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Harvard's PROJECT ZERO Thinking Routines Toolbox (from Katherine!)

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Harvard's PROJECT ZERO Thinking Routines Toolbox (from Katherine!)

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"Whether you want to sharpen your mind or experience more peace, this can help in dramatic fashion."

Tim Ferriss

Investor, #1 New York Times best-selling author, and host of The Tim Ferriss Show podcast.

Discover the true purpose of meditation.

Go beyond simple relaxation techniques and experience the freedom of real mindfulness-without any New Age fluff.

Understand why you're practicing.

Don't just meditate. Understand the theory of mindfulness, with the best of ancient wisdom pressure-tested by modern science.

Live an examined, fulfilling life.

Listen to lessons and conversations on Stoicism, effective altruism, sleep, psychedelics research, and more.

World-Renowned Teachers and Scholars

"The Waking Up app has helped me see the reality of my mind much more clearly. Sam's meditations leave me feeling more grounded, calm, and with a greater appreciation of my life and the present moment. There's no other meditation app quite like it."

"Even with more than a decade of prior mindfulness practice and devoted daily meditation, I have found Waking Up not merely useful but transformative. There is something singular and powerful about the integration of philosophy (which trains us to think more deeply and question our thinking-instrument more closely) and poetry (which trains us to feel more widely and be more awake to life) into a meditation practice."

"The Waking Up app has helped me see the reality of my mind much more clearly. Sam's meditations leave me feeling more grounded, calm, and with a greater appreciation of my life and the present moment. There's no other meditation app quite like it."

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Waking Up - A New Operating System for Your Mind

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Open the door to a deeper understanding of yourself-with guided meditations and insights for living a more examined life.

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Meditation and Sleep Made Simple - Headspace

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Live a healthier, happier, more well-rested life in just a few minutes a day with the Headspace app.

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The Dialogic Change Model

Result-oriented, structured planning and implementation of a Stakeholder Dialogue

×

To improve is to change; to be perfect is to change often.
Winston Churchill

Phases of Dialogic Change

An introduction to the Dialogic Change Model

The Dialogic Change Model (DCM) introduced here allows for result-oriented, structured planning, and implementation of a Stakeholder Dialogue. It is divided into four phases:

1 - Exploring and Engaging

2 - Building and Formalizing

3 - Implementing and Evaluating

4 - Sustaining and Expanding impact

This division has proven helpful in taking all demands and requirements of the different phases of a dialogue process into account and preparing them adequately. The guiding principles of the model are based on the Dialogic Practices of voice, listen, respect, and suspend. By using structured dialogue to create a space for collective intelligence, the model facilitates a process design that can be owned by all stakeholders.

A short history of the Dialogic Change Model

While supporting the 4C project, a cross-sector partnership between coffee traders, producer organizations, and international civil society organizations, the Collective Leadership Institute's founder and Executive Director Dr. Petra Künkel, identified the factors that make a cooperation project successful. She noticed that the focus of project management is top-heavy on structure and noted the importance of the quality of dialogue between project stakeholders. Over many years, she documented her observations and developed a model that balances the ancient human knowledge of dialogue and collective intelligence with result-oriented process design and communication architecture. This is how the Dialogic Change Model was born.

EXPLORING AND ENGAGING

Phase 1 is focused on raising the energy for change and dialogue. In this phase, stakeholders explore the Stakeholder Dialogue's context, taking other existing initiatives and the people involved into account. This requires understanding the external context, the factors that will influence the dialogue, and the dynamics of the complex system in which the Stakeholder Dialogue will take place. Talking to selected but relevant stakeholders and opinion-leaders informally in this phase can help clarify and elucidate the prospects and potential obstacles for dialogue and change. A small cross-sector team of engaged people, called the Container, can meet at various opportunities, exchange ideas, and receive inputs from interested and knowledgeable people in this phase.

Expected results of phase 1:

Trust among key stakeholders

Explicit resonance for the dialogic initiative or change process

Credibility for implementation

Participating stakeholders identified

Context and external influencing factors explored

BUILDING AND FORMALIZING

Phase 2 is geared towards consolidating the system of stakeholder collaboration and formalizing stakeholders' commitment to change. Initial structures are developed, project teams defined, and regular meetings planned. This usually leads to agreements - the signing of a contract, a Memorandum of Understanding (MoU), a project plan, or a public address in the interest of the change endeavor. With an official event, and an agreed-upon, written document, the Stakeholder Dialogue officially comes to life.
The structure for the Stakeholder Dialogue needs to offer a sufficient degree of 'process safety' in an otherwise unpredictable and complex environment; contribution, roles, and allocation of work as well as communication and process designs need to be agreed upon jointly. It is crucial to strengthen the work of stakeholders in the initial Container (the core group of initiators holding the intention for change). Commitment needs to be built beyond the initiators and complemented by a more formalized structure for implementation. In this way, the capacity of the initiative's participants to learn and communicate is enhanced, and thus is the ability to solve difficulties.

Expected results of phase 2:

Depending on the form and purpose of the Stakeholder Dialogue, anything that shows commitment and gives structure to move forwards, e.g.

Recommendation and clarity on the use of Stakeholder Dialogues

Agreements to collaborate

Project or activity plans

Agreements on implementation procedures

Formal structures to steer the process (e.g. committees, expert working groups, etc.)

IMPLEMENTING AND EVALUATING

Phase 3 can be seen as the actual implementation of planned activities, including the establishment of an internal Stakeholder Dialogue monitoring system to ensure results and learning. Here, result orientation is a key factor for success. For Stakeholder Dialogues to deliver, it is crucial that stakeholders perceive visible change during the dialogue process, otherwise they might lose interest in the dialogue and in implementing change. It helps - particularly at the beginning - to concentrate on easily achievable results. The goal of a well-structured Phase 3, one could say, is to show that change is possible.

Another decisive factor for a successful dialogue and collaboration in implementation is the degree of joint implementation (respectively sufficiently coordinated implementation) and the opportunity for joint review. If the implementation is complex, a secretariat or support team can be appointed to assist in the coordination of implementation and the monitoring of results.

During the implementation, there must be opportunities to regularly reflect on the original initiative, as well as on the ongoing process. Sometimes it becomes apparent during the implementation that certain contextual aspects were not adequately considered or that important stakeholders were not included in the process. At this point, it may therefore be helpful to take up the approach used in Phase 1 again to clarify the context fully, extend capacity building, or integrate new stakeholders into the process. Phase 3 can take months or years, and is concluded when the agreed-upon goals have been reached.

The complexity of a process often becomes evident during this phase, sometimes in the form of a crisis. Crisis symptoms may include criticism from external parties, stakeholders voicing new, previously unspoken interests, negative press, counter initiatives, endless non-productive discussions, or a group of actors threatening to back out of the dialogue process. Political interests can often hold up an initiative's development or complicate consensus-building. The more stability and trusting relationships have been created in Phase 1 and 2, the better such phases of instability can be overcome.

Expected results of phase 3:

Depending on the form and purpose of the Stakeholder Dialogue and area of implementation:

Showcases of success

Achieved milestones

Project implementation reports

Public communication and media coverage

Established monitoring systems

Sustaining and Expanding impact

Once a Stakeholder Dialogue has reached the agreed-upon results, the question remains whether an initiative should stop there, or if it should be further developed. Many Stakeholder Dialogues terminate successfully after Phase 3. If the desired goal has been achieved, success should be adequately celebrated. Participation and contributions of individual stakeholder groups should be acknowledged and appreciated.

Nevertheless some Stakeholder Dialogues may want to consolidate their outcomes into sustainable structures. This can mean taking the endeavor to the next level, replicating it at another location, integrating a new issue, or further institutionalizing the dialogue on a more formal level.

If taking the initiative or project to the next level seems to be a worthy option, phase 4 needs to concentrate on building appropriate structures without losing sight of the crucial role of people and process. Phase 4 begins by creating the next-level Container by inviting and integrating new participants. Previously uninvolved actors must quickly understand the urgency and importance of an initiative and be able to emotionally connect with the larger goal. This often requires building new structures and developing a governance system that represents the stakeholder groups. Sometimes, it can make sense to set up an institution with the appropriate management structure. Keep in mind that transparency, stakeholder representation, dialogue, ownership, consensus-building, and outcome orientation also have to be reflected in the institutionalization. The major challenge in phase 4 is keeping the spirit of change alive.

The transition from a more loosely structured initiative to an institution is not necessarily an easy process. Replication or institutionalization often requires a professional management structure. Roles change and decision-making structures have to become more efficient. Existing management structures require additional legitimacy and credibility. Therefore, it is recommended that the original core group remains actively involved in phase 4 of a Stakeholder Dialogue, progressively handing over their functions to new actors and transferring the process step by step into its future structure.

Expected results of phase 4:

Depending on the form and purpose of the Stakeholder Dialogue and area of implementation:

Extending the goal and stakeholder participation

Institutionalizing a successful dialogue form

Using the experience gathered in dialogue in another process

Learn how the DCM works in practice

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Learn How the Dialogic Change Model Works › Collective Leadership Institute

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Learn about the 4 phases of the stakeholder dialogue & collaboration model - based on the Dialogic Practices of voice, listen, respect, and suspend.

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Why Liberatory Design?
We are all living in challenging times that our past experience and training has not sufficiently prepared us for. Too often, well intentioned equity efforts do not succeed-and even produce unintended consequences. This can lead to frustration, hopelessness and cynicism.
It's important to consider why so many equity efforts stall or fail to achieve intended outcomes:

They do not employ a deep enough equity lens-for example, a diversity and inclusion focus as opposed to interrogating deeper causes produced by systemic oppression.

They take the form of traditional linear, hierarchical plans that focus on strategies, goals, timelines, metrics and accountability. These efforts don't recognize the messiness and complexity of the challenge, so they often are ineffective and, sometimes, even backfire.

They are created in the context of dominant white culture, in traditional structures (e.g. committees, task forces), or in teams that don't have an effective approach to the work. Common problems include:

group members unable to engage in authentic critical dialogue;

lack of trust, especially across role/power and identity difference, that undermines team efficacy;

the process doesn't bring forward sufficiently creative thinking;

urgency leads to hasty, misguided decisions;

creative and potentially powerful solutions are not accepted by leadership.

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Liberatory Design - National Equity Project

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Addressing equity challenges and change efforts in complex systems with liberatory design. Learn more about this process or register for an upcoming course.

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Yoga + 12 Step Recovery National Organization

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Yoga + 12 Step Recovery National Organization

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Anchored by Y12SR meetings that happen across the country, our programs invite individuals to build capacity and resilience, to cultivate skillful mind states for skillful actions, to practice presence, to integrate, to learn, to teach, and to heal within the context of community.

