be played. Each link will take you to online game rules, a downloadable pdf, and a video which explain how to set-up, play, and modify each game.

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Where we learn matters. This truth has exploded as we have waded through the realities of emergency remote learning.

As a profession, we have honorably pivoted to meet the needs of students, but all of us have experienced the soft spots of our strategy. We have seen students lack access to technology and Wi-Fi. We have watched as students with additional challenges, including those with physical or learning disabilities, fade from technology-rich learning, and we have even seen our most driven students burn out from the daily grind of hours on video conferences and completing assignments online.

All of this has us eager to be back in the same physical space as our students as soon as possible. Nothing replaces proximity when it comes to fostering relationships and building trusted connections with students.

The realities of COVID-19 spreading in our communities without a vaccine or herd immunity means that a return to full schools without restrictions is simply out of our reach for many months. We will likely see students returning to school in shifts to classrooms that have been specifically designed to protect students and teachers. Cafeterias, gymnasiums, and libraries may be off limits. Practices we once took for granted, such as community supply stores, learning in groups and soft seating may be on hold for now. All of these things will stretch our ability to redesign our spaces so that students can explore, discover, and connect in meaningful ways.

As the number of things that remain out of our control grows (spacing of desks, movement in and between classes, scheduling), there are still a number space design considerations that we can control and which can allow our students to truly benefit from where they learn. Consider these five ways to craft your classroom in these unique moments when we need to balance the health and humanity of our spaces.

Signage and First Impressions

Returning to a school building for the first time since we were all jettisoned to emergency remote learning will be a stressful event. Many teachers and students haven't gathered in large groups since March, so this return to school will elicit a variety of emotions from everyone. To support students' emotional needs, it will be important to set the right tone with the signage that fills our spaces.

From the front doors of the school, through the hallways, and into our classrooms, do we have signage that cares for all or produces fear? Are we asking people to be a part of a responsible community or filling them with negative messages that lack empathy for the emotional stress of returning to school? There is definitely a need for everyone to understand the community health rules of a space, such as frequent hand washing and donning masks, but this doesn't have to be our leading message. Let all spaces acknowledge the reality, but stress belonging, community and the joy of being together again.

Optimizing the Perimeter

While the Centers for Disease Control and Prevention and state health departments may have control over how we design the floor plan in our classrooms (i.e., six feet of space between desks, directional walking patterns, coordinated movement between spaces), educators have control over how we design the perimeter of our classrooms.

Fill the walls with only essential items for learning. During emergency remote learning, we have realized that students can learn without the anchor charts and inspirational posters on the wall. We shouldn't design a sterile space, but instead design with fresh eyes and ask these questions. Does having this item on the wall add to the visual clutter or support daily learning? Can I move more learning resources away from the front of the learning space to calm and focus students on presentations and content? In what ways, can I design with a color palette in mind that brings a coherence to the space? Answering these questions and focusing on the spaces that you can control will allow the classroom to be a place of normalcy during a time when all of the rest of school feels different.

Minimize Teacher Only Space

This was always a good idea, but with the mandated restrictions on space, we need to double down items that fill up space with no real purpose. Start by looking at the teacher-only space in the room-and if you don't know what spaces are teacher-only, ask students to go stand in spaces where they feel are implicitly off limits. This will give you a sense of what spaces have been removed from student use. If we are limited by the rule that only allows 10-15 people in a space, then every square foot matters. Consider ways to add 20-30 square feet back to the space available for students. This addition by subtraction will help give students some breathing room.

Movement and Choice

Intentional space design is anchored in the concepts of maximizing physical movement and providing students with choice over where they learn. This has resulted in the flexible, agile and active classroom efforts that had incredible momentum before COVID-19 disoriented all aspects of learning.

Learning science continues to show us that movement and choice are key to optimal learning. But in this sliver of life these optimal design elements must be put on hold to mitigate the risks of spreading the virus. Even so, we can't eliminate these elements in totality. Having students stand for 3-5 minutes behind their desks to listen to the teacher talk can keep the brain oxygenated and primed for learning. Giving students permission to stand along the sides or in the back of the room or even the chance to sit on the tops of their desks will promote choice and supply variation to a room that has been sterilized by its arrangement. In some locations, moving learning to an outdoor space is an option, and when available can provide the movement needed to greater engagement and joy to learning.

Space is Time and Time is Space

Space and time are interconnected, and when we talk about the aspects of space that we can control in these trying times, we should also talk about intentionally designing the time that we have with students. Face-to-face time shouldn't be a content blitz filled with the voice of the teacher, as most of this can happen in virtual learning; instead, use this time to connect and listen. Use in-class time to promote conversation and community. Use it to calm and lower stress. In the coming months, our time with students may not have daily consistency, so it will be essential to design the time in our physical spaces to support the whole child. It will also be a time to anchor learning in relevant, meaningful contexts. Sync time design and space design to support the academic and emotional needs of all students.

This will be a very non-linear return to our school buildings. In some locations, students will come to school with a new type of schedule. Their in-person learning may pause because of contagion or public health concern and then return to the physical space again. This cycle could happen many times throughout the upcoming school year. For other students and families, they will remain in a virtual only space because of their unique needs or the success that they have found in the virtual learning environment.

All of these variables will require educators to design with the flexibility that allows for students to fluidly move between physical and virtual learning spaces. Design with this reality in mind. Make sure that our digital learning spaces provide easy access to resources and learning tasks. Minimize the digital clutter in these spaces. Model the power of learning near natural light and bringing fresh air into the mix whenever possible, so that students carry this into their home learning spaces.

Where we learn matters, and as we consider the launch of the new school year, take time to listen to students, notice their needs and incorporate that in which we can't control into the design elements that we can control. With these efforts, we can heal, remain healthy and continue to bring a deep sense of humanity to our work to guide the learning for our students, students that are eager to be connected with their learning community again.

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What Does Good Classroom Design Look Like in the Age of Social Distancing? - EdSurge News

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Where we learn matters. This truth has exploded as we have waded through the realities of emergency remote learning. As a profession, we have honorably pivoted to meet the needs of students, but all of us have experienced the soft spots of our strategy. We have seen students lack access to technology and Wi-Fi.

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After months of skyrocketing coronavirus cases, shuttered schools and remote learning, the push around the world to reopen campuses and bring students back to class raises a new wave of questions and concerns.

What will a school day look like in a time of social distancing?

How will classrooms and learning change?

How will district leaders ensure that both educators and students are safe?

For schools that have already opened, like the Phoenix Gymnasium secondary school in Dortmund, Germany, back-to-school means reinventing practices, from social distance strategies to desk arrangements and many, many signs. (Last month, we took a photo tour of one Denmark school that had reconceived the school day.)

As other countries in Europe and Asia now also reopen, the concept and routine of school is changing around the globe. We've scoured the photo wires for glimpses of this new normal - here are some of the memorable moments photographers are capturing as school communities come back together amid a public-health crisis:

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Photo Tour: What School, Class & Safety Look Like in 8 Countries Around the World as Students Return After Coronavirus

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After months of skyrocketing coronavirus cases, shuttered schools and remote learning, the push around the world to reopen campuses and bring students back to class raises a new wave of questions and concerns. What will a school day look like in a time of social distancing? How will classrooms and learning change?

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For Trinity Thompson, the decision of whether or not to address high-profile killings of black people with her second-graders was a no-brainer. She was teaching in Harlem soon after Eric Garner was killed by a police officer in a nearby New York City borough.

"How do I respond to this?" Thompson recalls asking herself. "And then from there, it was like, How do I respond to this- again?" Each time news reports covered another black person dying at the hands of police, her students-most of whom were black-asked more and more difficult questions. A career-long social justice educator, Thompson was committed to a response that focused not only on the problem, but also on how people were resisting it and seeking solutions.

And that meant teaching second-graders about Black Lives Matter (BLM).

She knew it was risky. When the Black Lives Matter movement comes up in conversation, it is often characterized in one of two ways: as the work of strategic activists drawing attention to and combating issues that harm black people, black communities and humanity at large, or as a movement marked by violent outbursts and driven by an exclusionary, racist, anti-police agenda.

This split gives some educators pause when it comes to teaching about BLM. Others embrace the topic, recognizing it as an opportunity to teach about collective action and to link past racial justice movements to the present. But all educators, by virtue of the fact that their students have either direct or mediated exposure to Black Lives Matter, should know the basic facts about the movement's central beliefs and practices.

Not all of us are like Thompson; the students who sit in front of us daily are not always directly affected by the killing of unarmed black people or any of the other injustices that plague our nation. But as teachers who function as caretakers, truth-seekers and advocates of justice, we can acknowledge how the threat of justice in one community is, to borrow from Dr. Martin Luther King Jr., a threat to justice in every community. We have a civic responsibility to be educated about Black Lives Matter and, as we learn, we must teach.

The Beginning and the Hashtag

The Black Lives Matter movement began with a commitment to ending police brutality and state-sanctioned violence and injustice against black people. It is also dedicated to affirming black people's "contributions to this society, our humanity, and our resilience in the face of deadly oppression," according to its founders. The movement was started by three black women-Alicia Garza, Patrisse Cullors and Opal Tometi-following the 2013 acquittal of George Zimmerman, a Florida man who had shot and killed Trayvon Martin, an unarmed black teenager, the preceding year. Garza took to social media the night of that acquittal, stating in part, "Black people. I love you. I love us. Our lives matter." A year later, Michael Brown, another unarmed black teenager, was shot and killed by a white police officer in Ferguson, Missouri; the officer was not indicted. Shortly thereafter, the internet was filled with messages of outcry and support that included #BlackLivesMatter.

Since the Ferguson action in 2014, BLM has taken shape as a multichapter national organization; 37 chapters currently operate in the United States, one in Canada. Many BLM chapters and other organizations that embrace the movement mobilize people to demonstrate in communities where police shootings have occurred and to convene at large gatherings-such as political rallies-to bring awareness to police brutality. The website of the original group, blacklivesmatter.com, also lists other types of local and national events, such as teach-ins, panels and Twitter chats, and encourages organizers to submit their own events.

In an October 2016 interview with TEDWomen, Cullors explained what the movement means to her.

"Black Lives Matter is our call to action. It is a tool to a reimagined world where black people are free to exist, free to live. It is a tool for our allies to show up differently for us," she said. "I grew up in a neighborhood that was heavily policed. I witnessed my brothers and my siblings continuously stopped and frisked by law enforcement. I remember my home being raided. And one of the questions, as a child, I had was why? Why us? Black Lives Matter offers answers to the why."

Myths and Criticisms

People who don't follow Black Lives Matter usually become aware of the movement when news sites report on BLM actions or protests. What many people don't realize is that the leadership also embraces policy change and legislation as necessary elements to end oppression of black people-and that the work and the leadership are not limited to the Black Lives Matter network.

One common misconception about the BLM movement is that it is leaderless. But there isn't one leader; there are many. "BLM is composed of many local leaders and many local organizations including Black Youth Project 100, the Dream Defenders, the Organization for Black Struggle, Hands Up United, Millennial Activists United, and the Black Lives Matter national network," organizers explain on the website. "We demonstrate through this model that the movement is bigger than any one person."

Another misconception is that the movement is solely a mechanism for protest. In fact, the many people and organizations with agendas and goals that overlap and align with BLM have produced detailed policy demands and proposals for institutional reforms. Campaign Zero, for example, outlines a list of policy proposals largely focused on ending police brutality. It is a strategy for addressing one of the most visible, damaging and deadly symptoms of systemic racism. The Movement for Black Lives, a collective of more than 50 organizations, advances a platform covering six areas of domestic-policy reform, including economic justice and investment in equitable education and health care instead of criminalization and incarceration.

