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  • California teachers urgently need training in how to respond to, and cope with, trauma

    California teachers urgently need training in how to respond to, and cope with, trauma


    Child care providers discuss trauma at a training at BANANAS in Oakland.

    Credit: Zaidee Stavely/EdSource

    We live in stressful times. This, coupled with the high rate (80.5%) of children experiencing at least one adverse childhood experience by adolescence, necessitates that schools use trauma-informed practices in their daily routines.

    Trauma-informed practices, or TIPS, involve understanding the potential impact of trauma exposure on a child, recognizing signs and symptoms of trauma exposure and responding in a way that supports healing and may build resilience. I

    nteractive trainings help educators know how to respond to students with adverse childhood experiences, as well as what to do when a collective crisis happens, such as a natural disaster or school shooting. Educators learn and practice trauma-informed discipline, how to help regulate a stressed child, and build systemwide practices supporting student and teacher well-being.

    The California Office of the Surgeon General recognized the need for trauma-informed practices training and created an interactive online program for teachers and schools called Safe Spaces. However, it is not clear how many school districts and educators have accessed the program.

    A large majority of teachers (64%) want to learn how to better support students affected by trauma, according to a survey of nearly 15,000 educators by the American Psychological Association (APA). They also need support for coping with their own exposures to trauma. Teachers are often affected by the same events as their students — the pandemic, natural disasters, school shootings. And the APA survey shows educators must also contend with violence by students and parents.

    Although numerous online resources exist, including those from the National Center on Safe and Supportive Learning Environments and the National Child Traumatic Stress Network, there are barriers to overcome to get trained.

    Our research team asked 450 of our local educators during the pandemic about why they might not have been using these resources and found that, despite being highly motivated, teachers faced limited energy and time, some perceived a lack of administrator support, and some felt stigma about needing resources to manage their own emotions. 

    California needs to do more to equip teachers and administrators on how to cope with trauma in their students and for themselves.  

    One of the best ways to embed trauma-informed practices into our school systems is to start with the programs that train our future teachers. The National Association of State Boards of Education noted that only 16 states require some form of trauma-informed practices training, although the content and type of training varies.

    In California, this type of training is one way a future teacher can meet professional standards, but it is not required. Perhaps if it were, future teachers would begin their careers recognizing signs of possible trauma reactions in their students and know how to approach it with a mindset of “What happened to you?” instead of “What is wrong with you?” They would have tools to support their students with coping and handling emotions, and know when to refer for additional supports.

    Teachers already in the classroom also need trauma-informed training, but it’s often lost in the many competing demands districts must balance. Some districts can offer professional development days for their teachers where in-person trauma-informed practices training is available. If more districts could offer this, teachers would have dedicated time to learn the current best practices for supporting students with adverse childhood experiences or with the initial aftermath of school crises, such as psychological first aid for students and teachers.

    They would learn how to support the safety of students with disabilities in emergencies through Especially Safe, which was developed by parents and educators who lost students in the Sandy Hook school shooting. Especially Safe offers free resources to help schools better plan, prepare and teach safety in a way that is accessible to all students.

    Training teachers in trauma-informed practices is not enough if they are in a school environment that is not prioritizing this; therefore, training of administrators is essential as well. And administrators have their own questions about how to support the whole school community following crises and other events. Therefore, it is best if everyone in the school community gets this training.

    Although many organizations offer trauma-informed resources and trainings to schools, we need to scale up these programs to reach all schools and teacher education programs. Funding must cover not only program costs, but also dedicated teacher and administrator time to take these programs as part of professional development days.

    Until tragedies make the news, better training in trauma-informed practices may not make the top of the list of priorities, but we need to change this.

    •••

    Erika Felix, Ph.D., is a professor of clinical psychology at the University of California, Santa Barbara and a Public Voices Fellow of The OpEd Project.

    The opinions expressed in this commentary represent those of the author. EdSource welcomes commentaries representing diverse points of view. If you would like to submit a commentary, please review our guidelines and contact us.





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  • Slow down and take a closer look at the issue of trans athletes

    Slow down and take a closer look at the issue of trans athletes


    Credit: Philip Strong / Unsplash

    As a San Francisco liberal, I was surprised to find myself agreeing with some MAGA arguments. It reflects a common way of thinking these days: You are either with us or against us. You are either a flaming woke liberal or an ignorant nutcase conservative.

    Not so.

    There are two basic ways people make decisions. Thinking fast and thinking slow. That’s the analysis of Nobel Prize winner Daniel Kahneman.

    Thinking fast is how we make emotional, stereotypic, unconscious decisions. Knee-jerk reactions. Thinking slow, on the other hand, takes more effort and analysis.

