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Reading Together can Broaden a Child's Worldview and Break Down Barriers

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Reading Together can Broaden a Child's Worldview and Break Down Barriers

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This article resource is from a blog from readingpartners.org. It encourages teachers and educational supporters to read literature from a variety of sources because it affirms children in their own cultures, build understanding and respect of other cultures, and help develop empathy for those that are different.

Pilpe, J. (2021, April 12). Reading together can broaden a child’s worldview and break down barriers. Reading Partners. https://readingpartners.org/blog/reading-together-broaden-worldview/?utm_source=google&utm_medium=cpc&gad=1&gclid=Cj0KCQjwiIOmBhDjARIsAP6YhSU4PhZtioRmu5mmr4bdDKrPrY7MxgO-0E4LJSfVCfBC2A86JfIOp0caAnBjEALw_wcB

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As teachers, tutors, and mentors (or parents, aunties, uncles, grandparents, godparents, and that nice person next door) we have opportunities to broaden the worldview of the children in our lives. In choosing multicultural literature for our children, we can affirm the experiences of each child and accustom them to inclusion.

"In addition to teaching children to enjoy books, educators can actively help their young charges recognize and deconstruct prevailing inaccurate, incomplete, and negative images and information," concluded one study on early childhood education and development (Swindler, et. al, 2008).

The past year, from its limits on travel and social life to its intense discourse on race and privilege, has magnified the role of normalizing multicultural literature in the academic and domestic experiences of the children during their formative years.

"Literature transforms human experience and reflects it back to us, and in that reflection, we can see our own lives and experiences as part of the larger human experience." says the mother of multicultural literature, Rudine Sims Bishop.

Affirming one's experience

Reading multicultural literature allows children to learn more about themselves and begin to formulate their own narratives.

As my own daughters reach school age, my partner and I want to reinforce their burgeoning individual stories. They sound like me, look like him: American-born, Anglo-Latina women born from two rich heritages. In the books we read together, and conversations they ignite, we find a foundation to share experiences around and between us.

Read literature from other geographies and experiences to connect your child to their individual cultural experience. Books can illuminate geography, ethnic tradition, and build one's own understanding and respect of personal cultures. Multicultural literature can endow children with a breadth and depth of knowledge, even about their own origins.

"A child can see their own characteristics, idiosyncrasies, interactions, and feelings reflected or affirmed in a character." (Sims-Bishop, 1997).

Read books about the community and neighborhood your child lives in. Yi-Fu Tuan, the Chinese American human geographer, wrote that people of all ages need to develop a sense of place in order to understand their status in the world and form a sense of self-identity (2001). Sense of place helps adults become geo-literate-having the tools and knowledge to protect natural and cultural resources, reduce violent conflicts, and improve the quality of life worldwide (Edelson 2011).

Building empathy

Reading multicultural literature enables children to develop the powerful trait of empathy. Engage your young children early, but don't underestimate the value of reading with older children. Researcher Steven Scoffman writes:

"The extraordinary growth in world knowledge that occurs in middle childhood is also highlighted as it appears to indicate a developmental stage and a particularly favourable opportunity for promoting global awareness...a stronger focus on the process of learning (world knowledge) has the potential to... help circumvent the barriers created by stereotypes and preconceptions (2019)."

In a pandemic limiting social flow and experience, exposure to multicultural books can offer a greater understanding of the spaces, communities, and geographies around us. The National Association for the Education of Young Children adds:

"Through interactions with the environment and each other, children develop geo-literacy skills, become empowered, and see themselves as capable social beings. (Brillante&Mankiw, 2015.)"

Educators are at the frontlines of changing accessibility to multicultural literature. As the grown-ups in the young lives around us, we can also build exposure (and personal libraries) to do the same. This excerpt from the book Against Borders says it best:

"Books can make a difference in dispelling prejudice and building community: not with role models and literal recipes, not with noble messages about the human family, but with enthralling stories that make us imagine the lives of others. A good story lets you know people as individuals in all their particularity and conflict; and once you see someone as a person- flawed, complex, striving- then you've reached beyond stereotypes (p. 19, Rochman, 1993)."