Many people, however, view the BLM movement as violent, seeking to "sow a racial divide" and intent on interrupting the work of police officers commissioned to protect and serve the public. For example, Rudy Giuliani, the former mayor of New York City, said in a television interview that the movement is "inherently racist" and "divides us." He further stated, "They don't mean 'black lives matter'; they mean 'let's agitate against the police matters.'"

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Why Teaching Black Lives Matter Matters | Part I

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For Trinity Thompson, the decision of whether or not to address high-profile killings of black people with her second-graders was a no-brainer. She was teaching in Harlem soon after Eric Garner was killed by a police officer in a nearby New York City borough. "How do I respond to this?"

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We have come a great distance in this nation since the assassination of Dr. Martin Luther King, Jr. The African-American middle class has grown. African Americans, women, and other minorities are in positions of leadership today that they could never have aspired to 40 years ago. In the 2008 election season, an African-American man is a serious contender for the Democratic nomination for president; so is a woman. In 1968, just these ideas would have been seen as highly unlikely, even dangerous.

There are more African-American elected officials today than we would have ever dreamed possible in 1968. Then, there were fewer than 50 Black elected officials in the 11 Southern states of the Confederacy. Today there are over 8,000 all across the country, and Mississippi has more than any other state. Our whole society has been captivated by African-American megastars, like Oprah Winfrey, who dominate the cultural dialogue, influence stock trades, and lead by example as philanthropists and humanitarians.

On the other hand, there are still millions of Black people in this country, and people of color across the globe, who are left out and left behind. There are still people who cannot afford to see doctors. We are still spending too many of our resources on war, instead of meeting basic human needs. In 1968, this nation was engulfed in violence. Violence is accepted by too many in our society today as a means to silence opposition and difference. A culture of violence has sprung up among us that is gnawing at the soul of our society, a culture which justifies brutality, torture and cruelty. In 1968, we could not avoid the signs of overt racism and hatred in our daily lives. Forty years later, we are still reckoning with those same symbols of hate, whether through a noose hung on a tree in Jena, La., or on a professor's door at Columbia University.

In my estimation, the greatest speech Dr. King ever made was delivered at Riverside Baptist Church in New York City on April 4, 1967. I was there in the audience when he began by saying, "A time comes when silence is betrayal. ... Even when pressed by the demands of inner truth, men do not easily assume the task of opposing their government's policy, especially in times of war." He was speaking then about the war in Vietnam. Forty years later, the fundamental assertions made in his speech apply to the war in Iraq today.

"A true revolution of values," he continued, "will soon cause us to question the fairness and justice of many of our past and present policies. ... A true revolution of values will soon look uneasily on the glaring contrast of poverty and wealth ... and say, 'This is not just.' ... A true revolution of values will lay hands on the world order and say of war, 'This way of settling differences is not just.' ... True compassion is more than flinging a coin to a beggar. It comes to see that an edifice which produces beggars needs restructuring."

In 2008, we are still rediscovering the true meaning of our democracy. Democracy is not a state. It is not some high plateau that we struggle to reach so we can finally settle down to rest. Democracy is an act. It is an act that requires participation, organization and dedication to the highest principles. It is an act, and a series of actions that require us to continuously verify our commitment to civil rights and social justice at every challenge. Above all, Martin Luther King, Jr. led by example and demonstrated this devotion with his life and his sacrifice. "Some of us who have already begun to break the silence of night," he said, "have found that the calling to speak is often a vocation of agony, but we must speak."

In the final analysis, we cannot deny that 40 years later, the dream of Martin Luther King, Jr. still has not been realized. We still have not reached the Promised Land that he described the night before he was killed in Memphis, Tenn. Are we closer to building the Beloved Community? Are we closer to building a society based on simple justice that values the dignity and the worth of every human being? Yes, we are closer, but we still have a great distance we must travel before we build a Beloved Community, a nation and a world society at peace with itself.

John Lewis has been the Representative of the 5th U.S. Congressional District of Georgia since 1987 and has been called "the conscience of the U.S. Congress" by House Speaker Nancy Pelosi. One of the most courageous figures in the Civil Rights Movement, Lewis was a founder of the Student Nonviolent Coordinating Committee (SNCC) and a participant in many of the most notable actions of the era, including lunch counter sit-ins, the Freedom Rides of 1961 and the march across the Edmund Pettus Bridge in Selma, Ala. in 1965. He was beaten severely by angry mobs on many occasions and arrested more than 40 times, but steadfastly adhered to the principles of nonviolence espoused by Dr. Martin Luther King, Jr. and others in the Movement. Born the son of sharecroppers outside Troy, Ala., Lewis is a graduate of Fisk University and recipient of numerous awards for his lifelong leadership. He lives in Atlanta with his wife, Lillian. His Walking with the Wind: A Memoir of the Movement (ISBN 0-15-600708-8; $16) is the most definitive of many books, movies and documentaries about his life and works.

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Teaching Tolerance provides free resources to educators-teachers, administrators, counselors and other practitioners-who work with children from kindergarten through high school. Educators use our materials to supplement the curriculum, to inform their practices, and to create civil and inclusive school communities where children are respected, valued and welcome participants.

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When students return to school, their day-to-day experiences will be dictated by social-distancing rules and recommendations from public health authorities. Long-established routines of how they learn and socialize will have to change.

Education Week spoke to more than a dozen experts, including public health officials, education leaders, and superintendents, to discuss how students' daily lives may look in this new reality.

Avoid the morning rush.

The minutes before the first bell when students stream, en masse, through the main entrance will slow to more of a trickle.

> Ideas to make it work: Assign students to use different entrances. Stagger drop-off processes, so students don't arrive all at once. Put tape marks on the floor where students will need to line up to indicate social distancing.

Ditch the lockers.

Health officials have recommended against letting students store items in lockers-especially if they share a locker with a classmate.

> Ideas to make it work: Some districts, like Pinellas County in Florida, may put as many textbooks as possible online, so lockers won't be needed.

Rearrange classrooms.

Six feet. That's the starting point for planning every space in the school. For classrooms, that means six feet of distance between desks and turning desks to face the same directionending, at least for the time being, the established practice of desks clustered together in groups, fostering student collaboration. This will be difficult to pull off in already-crowded classrooms.

> Ideas to make it work: Consider every space in your building, indoor and outdoor. Repurpose larger rooms, like the library or the auditorium, into additional classrooms. Ask teachers to pare down extra furniture and other items in their classrooms-like bookshelves, rugs, and comfortable seating-to accommodate more students. Schools might also consider separating students' desks with partitions to create a physical barrier.

Minimize movement.

Students might spend their entire day in the same classroom, with teachers moving from room to room.

> Ideas to make it work: Hold some elective courses online and prioritize core classes during in-person instruction.

Pay special attention to the most vulnerable students.

Know which students lost the most ground in their learning and struggled most in prolonged closures when only remote learning could be provided and make specific plans to support them.

> Ideas to make it work: If some virtual learning must continue as school buildings begin to reopen, students with disabilities, English-language learners, and students who don't have reliable access to online learning should receive priority to be in schools every day.

Banish shared school supplies.

Teachers will need to devise a new system of school supply distribution to adhere to the U.S. Centers for Disease Control and Prevention's recommendation to minimize the sharing of high-touch materials. This will require the most rethinking in the early grades where there's typically a communal supply of pencils, crayons, markers, and other materials.

> Ideas to make it work: Teachers can assign supplies to a single child or allow one group of children to use the supplies at a time, disinfecting between every use. Schools with enough resources can purchase and provide the extra supplies to avoid issues of inequity for students whose families can't afford to buy the materials.

Provide alternatives to science labs and other hands-on instruction.

Typically, students share equipment during laboratory experiments and work in close quarters, which can pose a safety risk.

> Ideas to make it work: National Science Teaching Association President Elizabeth Allan said teachers will have to consider alternatives to in-person experiments, including virtual reality and simulations, solo demonstrations by the teacher, and asking students to do some experiments at home. However, teachers must consider whether their students have the resources and support to safely perform any parts of the lab at home. Teachers might also have to pare down their curriculum to teach only the standards and avoid any "extras."

Serve lunch in classrooms.

The CDC recommends that schools serve meals in classrooms instead of the cafeteria, while taking precautions to ensure the safety of children with food allergies.

> Ideas to make it work: Individually packaged meals can be provided instead of having serving lines that require students to congregate in close quarters and share serving utensils.

Reorganize recess.

Students will likely go to recess in staggered shifts, so there aren't too many children outside at once.

> Ideas to make it work: Some school leaders are considering assigning small clusters of playmates, so students only play with the same children each day. The CDC suggests that schools keep playgrounds closed, but if that's not possible, it recommends that schools stagger the use of the playground equipment and disinfect it in between uses. Students will need to wash or sanitize their hands before coming back inside.

Limit or pause extracurricular activities.

The CDC has recommended that schools cancel all extracurricular activities in the first phase of reopening, and then limit activities to those that can be done while maintaining social distancing.

For sports, the National Federation of State High School Associations, which writes the rules of competition for most high school athletics, has released guidelines on restarting athletic practices and competitions. The group based the three phases in its guidelines on the White House's reopening plan, which relaxes restrictions as the local rate of infection declines.

In the first phase, locker rooms should be closed, workouts should be conducted in pods, with the same five to 10 students always working out together, and students should avoid sharing balls during workouts. In the second phase, students should keep working out in pods, locker rooms can reopen if social distancing is maintained, and practices and competitions for lower-risk sports can resume, as can moderate-risk sports practices with some modifications. In phase three, there can be gatherings of up to 50 people both outdoors and indoors, competitions for moderate-risk sports can begin, and high-risk sports practices can begin with some modifications. In all phases, increased hygiene and sanitation measures will be critical. Student-athletes should wear face coverings in phase one and two, except during swimming, distance running, or other high-intensity aerobic activities.

Lower-risk sports include cross country (with staggered starts), golf, weightlifting, and sideline cheerleading. Moderate-risk sports include basketball, volleyball, baseball, soccer, gymnastics, tennis, girls' lacrosse, and seven-on-seven, non-contact football. High-risk sports include wrestling, football, boys' lacrosse, and competitive cheerleading.

For choir, students will have to engage in social distancing while singing. They should all be facing the same direction, spaced six feet apart, and be wearing masks. The Missouri Music Educators Association has recommended that conductors face the chorus 10 to 20 feet away from the first row of singers. Schools could consider installing a plexiglass shield in front of conductors or require them to wear goggles.

For band, students must use the same instrument for the entirety of the rehearsal, and those instruments should be properly cleaned and sanitized after every use. There could also be limitations on which instruments are safe to use. The Missouri Music Educators Association has said careful consideration should be given to teaching the flute, and the Taipei American School has restricted the use of brass and wind instruments.

For theatre performances, students might have to put on their shows in an empty room, if they're allowed to perform at all. At the Taipei American School, for instance, students performed "The Little Mermaid" in full costumes and masks with nobody in the audience. The performance was filmed so parents could watch at home.

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The New Routines for Students When Schools Reopen

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When students return to school, their day-to-day experiences will be dictated by social-distancing rules and recommendations from public health authorities. Long-established routines of how they learn and socialize will have to change. Education Week spoke to more than a dozen experts, including public health officials, education leaders, and superintendents, to discuss how students' daily lives may look in this new reality.

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Over 20 presentations, spread over 3 days, August 3rd, 4th, and 5th

Registration is FREE and you get to watch all the sessions you can for free through August 10.

https://www.therecoveringtraditionalist.com/build-math-minds-virtual-math-summit-2020/

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Short Video explaining non-racist vs. anti-racist

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Short Video explaining non-racist vs. anti-racist

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John Amaechi is a psychologist, a New York Times best-selling author and a former NBA basketball player. In the wake of the George Floyd killing and the Black Lives Matter protests, and at a time when many people want to learn how they can be better allies for black people, we asked John what it means to be anti-racist.

There's a big difference between being not-racist and being anti-racist. I know it doesn't seem like it. I know that both of these things seem equally good, but they're not.