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Substance Abuse and Mental Health Services National Hotline

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Substance Abuse and Mental Health Services National Hotline

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National Helpline for Mental Health, Drug, Alcohol Issues

# data[].attributes.attachment_link.description
SAMHSA’s National Helpline is a free, confidential, 24/7, 365-day-a-year treatment referral and information service (in English and Spanish) for individuals and families facing mental and/or substance use disorders.

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"Whether you want to sharpen your mind or experience more peace, this can help in dramatic fashion."

Tim Ferriss

Investor, #1 New York Times best-selling author, and host of The Tim Ferriss Show podcast.

Discover the true purpose of meditation.

Go beyond simple relaxation techniques and experience the freedom of real mindfulness-without any New Age fluff.

Understand why you're practicing.

Don't just meditate. Understand the theory of mindfulness, with the best of ancient wisdom pressure-tested by modern science.

Live an examined, fulfilling life.

Listen to lessons and conversations on Stoicism, effective altruism, sleep, psychedelics research, and more.

World-Renowned Teachers and Scholars

"The Waking Up app has helped me see the reality of my mind much more clearly. Sam's meditations leave me feeling more grounded, calm, and with a greater appreciation of my life and the present moment. There's no other meditation app quite like it."

"Even with more than a decade of prior mindfulness practice and devoted daily meditation, I have found Waking Up not merely useful but transformative. There is something singular and powerful about the integration of philosophy (which trains us to think more deeply and question our thinking-instrument more closely) and poetry (which trains us to feel more widely and be more awake to life) into a meditation practice."

"The Waking Up app has helped me see the reality of my mind much more clearly. Sam's meditations leave me feeling more grounded, calm, and with a greater appreciation of my life and the present moment. There's no other meditation app quite like it."

# data[].attributes.attachment_link.title
Waking Up - A New Operating System for Your Mind

# data[].attributes.attachment_link.description
Open the door to a deeper understanding of yourself-with guided meditations and insights for living a more examined life.

# data[].attributes.attachment_link.title
Happier meditation: Personalized Meditation & Mindfulness for Real Life

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Happier meditation: The meditation app that adapts to you with monthly check-ins. Manage stress, sleep better, and make mindfulness work for you. Start today.

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Yoga for Addiction: Using Yoga and the Twelve Steps to Find Peace in Recovery|eBook

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Discover how yoga and the twelve steps can help you find freedom from addiction, exist peacefully in your body, and create a truly joyful life.If you’re in recovery from alcohol or substance abuse—or if you’re thinking of seeking help—you should know that…

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Check out this great listen on Audible.com. This Naked Mind has ignited a movement across the country, helping thousands of people forever change their relationship with alcohol. Many people question whether drinking has become too big a part of their lives and worry that it may even be affecting…

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Adult Children of Alcoholics and Dysfunctional Families National Resources

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Adult Children of Alcoholics and Dysfunctional Families National Resources

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Adult Children of Alcoholics & Dysfunctional Families

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1. We became isolated and afraid of people and authority figures.

2. We became approval seekers and lost our identity in the process.

3. We are frightened by angry people and any personal criticism.

4. We either become alcoholics, marry them or both, or find another compulsive personality such as a workaholic to fulfill our sick abandonment needs.

5. We live life from the viewpoint of victims and we are attracted by that weakness in our love and friendship relationships.

6. We have an overdeveloped sense of responsibility and it is easier for us to be concerned with others rather than ourselves; this enables us not to look too closely at our own faults, etc.

7. We get guilt feelings when we stand up for ourselves instead of giving in to others.

8. We became addicted to excitement.

9. We confuse love and pity and tend to "love" people we can "pity" and "rescue."

10. We have "stuffed" our feelings from our traumatic childhoods and have lost the ability to feel or express our feelings because it hurts so much (Denial).

11. We judge ourselves harshly and have a very low sense of self-esteem.

12. We are dependent personalities who are terrified of abandonment and will do anything to hold on to a relationship in order not to experience painful abandonment feelings, which we received from living with sick people who were never there emotionally for us.

13. Alcoholism is a family disease; and we became para-alcoholics and took on the characteristics of that disease even though we did not pick up the drink.

14. Para-alcoholics are reactors rather than actors.

Tony A., 1978

Note: The Laundry List serves as the basis for The Problem statement.

To download a printable PDF of The Laundry List click here.

To access The Laundry List in different languages click here.

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Laundry List - Adult Children of Alcoholics & Dysfunctional Families

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We became isolated and afraid of people and authority figures. We became approval seekers and lost our identity in the process. We are frightened by angry people and any personal criticism. We either become alcoholics, marry them or both, or find another compulsive personality such as a workaholic to fulfill our sick abandonment needs.

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Laura McKowen's Push Off From Here and The Luckiest Club

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Laura McKowen's Push Off From Here and The Luckiest Club

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The Luckiest Club // Online Sobriety Support Community

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A dogma-free, compassionate place to recover from alcohol addiction and thrive in life.

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Equitable Text-Based Instruction + Text Analysis Toolkit

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Equitable Text-Based Instruction + Text Analysis Toolkit

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Achievethecore.org :: Supporting Equitable Literacy Instruction through Text Selection, Analysis, and Use

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Each and every student deserves equitable access and opportunity to develop their academic, linguistic, and cultural identities through grade-level, joyful, linguistically sustaining, and culturally responsive-sustaining learning experiences with texts. Students also deserve to be supported by educators who consistently uphold the efficacy for student assets in the literacy classroom.

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How Identity and Skill Acquisition are Connected

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How Identity and Skill Acquisition are Connected

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Historically Responsive Literacy: Identity and Skills | ECE English

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Gholdy Muhammad’s Cultivating Genius is focused on bringing out historical approaches to literacy to improve the learning experiences of, specifically, stud…

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Fostering Identity, Joy, and Skill Development

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Fostering Identity, Joy, and Skill Development

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How a teacher used a mini-unit featuring poetry, music, and art to help her third-grade students learn more about themselves and each other.

Maria Carluccio / The iSpot

"It is our job as educators to not just teach skills, but also to teach students to know, validate, and celebrate who they are." -Dr. Gholdy Muhammad, Cultivating Genius

The "Historically Responsive Literacy Framework" from Dr. Gholdy Muhammad's Cultivating Genius is a powerful planning and reflection tool. At my school we call it "The Genius Framework," which supports our belief that every student has genius. The tool includes five goals: Identity, Skill Development, Intellectualism, Criticality, and Joy. I used the framework to write a mini-unit on Identity, Joy, and Skill for a third-grade class.

Identity, Joy, and Skill

Below, write or draw about interests you have.

Is there anything you want me to know about you?

I'm a language and literacy equity coach, so I spent time prior to the unit building relationships with the students during literacy and art. I also asked students to complete a brief interest questionnaire:

Be aware of who I am and what I like.

Express myself, what I feel and like.

Accept everyone. We are all unique.

Treat everyone with respect.

Day one began with building consensus around agreements, to build trust:

I explained how the mini-unit builds off the skills (or standards) that students learned in a recent Character Studies unit and the project they created with our art teacher, where, inspired by the Kelsey Montague artwork depicting wings, What Lifts You?, every person in our school made a feather that included their identity and interests. Next, I read The Day You Begin, stopping four times for students to gesture, turn and talk, or respond to open-ended questions about character traits.

What you appreciate about yourself

When you felt proud learning or doing something difficult

When you felt courageous

I selected this text because it highlights the strength of multilingualism, which is especially important in a class with four multilingual students. To shift to students' thinking about their own character traits, I listed interests from the questionnaire, connecting them to specific traits. It's important to provide opportunities for effective oracy, so established, trusting dyads discussed one of the following:

You talked about _____. That showed _____.

I introduced structured talk stems for responding to each other:

Then, students wrote about their own traits. We concluded by having a closing circle where each student shared one thought:

One student said, "I feel excited to be learning more about myself," while another noted, "I learned that identity can be what you see and what is inside."

Identity

Who you are

The way you think about yourself

How you would describe yourself to someone who doesn't know you

Has multiple parts

How you are as a learner

Helps know self and others

Could include name, language, family, gender, race, religion, ability, etc.

Day two focused on the goal of Identity, while we continued exploring Skill. I responded to the feedback from the exit tickets (what they learned and questions they had) to build trust and relationships, and to model my learning and reflection. Then, I asked students what they knew about identity, and we developed a common definition:

Students added to their trait writing with additional words to describe their identities, both visible and internal. A video of The Reflection in Me introduced examples of visible and internal traits. We also explored how each student felt a sense of belonging and joy. Then, students again wrote exit tickets.

Joy

Day three opened with a Spark (an idea that comes from Zaretta Hammond), and students listened to, and read, lyrics from " What Else Can I Do? " I selected the music and other texts to instill a sense of joy in the students. I gave the meanings of several new words; then we deconstructed the lyrics to infer traits using text evidence. I introduced a broader definition of "text," including video, lyrics, images, picture books, and poems.

A key practice of the Genius Framework is to use layered, multimodal texts. We listened to Charles R. Smith Jr. read his poem " Allow Me to Introduce Myself," from the book Hip Hop Speaks to Children. Then students continued deconstructing texts in partnerships, choosing "What Else Can I Do?" or "Allow Me to Introduce Myself."

Day three ended with brainstorming ideas for our Identity Showcase Project. The art teacher and I provided time and coaching during Art Studio for students to work on their projects. The final projects included a variety of creative ideas: fingerprint, self-portrait, Venn diagram of self and friend, wooden heart, wooden frame. In the future I would also provide the apps GarageBand and WordFoto.

Day four was a final project celebration-it still gives me goosebumps when I remember the day because of the sense of joy. I displayed the projects with fancy backgrounds in a gallery space. Students entered to music playing and viewed the artwork. Partners shared something new they had learned about each other's identity. In our closing circle I read a Change Sings excerpt to connect Identity to leadership and hope. Then each student shared with the class their answer to the question "What gives you joy?" or "What do you want to share from your Identity project?"

This unit taught us all a great deal. I knew work around Identity and Joy was important for students to understand themselves and to nurture their awareness of the richness of our differences. However, I had no idea of the depth of the positive impact that a four-day unit would have on students. Their understanding of self and acceptance of self surpassed my highest expectations.

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Fostering Identity, Joy, and Skill Development

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How a teacher used a mini-unit featuring poetry, music, and art to help her third-grade students learn more about themselves and each other.

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Dr. Jen Gunter & The Menopause Manifesto

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Dr. Jen Gunter & The Menopause Manifesto

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Professional Resources | The Menopause Society

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The Menopause Society supports women’s healthcare professionals by making available the latest menopause research, teaching tools, and educational materials.

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12 Questions to Ask When Designing Culturally and Historically Responsive Curriculum 

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12 Questions to Ask When Designing Culturally and Historically Responsive Curriculum 

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As most schools begin to enter the final stretch in the year, many educators are beginning to plan their curriculum for the next school year. With the pandemic still impacting the lives of many across the country, educators are tasked with looking to the future with a lot of uncertainty and anxious anticipation. What will the school year 2021-2022 look and sound like? Where will my students be emotionally, socially, and academically? How can I plan with intentionality when there are so many unknowns? I know these are questions that I am considering as I begin to plan for the upcoming school year. However, one idea that I will be mindful of, and I hope others will as well, is how to teach and nurture criticality in the classroom through intentional curriculum planning.