Multicultural book recommendations

Multicultural literature encompasses the experiences of people of color, religious minorities, the disabled, and the aged, as well as regional cultures in vast nations like the United States, and more. Reading Partners is committed to elevating diverse narratives in our resources for schools and individuals. The following booklist includes some selections from the Reading Partners curriculum in use every day by Reading Partners pairs. Share these titles and authors with your circles of little scholars to break down societal barriers.
To Read with emerging and beginning readers in your life (grades K-3): (My favorite selection) to read with advancing readers in your life (grades 3-5): Longer Texts:
Check out our previous book lists to find more thoughtfully selected titles. We further welcome you to contribute to our Take Reading With You libraries and put multicultural literature in the hands of local children. You can do this by leading a book drive or fundraiser, or by donating monetarily before the school year ends.

Works Cited

Pamela Brillante and Sue Mankiw (July 2015) Social Studies: From a Sense of Self to a Sense of the World, , Vol. 70, No. 3

Laurie J. Harper & Susan Trostle Brand (2012, July 25), More Alike than Different: Promoting Respect through Multicultural Books and Literacy Strategies, Pages 224-233

Violet J Harris, Editor. (1997.) Using multiethnic literature in the K-8 classroom, Christopher-Gordon.

Hazel Rochman (1993) "Against Borders" The Horn Book Magazine , March/April 1995, p19.

Stephen Scoffham (2019) The world in their heads: children's ideas about other nations, peoples and cultures, International Research in Geographical and Environmental Educatio n, 28:2, 89-102, DOI: 10.1080/10382046.2019.1529712

Dr. Gloria Swindler Boutte, Ronnie Hopkins & Tyrone Waklatsi (2008) Perspectives, Voices, and Worldviews in Frequently Read Children's Books, Early Education and Development , Volume 19, Issue 6: CONFLICT RESOLUTION, Pages 941-962.

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Reading together can broaden a child's worldview and break down barriers - Reading Partners | Reading Partners

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As teachers, tutors, and mentors, we have the unique opportunity to broaden the worldview of the children in our lives simply by reading together.

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Cultural Awareness is being conscious and thoughtful of one's own culture and that of others that differ. This includes granting each different culture respect whether we agree with that culture or not. To support learning about various cultures, teachers can ensure their classroom libraries are full of a variety of books that tell stories about or inform students about people from all over the world. To make this lesson more memorable, fun, and include digital literacy, teachers can have students research a culture or group of people from anywhere in the world to learn about their way of life, including learning about what's important to that group of people. Included in this research should be learning a few stories about a lesson that culture believes to be important for a healthy, full life. The teacher can then host a "Story Swap" where students tell each other stories from the culture they researched. They can have a choice on how to deliver the story to make it more fun and engaging as well. Have students choose to either create a video, audio record their story, present the story to the class in person, or even be a narrator for the story while their group or classmates act out the story as it happens. Students will be encouraged to not only learn about different cultures, but this also promotes acceptance and understanding of those that are different.
The attached link is another website that provides 7 ways teachers can promote cultural awareness in the classroom, one of which is storytelling.

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When teaching a foreign language, it's natural to introduce your students to the rich culture that accompanies that language. But how natural is it for you to introduce other cultures when teaching subjects such as social studies, science, language arts, or art?

Teaching diversity in the classroom is a huge benefit for students because it promotes critical thinking, helps to prevent prejudice and more. Unfortunately, not all students get that kind of exposure, and that begs the question: How can teachers better create cultural awareness in the classroom?

This article looks at inclusion classroom strategies and fun practical ways in which you can expose your students to a host of different cultures and inclusion in the classroom.

Items you will need from various cultures:

Books

Movies with subtitles

Artwork, flags, and other representative items

Music

Recipes

Step 1: Research Different Cultures

At the beginning of the school year or whenever you have time, send a survey home with students to fill out with their families to get to know their cultural background better. This is also a great way for parents to interact with their children while they learn more about their family's history and culture! You can even create a display in the classroom that shows all the diverse ethnicities that are amongst your students, so they can get to know more about each other, too!

Research the cultures of your students as well as cultures they won't have direct exposure to. This will help you find balance when planning your lessons and activities. The most important part of introducing another culture is having the facts. As a teacher, you should be able to engage with your students and answer questions they may have about the cultures being taught in the classroom. A great place to start is history.com .

Step 2: Hands-On Activities

Kindness is key for creating a welcoming space for all students, and a great way to showcase kindness in the classroom is with free kindness worksheets for kids, these worksheets are a great way for children to practice being a good friend, welcoming different cultures and backgrounds, and spreading words of kindness to each other. Activities like STEM Challenges are also a great way to have students practice kindness while building their STEM learning and social-emotional learning skills.