Video Transcript Video Transcript

John: There's a big difference between being not-racist and being anti-racist. I know it doesn't seem like it. I know that both of these things seem equally good, but they're not. Think of an interaction. I'm afraid you've probably had one right? With somebody, maybe even somebody you respect, maybe even someone you love, who says something that's racist, does something that's racist, behaves in a way that's racist. Someone who's not-racist: they won't say or do anything in that moment. They want to not rock the boat. They don't want to be upstanding. Instead, not-racists: they tend to be bystanders. But afterwards, after the event, they'll find other people who are also not-racist and they'll talk to each other about, well, that was terrible, that thing that happened the other day. I would never say anything like that. Anti-racists are different and they come in all shapes and sizes. They come in all ages. Anti-racists are constantly looking around to say, what tools do I have available to make it clear that this is not acceptable? And this, this is what anti-racists do. It's not that they stand up at the dinner table when their uncle's a little bit racist and kick the turkey off. That's not it. But what they do is they say, I'm sorry uncle John. That's not acceptable. That's racist. Quietly and respectfully. What they do is they make sure that they never miss an opportunity to let the world know where they stand, even if they can t change everything. You're probably in a position where other people have a lot more power around you. I know how that feels. Sometimes, we sit and we look around us and we think, how can I possibly change all this? And sometimes you can't. But what you can do is make sure wherever you go, people know where you stand. They know that you're an anti-racist. You become a beacon of light that way. You become someone who makes other people want to be anti-racist too. You've got tools at your disposal. Learn. Read. And make everybody clear where you stand.

Sometimes, we sit and we look around us and we think, 'how can I possibly change all this?' And sometimes you can't. But what you can do is make sure wherever you go, people know where you stand. They know that you're an anti-racist. You become a beacon of light that way. You become someone who makes other people want to be anti-racist too. You've got tools at your disposal. Learn. Read. And make everybody clear where you stand.

If you need support

You should always tell someone about the things you're worried about. You can tell a friend, parent, guardian, teacher, or another trusted adult. If you're struggling with your mental health, going to your GP can be a good place to start to find help. Your GP can let you know what support is available to you, suggest different types of treatment and offer regular check-ups to see how you're doing.

If you're in need of in-the-moment support you can contact Childline, where you can speak to a counsellor. Their lines are open 24 hours a day, 7 days a week.

There are more links to helpful organisations on BBC Action Line.

It's important that you keep yourself safe when confronting racism. For support and advice, see the articles below.

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Not-racist v anti-racist: what's the difference?

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John Amaechi describes the difference between being not-racist and anti-racist.

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Standing Up by Sitting Down a learning adventure created by the National Civil Rights Museum and sponsored by Verizon

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Looking for an alternative to hands on math manipulatives? This huge, growing list of FREE online math manipulatives is a great way to provide 'hands on' math practice remotely.
There's no denying that hands on visuals and manipulatives help students see, understand and learn math. But what if your child or student doesn't have access to hands on manipulatives? If you are a classroom teacher, it's great having these math tools available and on hand for students. But there's no way to expect students to have all the things at home also. And trying to create simple printable versions can be cumbersome. A great alternative is to utilize free online math manipulatives that students can move around on a tablet or mobile device to help them solve problems. So I hope this huge list of resources is a great starting point for you!
Looking for math at home resources? >>See this HUGE list of math resources for grades K-8 to help during school closures.
FREE Online Math Manipulatives for Students:

There are a lot of options in terms of what hands on math tool to use, so I've tried to organize this based on grade level. But of course, many of these tools can be used across many grade levels, so scroll through them all to find just the right math manipulative for your needs.
Virtual Manipulatives App Collection from Didax
First, be sure to take a look at this collection of virtual manipulatives from Didax. Some are for K-2 and some are for older students, but they are really well done and easy to use/work with.

There are even more options than what I could fit in the screenshot above, so be sure to check that out!

Online Math Tools for Grades K-2
Number Frames App from Math Learning Center
This is a wonderful resource to build number frames for counting, subitizing, addition, subtraction and more. Just drag and drop to use.
Math Tool Chest from Macmillan Math
This is a collection of online tools, including counters, place value tools, money, number lines, pattern blocks, etc. Note: you will need to allow adobe flash player for the page to load and work.
Pattern Blocks from NCTM
Pattern blocks can be useful for exploring shapes, patterns, shape attributes and composing shapes. This drag and drop tool from NCTM makes it easy to use pattern blocks online!
Counters and Frames from Toy Theater
This includes a variety of counter tools, including grids, ten frames, rekenreks, etc. There are also two-colored counters, which can be useful for exploring integer operations in middle school.
Rekenrek App from Math Learning Center
If you are specifically looking for a rekenrek, this is a nice, large visual.
Paint a 100 Chart from Top Marks
This is a fun change from the typical 'color by number.'
Interactive 100 Chart from ABCYa
Here's another version of a 100 chart kids can color and play around with to find patterns. Note: You will need to allow adobe flash player to get it to work.
The Green Light Hundreds Chart from Steve Wyborney
For another idea on how to incorporate a 100 chart, check out this resoruce from Steve Wyborney. Note: This is an interactive powerpoint file, so it's not something students can necessarily use from home, but still a fun resource to bookmark.
Money Pieces App from Math Learning Center
If your kids need help adding and subtracting money, this unique app includes number grid visuals along with each coin to help kids visualize the quantities.
Number Pieces App from Math Learning Center
This is a great way to use base ten blocks for all sorts of math problems. Note: this app is currently available on the iTunes app store.
Thinking Blocks App from Math Playground
This app provides blocks to set up bar models to solve addition and subtraction problems. Note: this app is currently available on the iTunes app store for iphones and ipads.
Interactive Clock from Desmos
This fun clock with movable hands is a great way to practice time concepts. You can drag the hour or minute hand to change the time and it will calculate elapsed time as well.

Online Math Tools for Grades 3-5

In upper elementary, tools like bar models, fraction tiles, area models, graphs, etc. can be incredibly powerful visuals to help students make sense of math. I hope these online math manipulatives provide helpful versions of the hands on tools!
Thinking Blocks App for Multiplication
Similar to the addition version, this helps kids create and use bar models to solve multiplication problems. Note: this is currently available to download on the iTunes app store for iphones and ipads.
Visual Division App from Math Playground
This handy device will help kids to visualize long division as they move around place value pieces. They can also use the 'exchange' center to convert a ten into 10 ones in order to finish the division. Note: You will need to allow adobe flash player for this to work.
Interactive Create a Graph from NCES
Want a fun and online graph creation tool? This tool from the National Center for Education Statistics can create 5 different types of graphs.
Fraction Equality Lab from PHET
This interactive tool lets kids play around with fractions to see different equivalent fractions. After they are familiar with equivalent fractions, there's an interactive game as well.
Fraction, Decimal & Percent Grid on Desmos
This interactive tool allows kids to color in a 100 grid to see the value as a fraction, decimal and percent of the whole. You can have it set to show the values or not, depending on how you want students to use it.
Fraction Matcher from PHET
This tool helps kids see and compare fractions. Choose between fraction models or mixed numbers simulations.
Virtual Fraction Tiles from ABCYa
Fraction tiles are a great manipualtive to help students solve fraction problems, find equivalent fractions or compare fractions. This handy virtual set also includes decimal and percent tiles. Simply drag the tiles around the work area to use and then grab the pencil tool to draw or show work for the math problem you're working on. Note: You will need to allow adobe flash player to get this to work.
Factor Trees from Math Playground
If your kids need help finding factors, multiples or greatest common factor, try this interactive factor tree tool.
Visualize Area & Perimeter with this tool from Toy Theater
Fill in the grid with different shapes to see how the area and perimeter change.
Number Line App from Math Learning Center
Number lines are a useful visual math tool for solving any number of math problems. And although you can certainly draw a quick number line on paper, this interactive tool is nice as well. And it can easily be cleared and reset when you're ready for a new math problem (unlike a hand drawn line).
Geoboard App from Math Learning Center
Geoboards can be useful tools for very young kids, as well as older kids as they learn and explore more complex geometry concepts. This easy to use virtual model is another way to explore with geoboards.

For more ways to learn math with geoboards see my complete resource here.

Online Math Manipulatives for Middle School & Beyond

Many of the math manipulatives linked above can also be used in middle school. But for more advanced topics, some additional tools might be helpful, so here are a few more virtual math tools for older kids.
Function Machine from Math Playground
This virtual function machine can help students see relationships between variables and see what operations are being used.

Explore all sorts of advanced math concepts using Desmos lessons, tools and graphing software.
Dice & Spinners for Probability
Generate random numbers for probability experiments with these dice, spinners, and coins.
Algebra Tiles from NCTM
Algebra tiles are a unique visual that can show abstract algebra concepts and help kids solve algebra equations. Use this set to model and solve linear equations.

I hope this list of FREE online math manipulatives resources is useful, whether for exploring math in the home or the classroom!

Do you know of a useful virtual math tool that should be added to this list? Feel free to shoot me an email at mathgeekmama(at)gmail.com.

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FREE Online Math Manipulatives for At Home Learning | Math Geek Mama

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Do you need a virtual tool to help your kids solve math problems? This post includes 25 online math manipulatives to help kids visualize math problems.

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Online manipulatives bring all of the learning and fun without the mess. Our math virtual manipulatives help students grasp abstract concepts through modeling. Literacy virtual manipulatives create a fun space for practicing spelling, rhyming, and more!

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Virtual Manipulatives | Mathematical Modelling | Toy Theater

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Original teaching tools aimed at supporting teachers in the elementary school classroom. Two color counters, 3D dice, probability spinners, graph builders, fraction bars, base ten blocks, and more!

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Math Learning Center manipulatives

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Sharing in an app allows educators to pose problems and investigations for students by using an 8-character code or link. Students can share their thinking with their teachers and classmates. Share codes remain available for continued use for 18 months from the date they are last accessed.
Watch the video to learn how sharing works.

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Sharing in an app allows educators to pose problems and investigations for students by using an 8-character code or link. Students can share their thinking with their teachers and classmates. Share codes remain available for continued use for 18 months from the date they are last accessed.

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Fractions/decimals/percents manipulatives

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Fraction manipulatives make fractions concrete. You can display these 5 online fraction manipulatives on a smart board during lessons. Students can also use these on chromebooks, iPads and laptops.

I believe strongly that math should be meaningful. There are many short cuts we've learned with fractions but those short cuts are really only meaningful when a kid discovers them. Using manipulatives makes a somewhat abstract concept concrete.

Fraction Manipulative #1: ABCya Fraction Tiles

These fraction tiles are my go to virtual fraction manipulative. I love the way they snap into place. I have real life fraction tiles like these in my classroom. Sometimes we use the hands on version, but some kids love using them online. I let kids choose whether they want to use the online manipulatives or hands on.

These are great for adding fractions with unlike denominators. The kids are able to show equivalent fractions. I encourage them to follow the line on the pop out from the fraction they are looking at to see what other denominators have the same line. This helps them choose a common denominator.

The key is to ask questions. Often students notice patterns but have a hard time vocalizing them. Asking questions helps them to narrow in on what they see. As students start to see the relationship between multiplication and the tiles, they can start to solve problems without the virtual manipulatives.
ABCya Fractions, Decimals, Percent Tiles
Fraction Manipulative #2: Math Playground Fraction Bars

These fraction scales take comparing fractions and equivalent fractions to another level. When introducing comparing fractions I take students through several strategies.

