# data[].attributes.body
Lessons from room 200

Confront the Uncomfortable

We teach the real history and uncomfortable truth
Create a safe space to allow students to feel comfortable to express their opinions

# data[].attributes.headline
Kim King,  Teaching for Artistic Behavior: Fostering Voice & Choice without Chaos

# data[].attributes.subject
Kim King,  Teaching for Artistic Behavior: Fostering Voice & Choice without Chaos

# data[].attributes.body
Lens - Kim has a choice-based art classroom with a Reggio Emilia approach (put out "provocations", see what students choose, and use that information to determine the next set of provocations, very cool but hard to implement after early childhood)

In most art classes, the products are very similar and the instruction is heavily teacher-led (teacher chooses artist, materials, medium, etc). This approach can lead students to do comparisons between their products and the "better" products of their classmates. A district shift with the idea of 21st century skills, including creativity, means that students should have a choice in the way they create and move away from an adult-centered idea of beautiful art. Also includes collaborative art, where kids are presented with materials and allowed to explore together without set expectations. Class structure: frontloaded teaching with students learning a technique or a method, then give students a chance to explore that technique in their own way. By doing so, students are given a chance to develop their own artistic methods and are capable of working through challenges within making art (and beyond).

Artist affirmation/mantra to start every class:
"I am an artist. I think like an artist. I can turn my mistakes into a 'beautiful oops'. I can be kind to myself and others. No art bullies! I can take care of my studio. I am creative. I am an artist"

Make sure to look up:
Kim's Instagram: ArtRoomHijinks
Teaching for Artistic Behavior
5 C's (21st century skills)
Harvard's 8 Studio Habits of Mind/Project Zero
Artist Trading Cards (super cool method!)

# data[].attributes.headline
Dominique Foster: The Experience of Learning

# data[].attributes.subject
Dominique Foster: The Experience of Learning

# data[].attributes.body
Dominique taught us how to teach with and from experience. We learned how she turns all learning into an experience for her young learners. Then everyone participated in a gallery walk of photos to think about their story, how the photos made them feel, or how they reacted (all with great jazz music in the background)!

# data[].attributes.headline
Daphne Fulson (Building Up and with Our Babies)

# data[].attributes.subject
Daphne Fulson (Building Up and with Our Babies)

# data[].attributes.body
Always bring your complete authentic self to your classroom to model the behavior and expectations you want your students to emulate
How does the way Ms. Fulson teach you make you feel?
(Student) My teacher teaches my brain and my heart

Its important to have affirmations to build their SE health of students
In order to be caring, you have to be intentional

Key things to building up our babies
1.Be Authentic
2.Build relationships
3.Grant Yourself Grace
4.Keep Your Cup Full
5.Stay Grounded in Positivity

People say our kids are the future but they are our today!!!

# data[].attributes.body
Lens - her school was a pilot school for restorative practices and has a focus on building community so that students feel confident that they can attempt and do hard things in a safe space.

Focus is how to help students navigate hard topics. What do we do when our kids are bringing us their concerns or fears about the outside world? Let's circle up and have a talk - we don't need to TELL them, but we do need to provide space and give them permission to start talking. Has a unit on social issues within her 4th grade ELA teacher (and does what her kids need within the scope of standards and practice). When dealing with hard topics, engage with parents first as a team (assuming your team is doing the same thing) or as an individual so that are aware that these conversations are happening at school (include readings, possible home discussion prompts, etc). Students come up with the social issues that they want to explore or have concerns about.

Stages of the unit: Introduction, Student Idea Generation, Connection (they self-identify as members of social groups, asked to think about the challenges and benefits of being in a particular group, what misunderstandings exist within those groups, who has power vs. who doesn't have power, and also extend this to groups within their books, etc), and Application. Text connections include: Rosa, Thank you, Mr. Falker, The Whispering Town, The Ballot Box Battle, Something Happened in Our Town, Coolies, etc. and a read aloud with The New Kid. Eugenia referenced Dr. Dudley Flood "Children aren't who you think they are. They aren't who they think they are. Children tend to become what they think you think they are". CHCCS Equity & Engagement Framework can be used as a tool to shift mindsets within school leaders and within classrooms and can be applied to discipline and data review, etc.

Make sure to check out:
Dr. Dudley Flood's work and the continued work based on his focus
Jeanes Fellows work
CHCCS Equity and Engagement Framework

# data[].attributes.headline
Mark Daniels: 5 Reasons Why Theatre Matters Today

# data[].attributes.subject
Mark Daniels: 5 Reasons Why Theatre Matters Today

# data[].attributes.body
Mark taught us how theatre can be in any class. We learned to walk leading with different parts of our body and how that one act created characters for us. We also learned how to incorporate tableux exercises in any content area. Great to get up and move!

# data[].attributes.headline
Autumn Rivera: We're All in This Together

# data[].attributes.subject
Autumn Rivera: We're All in This Together

# data[].attributes.body
Autumn taught us how giving all students a shared experience at the beginning of learning creates equitable background knowledge. She taught us how she created this for her students with an experience on the Colorado River that evolved over the course of two years (don't want to spoil the story if you haven't heard it, but you should ask her)!

