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Link:

https://miro.com/miroverse/the-privilege-walk-game/

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The Privilege Walk (Game) Template | Miroverse

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Discover how DesignComputing does The Privilege Walk (Game) in Miro with Miroverse, the Miro Community Templates Gallery. View DesignComputing’s Miro templates.

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For our next meeting, bring the following with you:

1. 2-3 key points on each of the 9 Habits.

2. Thoughts and ideas on how we can engage students to learn about empathy, how they benefit from being empathetic, and how we can cultivate the 9 habits at PCHS.

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I keep reading this through the lens of being a future step-mom. I've made so many notes in the margins and underlined so many things, that I eventually decided to stop marking because there is no point in highlighting the whole page. Fortunately, there are a few things I've already learned and implemented in life. Like putting my phone down in another room when spending time with the children in my life, and the importance of one-on-one conversations and putting feelings into words.

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As a lover of book and reading - I love this chapter. One part that alarmed me was considering some students might be embarrassed to be seen with a book. I understand some might be embarrassed by the cover or content; as a matter of fact, it is often recommended that book jackets are removed from books in the library, so there can be no judgment based on what the reader is holding. I get that . . .

The fact that parent are reading less to their children is not surprising to me - I think screen time may affect that activity. It is so sad, though. I've always loved reading to kids, even high school students - they may not admit it, but high schooler enjoy listening, too.

The digital reading statistics did surprise me. I know reading on a device is not as effective, but the overall effects surprise me. " . . . evidence shows that children who read exclusively onscreen are three times less likely to say they enjoy reading, a third less likely to have a favorite book, and far less likely to be strong readers" (Borba, 77-78). Sad.

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I can't help but think of Atticus Finch's statement, "You never really understand a person until you consider things from his point of view - until you climb into his skin and walk around in it" (Lee).

This chapter is full of useful information. To me, it seems like common knowledge, but it is a daily struggle.

I love the Empathy Advantage. I would love to tell the kids that understanding others' points of view leads to being better adjusted, more popular, better peer relationships. I almost want to make a poster to display with that info!

Another part of the chapter that struck a chord is modeling empathy and yelling. I am a yeller and have struggled with it my entire life. As I get older, however, I have mellowed, but I do worry about the harm I have caused. . .

Finally, expressing disappointment rather than anger is so important, as stated in the book, kids and teens care what we think.

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I can honestly say what others have iterated, that reading this book with a 4 and 7 year old in the house is a blessing. A point that sometimes causes conflict between my wife and me is the amount of screen time these kids get. Borba states, "Each swipe and type means less talking with, next to, or face-to-face with our kids and missed empathy-building opportunities." This quote pains me. I think of all the time my kids spend on a screen. We try to set limits, but if I am being honest, sometimes those limits get expanded because I have some work to do, or dinner is on. None of those should be an excuse, ever.

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I hope to better understand how we can teach our students, children and grandchildren the importance of empathy and in a way they will relate.

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I hope to better understand how we can teach our students, children and grandchildren the importance of empathy and in a way they will relate.

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I have seen a change in our students behavior that supports them being less empathetic, but I see it as a direct link to their lack of communication skills.

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To be honest, I've always resisted to use the word narcissist, narcissism, etc. Reading chapter 2 helped me to understand the term. I often use the phrase self-important, or self-importance. The explanation on page 28 did somewhat clarify that for me. Altruism, on the other hand, was a vocabulary word of mine in high school, and I have always understood that term and yearn to be altruistic.

Another part of the chapter that really resonated with me and make so much sense is the strategy to "align praise with character" and "Focus on character, not behavior." As a parent and an educator, that can be difficult, but it is pivotal in spreading and modeling empathy. Finally, I love the family meeting concept to discuss "who you are as a family." I wish that was something I had done when my children were younger.

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I always comment to students when they walk into class so silently, glued to their phone. Sometimes I tell them that it makes me sad to see them avoid communicating with classmates. They should be talking about their previous class, outside of school events, books, movies, interests; instead, they are zoned out and looking at a screen. It is unusual to spot students alone in the hallway NOT looking at the phones. Breaks my heart. Page 8 explains, "The single best predictor of healthy emotional interactions is a lot of face-to-face communication." THAT is what is lacking.

Another concept of which I am well familiar is on page 10. "62 percent of school-age kids said their parents are too distracted when they try to talk to them." I am in touch with that experience, and I have been guilty of that as well. There have been times when I have had to tell my husband to put his phone down and listen to me. Ugh!

Finally, the age by age strategies at the end of Chapter 1 are especially useful.

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So discouraging to read the parents are reading to their children less. As an elementary school and middle school teacher, I really felt the pressure from admin to incorporate more non-fiction.

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So discouraging to read the parents are reading to their children less. As an elementary school and middle school teacher, I really felt the pressure from admin to incorporate more non-fiction.

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I hope to gain support regarding my feelings toward the attitudes of the students. I'd also like some strategies to promote kindness, communication, and empathy.

There has totally been a shift in empathy among young adults. The change in attitude, communication, manners, and tact since I have been at Powers is astounding. I absolutely believe it is due to technology, social media, and even parental involvement.

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Chapter 4 - Add your thoughts & answers here

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Chapter 4 - Add your thoughts & answers here

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Chapter 3- Add your thoughts & answers here!

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Chapter 3- Add your thoughts & answers here!

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Chapter 2 - Add your thoughts & answers here!

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Chapter 2 - Add your thoughts & answers here!

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Chapter 1 - Add your thoughts & answers here!

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Chapter 1 - Add your thoughts & answers here!

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Hi Everyone!

Since we had a snow day on our first scheduled discussion date, I have created slides for your review.

Please spend some time reading Chapters 1-4 as well reviewing the slides.

For each chapter there are questions for you to answer.

Respond to at least one of the questions on each Chapter Board listed here. See the yellow tabs.

This will count as the first two hours of our session.

I will have you sign in for January 24 at our next discssion meeting on February 7.

Don't hesitate to email me if you have questions!

Kasey

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I hope to gain a better understanding of how to help students treat each other with more kindness and be better citizens.

I think the use of social media has had an impact in the loss of empathy. It's easier to post something hurtful than to say it to someone's face.

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Read the Intro, Chapters 1, 2, 3 before we meet.

Before meeting on January 24, please post on the discussion board answering the following questions. You simply use the + button by the Discussion Post to add your thoughts.

1. What do you hope to gain from this book study?

2. Teens today are 40% less empathetic than thirty years ago. Have you seen a change in your students' character and behavior that supports this percentage?

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Looking forward to seeing you:

Wednesday, January 24

3:15 - 5:15 p.m. Media Center

Wednesday, January 31

3:15 - 5:15 p.m. Media Center

Wednesday, February 7

3:15 - 5:15 p.m. Media Center

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Welcome to PCHS Book Study 2024! We will discuss the book UnSelfie by Michele Borba.

Please pick up a book from the office.

Prepare by reading the following chapters prior to our meeting.

Jan. 24 - Read Introduction, Chapters 1, 2, 3

Jan. 31 CHANGED TO FEB 7- Read Chapters 4, 5, 6, 7

Feb. 14- Read Chapters 8, 9

I am looking forwad to discussing all of this and learning along with you!

Fondly,

Kasey Cronin

feel free to email me: kcronin@powerscatholic.org