This manipulative is a great visual for introducing comparing fractions with the same numerator. Explaining that the larger denominators mean the fraction is smaller sounds confusing. Instead, as we start these task cards, we do a few together and watch the scale. We discuss what we see focusing on the denominators. Once students understand the pattern, they move away from needing manipulatives.
Fraction Scales from Math Playground
Fraction Manipulative #3: Math Playground Fraction Scales

While this is another set of fraction bars, these are different in that they can be split into smaller pieces. When introducing multiplying fractions, I use a PowerPoint with visuals. Some students need hands on opportunity with the concept of 1/2 x 1/2 means 1/2 of 1/2. You can pull out scissors and paper and have students use shapes, but this virtual manipulative allows kids to split fractions in half, thirds etc. It is a great tool when starting out with multiplying fractions.
Fraction Bars from Math Playground
Fraction Manipulative #4: Fraction Bars from McGraw Hill

This fraction bar tool provides a user error free opportunity for working with equivalent fractions. Working as an interventionist, I find that most students that come to me for help with fractions have the root of their difficulty in the lack of understanding of equivalent fractions.

You can tell students that fractions with the same numerator and denominator are equal to one, and they may remember to write it that way, but when they move on to something like adding mixed numbers, it becomes clear who was told and who knows. Someone may tell you that Julie is super sweet, but the first time she compliments you in a way that makes your day, you suddenly understand what everyone was talking about.

Just a few minutes physically demonstrating a concept with manipulatives can leave a lasting impression.
Fraction Bars from mhhe
Fraction Manipulative #5: Fraction Circles from Eduplace

Why does everyone talk about pizza when they teach fractions? Because it is delicious?

I've seen people complain about the pizza comparison. If it is the only comparison you ever make, that is a problem. But, please don't stop connecting fractions to real life. It means something to the kids. I use the brownie pan analogy when we are talking about fraction bars. I find that sharing food analogies really drive home the concept that large denominators mean smaller pieces.

Fraction bars are easier to compare, but mixing it up with circles can be a good thing. This tool would be great with younger students because they can connect the scissor icon with the idea that fractions cut things into pieces. They can color the pieces to show the numerators. The hand tool lets you drag a piece onto another one to compare. I wish it would let you place them on top, but it just beeps when you let go.
Fraction Circles
Looking for Fraction Resources?

When I first started blogging, I was teaching 5th grade math all day (three different groups). It quickly became clear to me that the kids didn't have the basic fraction understanding that they needed. So, I created PowerPoints and task cards to use in my classroom. We started in the beginning with identifying fractions and worked our way up to multiplying fractions by the end of the year. I used the task cards to differentiate.

Now that I'm an intervention teacher, I still use these every year. We usually do 2-4 task cards together. I'll use an online manipulative to demonstrate and work through the cards. We talk about what we see and students suggest short cuts. Then students work in small groups or individually on the rest. Most students start out with manipulatives. My favorite moment is when a kid suddenly "gets it". They realize that they don't need the manipulatives anymore and then they start teaching their friends their "tricks" they discovered. They will remember the tricks they come up with so much better than they will something a teacher said to them.

Here are fraction resources you can find in my store on TPT. The task cards and PowerPoints are available bundled or individually.

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Fraction manipulatives make fractions concrete. You can display these 5 online fraction manipulatives on a smart board during lessons. Students can also use these on chromebooks, iPads and laptops. I believe strongly that math should be meaningful. There are many short cuts we've learned with fractions but those short cuts are really only meaningful when a kid discovers them.

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Supporting PYP learning during COVID times. 

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Supporting PYP learning during COVID times. 

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The IB recognises the significant impact the COVID-19 pandemic is having on our schools, students and their families. For us, the wellbeing and safety of our educators and students are of utmost concern.

We would like to reassure schools and parents that we understand that remote learning may look and feel very different around the world. In an effort to support you as best as we can at this time, we have put together some resources and templates to help you navigate learning and play with your PYP students or children outside of the school setting at this time.

Above all, we understand that it is okay if you are finding this new learning landscape difficult to navigate. We see how so many people are doing their best to carry on, which is incredibly admirable, and the resourcefulness of the IB community is a daily inspiration. We also understand that there are communities, schools and individuals who are more heavily impacted by the pandemic than others, and we would like to offer support, reassurance and hope that any feelings of not being able to support your child's learning are understandable and normal, but rest assured your child is still learning from you every day. This may not look or feel like a normal school year, but the IB and the PYP team are here to support in any way we can.

Sharing the learning

We would like to acknowledge and applaud the incredible work of PYP educators around the world who have stepped up to provide each other with support. Through the sharing of knowledge, expertise and resources, you have truly embodied the spirit of the global PYP community. Thank you.

In the spirit of inquiry, remember to allow yourself time to adjust to and explore different approaches to remote learning and teaching. If you would like to share your experience, your learnings, your challenges and your successes, please share through the communication channels or consider writing a blog.

For schools

We ask that you consider the needs of your community, your teachers, your students and your parents/caregivers when formulating your online learning plans with the IB online learning guide.

Continuity of learning

For those schools who are modifying their regular Programme of Inquiry, here are some suggestions to maintain a continuity of learning.

Continue to support international-mindedness. What does it mean to be knowledgeable, principled, reflective, open-minded, balanced and caring through times of global challenge? How can you be a thinker, a communicator, a risk-taker and an inquirer when you are not in school? How do our personal actions support collective action?

Support the ongoing development of the approaches to learning. How do we continue to develop skills for learning outside of our regular learning environments?

Support the ongoing maintenance and reinforcement of literacy and numeracy.

As an additional resource, Personal inquiries in the PYP - supporting PYP educators provides teachers with examples and prompts they may wish to use with students to maintain continuity of learning. The section ' Sample c entral ideas based on the learner profile ' offers a starting point to build a personal inquiry and the optional personal inquiry planner templates (see below) can be used with students to document their own personal inquiries.
Personal inquiry partially completed planner Personal inquiry planner template one Personal inquiry planner template two
For parents and caregivers

For many PYP parents and caregivers, this may be an introduction to the PYP, and they may be asking for more support in how to continue learning at home. The resource Inquiry through play - supporting PYP parents is a resource for parents of early learners. A short introduction to the power of play, how to support learning through play and some examples of what this could look like. The Parent guide to personal inquiries in the PYP provides suggestions on how parents can support older children with their personal inquiries.

Exhibition

We understand that the PYP exhibition may look very different for many schools this year. We remind you that the exhibition should focus on the process as opposed to the final product and physical exhibit is not necessary. Much of the process can be done digitally with guidance and feedback from the teacher and mentor remotely. These exhibitions may not be as in-depth but there are lots of opportunity for exciting learning experiences for the students. We look forward to hearing of the many innovative solutions schools have adopted to support students through their exhibition.

Read more about what schools are doing
Students demonstrate resilience and ownership over their learning Schools respond to COVID-19 outbreak by going virtual

PYP digital exhibition

Our Primary Years Programme (PYP) students are launching a digital exhibition to showcase their work. To view and support their content, please visit our dedicated page where you can view, support and share their work using #PYPX2020.

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Supporting PYP learning during the COVID-19 (Coronavirus) pandemic

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The IB recognises the significant impact the COVID-19 pandemic is having on our schools, students and their families. For us, the wellbeing and safety of our educators and students are of utmost concern. We would like to reassure schools and parents that we understand that remote learning may look and feel very different around the world.

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To make meaningful connections with and provide support to teachers, students and families whether it be virtually or in-person.

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This is the first in a series of self-paced presentations for individuals, easily modified for a group.

ability to access audio and video on your device;

pen and paper;

and about one hour.

Learn

What is identity?

The collective aspect of the set of characteristics by which a thing or person is definitively recognized or known.

The set of behavioral or personal characteristics by which an individual is recognizable as a member of a group.

Source: Websters II New College Dictionary

Go Deeper

Think about how a person's different identity categories might create sameness as well as uniqueness.

Our identity consists of the various characteristics we use to categorize and define ourselves and the various characteristics that are constructed by those around us. Sometimes people only think of identity as those visible characteristics of a person, but sometimes our identity characteristics are invisible.

Read the following identity characteristics list:

Gender

Ethnicity

Race

Religion

Socioeconomic status

Language

Marital/relationship status

Parent or childless

Family size and composition

Sexual orientation

Education

Career

Think about which of these characteristics are visible, and which are invisible?

Apply

Think about the list of characteristics again. For each image, use the categories to describe the subject.

Look at the picture. Complete the table below.

Working in a cohort? Share your thoughts with a partner.

Go Deeper

Match the picture to its story.

Name: Elizabeth
I am a high school student. Everyone thinks that I am a Hispanic female. I am skinny and have long brown hair, and I wear glasses.

Name: Brandon
Everyone thinks that I am in high school. I am athletically built. I always get complimented on my smile, and people tell me that I must be happy all the time because of it.

Name: Guadalupe
I am Guadalupe. Everyone thinks that I am in grade school and a child. I am short and Latina. I have dark brown eyes and long brown hair. People always compliment me on my manners and say that I am very nice and polite.

Let's learn more about each of the subjects in the previous pictures.

Reflect

Take a few moments for reflection using these questions:

1. Did you match Elizabeth, Brandon and Guadalupe to their respective pictures?

2. What were the identity characteristics you established for each of their stories?

3. Why do you think you were successful or not successful in defining those categories for someone else?

4. What assumptions did you make in order to do that? What do those assumptions tell you about yourself?

5. What did you learn from their individual stories?

Working in a cohort? Share your answers with the group.

Now, let's spend some time thinking about our own identities.

The following activity will take you through a series of statements about your identity.

Step 1-Create a two-column chart like the one below on a sheet of paper.

Step 2-For each statement, offer one to three different endings. For example, if the statement begins with "I am," you can complete the sentence by saying a teacher, happy, a runner.

Go Deeper

You now have a list of approximately 21 statements that contribute to your personal identity. These are all important pieces that contribute to who you are.

Next, add a third column to your chart. Identify if each statement is visible/invisible/both.

How many of the characteristics you included in your list fit neatly into one of the following categories: Gender, Ethnicity, Race, Religion, Socioeconomic Status, Language, Sexual Orientation, Education, Career, Relationship Status?

Reflect

Take a moment to look back at the statements about yourself.

1. Were you surprised by any of your answers?

2. How do these statements help you to better understand who you are as a person?

3. What are the visible characteristics of your identity?

4. What are the invisible characteristics?

Learn

Now that you have begun to think about the many different pieces that make you unique, we will look at how we have developed this identity or how this identity is socially constructed.

Watch the Geneva Gay video then answer:

1. What does Gay say about the social construction of identity?

2. What does Gay say about the individual's capacity to independently construct him or herself?

3. What identity characteristics are socially constructed and which are independently constructed?

Working with a cohort? Share your ideas whole group.

Go Deeper

Geneva Gay talks about the many different characteristics of identity and how these characteristics can be used as baselines for the creation of identity. However, she is careful to warn that these baseline concepts should never be used as descriptions for specific individuals, but as a place to begin the conversation around the different categories and groups that we use to define others and ourselves.

Let's consider how this relates to Teaching Tolerance's Social Justice Standards.

Teaching Tolerance's Social Justice Standards establishes the following five standards within the Identity domain.

Students will:

ID.1. develop positive social identities based on their membership in multiple groups in society;
ID.2. develop language and historical and cultural knowledge that affirm and accurately describe their membership in multiple identity groups;
ID.3. recognize that people's multiple identities interact and create unique and complex individuals;
ID.4. express pride, confidence and healthy self-esteem without denying the value and dignity of other people; and
ID.5. recognize traits of the dominant culture, their home culture and other cultures and understand how they negotiate their own identity in multiple spaces;

Consider what these standards might look like in a school setting through the following scenarios:

Scenario 1:

For show and tell, Joi brings in a picture of her family on a church camping trip. "My family goes camping a lot. I like camping," she says. "I'm a Christian, and sometimes my family goes camping with church. I'm also a big sister, so I have to help my parents take care of my little brother, especially when we go camping."

Which of the five identity standards are demonstrated in Joi's story?