    Unfortunately, we sometimes come up with quick, simple answers to questions that require more complicated analysis.

    Let’s take the controversy of whether trans athletes should play on girls sports teams.

    President Donald Trump successfully used this issue to fuel culture wars between Democrats and Republicans during the 2024 presidential campaign.

    The first reaction is emotional, on both sides of the political divide.

    • Conservative response: It’s not fair to give one team a competitive advantage and risk injury to students.
    • Liberal response: Of course they should play on girls teams. We should never discriminate against trans athletes. Banning the athlete treats her as an outsider or misfit. This further traumatizes the trans athlete, who is already struggling with acceptance.

    These “my way or the highway” approaches are playing out at both the federal and state levels.

    One of Trump’s first acts as president was an executive order titled “Keeping Men Out of Women’s Sports.”

     “In recent years, many educational institutions and athletic associations have allowed men to compete in women’s sports. This is demeaning, unfair, and dangerous to women and girls, and denies women and girls the equal opportunity to participate and excel in competitive sports.”

    Democrats later blocked an effort in Congress to turn Trump’s executive order into law.

    Since 2014, California students have had the right to play on a sports team that aligns with their gender identity, irrespective of the gender listed on the student’s records.

    However, two bills were recently introduced in the Legislature to ban this.

    • Assembly Bill 89 (Sanchez), would have required the California Interscholastic Federation to amend its constitution, bylaws and policies to prohibit a pupil whose sex was assigned male at birth from participating on a girls interscholastic sports team.
    • Assembly Bill 844 (Essayli) would have required that a pupil’s participation in sex-segregated school programs and activities, including athletic teams and competitions, and use of facilities, be based upon the pupil’s sex at birth, irrespective of the gender listed on the pupil’s records.

    Both bills were blocked in committee on Tuesday, but Republicans have promised to continue their efforts.

    Gov. Gavin Newsom has angered Democrats and human rights advocates by breaking from the party line. He believes that allowing transgender girls and women to participate in female sports leagues is “deeply unfair.”

    Let’s now take the “think slow” approach: Analyze the issue. Don’t jump to conclusions.

    This issue is not hypothetical for me. My son has played on a girls team, and my daughter has played on a boys team. I have played on women’s soccer teams against trans athletes. For years, I played on co-ed teams.

    But there is one undisputed fact: On average, adolescent boys and men are stronger, taller and faster than girls.

    I absolutely support trans athletes playing on girls’ teams … unless they are bigger and stronger than the girls.

    The table below shows you the physical differences.

    There are no simple answers.

    Conservative response: Ban all trans athletes from playing on a girls team. To heck with equity.

    Liberal response: Allow all trans athletes to play on a girls team. To heck with competitive advantage and safety.

    Neither approach makes sense.  We need a middle ground.

    Let’s try an approach that puts students first.

    • Recognize this is an issue of fairness and equity for both the trans athlete and the members of the girls team.
    • For high school interscholastic sports, base the solution on the particular situation in junior and senior year of high school. That’s when the dramatic differences in strength, weight and height can influence the outcome of the game and impact the safety of the students.
    • For college sports, assess whether there will be a competitive advantage or risk of injury.
    • Understand that whatever the decision, people will be angry.
    • Forget the political divide and rest your decision on what you think is best for students.

    •••

    Carol Kocivar is a child advocate, writer for Ed100.org, retired attorney and past president of the California State PTA.

    The opinions expressed in this commentary represent those of the author. EdSource welcomes commentaries representing diverse points of view. If you would like to submit a commentary, please review our guidelines and contact us.





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  • On Attention, ‘cognitive endurance’ and reading

    On Attention, ‘cognitive endurance’ and reading


     

    In our forthcoming book on the Science of Reading, Colleen Driggs, Erica Woolway and I discuss the importance of attention to reading.

     

    Short version: if nothing else, the smartphone, having fractured the attention of millions, has taught us that attention is malleable. This is especially important in reading, which places such intense demands on students’ ability to sustain periods of focus attentiveness.

     

    The flip side, we argue, is that by attending to attention in reading classrooms—by bringing the act of reading back into the classroom where we can shape the experience of reading for students–could help rebuild students’ attentional capacity. To quote our own forthcoming book:

     

    If we build a habit in which reading is done with focus and concentration and even, to go a step further, with empathy and connectedness, and if we do that regularly for a sustained period of time, our brains will get better at reading that way—more familiar with and attuned to such attentional states… We can re-build attention and empathy in part by causing students to engage in stretches of sustained and fully engaged reading. One thing this implies is more actual reading in the classroom with more attention paid by teachers to how that reading unfolds. Attending to how we read—thinking of the reading we do in the classroom as “wiring”—gives us an opportunity to shape the reading experience intentionally for students.