I first became interested in this idea after watching a brief clip of Dr. Gholnecsar (Ghouldy) Muhammad speak. (The video clip may be viewed on YouTube by searching "Presenter Spotlight: Dr. Gholnecsar (Gholdy) Muhammad") She spoke of the need for students to find refuge in a sense of self and loving who they are. In addition, Dr. Muhammad shared that students need to be given the opportunity to experience learning with a criticality lens because it will allow them to read the world. Through these experiences they will know the truth about people who are different and learn not to be passive consumers of knowledge. I believe that her words resonated with me so deeply because this year has left many educators, like myself, wondering what they can do to support their students during these challenging times.

Curious to learn more about what Dr. Muhammad meant when she mentioned a "criticality lens", I decided to search online for additional sources on this idea. I came across an EducationWeek interview by Larry Ferlazzo, an English and Social Studies teacher at Luther Burbank High School in Sacramento, California. In the interview, Ferlazzo asked Dr. Muhammad a series of questions about her book, Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy . It was in reading the transcript of the interview that I learned more about criticality and the implications for teaching. Below are some of my major takeaways from reading the interview:

Criticality is the capacity and ability to read, write, think, speak in ways to understand power and equity in order to understand and promote anti-oppression.

"In my work, I discuss the difference between lower case 'c' critical, which is just deep and analytical thinking. But Critical with a capital "c" is related to power, equity, and anti-oppression. It is helping youths to be 'woke' socio-politically."

When planning with criticality in mind, an educator needs to connect teaching to the human condition and to frame teaching practices in response to these social and uneven times.

Thus, we have a responsibility to help students understand content from marginalized perspectives.

Educators must ask themselves, "How does our curriculum and instruction help us understand power, equity, and anti-oppression?"

What does this mean for educators? ─ We need to take what we know about criticality presented by Dr. Muhammad, the Social Justice Standards (commonly referred to by its four domains IDJA ─ Identity, Diversity, Justice, and Action), and cultural sensitivity when planning curriculum and instruction. For educators, these ideas can be used to guide curriculum development and begin having meaningful discourse with colleagues about how to enhance the learning experience. As stated in the OCDE Project GLAD®️ learning guide under the section of cultural sensitivity , "educators need to be open to embracing new practices, modifying outlooks, and changing traditions."

With that being said, there is still time to begin this work as the year comes to an end. As previously stated, when planning a lesson or unit, it is important to connect teaching to a human condition. In addition, Dr. Muhammed says that educators need to consider the following questions:

What issue is most urgent for students' learning? How does this issue connect to the world? How can I connect content-learning skills to this issue?

What multimodal text can I layer in my lesson or unit plan to teach this topic/issue? Teachers think about print and nonprint texts.

What creative and engaging exercises will I engage students in to teach this topic/issue?

How can I assess each of the four learning standards ( identity, skills, intellect, and criticality) ? *These learning standards are part of the Historically Responsive Literacy Framework outlined in Cultivating Genius.

In the interview, Dr. Muhammad shared that she used the water crisis in Flint, Michigan as the basis for a math and social studies lesson. She brought in realia and various text sources (such as political cartoons and youth-spoken word poetry) that allowed for marginalized perspectives to be utilized as a source of knowledge and information. According to Dr. Muhammad, she strategically picked these sources of information in order to make the content accessible and engaging for all students. Students took part in collaborative conversations and engaged with peers in making sense of the sources. The process allowed students to take the crisis in Flint, Michigan and apply it to issues in their own communities. These types of lessons can help students to "interrogate, critique, and agitate toward social change, especially in their own communities" (Dr. Muhammad). The plan for these lessons addressed the four learning standards in the following ways.:

Identity: Students will understand their personal dependency on water.

Math - Students will learn to examine percentages of lead content found in water. They will also learn how to create equations with two or more variables to represent relations between quantities as well as graph equations on coordinate axes with labels and scales.

Science - Students will define environmental justice and name the importance of water quality for humans.

Intellect: Students will learn about the water crisis in Flint, Mich.

Criticality: Students will learn to consider how the government prioritizes community needs based on socioeconomic status and/or race and understand the media's role in the government's response to a crisis.

As Earth Day approaches, educators can use this time to teach about important issues concerning their communities. For example, in Hawaii the idea of sustainability has been part of the fabric of the Hawaiian culture for centuries. One aspect I hope to bring to my classroom is to share with my students the impact of the Hōkūlea and Hikianalia. Members of the Polynesian Voyaging Society have traveled the world on these voyaging canoes in hopes to strengthen a global community towards a common cause to save the ocean and planet. Along their travels, the people of the voyaging society have met with communities, institutions, and governments to make mālama honua, or caring for the earth, a priority. During these meetings, all those involved have shared approaches to sustainability that are innovative and appropriate to that place and culture. The idea of a sense of place and culture is deeply rooted in the history of the Hawaiian people. I believe that it is important to expose students to this perspective and to show them that the core values of an early community still resonate and are relevant to our communities today.

What does this mean for your individual organizations? ─ As shared in the document for the Social Justice standards, school administration can use the standards to make schools more just, equitable and safe. It can be used to begin the conversation for all stakeholders at a school or educational institution to consider their own implicit biases and to reflect on their own ideals that impact how we teach our students. As shared by the National Equity Project, there needs to be a process of looking in a mirror and looking out of a window. When "looking in a mirror", educators need to consider insight into themselves ─ beliefs, identity, experiences, strengths, fears. When "looking out a window", educators need to have insight into their context ─ students, families, colleagues, schools, organization, and community. There needs to be honest conversations about the ideas that come about during these times of reflection. It is imperative that everyone takes into consideration that the process may be uncomfortable and may force people to acknowledge parts of themselves that they may not have realized were present. The process must also be collaborative and one where growth is celebrated. Everyone needs to be on the same page that the purpose is for transformation as a unified group working towards supporting students and their best interests.

In addition to independent and group reflection, Dr. Muhammad encourages educators to be ready to "cultivate young people who, across the course of their lifetimes, will disrupt, disquiet, or unhinge oppression." In order to do this, we as educators must teach beyond the programs we are relegated to teach. We must be prepared to evaluate and interrogate the curriculum as we expect our students to do the same with resources provided to them. We must question and bring attention to publishers that there are lacking diverse and critical content in the products they produce. A lot of this work can occur during staff meetings, PLCs (professional learning communities), or grade level meetings. The ideas discussed will greatly impact what and how we teach. Therefore, much time and consideration need to be devoted to analyzing the current system. Groups need to be ready to ask and answer some tough questions.

There are many directions in which to move the conversation after going through the reflection process as described previously.

One approach may be to create a book club using texts that focus on the idea of transformation in the school communities. These clubs could be organized by grade levels or cadres. As mentioned previously, Dr. Muhammad wrote a book Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy . There are many other texts out there that address transformative practices.

Another may be to deconstruct the social justice standards. First looking and reflecting on the anchor standards and domains as a whole group. Then, diving deeply as a grade level into their respective standards. Moving into having vertical articulation to begin thinking about what the standards may look like school wide, especially due to the standards being grouped by bands (K-2, 3-5, 6-8, 9-12). FInally, coming together to look at the organization's vision and to plan future follow-up sessions to discuss effectiveness and to make adjustments.

In addition, organizations may look to chunking the process by looking at parts of the curriculum in cadres. Similar to what many schools may be doing already with a cadre for each particular content area. Within the cadres, staff can begin looking at their respective piece of the school-wide curriculum and begin having the conversations of how the social justice standards and the four learning standards for the Historically Responsive Literacy Framework are already being implemented. Discuss successes, hints for success, and considerations for future implementation. Then consider how standards not being addressed could be integrated. There also has to be time provided in which there is dialogue between cadres. As we expect students to collaborate with others and see relevance across content areas, we must also begin to think about how to integrate different content areas to address these standards.

These are just a few ways in which we can begin the conversation and move towards transforming our organizations and our teaching practices.

In closing, all of this work allows us as educators to begin the transformative process in creating culturally responsive organizations that begin to address "deep culture" as illustrated in Hall's Cultural Iceberg Model (1976) and Maynard's Culture Tree explained by Zaretta Hammond. Both identify deep culture as the part that is "out-of-awareness" and requires individuals to intentionally take time to get to know others. As Hammond further describes, the tree is part of a bigger system that shapes and impacts growth and development. What is viewable by others, the surface and shallow parts, are not static and change or shift over time as social groups move and ethnic groups intermarry. Educators need to recognize that deep culture is the roots of the tree that grounds our students and is where their concept of self, group identity, decision making, and approach to problem solving is found. As a result, academic organizations have a responsibility to provide an environment that positively impacts students and provides opportunities for meaningful interactions in order for students to make sense of their world in a safe space. Acknowledging that we as educators cannot control everything that impacts our students, but we can provide them with a safe space in which they are encouraged to take risks, make connections, and to learn more about themselves in relation to the rest of the world.

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As most schools begin to enter the final stretch in the year, many educators are beginning to plan their curriculum for the next school year. With the pandemic still impacting the lives of many across the country, educators are tasked with looking to the future with a lot of uncertainty and anxious anticipation.

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The 'Pause Life by Dr. Mary Claire Haver

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The 'Pause Life by Dr. Mary Claire Haver

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Dr. Mary Claire Haver, MD, FACOG, MCP, Culinary Medicine Specialist and best-selling author of The Galveston Diet, founded The 'Pause Life to offer an accessible and easy-to-follow approach to menopause care. Dr. Haver's menopause toolkit focuses on lifestyle changes to help you feel your best during menopause.

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Ideas for Regulation: Choose a few that work well for you and make them part of your routine!

Stretching

Mindful breathing techniques

Rolling your neck and shoulders

Going for a short walk

Standing outside barefoot

Listening to calming music

Calming videos

Progressive muscle relaxation

Bouncing a ball

Applying pressure to your arms and legs

Balancing on one foot, then the other

Massaging tension in your body

Massaging your carotid artery

Listening to Audible to and from work

Taking the scenic route home

Journaling

Setting intentions in the morning

Positive affirmations

Gratitude (notes, journaling, etc)

Laughter, funny videos

Coloring

Doing puzzles, Sudoku, etc

Fidget toys, play dough, etc.