Working with a cohort? Share your ideas with a partner.

Scenario 2:

Omar's mother is serving as a chaperone on her son's field trip. On the bus ride, the teacher, Ms. Robin, overhears a conversation between Omar and Peter. "What is your mother wearing on her head?" Peter asks.

"It's called a hijab," Omar replies. "Many Muslim women wear them."

"Why does she wear it?"

"Our religion teaches us that the hijab is a way of being humble and modest. Muslim women wear it to show they love God."

Which of the five identity standards are demonstrated in Omar and Peter's discourse?

Working with a cohort? Share your ideas with a partner.

Scenario 3:

Patrick is being raised in a traditional Christian home. This year in Mr. Sanderson's social studies class, he has been learning about the world's different beliefs systems. Patrick enjoys the company of friends from different religions and is interested in their beliefs and practices. Though he remains devout, he wonders if being curious makes him a bad Christian. Patrick talks to his Sunday school teacher Mrs. Patterson who assures him that he can be Christian and befriend and learn form people of different religions as well. In fact, her best friend of thirty years is a Jewish woman she grew up with!

Which of the five identity standards are demonstrated in Patrick's story?

Working with a cohort? Share your ideas with a partner.

Scenario 4:

As part of a class project, Rebecca completes the following personal mission statement: "I am more than one identity. I will celebrate all of my in-group and out-group identities and work to understand how they overlap to make up who I am as an individual. I will not allow others to put me into boxes." Rebecca explains to her peers in small group discussion that being a student, sister, female, Latina, Spanish speaker and dancer are all interconnected and equally important. She displays her personal mission statement on the outside of her class binder.

Review the identity anti-bias standards. Which identity standards are present in Rebecca's scenario?

Working with a cohort? Share your ideas with a partner.

Apply

Stop and think about your students.

How do your students display the identity anti-bias standards? How can you help your students develop these skills?

One way to help students develop these skills is by exploring the anti-bias standards through text.

The following text illustrates Identity standard 2: Students will develop language and historical and cultural knowledge that affirm and accurately describe their membership in multiple identity groups.

"The black woman's role has not been placed in its proper perspective, particularly in terms of the current economic and political upheaval in America today. Since time immemorial, the black man's emasculation resulted in the need of the black woman to assert herself in order to maintain some semblance of a family unit. And as a result of this historical circumstance, the black woman has developed perseverance; the black woman has developed strength; the black woman has developed tenacity of purpose and other attributes which today quite often are being looked upon negatively. She continues to be labeled a matriarch." ("The Twin Jeopardies of Race and Class" Shirley Chisholm)

The following text illustrates Identity standard 3: Students will recognize that people's multiple identities interact and create unique and complex individuals.

"I really had this idea that I could do everything a hundred percent. You know like you can be a hundred percent worker, a hundred percent mother, a hundred percent wife. And you can't. It's impossible. And you have these terrible decisions to make: Do you stay home? Do you work? Do you go after the brass ring in your career? What do you do with your children? You unconditionally love them and you would give anything for them. You would give up your life, you career, your home. It's complicated. It's complicated." ("StoryCorps: Job Interview" Tia Smallwood and Christine Smallwood)

Reflect

How can you use one of these texts in your class to facilitate the growth of students' understanding of identity?

Evaluate your materials.

Pick a text you currently use. Reference the text directly or think about the text, depending on your familiarity with it.

Evaluate the text's effectiveness to help students develop identity by answering the following question:

Which identity standard(s) is illustrated in this text and how?

Working in a cohort? Share your ideas as a group.

Learn

Let's examine identity in the classroom. Think about the following while watching the video.

What is unique about Anna's students? How does Anna's practice help her students develop positive identity?

Think about the following while listening to Robert.

What does Robert learn is important about the teacher's influence on student self-identity during his people colors activity?

Think about the following while listening again to Anna.

What is key to understanding the Social Justice Standard: "Students will recognize that people's multiple identities interact and create unique and complex individuals"?

Working in a cohort? Share your ideas as a group.

Go Deeper

Complete the following matrix thinking about what you observed from Robert's and Anna's videos. Return to watch the video(s) a second time if necessary.

Apply

Our identities are ever changing. Let's take a minute to revisit our goals and objectives for this module:

Define what shapes our identities

Understand the five identity anchor standards in the Teaching Tolerance Social Justice Standards

Relate how identity has many characteristics and affects relationships within the school building and classroom

Set a SMART goal for your practice.

What specific, measurable, actionable, realistic and relevant, timely goal can you set for yourself in your practice that will help to facilitate identity understanding in your students?

In Summary

Although we construct our identities to some extent, society does, too.

Our identities affect the way we interact with the world.

Our identities affect the way the world interacts with us.
Meredith Schilsky is president and chief creative director of the Warehouse Project & Gallery.

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Social Justice Standards | Unpacking Identity

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This is the first in a series of self-paced presentations for individuals, easily modified for a group. ability to access audio and video on your device; pen and paper; and about one hour. What is identity? The collective aspect of the set of characteristics by which a thing or person is definitively recognized or known.

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To help my students become more independent in their learning and help them grow as learners despite this year's unique challenges.

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My hopes and dreams this year are to continue to build student relationships by fostering their love for reading, building their confidence in technology skills...and maybe even teach another knitting class to help students be zen. All of this with lots of kindness and patience!

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My hopes and dreams for this school year are to create a positive classroom community by building relationships with my students as well as fostering positive relationships among each other.

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My personal hope and dream for this year is learn more about Teams so I can confidently interact with students virtually. My hopes and dreams for students at Moore is that they are able to find ways to express themselves that nurtures their creativity and gives them an outlet during these weird times. My hope is that they they know they are valued, loved, and missed. <3

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Although our year is starting off strangely different than ever before, I hope that not only do I learn through this process, my students still come away with many things as well.

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to have an open mind with all the changes and challenges this year will bring. I hope to create a positive classroom community where students feel loved, cared for and important!

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is to provide as much equitable resources to my first graders as possible through Canvas and TEAMS. Also, finding a balance between work life and home life!

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I have three hopes and dreams for this school year.  First, I want to continue using my voice to advocate for our important and wonderful Iowa Public Schools. Second, I hope to continue growing myself by reading, reflecting, and taking action on social justice issues in our community.  Lastly, I want to create a consistent routine for student/teacher reflection and feedback on Teams and Canvas so all students can reach their learning goals.

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I have three hopes and dreams for this school year.  First, I want to continue using my voice to advocate for our important and wonderful Iowa Public Schools. Second, I hope to continue growing myself by reading, reflecting, and taking action on social justice issues in our community.  Lastly, I want to create a consistent routine for student/teacher reflection and feedback on Teams and Canvas so all students can reach their learning goals.

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Enhanced PYP AtLs Matrix with explanation 2 page @OrenjiButa (1)

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From the Learner, PYP Principles Into Practice - "A school with a focus on agency considers its perceptions of how children learn, children's capabilities and the overall value of childhood. When teachers consider their beliefs around children's identities and rights, they are examining personal beliefs, theories, cultural backgrounds, and values. For example, the teachers' beliefs and values will influence their choices of how to allocate time, how to set up learning spaces, choose and arrange materials and foster relationships within the classroom and the broader community."  So as we think about the work we are doing around Who We are as educators, Who We Are as a school, we are shaping our beliefs and practices when we teach. Our identity influences how we teach and our view of our students. Which is why it is important to know each other and our students...

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Helping Everyone Learn, Thrive and Belong

Serving a community rich in diversity - in every measure of the term - Des Moines Public Schools is dedicated to making our students, staff, parents, volunteers feel welcomed and supported. This page shares the vision we strive to achieve each and every day in our schools and classrooms.

At Des Moines Public Schools:

We are committed to ensuring an equitable educational experience for all.

We strive to live inclusively by embracing the diversity of race, ethnicity, gender, gender identity and/or expression, sexual orientation, socio-economic status, religion, ability level, age, citizenship status, military or veteran status, and language.

We believe that when we engage families and the community as authentic education partners, the learning becomes more dynamic, and students can grow academically, socially, and emotionally.

AREAS OF FOCUS AND CURRENT STRATEGIES
Our equity strategies are organized around three core areas of focus:

Learning: Providing students with essential knowledge, skills, and abilities.

Thriving: Ensuring each student reaches their maximum potential through enriching relationships.

Belonging: Working in partnership with our students, families, and community to create connections that increase student success.

EQUITY ANALYSIS FRAMEWORK
In order to apply an equity lens consistently, the Des Moines Public Schools utilizes an Equity Analysis Framework. When making a decision or reviewing current practices, policies, and procedures, DMPS staff will consider the following questions:

1. Who benefits or is advantaged by the current system? What is the impact on this group of people?

2. Who is disadvantaged? What is the impact on this group of people?

3. How is it a systemic and/or institutional issue?

4. How does it represent our Equity Vision? How is it out of line with our Equity Vision?

5. Why hasn't it been addressed? Or, how has it begun to be addressed?

Additional questions to use to help find the solution to the issue:

How is this culturally informed or influenced?

Who else should be included from our school community?

How can our actions maximize educational benefit to more students while minimizing unmet educational needs or disadvantages?

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The Vision for Equity at DMPS - Des Moines Public Schools

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Serving a community rich in diversity - in every measure of the term - Des Moines Public Schools is dedicated to making our students, staff, parents, volunteers feel welcomed and supported. This page shares the vision we strive to achieve each and every day in our schools and classrooms. At Des Moines Public Schools: We are committed to ensuring an equitable educational experience for all.

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Abolitionist Teaching and the Future of Our Schools

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Abolitionist Teaching and the Future of Our Schools

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A conversation with Bettina Love, Gholdy Muhammad, Dena Simmons and Brian Jones about abolitionist teaching and antiracist education.

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Abolitionist Teaching and the Future of Our Schools

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Virtual learning and RC

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Tips, Activity Ideas, and Resources for Virtual Learning | Responsive Classroom

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As you make the transition to online teaching, here are some tips, activity ideas, and resources to support your virtual classroom: Communicate to parents the supplies their children will need for at-home learning.

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30 minute increment of instruction
Likes to work cooperatively
Break out rooms will be key (teach to use #loveMoore parent and practice) - Low Level Tasks to begin with
So full of ideas but cannot always recall what is being said - restating the target...Visuals - Clues/Cues

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Frequent breaks
Opportunities to work in partners and small groups
Hands on exploration

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-frequent breaks

-enjoys social time- incorporate in virtual setting

-Enjoys poetry/music

-quick to anger and forgive- monitor chats and give choice occasionally on partners

-Sentence stems for discussions in chat box to support in conflict

-Want answers to big questions but also anxious- support students in current realities of our world

-discuss feelings are normal, how to identify feelings (especially anxiety), and model struggling and working through it-- co-construct meaning of feelings

gain identity through groups-- tie into community building

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-frequent breaks! 5&6 year-olds are energetic and need physical activity

-Seeking attachment & approval- How the heck do we do this online? More intentional/focused small groups or one-on-one to make students feel cared for and attached to their teacher

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Physically ready for more intensive skills, Incorporate team games. Want to be part of a group, more peer focused. Care about what people think. Can be moody and challenge assumptions, question things. Enjoy brainteasers and puzzles, application type activities. Really would benefit from group work and collaborate work. Strong need for community.

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*Intentional Think Alouds
*Smaller chunks of instruction
*Opportunities for fine and gross motor skill development
*PLAY opportunities
*remember their natural imagination and creativity

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are to make meaningful connections with kids, to help them feel safe & loved in these uncertain times, & to create learning opportunities where they see themselves in the curriculum.

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Teacher Language: Reinforcing, Reminding, Redirecting, and Envisioning

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Strategies for reinforcing good behavior, effectively reminding students, and redirecting when needed in educational settings.