# data[].attributes.headline
Bill Stockton (Using TEK (Traditional Ecological Knowledge) in the Science Classroom)

# data[].attributes.subject
Bill Stockton (Using TEK (Traditional Ecological Knowledge) in the Science Classroom)

# data[].attributes.body
Qualitative vs Quantitative methods of examining (Oral Traditions vs Scientific Data)
TEK combines Human experience with Scientific data to create inclusive measures of understanding science such as climate change
Why it matters
1. creates a deeper understanding of the curriculum by students
2. exposes students to different cultures
3. Helps combat stereotypes
4. Helps native populations maintain their culture

# data[].attributes.body
Lead an activity where we wrote and reflected on four questions (Who are you? What do you believe? What do you care about deeply? Who do you look up to?) We then circled up to discuss our responses and our connections.
The purpose is to slow down and give each other and ourselves to think about these questions and find common ground as individuals. Removing the barriers (both physical, like tables and desks) and curricular (leaving how they respond very open) allows students to see themselves as individuals and see the "real" parts of their classmates. Great opportunity for quiet downtime, morning meeting conversations, and a chance to make connections for kids. Low tech, low prep, and can be a powerful exercise across any content area to develop a safe space within the classroom to share moving forward.

# data[].attributes.headline
Cherie Goldman, Teacher Burnout in Georgia

# data[].attributes.subject
Cherie Goldman, Teacher Burnout in Georgia

# data[].attributes.body
From WHO Burn out is an organizational problem so that solution is for organizations to successfully manage stress

Top ten finalists were the task force as they were chosen by their peers. Rural, content areas were represented

5 Themes: Assessment, Preserving and Protecting Time, Pressures/Unrealistic Expectations, Teacher Voice and Professional Growth, Mental Health and Wellness

"Celebrate people over programs"

As a result of the task force, Georgia is implementing several programs to support teachers (wellness care -6 free counseling/guidance sessions including elder care, home ), new evaluation system that is not punitive, Carl Vinson Institute to duplicate the work on a district levels

Taskforce report was citied in the gubernatorial debate!!!

https://www.gadoe.org/External-Affairs-and-Policy/communications/Documents/Teacher%20Burnout%20Task%20Force%20Report.pdf

# data[].attributes.headline
Kelly Shrein, The Importance of Family-School Relationships

# data[].attributes.subject
Kelly Shrein, The Importance of Family-School Relationships

# data[].attributes.body
Relationships are of the utmost importance when it comes to student success. A teacher should prioritize giving students a voice and time spent developing those relationships outside of the classroom (attending a birthday party or soccer game) will payoff. Contrarians may argue that spent off contract is challenging and asking too much. Instead, a very small time investment will have a significant impact on the students and families we serve.

# data[].attributes.body
Lisa taught us math! And we weren't afraid of the numbers! In fact, she taught us that we can collaborate around numbers in ways that not only built collaboration and trust, but made sure everyone believed they could be mathematicians too.

She used this really fun activity (see photo) to get us started!

# data[].attributes.headline
Jessica Saum, Presuming Competence with Exceptional Learners

# data[].attributes.subject
Jessica Saum, Presuming Competence with Exceptional Learners

# data[].attributes.body
"The voicing of expectations of students with special education needs impacts students and families"
"I'm not going to ruin the dreams of families, I am going to tell them I will support their visions, hopes, and dreams."
How can educations be the gateway, not the endpoint for students with disabilities?
How do labels insinuate layers of can't? How do we look at students, not limit them?
"See special education as it is, a service, NOT a student or a place we send students"
"Make it say -beach-"

# data[].attributes.body
Why is attendance so low at parent engagement nights? Using an I.N.S.T.A. Goal Model (Individualized Next Steps Towards Achievement), Sarah and her team revamped parent night by providing childcare, headphones that provide translation services, and focused on providing meaningful information including reviewing data, SMART goal setting, and reflection. Families were allowed to bring food to share.

# data[].attributes.headline
Theresa Maughan: Our Names and Our Place in the World

# data[].attributes.subject
Theresa Maughan: Our Names and Our Place in the World

# data[].attributes.body
Theresa taught us about the importance of focusing on student names and how a focus on student names creates community and trust in the classroom. After watching this beautiful video from Sesame Street, she poses these four questions for her students (they can choose to respond to the one that speaks to them):
1. What might your nam tell others or not tell others about your identity?
2. What stories about you or your family might your name reflect?
3. What about your identity is simplified, hidden or confused by your name?
4. My name is/is not a good fit for my personality because...

https://www.youtube.com/watch?v=uwvA_7MSjAA

# data[].attributes.attachment_link.title
Sesame Street: The Names Song | #ComingTogether

# data[].attributes.headline
Kabby Hong, The Power of Visibility: The Importance of Asian American Pacific Islander Visibility in Schools

# data[].attributes.subject
Kabby Hong, The Power of Visibility: The Importance of Asian American Pacific Islander Visibility in Schools

# data[].attributes.body
"Teaching is an act of optimism" The power of increasing visibility of the AAPI community in all we do, especially in our classrooms. Incredible story of self and stories of connection to students, families, and communities.

# data[].attributes.headline
Sara Russell, Creating Respectful Discussions and Empowering Student Voice

# data[].attributes.subject
Sara Russell, Creating Respectful Discussions and Empowering Student Voice

# data[].attributes.body
Sara has a great system for small group (4) discussions to ensure equity of voice. She begins with age-appropriate norms, provides sentence stems to help students get started and engaged, and closes with checks for understanding and feelings.

# data[].attributes.body
Highlights and summary of what your colleague shared. Please feel free to include links, images (with permission) and anything else that would be helpful to another teacher trying to learn more.