Co-regulation activities

Setting boundaries

End of day rituals

Connecting with others

Daily check-ins with a colleague

Naming your emotions

Stopping negative thinking

R.A.I.N. meditation

Practicing self-compassion

Shuffling cards

Humming

Drinking or splashing cold water

5 senses meditation

Essential oils

Knitting

Drinking tea

Dimming the lights

Rocking chair, swaying

Dancing

Set Daily Intentions:

1. How will I be more connected today?

2. How will I be healthy today?

3. How will I find purpose today?

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We've partnered with 500 schools, trained over 70,000 educators, and we're just getting started. We help school communities create equitable and joyful learning environments that center collective well-being. #mindfulness #mindfulschools #wellbeing #belonging #mindfulteacher

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Tools of the Mind | Research-Based Curriculum and Training for Preschool and Kindergarten

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Research shows that self-regulation is the biggest predictor of success in school and life. Tools of the Mind integrates neuroscience and developmental theory to enable teachers to build these foundational skills, and so much more.

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https://www.youtubeeducation.com/watch?v=INGgzIO7vOY

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Understanding Your Implicit Bias (Learning Modules for Adults from Kirwin Institute-FREE)

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Understanding Your Implicit Bias (Learning Modules for Adults from Kirwin Institute-FREE)

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Implicit Bias Module Series | Kirwan Institute

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Why focus on implicit rather than explicit bias?

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Change starts with education -- here's a free toolkit for facilitated conversations about race, bias and prejudice so we can listen, lead and teach towards equity.

The landmark Supreme Court decision of Brown v. Board of Education shifted the educational terrain for all students across the United States. This historical ruling not only named the pervasive weed of inequity that had grown throughout the school houses in towns, cities and states, it brought to light the injustices that the U.S. suffered due to the systematic racism that weaved throughout our laws, town-halls, and societal practices. It forced individuals to, at the very least, adjust the blatant biases that were the norm of the day. Some may even say it placed the burden of acquainting communities to children and their families whom had never had the opportunity of knowing individuals outside of their neighborhoods. While Brown v. Board of Education placed the technical burden of ensuring that all children received an equal opportunity to education, it did not solve for the adaptive work of recognizing the micro and macro practices of biases that are intertwined in individual educators and the systems that they serve. In fact, the national data of school achievement by race indicates that these practices have not ceased over time; a closer look at school data trends, national assessment stats, and discipline data gives us an even greater sense that it has increased.

In these days, it is doubtful that any child may reasonably be expected to succeed in life if he is denied the opportunity of an education. Such an opportunity where the state has undertaken to provide it, is a right that must be made available on equal terms.

Chief Justice Earl Warren, Brown v. Board of Education (1954)

UnboundEd's core value of equity calls us to action on the commitment to disrupting patterns of implicit bias, privilege, and racism in ourselves, our organization, and in the education field to contribute to equitable outcomes for all students. We recognize that without an intentional study of biases we as educators will continue, even if unintentionally, to create the barriers to learning despite our belief about educational equity. We hope this toolkit leads to brave conversations in school communities all over the country so we can listen, lead, and teach towards equity.

Disrupting Inequity: Having Brave Conversations About Bias

The toolkit contains a high-level overview of the facilitated conversation, with individual PowerPoint presentations and materials containing detailed notes, resources, and activities that will help you move through each part of the conversation. Educators are encouraged to modify these presentations so they work for your school community.

Ready to have brave conversations about bias?

Let our toolkit guide you each step of the way.
DOWNLOAD THE TOOLKIT

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Change starts with education -- here's a free toolkit for facilitated conversations about race, bias and prejudice so we can listen, lead and teach towards equity. The landmark Supreme Court decision of Brown v. Board of Education shifted the educational terrain for all students across the United States.

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Meaningful Literacy Exchanges for Building and Sustaining Identity in the Classroom (Dr. Alfred Tatum)

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Meaningful Literacy Exchanges for Building and Sustaining Identity in the Classroom (Dr. Alfred Tatum)

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Culture, Community, and Collaboration: Asset-Based Culture Work in the Classroom from Achieve the Core

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Culture, Community, and Collaboration: Asset-Based Culture Work in the Classroom from Achieve the Core

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Culture, Community, and Collaboration - Peers and Pedagogy

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From the lens of an Instructional Math Coach, influencing the culture begins by impacting one student, one class, one teacher at a time. Math Milestones™ provided me with an opportunity to engage with like-minded math minds from all over the country; it empowered me to recognize and appreciate student assets and identity to shape and […]

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Fostering Identity, Joy, and Skill Development with Dr. Gholdy Muhammad

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Fostering Identity, Joy, and Skill Development with Dr. Gholdy Muhammad

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How a teacher used a mini-unit featuring poetry, music, and art to help her third-grade students learn more about themselves and each other.

Maria Carluccio / The iSpot

"It is our job as educators to not just teach skills, but also to teach students to know, validate, and celebrate who they are." -Dr. Gholdy Muhammad, Cultivating Genius

The "Historically Responsive Literacy Framework" from Dr. Gholdy Muhammad's Cultivating Genius is a powerful planning and reflection tool. At my school we call it "The Genius Framework," which supports our belief that every student has genius. The tool includes five goals: Identity, Skill Development, Intellectualism, Criticality, and Joy. I used the framework to write a mini-unit on Identity, Joy, and Skill for a third-grade class.

Identity, Joy, and Skill

Below, write or draw about interests you have.

Is there anything you want me to know about you?

I'm a language and literacy equity coach, so I spent time prior to the unit building relationships with the students during literacy and art. I also asked students to complete a brief interest questionnaire:

Be aware of who I am and what I like.

Express myself, what I feel and like.

Accept everyone. We are all unique.

Treat everyone with respect.

Day one began with building consensus around agreements, to build trust:

I explained how the mini-unit builds off the skills (or standards) that students learned in a recent Character Studies unit and the project they created with our art teacher, where, inspired by the Kelsey Montague artwork depicting wings, What Lifts You?, every person in our school made a feather that included their identity and interests. Next, I read The Day You Begin, stopping four times for students to gesture, turn and talk, or respond to open-ended questions about character traits.

What you appreciate about yourself

When you felt proud learning or doing something difficult

When you felt courageous

I selected this text because it highlights the strength of multilingualism, which is especially important in a class with four multilingual students. To shift to students' thinking about their own character traits, I listed interests from the questionnaire, connecting them to specific traits. It's important to provide opportunities for effective oracy, so established, trusting dyads discussed one of the following:

You talked about _____. That showed _____.

I introduced structured talk stems for responding to each other:

Then, students wrote about their own traits. We concluded by having a closing circle where each student shared one thought:

One student said, "I feel excited to be learning more about myself," while another noted, "I learned that identity can be what you see and what is inside."

Identity

Who you are

The way you think about yourself

How you would describe yourself to someone who doesn't know you

Has multiple parts

How you are as a learner

Helps know self and others

Could include name, language, family, gender, race, religion, ability, etc.

Day two focused on the goal of Identity, while we continued exploring Skill. I responded to the feedback from the exit tickets (what they learned and questions they had) to build trust and relationships, and to model my learning and reflection. Then, I asked students what they knew about identity, and we developed a common definition:

Students added to their trait writing with additional words to describe their identities, both visible and internal. A video of The Reflection in Me introduced examples of visible and internal traits. We also explored how each student felt a sense of belonging and joy. Then, students again wrote exit tickets.

Joy

Day three opened with a Spark (an idea that comes from Zaretta Hammond), and students listened to, and read, lyrics from " What Else Can I Do? " I selected the music and other texts to instill a sense of joy in the students. I gave the meanings of several new words; then we deconstructed the lyrics to infer traits using text evidence. I introduced a broader definition of "text," including video, lyrics, images, picture books, and poems.

A key practice of the Genius Framework is to use layered, multimodal texts. We listened to Charles R. Smith Jr. read his poem " Allow Me to Introduce Myself," from the book Hip Hop Speaks to Children. Then students continued deconstructing texts in partnerships, choosing "What Else Can I Do?" or "Allow Me to Introduce Myself."

Day three ended with brainstorming ideas for our Identity Showcase Project. The art teacher and I provided time and coaching during Art Studio for students to work on their projects. The final projects included a variety of creative ideas: fingerprint, self-portrait, Venn diagram of self and friend, wooden heart, wooden frame. In the future I would also provide the apps GarageBand and WordFoto.

Day four was a final project celebration-it still gives me goosebumps when I remember the day because of the sense of joy. I displayed the projects with fancy backgrounds in a gallery space. Students entered to music playing and viewed the artwork. Partners shared something new they had learned about each other's identity. In our closing circle I read a Change Sings excerpt to connect Identity to leadership and hope. Then each student shared with the class their answer to the question "What gives you joy?" or "What do you want to share from your Identity project?"

This unit taught us all a great deal. I knew work around Identity and Joy was important for students to understand themselves and to nurture their awareness of the richness of our differences. However, I had no idea of the depth of the positive impact that a four-day unit would have on students. Their understanding of self and acceptance of self surpassed my highest expectations.

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Fostering Identity, Joy, and Skill Development

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How a teacher used a mini-unit featuring poetry, music, and art to help her third-grade students learn more about themselves and each other.

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List of Universal Human Needs (from Oren Jay Sofer)

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List of Universal Human Needs (from Oren Jay Sofer)

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Learning for Justice's Speak Up at School Protocol

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Learning for Justice's Speak Up at School Protocol

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This guide offers advice to adults about how to respond to biased remarks and the use of stereotypes—and how to teach students to speak up as well.

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ADL Responding to Incidents of Bias in Schools

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ADL Responding to Incidents of Bias in Schools

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Universe of Obligation (Example from Sara Ahmed's Be the Change book)

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Universe of Obligation (Example from Sara Ahmed's Be the Change book)

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universe of obligation by sara ahmed.pdf

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We spend a huge portion of our lives communicating. When we are not actively engaging with others, we're either reading, writing, listening to media, or carrying a conversation in our heads. The quality of our conversations determines to a large degree the quality of our relationships and through that, the quality of our lives.

Yet how much training do we each have in this most essential life skill? The answer is: decades. Communication is a learned, cultural phenomenon. We each have many, many years of training from our family, school, culture and society. The problem is that most of this training is unconscious and unintentional. This leaves us ill-prepared for some of the most important aspects of our life personally and professionally.

The resources below are intended to supplement your learning and practice as you read Say What You Mean. We invite you to explore them at your own pace. If you would like to join a community of others practicing these tools, we invite you to check out one of Oren's upcoming online events.

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Mindful Communication Resources — Oren Jay Sofer

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Guided audio meditations and Nonviolent Communication resources that come with Oren’s new book, “Say What You Mean: A Mindful Approach To Nonviolent Communication.”

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Video: Oren Jay Sofer on Mindful Communication

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Video: Oren Jay Sofer on Mindful Communication

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Say What You Mean: A Mindful Approach to Nonviolent Communication

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Say What You Mean A Mindful Approach to Nonviolent Communication (Oren Jay Sofer).pdf

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Say What You Mean A Mindful Approach to Nonviolent Communication (Oren Jay Sofer).pdf - Download as a PDF or view online for free

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Non-Violent Communication with Training Practices at the Bottom

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Non-Violent Communication with Training Practices at the Bottom

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Is the way that we communicate violent?