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In 1991, Ruth Charney, co-founder of Responsive Classroom, wrote a book that impacted K-8 educators all over the world, Teaching Children to Care. A reflection of her 20-year teaching career as well as the stories and observations of colleagues, her practical and empathetic guidance has inspired teachers for decades and in turn has impacted the lives of thousands of children. Adapted from the conclusion to the 2nd edition of this beloved book, Charney's words are a reminder of the powerful role teachers play in creating classrooms and schools that are places of respect and joy...
Teaching is an extension and projection of a person, not just transplanted skills or acquired methods. Every day we reveal ourselves-our manners of organizing, habits of dealing with frustration, entrenched patterns of thought and interest. Just as we aim to teach the whole child by responding to affective as well as intellectual development, so we aim to teach from the whole teacher-the cognitive, social-emotional teacher. The inner resources of the teacher register deeply in the climate of the classroom and the consciousness of the students. Schools as they currently exist often stultify and stunt the passions and dedication of their teachers, battering them into indifference and silence.

If teaching is to be infused with conviction and joy, the best hopes and creative powers of teachers need to be nourished. In the last fifteen years, I have met with many teachers in workshops across the country. There are some who come only because it is required by their system or for the credits that affect income differentials and promotions. But so many others attend out of sincere interest in their work. They are a mix of all types of teachers, young and old, new and experienced, from public and private schools. I particularly recall a group of teachers in Maine, sitting in a warm, dusty classroom, two days after the end of their school term. They were full of humor and laughter, eager to learn a new way to do science or blocks only days after school let out in June. Whether their hands were covered with "oobleck" or they crouched on the floor erecting sturdy buildings, their stamina and exuberance for teaching were apparent and contagious.

How do we hold on to that exuberance? How do we keep it at the center of our teaching? It is certainly an essential resource for our children, and it can't be falsified. I believe it will survive and prosper where there is permission and potential for authentic teaching and for authentic teachers to teach. Because authentic teaching is founded on our acceptance of limitations and vulnerabilities, it allows for our unique strengths and passions as well. Authentic teaching permits individuality and personal style to emerge. We share our love of birds or history or photography with children. We reveal and share our personality-humor, playfulness, concentration, quietness, investigation. We share much more than skills. We share our passion for learning in our own unique ways.

Some teachers have a quiet and soft-spoken manner, while others are more emotive and dramatic. One teacher in our school is known for the force of her "glare," another for his booming voice. Some teachers thrive on organization and detailed planning; others are more spontaneous and flexible. Some of us tend to be more directive, others more nondirective. We may be more playful or more businesslike. We may love to sing with children or to invent puzzles.

I don't want to imply that our style must be one thing or the other-organized or disorganized. A style is composed of many shades and attributes. I happily copy and repeat what I learn from colleagues, but it is filtered through my voice and perceptions. The virtues of sound teaching-patience, attention, the capacity to structure, the flexibility to individualize-are conveyed through a multitude of styles. But affection and respect-for children and for ourselves-are conveyed only when we are willing to trust ourselves.

We cannot teach authentically without the capacity to like children as they really are. One day my friend, a kindergarten teacher of fifteen years, collapsed into the nearest kitchen chair, saying, "I don't understand how some days I just can't stand it, and other days, I feel so good." To like being with children does not mean ignoring or dismissing the frustrations and failures. It does not mean denying those rainy days, pre- or post-Halloween days, or just hellish days for whatever reason, when classroom survival is a dubious proposal; it doesn't mean denying those times when our own worries and preoccupations-with family, the world, or self-have depleted our mental and physical resources. It doesn't mean denying times when we feel like a pincushion, poked by children, punctured by parental criticism, prodded by administrative fiats.

To like being and working with children, we must acknowledge the difficulties. It takes humor, patience, stamina, conviction. We can preserve our authenticity by confessing the irritations while maintaining our care. This care for children is both a burden and a gift of our spirit.

Authentic teaching requires and encourages personal authority. This authority is not so much an office as it is a way of acting. We stake a claim-in the classroom and in the larger context of schools and systems-to what is personally, intimately known and felt. Personal authority means that perceptions and values are not easily repudiated or pushed aside because others-even those with official authority-disagree. Disagreements may spark investigation and spirited discussions, but they can't force denial of our thoughts and principles. Authenticity involves accepting our personal authority-and the risks that go with it-so that we can be agents of the changes needed in our schools.

We raise our voices when we find courage, not in certainty but in the authenticity that springs from belief in ourselves and our task. When we teach children through our own disciplined and caring actions in the world, we take an authentic stance. We use the most basic and fundamental principle of teaching: Our actions speak louder than our words.

Teaching Children to Care

Tags: Building Classroom Community, Empathy, Joyful Classrooms

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In 1991, Ruth Charney, co-founder of Responsive Classroom, wrote a book that impacted K-8 educators all over the world, Teaching Children to Care. A reflection of her 20-year teaching career as well as the stories and observations of colleagues, her practical and empathetic guidance has inspired teachers for decades and in turn has impacted the lives of thousands of children.

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More Grows in the Garden Than the Gardener Knows He Has Planted

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I once observed a classroom where a teacher attempted to gain the attention of a classroom actively and excitedly engaging in a science experiment by using her loudest voice possible Read More »

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Our students have experienced unprecedented changes in their daily routines and communities. The focused attention on racial injustice after George Floyd's murder and calls for societal and governmental change at all levels have brought uncertainty and in many cases turmoil into the lives of our students and their families.

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Interactive Modeling is a straightforward, quickly paced process that's effective for teaching children any academic or social skill, routine, or procedure that you want them to do in a specific way (whether for safety, efficiency, or other reasons). One of the essential practices of the Responsive Classroom approach to teaching elementary school children, Interactive Modeling can be used by any adult anywhere in school at any time of year.

How Interactive Modeling Differs from Traditional Modeling

In traditional modeling, the teacher shows children how to do a skill, routine, or procedure, tells them what to notice, and expects that they will learn it immediately. Interactive Modeling also shows children how to do skills, routines, or procedures, but it goes well beyond that basic step. Students also:

Learn exactly why the skill, routine, or procedure is important to their learning and the respectful, smooth functioning of the classroom.

Are asked what they noticed about the teacher's modeling (rather than told by their teacher what to notice).

See a few classmates additionally model the routine or procedure after the teacher's initial modeling.

Practice the routine or procedure right away.

Receive immediate feedback and coaching from their teacher while they practice.

Why Interactive Modeling Is More Effective than Traditional Modeling

The distinctive steps of Interactive Modeling incorporate key elements of effective teaching: modeling positive behaviors, engaging students in active learning, and immediately assessing their understanding. Research shows that when we teach in this way, children achieve greater, faster, and longer-lasting success in meeting expectations and mastering skills.

With Interactive Modeling, children create clear, positive mental images of what is expected of them. They do the noticing themselves, which builds up their powers of observation and their analysis and communication skills. In addition, because they get immediate practice, they gain quicker expertise and stronger mastery of the procedure or skill being taught.

Interactive Modeling Steps for Elementary School

1. Briefly state what you will model, and why.

2. Model the behavior exactly as you expect students to do it (the right way, not the wrong way, and without describing what you're doing unless you need to "show" a thinking process).

3. Ask students what they noticed. (You may need to do some prompting, but children soon notice every little detail, especially as they gain expertise with this practice.)

4. Invite one or more students to model the same way you did.

5. Again, ask students what they noticed the modelers doing.

6. Have all students model while you observe and coach them.

7. Provide feedback, naming specific, positive actions you notice and redirecting respectfully but clearly when students go off track.

Interactive Modeling Steps for Middle School

1. Describe what you will model and why.

2. Model while students notice.

3. Give students the opportunity to collaborate and practice.

4. Reinforce their practice with immediate feedback.

What You Can Teach Using Interactive Modeling

Here are just a few examples:
Academic & Social Skills

Listening and responding to questions

Working with a partner or small group

Using technology and other resources

Taking part in a whole-group discussion

Test-prep procedures

Procedures & Routines

Arrival and dismissal routines

Cleaning up

Lunch, recess, and bathroom routines

Schoolwide assembly procedures

Transitions from one classroom/activity to another

How Long Interactive Modeling Takes

An Interactive Modeling lesson to demonstrate lining up, for example, may take only three or four minutes. A more involved lesson, such as teaching children how to partner chat, might take twenty minutes.

This modest investment saves you time in the long run. That's because children gain mastery more quickly and are thus able to spend much more time on task. You'll have less confusion in the classroom and fewer interruptions because children will not need to ask you or peers over and over what to do. As a result, you'll have more time for teaching-and children will have more time to complete their work and to learn.

How Much Time You Gain

A little time spent on teaching students exactly how you want them to do things will pay big dividends throughout the year. Say you lose a few minutes every hour to repeating instructions and dealing with interruptions. That can add up to twenty or thirty minutes of lost instructional and work time each day-2½ hours each week. That's 100 lost hours every school year! Think of what you could do with that time. Think of what your students could do.

What It Looks and Sounds like in Action

In a fifth grade classroom, Mrs. K wants the students to understand how to work productively during independent work time. She teaches this Interactive Modeling lesson:

1. Say what you will model and why.
Mrs. K: "Our goal is for everyone to do high-quality work during independent work time. Watch how Carlos and I work hard on our assignment and let others do the same."

2. Model the behavior.
Mrs. K and Carlos (coached in advance) demonstrate how to work on a research assignment at the same table. They work quietly, but to show that it's okay to talk, they each exchange one fact from their research, briefly and in low voices. Then they get right back to work.

3. Ask students what they noticed.
Mrs. K: "What did you notice?" Her students note the key elements of the demonstration, such as how Carlos and Mrs. K stayed in their seats, worked quietly, and talked in low voices for only a short time. Mrs. K prompts students to name any key behaviors they missed. For example: "What did we do with our papers and other materials?"

4. Invite one or more students to model.
Mrs. K chooses four more students, who demonstrate how to work independently at the same table just as she and Carlos did.

5. Again, ask students what they noticed.
Mrs. K: "What did you notice this time?" Her students point out the key elements, just as they did in Step 3, helping to reinforce these behaviors for themselves. Again, she prompts them if they miss any key behaviors.

6. Have all students practice.
Mrs. K gives all her students a short survey to work on so she can observe and coach them.

7. Provide feedback.
Mrs. K: "I see everyone focused on the survey, working quietly. That kind of focus will help you and your classmates complete your assignments and learn a lot this year."

Popular Articles about Interactive Modeling

Interested in more articles on this topic? Check out:

Further Resources

For a deeper dive into Interactive Modeling, we have a variety of books available, including:

We also offer free elementary school and middle school Interactive Modeling Planning Guides.

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Interactive Modeling is a straightforward process for teaching children a skill, routine, or procedure you want them to do in a specific way.

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"What are your hopes and dreams for the school year?"

Many teachers ask this question in the first weeks of school to help students get excited about learning and make a personal connection to what they will learn in school. Inviting students to name learning goals (hopes and dreams) right away shows them that school is a safe place, that they're important members of the classroom, and that they can look forward to an engaging, challenging, and fun year of learning. Establishing this classroom tone is one of the most important things to do at the beginning of the year.

The process of articulating hopes and dreams varies depending on the students' grade level and the teacher's style. Below are ideas for various grade ranges and special area teachers.

Grades K-2

Young students often need some school experience before they can start thinking about what they want to learn and do in school. Allow students to familiarize themselves with the new routine of school for the first couple days (or first week for kindergartners and first graders) before you help them establish learning goals.

After that initial settling-in period, invite the children to think about their hopes and dreams. Here's one approach to doing this with these young students:

Ask students, "Why do we come to school?" If they give a broad answer such as "to learn," help them stretch their thinking: "What can we learn in school?" Write down their ideas. They might say "To do things like write," "I think we will learn science stuff," or "To make friends."