Step 3: Music Hour

Choose an hour during the day when students are performing basic tasks and play music from a specific culture. Engage with students by asking them how the music sounds to them, what it reminds them of, and what they think the lyrics mean within the context of when and where it was created. Be sure to choose songs that have age-appropriate content.

Step 4: Cultural Corner

Create a cultural corner in the classroom with diversity and inclusion classroom décor! Decorate your corner with All Are Welcome multicultural classroom decorations, or inclusive classroom décor like the Open hearts, Open Minds Bulletin Board Set. Each month, you can re-decorate this section based on a different cultural group. You can ask your students to bring items in that represent that culture and showcase them in the display. These items could include flags, books, magazines, artwork, toys, instruments, dictionaries, and more. You can pick and choose posters from the Be an Ally Like Me Poster Set that feature inspirational leaders from the culture you are highlighting that month, or create one large display that celebrates diversity and inclusion in the classroom all year long!

Step 5: Flavorful Cook-Off

Another great activity to help strengthen cultural awareness in the classroom is a cook-off. At the end of the year, you could ask students to prepare a dish at home from one of the cultures you studied. Let them know that they'll share the food with the rest of the class.

To keep it simple, choose basic dishes from each culture and provide students with recipes to follow. Ask the students to present some facts about the culture when they bring in their dishes, then have the rest of the class ask questions and talk about the flavors they taste in the food.

Before beginning any food activity, ask families' permission and inquire about students' food allergies and religious or other food restrictions.

Step 6: Real-Life Story Time

Take your cultural history lesson to the next level by sharing a real-life story of an individual from the time period you wish to highlight. You can do this in two ways:

Read a story from a biography or an online publication. The story should be interesting and include many references to the person's specific culture and customs.

Give your students the chance to tell stories about people from different cultures or backgrounds. Students can choose someone from their families or someone they've studied for homework.

Children's books like the Katie Can and Carl Can series are a great way to highlight diversity through engaging stories and vivid illustrations that teach kids about other children just like them with special abilities.

Step 7: Who Am I? Poems

If you teach middle-school students who are a bit older, you can instruct them to write a poem that explains how they identify with being from a certain culture. Even if you don't have a diverse class it will be educational and interesting to see how your students perceive their own cultural ideals, standards, and customs.

Creating cultural awareness is of the utmost importance in our increasingly diverse world. It's important to teach our youth how to not only live in but also support a society that welcomes the rich knowledge and perspective that comes with learning about different cultures.

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7 Ways to Create Cultural Awareness in the Classroom

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Find out 7 easy and fun ways to teach cultural awareness in your classroom by incorporating cooking, music, and more.

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Storytelling and Success: How Storytelling Can be Used to Promote Diversity, Cross-Cultural Understanding, and Confidence in the Classroom

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Storytelling and Success: How Storytelling Can be Used to Promote Diversity, Cross-Cultural Understanding, and Confidence in the Classroom

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This resource is a journal article written to clarify the definition of storytelling, and relate its relevance and importance to promoting diversity in the classroom. Storytelling is not simply telling a story, but includes animated speaking, and teaches a lesson that includes a story line, plot, and creative expression. According to this journal, learning through stories enhances the memory of that lesson by over 20 times more memorable than reading information on a page.

Dunn, T. M., & Cherup, S. (2023). Storytelling and success: How storytelling can be used to promote diversity, cross-cultural understanding, and confidence in the classroom. Journal of Education, 203(3), 690–699. https://doi.org/10.1177/00220574211032309

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To access the Library, GCU students and faculty must login. The username and password is the same as your GCU login. Before accessing the databases, please review Grand Canyon University's Copyright Notice and Terms of Use If you have forgotten your password or are having trouble logging in, please click here to reset your password.

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The Teaching Channel is a video and resource library for teachers to find help, encouragement, and support for introducing and teaching various topics. Civic Engagement is a topic with hundreds of video resources available, each providing insight into how to teach and encourage students to develop civic responsibility and engagement in the world around them

Colley, M. (2021). Teaching for civic engagement. Teaching Channel. https://www.teachingchannel.com/k12-hub/blog/teaching-for-civic-engagement/

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Teaching for civic engagement is rewarding, challenging, and uncertain work. It's also some of the most important and vital work for teachers to do.