If we define violence as causing harm to ourselves and others, then much of the way we communicate with each other may fit this characterization.

All human beings have an innate capacity for compassion, but it is easy to become detached from this capacity in our pursuit to get our way. But when we get our way through fear, guilt, shame, or coercion, we are just as likely to suffer as those who give in to our will.

Violent communication need not be malevolent; often, it is automatic and habitual. In this article, we will explore Nonviolent Communication (NVC), a process through which we can learn to express ourselves clearly and honestly while listening to our needs and others.

Read on for a foundation in NVC and ways to apply these skills in the different spheres of your everyday life.

Before you continue, we thought you might like to download our three Positive Communication Exercises (PDF) for free. These science-based tools will help you and those you work with build better social skills and better connect with others.

What Is Nonviolent Communication? 3 Real-Life Examples

Nonviolent Communication (NVC) is a process of communication created by psychologist Marshall Rosenberg. It is a compilation of ideas about compassionate human behavior, packaged to meet the needs of modern times.

Rosenberg refers to NVC as a " language of compassion" but emphasizes that NVC is more than a process or language (Rosenberg & Chopra, 2015). NVC, he declares, is " an ongoing reminder to keep our attention focused on a place where we are more likely to get what we are seeking " (Rosenberg & Chopra, 2015).

We will get into how you can start practicing NVC in the next section. For now, let's begin with representative examples. Communication, both verbal and nonverbal, is a form of exchange and negotiation between partners. We can perform these exchanges with or without compassion.

NVC is based on the assumption that compassionate communication yields different results than uncompassionate communication and that these differences have a significant impact on both individual and societal levels (Rosenberg & Chopra, 2015).

NVC can be used in intimate relationships, families, schools, organizations, institutions, relationship therapy and counseling, diplomatic and business negotiations, disputes, and conflicts of any nature (Rosenberg & Chopra, 2015, p. 4). What follows are a few examples of NVC from Rosenberg's writings.

1. NVC in school

A special-ed teacher uses NVC in her classroom. She has taught the skills to her students as well. A child in her class with behavioral difficulties has become increasingly frustrating for the teacher. This child becomes aggressive when other students get too close to his desk (spitting, swearing, stabbing with a pencil).

When the teacher prompts him to use NVC, he stops, changes his posture and demeanor, and says, " Would you please move away from my desk? I feel angry when you stand so close to me." The other child responds in kind. Using NVC herself, the teacher realizes the unmet needs at the root of her frustration with the child.

Spending so much time on behavior management has stifled her sense of freedom and creativity in the classroom. Understanding this, she learns to respond to the student more effectively and compassionately (Rosenberg & Chopra, 2015, p. 7).

2. NVC in medicine

A doctor uses NVC with her patients to understand their needs. Her patients have complicated life-long conditions, such as hemophilia and AIDS.

This doctor uses NVC to show a genuine interest in her patients while providing help with how they can enjoy their everyday life. This interest is felt in her patients, who express gratitude. In turn, the doctor feels energized and motivated, while experiencing an increased ability to see her patients holistically, as human beings defined by factors beyond their diagnoses (Rosenberg & Chopra, 2015).

3. NVC in international relations

Rosenberg himself used NVC during a presentation at a refugee camp in Bethlehem when one of the listeners interrupted to call him a "murderer" (Rosenberg, an American, was seen as a representative of his country, which supplies weapons to Israel).

Rosenberg used NVC to resist his impulse to defend himself and listen to the man. By listening, he learned that the man wanted what everyone else wants: a clean and safe place to live, quality education for his children, political freedom, and autonomy.

This listening had the effect of defusing the man's anger. He began to see Rosenberg as a fellow human, rather than an "American." This exchange resulted in a dinner invitation for Rosenberg at the man's home (Rosenberg & Chopra, 2015, p. 15).

How to Practice It: 4 Steps

There are four steps and two parts to Nonviolent Communication (Rosenberg & Chopra, 2015):

1. Observations

NVC emphasizes observation without judgment. This means presenting the simple facts we have observed. For example, instead of saying, " You often don't listen when I'm speaking," you can say, " In our meeting today, I noticed that you were on your phone."

Learning to practice NVC entails learning to separate what you observe from personal value judgments on that observation. Reserving these judgments helps prevent the triggering of defenses, opening up the possibility for an exchange that leads to understanding. Sharing these observations with others is the start of NVC.

2. Feelings

NVC involves taking responsibility for your feelings. This requires a change in perspective of how others' words and actions affect our feelings. In NVC, what others say and do is considered the stimulus, but never the cause of feelings.

Instead, it is how we choose to respond to these stimuli and our needs and expectations at the time that causes feelings to occur (Rosenberg & Chopra, 2015).

When faced with a negative message from someone else, NVC illuminates four options. To illustrate these options, let's use the example of criticism, " You're so selfish ":

1. Take it personally:
"I really am selfish..."

2. Fight back:
"I'm not selfish; you're selfish!"

3. Consider your own feelings and needs:
Say something like: "When I hear you say that I am selfish, I feel hurt because I need some recognition of the effort I make to consider your preferences." By connecting their feelings with their needs, the speaker makes it easier for their partner to respond compassionately.

4. Consider the other person's feelings and needs:
Ask something like: "Are you feeling hurt because you need more consideration for your preferences?" (Rosenberg & Chopra, 2015). This response opens space in the conversation for the other person to express their underlying needs.

To bypass the first two likely automatic reactions, the person practicing NVC must be tuned instead to options three or four.

In this way, the individual is empowered to take responsibility by making different choices when interacting with others. By making these different choices, they are more likely to understand their conversation partner and meet their own needs. Rosenberg writes that the goal of learning to communicate one's own needs is to reach a stage called " emotional liberation " (Rosenberg & Chopra, 2015).

3. Needs

Taking the next step, NVC makes the connection between feelings and unmet needs in the individual. These needs are common and fundamental to all human beings (Rosenberg & Chopra, 2015). The outer expression of feelings, such as anger and frustration, are seen as indicators of needs, such as love and acceptance, that are unfulfilled.

In the third step of NVC, the individual learns to look inside themselves for these needs. NVC training facilitates this through practice and by expanding the vocabulary of feeling words, thereby increasing the nuance with which individuals can pinpoint and describe their needs. Speakers then use this information to make effective requests from others.

4. Requests

NVC's final step is to make specific, doable requests for things that enrich the requester's life. They are made in such a way that it enables the person to respond compassionately to the request. Requests are never demanded. NVC considers demands always to be violent, intimidating, and forceful - the source of many ineffective and unhelpful communication exchanges.

Requests in NVC are positive. This means requesting what you want, rather than what you don't want. An example of this would be saying: " I'd like you to spend more time with me at home" rather than " I don't want you to spend so much time at work."

The most effective way to separate a request from a demand is to include in the statement your own feelings and needs. This requires being conscious of what you are asking for and why you are asking for it (Rosenberg & Chopra, 2015). The clearer your request, the more likely you will get what you are requesting.

Since NVC is a reciprocal exchange, it can be broken down into two parts: 1.) Expressing honestly through the four components, and 2.) Receiving empathically through the four components (Rosenberg & Chopra, 2015). The second part depends on listening abilities, which NVC views as just as, if not more, important than speaking abilities.

It is important to remember that NVC is not a set formula, but something adapted to each individual context. The essence of the process is in the consciousness of the four components, rather than the words exchanged (Rosenberg & Chopra, 2015).

Since NVC is not merely a language or a set of techniques, but also an empathic stance, a consciousness of deeper needs, and a compassionate intent, Rosenberg claims that NVC can be done with silence, with no words exchanging between partners (Rosenberg & Chopra, 2015).

Training in NVC: 5 Worksheets

Try out these five worksheets for training in Nonviolent communication.

1. Listening Accurately Worksheet

Listening is half of the process in NVC. Use the Listening Accurately Worksheet to improve your listening skills so that you can become more skilled at identifying the feeling and need underneath your partners' words.

2. Conflict Resolution Checklist

When using NVC in a conflict resolution situation, this helpful Conflict Resolution Checklist will help you keep track of which aspects of the conflict have been resolved. Use this to eliminate loose ends and prevent unresolved conflicts from festering.

3. Anger Exit and Re-Entry Routines worksheet

Anger is the emotion that may be most likely to block compassion from occurring. If anger holds you back in your pursuit of using NVC, use this Anger Exit and Re-Entry Routines worksheet to learn a strategy for defusing your anger.

4. TRAPS to Avoid and TIPS for Success

This worksheet breaks down some of the common traps in an emotionally loaded conversation. Consider reviewing this sheet with a client preparing to have a difficult talk with an important other.

5. Using "I" Statements worksheet

Using "I" statements is a vital component of NVC, as it allows the speaker to own their statements and take responsibility for their needs and feelings. Use this worksheet to help yourself or your client with this important skill.

3 Helpful Exercises and Games

Try out these useful activities to improve your understanding of effective communication.

1. What was my intention?

Sometimes conflicts arise because of our intentions for an action. For example, when we do someone else's chores, we can do this with the intention of helping lighten the other person's load, or we can do it to make that person feel guilty.

If we do not take time to check in and examine our intentions, we may cause conflict without realizing it. Use this exercise to become more adept at understanding your intentions:

1. Write down something you did or said.

2. Describe the act on paper, and write down the intention behind it.

3. Dig deeper - were there other layers of intention beneath your stated intention?

4. Looking back, would you change your intention? Would you change what you did or said? Write down and explore the thoughts and feelings that result from this exercise.

2. Role-play

Role-playing lends itself to NVC practice. You can lead either of these role-plays in a group of dyads or one on one.

1. Empathy/Non-Empathy
Spend the first five minutes of the role-play in conversation, with one role-player acting in a way that embodies the opposite of empathy. Switch roles. Then spend the next 10 minutes or so practicing NVC. Afterward, debrief. How did it feel in each phase? On either side?

2. Practice self-empathy
This exercise is especially useful in front of a group or audience. Have a brave role-player embody both sides of an NVC conversation. In this way, they get practice not only with both sides, but also with identifying their needs and growing familiarity with what it sounds like to have their needs met.

3. NVC card games

The components of NVC have been developed into several different card games, which are great for children, couples, and groups working on these skills.

If you are interested in more communication exercises and games to work on with your clients, please see our PositivePsychology.com resource section below.

A Look at NVC in Relationships and Couples

Relationships can be a great source of joy and satisfaction or stress and distress.

Effective relationship communication helps couples enhance and strengthen their love relationship, while ineffective communication can cause conflict and rifts between partners.

NVC forms the foundation of the Emotion Focused Couples Communication Program (EFCCP), designed to help couples communicate with nonviolent and compassionate language, rather than disconnecting and demanding.

EFCCP repackages the four steps of NVC, emphasizing appreciation and gratitude, two emotions that help facilitate bonding (Vazhappilly & Reyes, 2017).