The next day, ask students to reflect on their list of reasons for coming to school, and then help them think about specific learning goals. To guide them, say, "Today we're going to make another list. What are some of your hopes and dreams for the year?" Give examples of your own hopes and dreams, such as "This year, I hope our classroom will be a place where all of you find enjoyment and get to work at things that really matter to you." With this guidance, even students this young can turn a vague statement about why people come to school, such as "To do things like write," into a realistic learning goal: "I want to learn to write a story."

Over the next few days, continue to list students' ideas as they share. Keep each brainstorming session short, about five to ten minutes. Stretching this process over several days gives ideas a chance to percolate and sends the message that sorting out learning goals is important work, not something to rush.

If any goals seem unrealistic, coach students in rethinking. For example, if a student says "I want to read all the books in the library," you can respond with "Sounds like you want to do a lot of reading this year. Can I write that down as your goal?"

By the following week, everyone should be ready to choose one learning goal that's most important to them. Have students write down and illustrate that goal (with help from you and other adults in the room as needed).

By the end of that week, students can share their learning goal with the class. Post students' hopes and dreams on the classroom bulletin board for all to see.

Grades 3-4

To help students get enthusiastic about school right away, invite them to begin thinking about their hopes and dreams early in the first week of school. The challenge is to help them set learning goals that they truly care about and can realistically achieve in school this year. Here's one way to do this:

At the end of the first day, introduce students to learning goals in closing circle-a daily gathering before dismissal that helps students end the day on a positive note and feel energized about their learning. Going around the circle, ask students, "What's one thing you enjoyed about your first day of school?" and "What's something you're looking forward to tomorrow?" Then ask students to spend a few minutes that night thinking about what they want to learn and do in school this year.

Over the next couple days, help students brainstorm learning goals in short sessions, spreading this brainstorming over the course of the week to give them time to come up with lots of ideas. You might want to have students use a worksheet to help them come up with a goal that's achievable and meaningful. Start off the first session by sharing your own hopes and dreams. For example, you might say, "I hope our class grows into a safe and strong learning community."

Coach students who list goals that may be too broad or unrealistic for the school year. For example, if a student says "I want to be a professional musician," discuss the skills and habits needed to reach such a long-term goal and choose one that's realistic to focus on this year. For example, musicians need stick-to-itiveness, and an attainable school-year goal related to that might be "to keep trying even when something is difficult."

By the end of the first week, students should be ready to choose one goal to illustrate and share with the class. Display everyone's hopes and dreams on the classroom bulletin board for all to see.

Grades 5-6

Students in grades 5 and 6 are ready to set realistic, meaningful learning goals right from the start of school. Students this age are also ready for the additional challenge of stating one goal having to do with academic learning and one having to do with social relationships. Here's one way to help them do this:

On the second day of school, introduce students to learning goals in the Morning Meeting message, such as "This week we will think about our learning goals. What are some of your hopes and dreams for this school year? Try to think of both what you want to learn in different subjects and how you want to work with others." To guide students, state your own hopes and dreams. Be sure you also touch on both academic and social learning in your statement. For example, you might include in the message "I really hope everyone will feel safe, take care of each other, and be thinking workers."

Have a brief coaching conference with students who list goals that are too broad or unrealistic. For example, if a student says "I hope I get to play video games all day," you can help turn it into an attainable goal such as "to learn all that I can about computers this year."

By the end of the first week (or beginning of the second week), ask students to choose one social and one academic learning goal that is most important to them to write down and illustrate. Display everyone's hopes and dreams on the classroom bulletin board and give the class time to read what classmates have shared.

Special Area Teachers

Like other teachers, special area teachers can have students name learning goals for the year. This step establishes a sense of purpose and anticipation for the work students will do in the special area room.

Start by articulating your own hopes and dreams for this year. For example, you might say, "This year, I hope that we have the kind of [special area] classroom where students can be really creative, take some risks, and try new skills. I hope you all enjoy [special area] and look forward to coming each week."

Next, prompt students to think about their own learning goals by saying, "Now think about your hopes and dreams for this year in [special area]. What are some of your goals? What are some things you might like to learn?"

Special area teachers find many different ways for students to share their hopes and dreams. For example:

One physical education teacher has each student write their learning goal for PE on a paper basketball, which they then display on the "Hoops and Dreams" wall.

A music teacher fills his room with pictures of children playing an instrument, dancing, singing, or engaging in various other musical pursuits-students' illustrations of their musical hopes and dreams for the year.

Supporting a Key Goal of the First Weeks of School

One of our most important goals in the first weeks of school is to help students trust that school will be a place where their ideas matter and where the learning is meaningful. Guiding them in naming their learning goals for the year is a powerful way to meet this goal. Time spent on this activity is an investment that reaps benefits for months to come.

A Prelude to Rules

Besides setting a tone of purposeful learning, inviting students to articulate their learning goals for the year is also an important first step in co-creating classroom rules with students.

For example, after students share their goals with the class, you might say, "You've had a chance to read everyone's hopes and dreams. Let's start thinking of some rules that can help us work together really well and allow everyone to reach their goals." Next you would consolidate the ideas students name into a manageable list that will serve as the classroom rules for the year.

Even if you're planning to use existing rules-ones shared by your team, grade level, or whole school-you'll still want to ask students to articulate their hopes and dreams so you can talk with them about how these rules enable them to achieve their goals. When you connect students' goals to the rules like this, no matter where the rules come from, you help students see rules as positive guidelines that create a safe, supportive classroom in which they can do their best learning.

Learn More About the First Weeks of School

Creating learning goals is just one strategy for making the early weeks of school a highly fruitful time of year. To learn many others, see The First Six Weeks of School, 2nd edition. You'll find practical ideas that enable you to:

Create a climate of warmth, inclusion, and safety.

Teach classroom routines and behavior expectations.

Help students get to know and care for the classroom and school environment.

Establish expectations for academic work.

For more information on learning goals, how they connect to classroom rules, and other important strategies for a successful beginning to the school year, you can also check out Rules in School: Teaching Discipline in the Responsive Classroom.
(an adapted excerpt from The First Six Weeks of School, 2nd edition)
Tags: First Day of School, Hopes and Dreams/Learning Goals, Special Areas

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Inviting students to name learning goals (hopes and dreams) right away shows them that school is a safe place, that they're important members of the classroom, and that they can look forward to an engaging, challenging, and fun year of learning.

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Kath Murdoch: The Art of Inquiry Teaching

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Kath Murdoch: The Art of Inquiry Teaching

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I am fortunate to be able to spend a lot of time in the natural environment. It is the source of my well-being and the sustenance of my curiosity. As has been noted by many, being in nature also helps keep our ego in check. It literally puts us in our place.

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How does this connect to identity? What picture/s could help launch this task?

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How does this connect to identity? What picture/s could help launch this task?

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My hope is to make connections in our Moore community with students, staff, and families. I desire to embrace IB and continue to work towards our mission statement at Moore. I hope to develop quality relationships with my students and gain trust in our learning community to all become risk-takers.

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Connecting SEL and talking about racism in the classroom...

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Build on the momentum started last year while acknowledging and accommodating students/staff/families new needs

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Students have many opportunities for choice and ownership in art, whether it's choosing materials or subject matter, opportunities to share and collaborate with peers...anytime a student is making connections to their experiences, students are owning their learning.

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Small group time. Grouping and regrouping and giving them time to speak!

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This video shows how to get to the weekly guides on canvas, which students will need for Extended Core.

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How to access Moore Fun Time on Teams (1:15-2:45pm)

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How to take a picture of your work and send it

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How to take a picture of your work and send it

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shows how to pin the camera to the taskbar, take a picture, email it, and find the photo later.

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Shows how to make a folder on your desktop, and save work to it. Uses powerpoint as an example.

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The art of inquiry teaching from a distance PART 2!!

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I am fortunate to be able to spend a lot of time in the natural environment. It is the source of my well-being and the sustenance of my curiosity. As has been noted by many, being in nature also helps keep our ego in check. It literally puts us in our place.

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to help create a community at Moore where everyone is valued, seen, heard and able to thrive.

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Unit of Inquiry Planning Process and Resources (open)

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Restorative Practices and the Second Step Program

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Supporting the Emotional Needs of Children and Youth During Covid-19 Pandemic

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Supporting the Emotional Needs of Children and Youth During Covid-19 Pandemic

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Here's How to Help Them Thrive

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As the pandemic continues, children are still mostly at home. Summer activities are canceled or up in the air, and many children are suffering confusion and stress. Parents may be stressed themselves, but there are ways to help kids feel better.

During the first few weeks of staying at home, Maryam Jernigan-Noesi's 4-year-old son Carter was excited. His working parents were around him most of the day, and it seemed like a big extended weekend. But after a few weeks, she says, things changed.

"In terms of getting dressed and brushing teeth and that type of routine, he was a little slower to do that... testing the limits with mom and dad," she recalls.

Carter was used to a two-hour nap at school. But now at home, he didn't want to nap. And at night, it was hard for him to get to sleep. "So in some cases, he was in bed just wiggling and twisting and turning," Jernigan-Noesi says. He would tell his parents he wasn't sleepy and couldn't fall asleep.

As a child psychologist, Jernigan-Noesi knows that when children are emotionally distressed, they may revert to behaviors from earlier childhood. Those who are potty-trained may have accidents and wet the bed. Others may start thumb sucking again. "So, Carter, for example, who hasn't been rocked to sleep in a while, wanted to sit in my lap and be rocked in the chair that I used to breastfeed him in and rock him to sleep when he was much younger," she says.

A number of Jernigan-Noesi's friends tell her their children, 8, 9 and even older are suddenly clingy, following parents around the house, asking them to sit in the bathroom while baths are taken and teeth are brushed. "It's almost as if they did not want to do anything independently, which was uncharacteristic," she says. "These were developmental milestones they had met years before this time." She adds she has also begun to see this issue reported in psychology literature.

During these stressful times, children may also experience behavior changes like moodiness, anger and even tantrums, according to child psychologist Mary Alvord who studies trauma and resilience. She says anxiety can cause stomach aches and headaches, especially among older children.

What parents need to be on the lookout for, says Alvord are behavior changes that affect day-to-day functioning. This includes things like eating, sleeping and interactions with friends. If parents notice such major changes in day-to-day functioning, they might want to consult with a therapist, she says. Otherwise, here are some idea to try yourself at home.
Model calm
So what are parents to do? The first step in helping your child, she says: Look inward.

That's because, she says, children and teens pick up the level of stress in their parents. "They don't always understand what's going on, but they can feel the tension." So, the more calm a parent can be, the more they're reassuring their child, she says.

Of course, staying calm clearly isn't always easy and often requires a conscious effort. Create a mini break for yourself to reset your own stress levels.

"It might mean you go into the bathroom and lock the door for 10 minutes if you need to just kind of chill out and have your own space," she suggests."It may mean you go for a fast walk to reduce any tension that you have."
Focus on what's working
Another way to help: Shift focus from your child's worrisome behavior, says Alvord. Instead pay attention to what's going right and reinforce it.

Try saying things like, "you look really upset, but you talked about it, you stayed calm, you used an 'indoor voice', and you asked what you needed." She says it's important to teach kids, even at a young age, to figure out what they want and to assert themselves.
Create soothing spaces
Some parents have found it helpful to help their children create soothing spaces just for them, places they can go when they need to feel better. Barnet Pavao-Zuckerman lives in Silver Spring Maryland and has two children, Evelyn, 10, and a son Sagan, 7. Not long after the pandemic began, Evelyn built a fort for herself "a little cozy corner in her room that's totally enclosed with a Harry Potter cape and a Portuguese flag and some other fabric," says Pavao-Zuckerman. "When she's just feeling anxious or upset, she goes and sits in that little corner."