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To encourage civic engagement, students first need to see their community from a bigger picture perspective. Through encouraging digital literacy by developing research strategies and skills, teachers can help students understand the problems and challenges right where they live and learn. Then, the teacher can help students to find something they can do about it to help improve their community, school, home, neighborhood, or city. Using digital tools and digital media, students can develop a plan for implementing their solutions in a positive, productive way. The teacher can assist students in the creation of their plan, ideas for fundraising, and logistics in implementing that plan. Children care about their world and the people around them, but don't always know what to do to fix problems they see. This gives them the power and the ownership to take control of a situation and make a positive difference in the world around them. The link here is to Kid President, who stepped up and started making videos on how to make the world a better place. Children have wonderful, creative ideas, and could always use an adult to support them that believes in them and their ability to change the world.

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How To Change The World (a work in progress) | Kid President

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Promoting Civic Engagement Among Student in the Preservation of Local Culture During a Time of Disruption

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Promoting Civic Engagement Among Student in the Preservation of Local Culture During a Time of Disruption

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This journal article is research into students' active engagement in their civic responsibilities. It examines their attitudes regarding civic engagement, and their involvement in protecting their local culture. Because life is changing so quickly in many areas, the notion of preserving one's culture is becoming more difficult. Teachers and educational leaders are encouraged to foster civic engagement with their students to help ensure the local culture does not disappear with emerging ideas or differences.

Dina Indriyani, Kokom Komalasari, Elly Malihah, & Susan Fitriasari. (2023). Promoting civic engagement among students in the preservation of local culture during a time of disruption. Jurnal Civics: Media Kajian Kewarganegaraan, 20(1), 104–113. https://doi-org.lopes.idm.oclc.org/10.21831/jc.v20i1.58790

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Jurnal Civics: Media Kajian Kewarganegaraan (Apr 2023)

Dina Indriyani,

Kokom Komalasari,

Elly Malihah,

Susan Fitriasari

Affiliations

Dina Indriyani

Civic Education Department, Universitas Pendidikan Indonesia

Kokom Komalasari

Civic Education Department, Universitas Pendidikan Indonesia

Elly Malihah

Sociology Education Department, Universitas Pendidikan Indonesia

Susan Fitriasari

Civic Education Department, Universitas Pendidikan Indonesia

Abstract

Read online

Citizenship education aims to cultivate intelligent and responsible citizens. One essential characteristic of a responsible citizen is their active engagement in civic duties, as demonstrated through their attitudes and behavior. This study examines the level of civic engagement among high school students in preserving local culture during the era of disruption. The research adopts a quantitative descriptive approach and collects data from high school students in Cianjur Regency, Indonesia, using a survey questionnaire. The findings reveal that: (1) the level of civic attitude among students in cultural preservation is sufficient, with a score of 55.12%; and (2) the level of civic behavior, specifically real action taken to preserve local culture, is very low, with a score of 9.22%. This suggests that student involvement in cultural preservation needs to be further developed to safeguard local culture. Therefore, future researchers are advised to devise a Citizenship education learning model that can foster civic engagement among high school students in preserving local culture.

Keywords

Published in Jurnal Civics: Media Kajian Kewarganegaraan

ISSN

1829-5789 (Print)

2541-1918 (Online)

Publisher

Universitas Negeri Yogyakarta

Country of publisher

Indonesia

LCC subjects

Education: Education (General)

Website

https://journal.uny.ac.id/index.php/civics/index

About the journal

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Promoting civic engagement among students in the preservation of local culture during a time of disruption - DOAJ

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Citizenship education aims to cultivate intelligent and responsible citizens. One essential characteristic of a responsible citizen is their active...

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This website is full of tools, help, and ideas for implementing a supportive learning environment in the classroom. Since the best classroom is one in which all students feel safe, welcome, and free to learn, the best way to promote this is through Socio-Emotional Learning, or SEL. Students need to not just be told, but feel that they are learning in a place where it's safe to make mistakes, encouraged to evaluate their choices and have second chances, as well as the ability to try new things while being supported.

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OFFER A QUICK CONNECTION

If you could meet any famous person and ask him or her a question, who would it be and what would you ask?

News & Updates

Get to Know Harmony SEL and Inspire Teaching & Learning

Trainings & Webinars

Attending a Live Training Session?

OFFER A QUICK CONNECTION

If you could meet any famous person and ask him or her a question, who would it be and what would you ask?