Couples go through the program together, with interventions taking place in both group and couples-only settings. There are also out-of-session activities for couples to complete, such as journaling and making an effort to thank/appreciate the partner for specific acts of goodwill.

In a three-week intervention utilizing EFCCP, couples experienced notable behavioral changes, including a higher level of effective communication and marital satisfaction (Vazhappilly & Reyes, 2017). This research supports the hypothesis that effective and compassionate communication leads to greater levels of wellbeing and marital satisfaction.

If you are a marriage and family therapist, or a therapist who does relationship work, consider working NVC into your practice for couples who struggle to communicate. For more information on EFCCP, consider reading the article cited above.

Employing NVC in Business

Some of the most significant stressors at work come from challenging interactions with coworkers and clients. Many employees are involved in interpersonal conflicts with their coworkers, causing high stress and difficulty recovering on weekends (Wacker & Dziobek, 2018).

The assumption behind NVC is that this stress can be avoided by adopting a compassionate and nonviolent style of communication. The hope is that NVC can prevent both burnout and coworker-related stress in the workplace.

A study was conducted with healthcare workers to test the hypothesis of whether NVC can prevent empathic distress and social stress at work (Wacker & Dziobek, 2018). The three-day training provided was a classic version of NVC training, emphasizing difficult emotions such as frustration and anger.

Participants were encouraged to role-play with real-life situations that they had experienced at work.

After tracking the participants for three months post-intervention, the researchers found evidence that the NVC training effectively fostered emotional and interpersonal skills and prevented empathic distress and interpersonal conflict (Wacker & Dziobek, 2018).

Participants showed enhanced use of NVC skills in everyday conversation and increased verbalization of negative emotions in conflictual conversations (Wacker & Dziobek, 2018).

The study is promising and demonstrates that NVC has utility in promoting a workplace where coworkers can take care of themselves and work through conflicts effectively and compassionately together. If you are interested in bringing NVC to your workplace, consider undergoing training yourself and bringing both the interventions and your newfound skills to work.

A Note on NVC Meditation

Meditation and NVC go well together. The process of NVC requires slowing down and becoming aware of the feelings and needs within you. This process can be aided by meditation practice since the skills developed in meditation cross over with the NVC process.

NVC trainers and educators have been developing content on NVC meditation. In addition, below is a guided meditation tailored explicitly to practicing NVC.

Guided NVC meditation

We recommend this article as well, which provides an excellent selection of meditation podcasts.

3 Books on the Topic

Want to know more? Then we suggest these books for further reading.

1. Nonviolent Communication: A Language of Life : Life-Changing Tools for Healthy Relationships: Vol. 3rd edition - Marshall B. Rosenberg, PhD & Deepak Chopra

This is the definitive text on NVC and provides the backbone of this article.

Complete with real-life examples and exercises for each chapter, this well-written book is a must-read primer for anyone interested in NVC.

Find the book on Amazon.

2. Living Nonviolent Communication: Practical Tools to Connect and Communicate Skillfully in Every Situation - Marshall B. Rosenberg, PhD

This is another of Rosenberg's books on NVC.

While the first book provides a foundation in NVC's theory, this book offers practical training in using NVC in various settings.

The focus is on exercise and things to try in real life. This text may be especially useful when looking for activities to try in your clinical practice.

Find the book on Amazon.

3. Being Me, Loving You: A Practical Guide to Extraordinary Relationships - Marshall B. Rosenberg, PhD (2005)

This shorter booklet consists of an adapted Q&A session on NVC in relationships.

This book provides real-life examples of how you can improve your intimate relationships' quality by using NVC.

Find the book on Amazon.

3 Insightful Podcasts

Listening to informative podcasts is a great way to get to know this topic through and through. We suggest these podcasts for a start.

1. The Art of NVC podcast

Hosted by Micah Salaberrios, this podcast shares the fundamentals of NVC with examples and interesting stories.

Salaberrios is dedicated to helping listeners discover Rosenberg's work for themselves.

This podcast is an easy way to absorb more information about NVC and is full of tips for applying the process in everyday life.

2. Nonviolent Communication, Marshall Rosenberg's NVC training - Joe Public

This podcast is essentially an audio archive of Rosenberg's talks and pieces of training on NVC.

For those looking to go straight to the source, this podcast is the closest to attending training with the founder.

3. Conflict Hotline podcast - BayNVC

This podcast consists of various role-plays (real-life examples submitted by listeners) in which conflicts are resolved using NVC.

For those looking for examples of NVC in action, look no further than this podcast.

Relevant PositivePsychology.com Resources

The Positive Psychology Toolkit© provides many different tools very relevant to NVC; and in excess of 400 tools on a range of positive psychology topics.

Some of our blog posts that relate to nonviolent communication, that is recommended for further reading, include:

If you're looking for more science-based ways to help others communicate better, this collection contains 17 validated positive communication tools for practitioners. Use them to help others improve their communication skills and form deeper and more positive relationships.

A Take-Home Message

Nonviolent Communication is a fascinating approach to communicating that anyone can learn.

It is useful as a self-help strategy, a clinical technique, and a consulting solution. It is versatile and relevant in contexts both local and global.

The information above is a primer to get you started learning about NVC. Use the resources to start your journey, and watch your relationships improve and grow over time.

We hope you enjoyed reading this article. Don't forget to download our three Positive Communication Exercises (PDF) for free.

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Your Complete Non-Violent Communication Guide

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We explore Non-Violent Communication (NVC) to learn how to express ourselves clearly while listening to our needs and those of others.

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Non-violent communication (NVC) is a method of empathetic conversation that focuses on understanding and meeting the needs of both the speaker and the listener. Communication is an essential part of our daily lives, and the way we communicate can impact our relationships and interactions with others.

In this article, we explore the following:

Brief History of Non-violent Communication

Marshall Rosenberg, the founder of non-violent communication, developed the method after observing and studying the way people communicate in different cultures and contexts.

He believed that communication is the key to resolving conflicts and promoting peace.

Rosenberg taught NVC in over 60 countries, and his teachings continue to impact people worldwide.

What is Non-violent Communication?

Non-violent communication a conversation style that aims to create a safe space for all parties involved, where people can express themselves freely and with empathy.

During the1960s, the concept of non-violent communication (NVC) grew in popularity and is based on the idea that all human beings have the capacity for compassion.

The theory explains that individuals only resort to violence or harmful behavior when they do not recognize more effective ways to fulfill their needs.

Therefore, by offering people a passive path to resolution through non-violent language, more peaceful outcomes will result.

Four Components of Non-violent Communication

Observations

This involves stating what we see and hear without making judgments or interpretations.

By observing rather than evaluating, we create a safe space for the speaker to share their experiences without fear of criticism or judgment.

For example, instead of saying, "You're always late," you could say, "I noticed that you arrived 30 minutes after the scheduled time."

Feelings

We can choose express how we feel in response to what we have observed. By acknowledging our feelings, we can communicate more authentically and connect with others on a deeper level.

For example, instead of saying, "You're always late, and it's so frustrating," you could say, "I feel anxious and stressed when someone is late because I'm worried about not being able to complete everything on time."

Needs

We can identify and clarify what we need or value in a situation. By verbalizing our needs, we can create more mutually beneficial solutions.

For example, instead of saying, "You're always late, and it's so frustrating. You're disrespecting my time," you could say, "I need to have clear expectations and reliable timelines to feel comfortable and able to work effectively."

Requests

We can choose to simply ask and make a clear request for what we need or want. By making a request, we invite the other person to take action to meet our needs.

For example, instead of saying, "You're always late, and it's so frustrating. You're disrespecting my time," you could say, "Can you let me know in advance if you're running late next time, so I can plan accordingly?"

By using all four components of non-violent communication, we can create a safe and empathetic space for ourselves and others.

Observation helps us communicate what we see and hear without judgment.

Feelings help us connect with others emotionally and build understanding.

Needs to help us identify what we value and what we need to feel satisfied.

Requests help us communicate what we need from others in a clear and non-threatening way.

Benefits of Non-Violent Communication at Work

Applying Non-violent Conversation Consistently

Applying non-violent communication in our daily lives can be challenging but rewarding. Here are some tips for practicing NVC in everyday conversations:

Open communication at work is the key to building trust, fostering collaboration, and achieving shared goals.

Examples of Non-Violent Communication at the Office:

Lawyers use Conflict Resolution

Avoiding all elements of triggering language is used to resolve conflicts by creating a safe space for both parties to express their needs and feelings. By focusing on understanding each other, a mutually beneficial solution can be found.

Sales Executives need Relationship Building:

Communication needs to be binding, not belligerent, in order to build stronger and more meaningful relationships by fostering empathy and understanding between individuals.

Leaders rely on Teamwork:

Promoting effective communication and collaboration in a team setting is crucial to every leader's success. By encouraging everyone to express their needs and feelings, a more productive and harmonious work environment can be created.

The Importance of Ongoing Practice of Empathetic Language

The importance of ongoing practice and patience in using NVC cannot be overstated. Changing old communication habits and adopting a new way of speaking and listening can be difficult, but it is not impossible. It takes time, effort, and a lot of patience to master this technique.

It is essential to remember that non-violent communication is not a one-time solution to all communication problems. Rather, it is a lifelong practice of empathetic and respectful communication. It is a journey that requires dedication, commitment, and perseverance.

The more we practice empathic communication, the more we internalize it, and it becomes a natural part of our communication style. We can gradually learn to communicate in a way that fosters understanding, empathy, and mutual respect.

It is also essential to be patient with ourselves and others as we amend our natural communication methods. It is natural to fall back into old communication habits, especially in times of stress or conflict. We must be kind and patient with ourselves and others, acknowledging that change takes time and effort.

Using NVC is a skill that requires ongoing practice and patience. It can be challenging to break old communication habits and adopt a new way of speaking and listening. However, with time and practice, NVC can become a natural part of our communication style, leading to greater success and satisfaction in our relationships and interactions.

It is worth noting that non-violent communication is also increasingly being integrated into the practice of diversity, equity, and inclusion (DEI), as it provides a framework for respectful and empathetic communication across differences in identity and perspective. By applying NVC principles to DEI conversations, individuals and organizations can create a more inclusive and equitable workplace culture.

Let's embrace empathetic and effective communication and see how it transforms our lives and relationships.

Get started with free DEI resources

Non-violent communication (NVC) is a method of empathetic conversation that focuses on understanding and meeting the needs of both the speaker and the listener. Communication is an essential part of our daily lives, and the way we communicate can impact our relationships and interactions with others.

In this article, we explore the following:

Brief History of Non-violent Communication

Marshall Rosenberg, the founder of non-violent communication, developed the method after observing and studying the way people communicate in different cultures and contexts.

He believed that communication is the key to resolving conflicts and promoting peace.

Rosenberg taught NVC in over 60 countries, and his teachings continue to impact people worldwide.

What is Non-violent Communication?