The cat sleeps in Evelyn's fort too. Under normal circumstances, Pavao-Zuckerman says she would have insisted Evelyn dismantle the fort so the area could be cleaned and vacuumed. "But under the circumstances today, it's totally fine; she needs that sort of cozy space where she feels safe, and to me, it seems like a pretty healthy way of dealing with stress and anxiety."

Indeed, it is a healthy option agrees Alvord, who says it's often as simple as that. "Kids have always liked being in their treehouses, their own little area where they can put their things," and feel safe.
Support kids' friendships
Connections to friends are important for kids' psychological development, Alvord says, especially for teens. "Are they losing friends or are they disconnected?" she says. "Because while we need to physically distance, we need to make sure we're all socially connected." says Alvord.

There are ways for kids to maintain friendships even with all the necessary precautions to avoid transmission. Alvord advises parents to encourage their children to connect whether it be physical distanced activities or online activities like video cuts, texting, phone calls and social media.

"I've noticed kids sitting outside on blankets, like one family on one blanket and another family on another blanket," she says. They can keep their distance, but still engage in group activities like blowing bubbles at each other. And, of course, if they're not six feet apart everyone should be wearing a mask. For older kids, Alvord says physical distancing walks and bike riding can be an opportunity both for physical exercise and for emotional bonding.
Encourage hobbies
With so many things that are beyond our control right now, Alvord suggests parents try discussing "some things their children can, in fact, control. For example, how they spend their time, what hobbies they engage in and enjoy, how they interact with family and friends, even what they can do to "stay safe."

"We want a proactive orientation," she says. "We don't want our kids to feel like victims." Kids can be encouraged to "play their guitar more, learn a new hobby, spend more time talking with their friends."
Have open and honest conversations
When children are clearly sad or upset, the best gift parents can give them is time, says psychiatrist Joshua Morganstein, who chairs a committee on the psychiatric dimensions of disaster for the American Psychiatric Association. "Sit with them and give them time, time to wait and listen to what they have to say." He says this lets the child know that, number one, they are "worth waiting for" and that you will try to understand what they're going through.

And be honest, he says, when talking with your child no matter what their age. That might mean admitting you don't know the answer to a question about the pandemic, and offering to look it up together. This models the attitude you want them to develop as they grow older, he says.

"Do I want them to make things up or pretend that they don't feel concerned about something? Or do I want them to go get some information, or to ask someone who maybe knows more about it? A trusted source, for example," he says.
Build a hopeful vision of the future
Being honest and direct is actually a way of teaching your child to feel hopeful, he says. "Hope isn't about pretending that everything's OK; it's about recognizing that things can be very, very difficult and that in the midst of all of that, we can still find ways to grow as individuals and as a family and to strengthen our connection with each other and with the people we care about."

Learning these things, he says can help "sustain a vision of a more hopeful future."

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Kids Feel Pandemic Stress Too. Here's How To Help Them Thrive

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As the pandemic continues, children are still mostly at home. Summer activities are canceled or up in the air, and many children are suffering confusion and stress. Parents may be stressed themselves, but there are ways to help kids feel better. During the first few weeks of staying at home, Maryam Jernigan-Noesi's 4-year-old son Carter was excited.

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Covid-19: Helping Kids Get Used to Masks

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Covid-19: Helping Kids Get Used to Masks

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In many places, people are wearing masks or cloth face coverings when they're in public because of coronavirus (COVID-19). It's an important way to help slow the spread of the virus.

At first, it was mostly doctors, nurses, and others in health care settings who wore masks. But now, as other people wear them, more and more kids are seeing something they're not used to seeing. For them, it can be strange or a little scary, especially if they need to put on masks too.

Most kids can feel comfortable seeing people in masks, as long as adults:

Use simple words to explain why people are wearing masks.

Give kids time to look, watch, and get used to what's new.

Answer kids' questions.

Give support.

Some toddlers and young children may feel uneasy about masks. They may need extra support and comfort from parents. Parents also can help kids understand why they might need to wear a mask, and make them more comfortable and even fun to wear. Kids under 2 years old should not wear a mask.

How Do Kids React to Masks?

How kids react to seeing masks partly depends on their age. Older kids might not react much at all. To them, masks might seem like no big deal. Most are able to adjust pretty quickly.

Some kids may even be eager to wear a mask. They might embrace their new look as a medical superhero.

But for babies, toddlers, and young kids, seeing people in masks might take some getting used to. At first, they may feel cautious. They may need a few minutes to look and watch. That can help them get used to what's new. They may need a parent to gently say, "It's OK." That can help them relax.

Some babies, toddlers, and young kids may feel upset or afraid. They might cry, hide their face, or cling to a parent. Soothing words, comfort, and the safety of a parent's lap can help calm them.

Why Do Some Young Kids Feel Scared of Masks?

Masks hide part of a person's face. Young children rely on faces. From the time they are babies, young children look at faces for the signals they need to feel safe.

When faces are partly hidden by masks, kids can't see the friendly smile or familiar look that usually puts them at ease. When kids can't see the person's whole face, it's harder to feel safe. It's natural to feel scared.

But slowly and gently, parents can help kids feel more comfortable. Even very young kids can learn that something that seemed too scary at first is not so scary after all.

How Can Parents Help Kids Wear a Mask?

Masks or cloth face coverings on adults and kids over 2 years old can help slow the spread of the virus. Here are some ways to help kids wear masks when you go out:

Help kids get used to masks. As much as you can, give kids time to practice wearing their masks before they might need to wear one outside of your home. Teach them how to put them on and take them off.

Encourage kids to decorate their mask. This might help them feel a sense of ownership and control over the situation. A personal touch can help make it more of a normal part of their routine, and make it more likely they'll want to wear their mask. Depending on the type of mask, kids can draw on it with markers or put stickers on it.

Make them together. If you make masks or cloth face coverings at home, let older kids help you. There are no-sew masks that are easy to make, often with materials you probably already have (T-shirts, bandannas, etc.). If you sew masks, maybe kids can select the fabric or patterns for the masks they'll wear.

Help make it fun. With younger kids, introduce a sense of play. Kids can pretend to be a doctor or nurse while wearing their masks. They might want to use a doctor kit and "take care" of a stuffed animal or doll.

Have a few masks handy while kids play. This lets them use their imagination about how to use them during playtime. It also helps make masks a more normal part of their everyday world. You can ask your child to put a mask on a stuffed animal, and then ask follow-up questions about why the stuffed animal is wearing the mask. Depending on your child's response, you can clear up any confusion and offer reassurance.

How Can I Help My Child During Medical Visits?

For older kids:

Tell kids what to expect and why. Mention masking before the visit, if you can. For kids old enough to understand, you might say, "I think we'll see doctors and nurses wearing their masks today. It's a new thing they're doing to stopgerms." Explain it in a way that seems matter of fact and calm.

If you will wear masks, tell your child, "We might get to wear masks too. We want to stop germs too, right?" Knowing what to expect helps kids of all ages feel prepared and more at ease.

Explain the upside. Be honest, but focus on the good that masks can do, rather than the bad things a virus can do. For example, you might say, "Because of the coronavirus that's going around, everyone is doing extra things to stop its germs from spreading. Wearing masks is one of the ways we can stop the virus."

Let kids show what they know. Invite school-age kids to tell you the other things you already do as a family to stop germs. For example, prompt kids to say or show how theywash their hands. Give them a word of praise to help them feel proud and capable.

When kids know there arethings they can do, they feel confident and more at ease.

For younger kids who feel upset by masks:

Accept how they react. Know that it's normal for young kids to react with caution to things they don't expect, understand, or feel familiar with. Let them take their time to warm up to what's new.

Comfort them. Kids will look to you to soothe and support them. Let them sit on your lap. Tell them, "You're OK, I'm here." When you help them feel safe, they can start to adjust to what's different or new. They can start to feel less cautious and more curious.

Be playful and show love. If the moment seems right, find a way to be playful with your child. While you're still at the medical visit, is there a way to help your child laugh, smile, or giggle? Laughing is relaxing. And a few sweet moments help balance out the stressful ones.

After the visit:

If your child seemed upset, worried, or stressed during the visit, doing these things can help:

Talk about it. After the visit, it can help to talk with your child. You might say, "Everybody looked different today wearing those masks, didn't they?" Then listen. Let your child tell you what it was like for them. Find ways to praise your child. "It wasn't easy. You did great. I'm proud of you." Call out a bright spot. "I'm glad we got to wave to the nurse who took care of you last time. I think it made him feel happy too."

Invite your child to draw or play about it. Together, you could draw pictures of people wearing masks and not wearing masks. Or make a play mask and let a doll or stuffed animal try it on.

Play and drawing can help kids work out what they saw and felt. They are a way to rehash and rehearse. And that helps kids feel a little more prepared for next time.

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Coronavirus (COVID-19): Helping Kids Get Used to Masks

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In many places, people are wearing masks or cloth face coverings when they're in public because of coronavirus (COVID-19). It's an important way to help slow the spread of the virus. At first, it was mostly doctors, nurses, and others in health care settings who wore masks.

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Curated for Educators and Families

Support Social-Emotional Well-Being

When children practice social-emotional skills throughout their day, they learn to understand emotions and cope with everyday challenges. Use and share these research-based social-emotional learning (SEL) resources to empower children to thrive at school, at home, and everywhere in between.

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SEL Activities and Resources | Second Step

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Use and share these research-based SEL activities and resources to empower children to thrive at school, at home, and everywhere in between.

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A Trauma Informed Approach to Teaching Through Coronavirus

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A Trauma Informed Approach to Teaching Through Coronavirus

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A Trauma-informed Approach to Teaching Through Coronavirus

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Experts from the National Child Traumatic Stress Network share their recommendations for educators supporting students during the COVID-19 crisis.

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Want to better understand what SEL is, why it’s important, and where it happens? Our Framework, or the “CASEL Wheel”, is the best starting point.

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Just For Kids: A Comic Exploring the New Coronavirus

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Just For Kids: A Comic Exploring the New Coronavirus

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Updated on March 16 at 1:56 p.m. ET. This comic has been updated. Click here for the newest version.
Kids, this comic is for you.

It's based on a radio story that NPR education reporter Cory Turner did. He asked some experts what kids might want to know about the new coronavirus discovered in China.

To make this comic, we've used his interviews with Tara Powell at the University of Illinois School of Social Work, Joy Osofsky at the LSU Health Sciences Center in New Orleans and Krystal Lewis at the National Institute of Mental Health.

Print and fold a zine version of this comic here. Here are directions on how to fold it. To read this comic in Chinese, click here.To read it in Spanish, click here.

Malaka Gharib is an NPR editor and the author and illustrator of I Was Their American Dream: A Graphic Memoir, about being first-generation Filipino Egyptian American.

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Just For Kids: A Comic Exploring The New Coronavirus

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You may have heard the word "coronavirus" online or on TV. You probably have a lot of questions. Check out our comic to get some answers - and print out a zine version at home.

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The Yucky Bug: A Story for Kids About the Coronavirus 

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The Yucky Bug: A Story for Kids About the Coronavirus 

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Knowledge dispels fear," our founder Dr. Kadar likes to say. His idea was simple: to create content that helped children reach sudden moments of understanding-or what we call a brain "POP." 20 years later, that idea has transformed into a global mission: empowering a new generation of creators and critical thinkers to shape the world around...and within them. Every day, we're proud to continue growing with the 300 million students and 6 million educators who trust us to make learning more personal, and inspiring.

The BrainPOP Team

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COVID-19 Resources, Support, and Free Access | BrainPOP.com

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Knowledge dispels fear," our founder Dr. Kadar likes to say. His idea was simple: to create content that helped children reach sudden moments of understanding-or what we call a brain "POP." 20 years later, that idea has transformed into a global mission: empowering a new generation of creators and critical thinkers to shape the world around...and within them.

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Why Do People Wear Masks | Little Ones Version | Jack Hartmann

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2020 Teachers of the Year on practicing self care