Family Letter

Welcome Letter

Pacing Plan

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OFFER A QUICK CONNECTION If you could meet any famous person and ask him or her a question, who would it be and what would you ask? News & Updates Get to Know Harmony SEL and Inspire Teaching & Learning Trainings & Webinars Attending a Live Training Session?

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Socio-Emotional learning is the best way to develop a class that is full of supportive learning experiences. Students need to feel safe to make mistakes, as that's the best way to learn and grow. Using Sanford Harmony or another tool similar to it, is an excellent way to teach students how to develop a positive classroom culture where all students support each other as the teacher supports the students. Sanford Harmony has pre-created lessons that encourage journaling, interactive daily meetings with the students, and role-playing scenarios to practice making positive choices. There are also opportunities for students to talk about important topics without being interrupted, and it helps to teach students how to ask relevant questions of each other to display excellent listening skills. When students support each other daily, the teacher has more emotional energy to encourage and support the class. Teaching students how to develop positive peer relationships is an excellent path to creating a classroom that is kind, helpful, and encouraging of all students, no matter their differences.

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Creating a Supportive Learning Environment

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Creating a Supportive Learning Environment

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Supportive learning environment / Pedagogy / English / Home - Senior Secondary. (2020). Org.Nz. https://seniorsecondary.tki.org.nz/English/Pedagogy/Supportive-learning-environment

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A supportive learning environment is less about the physical classroom and resources (though these are important) than it is about values and relationships.

In a genuinely supportive learning environment, every student feels valued, included, and empowered.

For this to happen, each student needs to know that their story matters. For teachers, this means listening, and taking the time and appropriate opportunities to learn:

where their students have come from

where they are now

where they want to head in the future.

Effective teachers do not teach lessons; they teach students.

Decisions relating to programme design, texts, resources, and contexts are made on the basis of sound knowledge about the students in the class: knowledge about their students' linguistic background, their ethnicity, their turangawaewae, the expectations of their parents and whānau, their hobbies, their skills, their prior learning and so on. These factors all contribute to the formation of each student's identity - who they are and how they see themselves.

Finding out about your students is just part of the broad inquiry cycle that also involves consciously planning and implementing programmes of learning that are designed specifically for them. The resources you use will be selected as part of this same inquiry.

At the start of the school year

Here are some steps you could take at the start of a new school year to begin to create a supportive learning environment:

Creating a learner profile

Start building a learner profile (paper based or digital) for each student. In it, you might keep track of:

English curriculum progress (See, for example, progression in ideas)

key competencies progress

the student's learning goals.

How could you and your students update these during the year? How could your students share their profiles with their families?

Enabling eLearning: ePortfolios
Learn about e-portfolios. You may be able to create an e-portfolio using your school's Learning Management System or LMS (for example, Knowledge Net, Moodle, Ultranet). Encourage your students to individualise their portfolios; for example, by linking comments or work to a music video to track or illustrate a particular learning episode.

Building relationships with your students

How might you go about building relationships with your students that will communicate your belief that all students have the capacity to be learners and achievers?

Are there ways in which you and your students could introduce yourselves, sharing who you are, where you are from, your likes, dislikes, and hopes and dreams for the future? Could you do this orally through, for example, a mihimihi or talanoa?

What about bringing or creating and sharing visual stories, collages, or artifacts? Could your students make, for example, mind maps, mosaics, tapa, korowai, siapo, taniko, tivaevae, pounamu design, or coat of arms?

Could you ask your students to share their role models, and what sort of person they aspire to be? Who do they look up to in their community? What are their strengths and needs? What are they passionate about (it may not be English!)? How could you use this information to make English learning relevant for your students?

Can you use your students' personal reading or viewing to recognise and affirm their sense of identity and belonging?

Building relationships between students

How could you build relationships between students so they feel safe and valued?

Challenge students with an unfamiliar text that is open to different interpretations. Discuss possible meanings, accept all responses, and encourage students. How can you acknowledge, respect, and value their voice?

Could you use your school's Learning Management System to create a discussion forum (for example, what feature film should we study this year)? How might you engage students in responding to each other's posts?

Do you have strategies that will allow students to get to get to know each other and you?

From such activities, collate information about your students' writing, speaking, and presenting skills.

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Supportive learning environment / Pedagogy / English / Home - Senior Secondary

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A supportive learning environment is less about the physical classroom and resources (though these are important) than it is about values and relationships. In a genuinely supportive learning environment, every student feels valued, included, and empowered. For this to happen, each student needs to know that their story matters.