Non-violent communication a conversation style that aims to create a safe space for all parties involved, where people can express themselves freely and with empathy.

During the1960s, the concept of non-violent communication (NVC) grew in popularity and is based on the idea that all human beings have the capacity for compassion.

The theory explains that individuals only resort to violence or harmful behavior when they do not recognize more effective ways to fulfill their needs.

Therefore, by offering people a passive path to resolution through non-violent language, more peaceful outcomes will result.

Four Components of Non-violent Communication

Observations

This involves stating what we see and hear without making judgments or interpretations.

By observing rather than evaluating, we create a safe space for the speaker to share their experiences without fear of criticism or judgment.

For example, instead of saying, "You're always late," you could say, "I noticed that you arrived 30 minutes after the scheduled time."

Feelings

We can choose express how we feel in response to what we have observed. By acknowledging our feelings, we can communicate more authentically and connect with others on a deeper level.

For example, instead of saying, "You're always late, and it's so frustrating," you could say, "I feel anxious and stressed when someone is late because I'm worried about not being able to complete everything on time."

Needs

We can identify and clarify what we need or value in a situation. By verbalizing our needs, we can create more mutually beneficial solutions.

For example, instead of saying, "You're always late, and it's so frustrating. You're disrespecting my time," you could say, "I need to have clear expectations and reliable timelines to feel comfortable and able to work effectively."

Requests

We can choose to simply ask and make a clear request for what we need or want. By making a request, we invite the other person to take action to meet our needs.

For example, instead of saying, "You're always late, and it's so frustrating. You're disrespecting my time," you could say, "Can you let me know in advance if you're running late next time, so I can plan accordingly?"

By using all four components of non-violent communication, we can create a safe and empathetic space for ourselves and others.

Observation helps us communicate what we see and hear without judgment.

Feelings help us connect with others emotionally and build understanding.

Needs to help us identify what we value and what we need to feel satisfied.

Requests help us communicate what we need from others in a clear and non-threatening way.

Benefits of Non-Violent Communication at Work

Applying Non-violent Conversation Consistently

Applying non-violent communication in our daily lives can be challenging but rewarding. Here are some tips for practicing NVC in everyday conversations:

Open communication at work is the key to building trust, fostering collaboration, and achieving shared goals.

Examples of Non-Violent Communication at the Office:

Lawyers use Conflict Resolution

Avoiding all elements of triggering language is used to resolve conflicts by creating a safe space for both parties to express their needs and feelings. By focusing on understanding each other, a mutually beneficial solution can be found.

Sales Executives need Relationship Building:

Communication needs to be binding, not belligerent, in order to build stronger and more meaningful relationships by fostering empathy and understanding between individuals.

Leaders rely on Teamwork:

Promoting effective communication and collaboration in a team setting is crucial to every leader's success. By encouraging everyone to express their needs and feelings, a more productive and harmonious work environment can be created.

The Importance of Ongoing Practice of Empathetic Language

The importance of ongoing practice and patience in using NVC cannot be overstated. Changing old communication habits and adopting a new way of speaking and listening can be difficult, but it is not impossible. It takes time, effort, and a lot of patience to master this technique.

It is essential to remember that non-violent communication is not a one-time solution to all communication problems. Rather, it is a lifelong practice of empathetic and respectful communication. It is a journey that requires dedication, commitment, and perseverance.

The more we practice empathic communication, the more we internalize it, and it becomes a natural part of our communication style. We can gradually learn to communicate in a way that fosters understanding, empathy, and mutual respect.

It is also essential to be patient with ourselves and others as we amend our natural communication methods. It is natural to fall back into old communication habits, especially in times of stress or conflict. We must be kind and patient with ourselves and others, acknowledging that change takes time and effort.

Using NVC is a skill that requires ongoing practice and patience. It can be challenging to break old communication habits and adopt a new way of speaking and listening. However, with time and practice, NVC can become a natural part of our communication style, leading to greater success and satisfaction in our relationships and interactions.

It is worth noting that non-violent communication is also increasingly being integrated into the practice of diversity, equity, and inclusion (DEI), as it provides a framework for respectful and empathetic communication across differences in identity and perspective. By applying NVC principles to DEI conversations, individuals and organizations can create a more inclusive and equitable workplace culture.

Let's embrace empathetic and effective communication and see how it transforms our lives and relationships.

Get started with free DEI resources

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A Guide to Non-violent Communication - CultureAlly

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Learn how to cultivate empathy and resolve conflicts peacefully with our comprehensive guide to Nonviolent Communication. Discover effective techniques for empathetic communication at work.

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Genius and Joy: Part of a Culturally Responsive Curriculum

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Genius and Joy: Part of a Culturally Responsive Curriculum

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Genius & Joy: Culturally and Historically Responsive Literacy

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Mona Kirstein, Ph.D. | The Wholehearted Path

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12 Effective Somatic Therapy Exercises for Holistic Healing

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Explore 12 somatic therapy exercises that use the mind-body connection to gently calm the nervous system, manage anxiety, and promote deep healing.

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Re-Activating Creativity as a Joy Practice

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Re-Activating Creativity as a Joy Practice

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Embodiment and Creativity: Activating your Inner Genius through the Body

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Have you ever been so immersed in an activity that you felt like time had stopped? Chances are, you were experiencing a flow state. Flow is defined as an optimal state of consciousness in which we feel and perform our best. It refers to those moments in the zone, when focus becomes so intense that everything else seems to disappear. Action and mindfulness begin to merge. Our sense of self disappears. So does our sense of time. And while that is happening, all aspects of mental and physical performance go through the roof.Flow is often accompanied by intense feelings of joy, aliveness and spontaneous creative inspiration or insights. It is that elusive, magical moment, where everything just seems to click and fall into place. But how do we reach this state, and how do we - as Jason Silva once famously asked - “stabilize ekstasis?”According to the latest findings in neuroscience, deep embodiment is probably the most potent of all flow triggers which can lead to deep flow states, which border on ecstasy.‍

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Somatic Movement to help spark Joy // Trauma-informed Somatics

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Research Article: Activating Joy through Read Alouds

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Research Article: Activating Joy through Read Alouds

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Gholdy Muhammad has written a new book and agreed to talk to me about Unearthing Joy: A Guide to Culturally and Historically Responsive Teaching and Learning.
Muhammad is a professor of curriculum and instruction with a focus on literacy, language, and culture. She has served as a classroom teacher, literacy specialist, school district administrator, curriculum director, and school board president. You can read the interview we did about her previous book, Cultivating Genius: An Equity Framework. LF: Unearthing Joy provides a host of practical ideas on how to implement the ideas you wrote about in your previous book, Cultivating Genius, while stressing the importance of bringing joy into classrooms. We teachers, our students, and their families can certainly use as much joy as possible in this era of conservative attacks on literature for young people, social-emotional learning, and culturally responsive education. Can you talk about what led you to approach some of today's education challenges with a focus on the idea of "joy"? And, can you share a few ideas of what they might actually look like in the classroom?
Muhammad: As I continue to teach young people, preservice teachers, and scholars, while working with school leaders, I find that we need joy more than ever. Teachers often tell me their hearts are overwhelmed and stressed. The pandemic exacerbated the need for joy. Also, as you said, there are ongoing attacks on literature and inclusive, humanizing curriculum. These are all reasons we need joy as I define it in the book. Joy should be the ultimate goal of teaching and learning. When I began to speak with educators about joy, they often responded, "Yes!" and "Finally!" They were ready.

Many of them had been doing joyful work for a long time-after all, joy is the reason many of us entered education in the first place-but they wanted it to be more formalized in terms of standards, evaluations, and curriculum.

Then there were those educators who thought joy was important for early-childhood and elementary students only. I then thought, Well, what about students beyond elementary school? Don't they need joy? And what about adults? Don't we need to embrace, practice, and rely on joy in our lives? Certainly! We have a growing number of suicides and mental health issues among young people today. Teaching them skills in decontextualized ways, while ignoring identity, intellect, criticality, and joy, is not enough to stop that growth.

In the book, I discuss historical ways of conceptualizing joy. I define joy as the ancestors defined it. I found that, for centuries, Black people have defined joy as something more than having fun or celebrating but as a sustained effort to recognize and honor the beauty of and within the Earth. To the ancestors, joy was art and aesthetics. It was teaching our children to name the beauty within themselves and within humanity. Joy meant coming together for advocacy and problem solving to make the world better. Joy was wellness, healing, and justice. The ancestors needed joy then, and we all need it now.

In the book, I suggest making joy a learning goal, or pursuit, to be taught and assessed. Joy can infuse our relationship building with students, as we check in on their hearts and on their wellness. It emerges when we integrate more art, poetry, and music into our instruction and when we create learning experiences that encourage students to have fun and problem solve, with their voices (and perspectives) centered.
LF: So much of your book challenges the deficit thinking that seems to dominate the education narrative-the blaming of our students and their families (and, often, of teachers) for challenges to academic achievement. Instead, you argue that those challenges are systemic and changes need to be made to the system. Can you share two or three examples of situations where we tend to blame students when we should be focusing elsewhere? And then, what shifting that focus might look like in practical terms for practicing teachers?
Muhammad: First, let's look at tests that typically screen for students' reading and math proficiencies, such as the NAEP exam or state tests. In 2022, NAEP data showed that 17 percent of Black 4th graders were "proficient" or "advanced" in reading. Seventeen percent. We typically report data in that student-facing way instead of reporting what's really going on: As a nation, our educational system has failed 83 percent of Black children, the group we fail the most often. How, then, are we creating policy, curriculum, standards, and assessments that are inclusive of Black youth and responsive to their genius and educational needs? We're not. Instead, we believe it is the student who needs help and intervention-not the curriculum, not the test, not the system.

Another example relates to students' behavior. I've found in my research that when Black girls don't follow school rules or respond well to the curriculum, those in charge call them defiant. Those in charge fail to listen to them and make them feel safe and loved within the classroom-especially at schools without many Black teachers. They don't typically ask, Was our policy written to respond to the genius and joy of Black girls?

Both examples suggest that we need to take a hard look at learning standards, curriculum, policies, evaluations, teacher education, practice, assessments, and the whole educational system. In this country, we have the genius and the tools to rewrite that system so that all students can ascend to reach their highest potential. We educators must be cognizant of the history that has shaped the system we have today, so we do not perpetuate deficit thinking about children or inflict deficit practices on them.
LF: Your books are unique among professional books because of the time you take to look to history for lessons on what we need to do for schools today. Can you share three historical lessons that stand out to you as being especially useful?
Muhammad: Yes, Black history contains many teachings and affordances that help us to advance the genius and joy of our children and educators. I provide several examples in the books, and here's a preview.

Lesson 1: Our Black ancestors centered introspection and self-examination. I found a beautiful and unique 19 th-century artifact that captured how our ancestors spoke to the importance of recognizing one's own "excellencies," biases, and challenges. They knew the importance of beginning with one's mind and heart before moving toward engaging others. It was a beautiful and very important lesson that we should look at ourselves and question our intentions and actions before teaching children or engaging families or colleagues.