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This resource is a varied list of talks, presentations, and podcasts. Because there are varied viewpoints and purposes for presentations, perspectives can be found that support and reject each other, allowing for students to develop their own opinions instead of relying on others to tell them what's best. This can help develop cultural awareness and encourage diversity acceptance.

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An amazing aspect of TED talks podcasts are that there are collections of varied perspectives, and each presenter gives reasons why their opinion is correct. Since these perspectives differ from each other, it's an excellent representation of situations that arise in the classroom. Sometimes there may be bickering among students regarding who's right and who's wrong, but development of solid reasoning as well as open-mindedness regarding other people's opinions are vital skills to solving problems in a productive, constructive manner.
A lesson idea for implementing TED talks would be to utilize a controversial topic in the classroom that's relevant to the students. This topic can be anything from whether or not uniforms are appropriate to whether accommodations should be made for students that differ in skin color, reading ability, or even physical differences. Students can enhance their digital literacy skills through watching TED talks on the topic, or listening to TED podcasts. They would need to listen to opposite opinions on the topic from a variety of speakers. Then, they could develop their own TED talk or podcast to present their perspective along with valid reasonings to support that perspective. To enhance this lesson, the teacher could have that student create a TED podcast or talk for both perspectives, for and against, and then have students evaluate their presentations and those of their peers.

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TED podcasts. (n.d.). Ted.com. https://www.ted.com/podcasts

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TED en Español is a weekly podcast devoted to great ideas delivered in Spanish, hosted by TED's own Gerry Garbulsky and featuring ideas from around the globe.

¿Cuál es la relación entre el amor y las matemáticas? ¿Cómo construye su identidad un inmigrante? ¿Nos reemplazará la inteligencia artificial en nuestros trabajos? ¿Pueden los emprendedores mejorar la educación y la salud de todos?

En el podcast de TED en Español te invitamos a hacernos este tipo de preguntas, a escuchar ideas provocadoras y a desarrollar nuevas maneras de pensar. Cada semana escucharemos una charla TED de los principales líderes y creadores del mundo. Con la guía de Gerry Garbulsky, el curador de TED en Español, exploramos el universo de ideas en nuestro idioma
Learn more about the TED en Español podcast

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Learn more about TED's original podcast initiatives. Subscribe to listen on Apple Podcasts, the TED Android app, or wherever you get your podcasts.

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A Dynamic Map Design for Global Awareness in Social Studies Teaching

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A Dynamic Map Design for Global Awareness in Social Studies Teaching

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This resource is a study to determine the effectiveness of using an interactive dynamic map to enhance lessons in Social Studies. The purpose was to increase students' global awareness by creating a digital tool for students to utilize during Social Studies lessons.

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To foster students' global awareness, digital tools such as the development of a dynamic, interactive map allows for deeper understanding of the people in various areas. This can increase awareness in students by explaining reasons why certain people engage in certain behaviors, and why they may be different or similar in the activities they pursue. This can also help students become aware of their own choices and why those decisions may be related to where they live.
To implement this digital tool idea effectively, this can also be used during Social-Emotional lessons wherein the students learn why certain behaviors and attitudes vary among different groups of people. Students can examine their borders, landscape, biome, position in relation to the equator, or even population density and draw conclusions similar to how we scientists look at physical adaptations in animals relative to their environment. This can assist in lesson development to create more global awareness in understanding why people are different all over the world.

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Ineç, Z. F. (2021). A dynamic map design for global awareness in social studies teaching. Romanian Review of Geographical Education, 10(2), 5–21.

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Ineç, Z. F. (2021). A dynamic map design for global awareness in social studies teaching. Romanian Review of Geographical Education, 10(2), 5–21.

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TED talks and podcasts are also excellent ways to help with teacher encouragement. Teachers need to constantly work on self-improvement and self-care, and one way to do that is to keep perspective in mind regarding why we do what we do. Teachers can use TED Talks and Podcasts to enhance their teaching experiences and help each other with mental restoration. Rita Pierson is one of my personal favorites, but there are hundreds to choose from!

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Rita Pierson, a teacher for 40 years, once heard a colleague say, “They don’t pay me to like the kids.” Her response: “Kids don’t learn from people they don’t like.’” A rousing call to educators to believe in their students and actually connect with them on a real, human, personal level.