Lesson 2: Our Black ancestors claimed and reclaimed their joy. It did not matter that the world was cruel or unfair or unloving because they had each other. They centered their creativity, their arts, their music, their language, their abolition, their poetry, their love, and their collaborative efforts to make the world better. It's a beautiful lesson for us today. No matter what, remember your joy. Remember what matters. Remember your light and all your north stars in life.

Lesson 3: Our Black ancestors practiced collectivism and collaboration. In Cultivating Genius and Unearthing Joy, I explain how Dr. Cynthia Dillard calls attention to the importance of (re)membering-going back and back again to excellence in our Black past to teach us how to advance education today. Being in community was an important practice. The ancestors knew that transformation could not happen in isolation. It could not happen in a climate of individualism and competition. That is a great lesson for educators today. How can we collectively write policy, mandates, standards, and curriculum? How can we find time for teachers to work together to build their practice? These questions are vital for moving toward equity and excellence in education.

I can't wait for educators to take in the details of this beautiful history and the beautiful lessons it holds!
LF: What recommendations do you have for a teacher who wants to begin implementing the CHRE (culturally and historically responsive education) perspectives and strategies you write about?
Muhammad: Study the System and Curriculum. The first thing that educators can do is study the system in which they are employed, which includes evaluating the curriculum that they are given, ideally using the evaluation tool in Unearthing Joy. If they have not been given a curriculum, they need to understand the process of teaching and learning that is expected of them to learn if their genius and ideologies align with it.

Collect Texts. The second thing I would suggest is for teachers to think about the types of texts they want to use in their practice and why. I want teachers to consider texts that are responsive to the histories, identities, literacies, and liberation of students. I enjoy collecting teachable texts that support my students' learning across the five pursuits-identity, skills, intellect, criticality, and joy. When I find a poem, article, story, video, Ted Talk or anything that seems teachable, I stow it away in my "curriculum vault" until I need it to write a new and exciting lesson, unit, or entire curriculum.

Engage in the Self-Work. The last thing they can do right away is self-work. I encourage teachers to ask themselves, How are the five pursuits already showing up in my personal and professional lives? I find that this question is easier to answer among teachers who are living a life of justice and joy. Those teachers can more easily translate the pursuits into the classroom. In the book, I provide questions for teachers to ask themselves. I also provide assessment tools that enable them to collect data on their students' identity, skills, intellect, criticality, and joy. When was the last time we collected data on student joy? That data can then be used to inform teachers' practices.
LF: If they use certain ideas in your books, some educators might be accused of teaching "critical race theory" and reprimanded, attacked, or even fired, even though your ideas have nothing to do with CRT. What advice do you offer those educators?
Muhammad: It is devastating to think that, after all the work, pain, sacrifice, and labor of our ancestors-after all our ancestors have given to this county-we continue to live in a world where a teacher can be fired for teaching about Black joy and justice. Clearly, those that push hateful policies don't recognize Black ancestral genius or teachings. So how far have we really come? And how far do we need to go?

Throughout history, there have been people who work to uphold anti-Blackness and who have written policies to sustain oppressive practices in schools. Banning critical race theory is nothing new under the beautiful sun that provides light to the Earth.

We must keep in mind that some teachers and administrators are attacked just for showing up to school Black. I have colleagues and friends who go to work with their dark skin, natural hair, and all the other characteristics that make them beautifully Black, only to be judged, criticized, and harassed. Such attacks were common long before people learned the three words critical race theory.

And sadly, many who denounce critical race theory have never read about it or studied the research behind it. They have never developed culturally responsive curriculum nor taught children. Nor have they listened to and trusted the voices of diverse students. And they may have never experienced racial, gender, or sexual violence. See, I find that when we experience hurt, harm, or pain because of identity, we may enter a space of humanity, empathy, and openness. So, some speak on hateful things without living in the world with it-without deeply knowing it.

What's beautiful about the HILL Model, my instructional framework for CHRE, which is described in Unearthing Joy, is that it can make us all better. And the five pursuits offer a nice balance of theoretical perspectives in education. This is one way to know you have a strong framework in education-when it does not adhere to a single theory. I'll give you an example. Most reading programs are grounded in cognitive theory only. They contain no explicit extensions to children's lives or the world around them. Such programs teach only skills. When we teach collectively the pursuits of identity, skills, intellect, criticality, and joy, we embrace multiple theoretical perspectives such as cognitive theory, sociocultural theory, social constructivism, critical theory, and feminist theory.

Before I suggest what educators who are harmed should do, I must suggest what those who are inflicting harm should do. They should do some serious work to restore love in their hearts. I suggest they read deeply about theory, the genius and history of Blackness, and the benefits of joy. I suggest they take a course on the HILL Model and curriculum writing. This is why I address leadership in Unearthing Joy and include tools for creating school policy, teacher evaluations, and so many other responsibilities of administrators. It is my hope that school boards can use and recommend those tools as part of their leadership.

My hope for teachers is for them to be in schools where their intellect, genius, and cultures are nurtured and watered-not shut down. I advise teachers to rely on their village to lift them, keep them, and support them during these tumultuous times we are living in.
LF: What are the three or so takeaways you hope readers get from Unearthing Joy?
Muhammad: I hope readers will recognize that the book is a practical guide designed to show them how to apply the five pursuits in teaching and learning. Curriculum can be very violent, rote, prescriptive, and unresponsive to the cultural lives of our youth and the social times we are living in. And sometimes it can be very basic. So, I also want this book to be a guide to rejuvenating curriculum and instructional practices. I want readers to know what curriculum is, beyond a packaged set of materials that's handed to us. I want readers to know that curriculum can be the world around us, curriculum can be storytelling, and curriculum can be the legacies we leave for our children. Curriculum can be healing. And most important, curriculum can be joy. This book helps readers to rethink curriculum and expands the possibilities for curriculum. Unearthing Joy builds on the ideas in Cultivating Genius, guiding educators toward the type of curriculum we want to see in the world.

Second, I want readers to know that joy is a serious, rigorous pursuit in education. Joy is not just about having fun and being oblivious to truth and justice. Joy is truth- and justice-oriented. When we disrupt misrepresentation and injustice, we invite joy in. Justice and joy have a serious and important relationship. There is no joy without justice. Joy also balances criticality-when we are fighting for justice and building a better world, joy and beauty can then enter our lives.

Third, I want readers to understand that the types of children we wish to cultivate and develop are possible. The purpose of schools is not just to prepare students for state exams, college, and careers. We want so much more for them. We want joy for them. We want them to know themselves. We want them to be problem solvers, knowledge seekers, empathic and curious. We want them to have consciousness, social awareness, and criticality. We want them to have intellect. Essentially, I want readers to walk away from the book with the word possibility dancing in their heads. Schools can be more purposeful and help prepare youth for the fullness of their lives.

I also want teachers to understand that this critical CHRE work begins with the self. Sometimes, it feels like the self is the only thing we can control in the educational system. We may not be able to control policies, but we can control how we think, how we teach, and how we love. In Unearthing Joy, I include a chapter on what it means to unearth the self and engage in the self-work, exploring the realms of our hearts and our souls-considering our excellencies as well as our challenges. I challenge educators to think about ideologies that serve children and those that do not. Before we get to advancing our practices, I want us to do the necessary self-work.

I want readers to go to art-to music, to poetry, to literary writings and other creative writings and texts-to solve problems in education. It is not just researchers and scholars who teach us; artists do, too. I kept this in mind as I was writing this book.

Finally, I want teachers to know that I love and appreciate them. I feel in community with them and I recognize the joy that they need to teach well. Teachers bring so much joy to classrooms when they practice with excellence, using culturally responsive methods. They bring so much joy into the lives of children. Teachers deserve joy. I'll say that again. Teachers deserve joy. And our leaders deserve it as well! They deserve to walk into schools where they feel safe, where they feel loved, where they are not discriminated against, where they are not pushed out, and where they are not mistreated. I want teachers to know that they deserve schools that serve as spaces of healing and wellness.
LF: Is there anything I haven't asked you that you wish I had?
Muhammad: Writing this book was an act of love. I felt excitement and urgency in my entire body as I penned each word. I also felt the ancestors beside me as I wrote, which is why I frequently use the collective "we." I listened to the ancestors and followed their directions as I unpacked justice, genius, and joy. I used the strategy of layering text, which I wrote about in Cultivating Genius. Each chapter has layers of music, poetry, quotations, and artwork. I am grateful that creative artist Pharrell Williams penned a beautiful foreword. There are even coloring pages that cap off each chapter. The layered playlists of songs at the beginning of each chapter are intended to be played softly in the background while reading to extend the text's meaning. My goal is for readers to experience a full embodiment of joy as they read.

The ancestors would always center joy, healing, and wellness in their lives, no matter the time, context, or oppression they faced. They taught me that joy enables us to be resilient when adversity, racism, or disappointment confronts us. Joy was their goal. So it must be our goal, too, to sustain who we are and advance the state of education. Joy is what the ancestors have fought for their entire lives, and it is what we need to unearth today.

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Gholdy Muhammad Champions 'Unearthing Joy' in Her New Book (Opinion)

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The esteemed educator explains the importance of bringing joy into the classroom and incorporating it into the curriculum.

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Questions for Helping Students and Yourself find YOUR JOY (from Dr. Gholdy Muhammad's Unearthing Joy)

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Questions for Helping Students and Yourself find YOUR JOY (from Dr. Gholdy Muhammad's Unearthing Joy)

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Intro the the Book: Culturally Responsive Teaching and the Brain

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Intro the the Book: Culturally Responsive Teaching and the Brain

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Dr. Zaretta Hammond: Equity Through Inquity

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Dr. Zaretta Hammond: Equity Through Inquity

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Zaretta Hammond "Culturally Responsive Teaching" at the San Francisco Public Library

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Difference Between Multicultural Education, Social Justice Education, and Culturally Responsive Teaching

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Difference Between Multicultural Education, Social Justice Education, and Culturally Responsive Teaching

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Dr. Zaretta Hammond on Culturally Responsive Teaching and the Brain

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Dr. Zaretta Hammond on Culturally Responsive Teaching and the Brain

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Zaretta Hammond: Culturally Responsive Teaching 101 | #PLtogether

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Mirrors, Windows and Sliding Glass Doors

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Mirrors, Windows, and Sliding Doors Article

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Mirrors, Windows, and Sliding Doors Article

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On Mirrors, Windows, and Telescopes | ncte.org

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Welcome to the new NCTE Publications site, your gateway to NCTE journals, ebooks, and the Council Chronicle.

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Build Your Stack: On Windows, Mirrors, and Telescopes

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This Build Your Stack post was written by NCTE member Stephanie Toliver. The September 2021 Council Chronicle includes Toliver’s essay “On …