     

    In light of this is was struck by this study by Christina Brown and colleagues: COGNITIVE ENDURANCE AS HUMAN CAPITAL.

     

    “We focus specifically on cognitive endurance: the ability to sustain effortful mental activity over a continuous stretch of time,” the authors write and what they find is stunning.

     

    “Using a field experiment with 1,600 Indian primary school students, we randomly increase the amount of time students spend in sustained cognitive activity during the school day,” the authors write. Doing so, they find, “markedly improves cognitive endurance: students show 22% less decline in performance over time when engaged in intellectual activities.”

     

    “This indicates that the experience of effortful thinking itself increases the ability to accumulate traditional human capital.”

     

    One of the key benefits good schooling can provide is the ability to sustain deep, focused attention. Acquired via the habit of being caused to engage via deep, focused attention.

     

    Sadly the authors find that access to such environments correlates to wealth: “Globally and in the US, the poor exhibit cognitive fatigue more quickly than the rich across field settings; they also attend schools that offer fewer opportunities to practice thinking for continuous stretches.”

     

    So two takeaways from this very important study.

     

    • In reading classrooms its urgently important to cause students to engage in focused reading for sustained blocks of time as a matter of habit. If you’re interested in this, there’s a whole chapter in our forthcoming book about harvesting attention in reading classrooms. Among other things it means bringing shared reading back to the heart of the classroom.

     

    • It also means recommitting to orderly schools, something many educators have sadly abandoned in recent years. One of the things you need to be able to practice “cognitive endurance” is reliable and predictable quiet in which to focus your attention and stay on task without disruption. There’s lots of research on the frequency of low-level disruptions in most classrooms, I would only argue that it is “low-level” only in the level of noise it creates. It’s consequences are far from small.



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  • PBL Project Design Focus on Content Knowledge and Skills

    PBL Project Design Focus on Content Knowledge and Skills


    Project Design Focus of PBL Image

    PBL Project Design Focus

    When designing a PBL Project, your focus is to teach students academic content area knowledge and skills drawn from district or state standards. Your project also focuses on building students’ ability to think critically, solve problems, collaborate, and communicate (3Cs), which are the 21st Century skills students need to prepare for life and work in today’s world, according to PBL in the Elementary Grades book.

    The book provides a project overview planning form. See below

    PBL Project Overview Form

    On the form, it indicates which standards and skills you are targeting for your project.

    Selecting Content Standards for Your Project

    You are good to go if you have come up with your project ideas by starting from your standards. It is important to remember to align your project with standards.

    Standards that are most important are called “priority standards” that are identify by your school or district you want to use as the focus for your project. Priority standards are often based on what items appear more frequently on state tests.

    If priority standards have not been identified, you can decide for yourself or with colleagues in your grade level what the priority standards are for the content areas included in the project.

    To Start the Alignment Process:

    First decide on the few standards that are most essential for meeting the goals of the project. It is not a good idea to try to include as many standards as possible in the project since students will ne spending so much time on it. Typically, a project should focus only 1 – 3 standards from each academic content area to be included, depending on how specific standards are written.

    If you try to include too many standards, you cannot teach them in any depth and assess them adequately.

    PBL in Elementary Grades book provides an 4th grade Curriculum Map with Projects as an example:

    4th grade Curriculum Map Image

    Another suggestion the book made is to use curriculum guides or scope and sequence documents that contain standards that are “unpacked” into discrete skills and pieces of knowledge. You can use this specific guidance to design project products, assessments, and lesson that align closely with the standards.

    Selecting 21st Century Skills

    Communication, collaboration, and critical thinking/problem solving are the three most important 21st century skills called the “3Cs”. According to PBL in Elementary Grades book these skills and several others are a natural fit with PBL. The book recommends not to assume students are gaining these skills because you designed a challenging project. These skills should be taught and assessed in a project.

    PBL in Elementary Grades book notes you only teach and assess two of the skills if this is your first project. One is oral communication (making presentation) because all projects include presenting to a public audience as an essential element. Presentation skills are called for in the Common Core Standards for English Language Arts, and they are straightforward to teach and assess.

    Collaboration or working in teams is the other skill that is easy to teach and assess. You probably are familiar with group work and cooperative learning, so you already have some basics tools in your toolbox.

    PBL in Elementary Grades book emphasizes the 3Cs are important for success in the 21st century, and that these skills can be taught and assessed in projects. See examples below:

    Collaboration

    • Take responsibility for the quality and timeliness of his or her own work; uses feedback; stays on task during group work.
    • Accepts shared responsibility for the work of the group; helps improve the quality of the work an understanding of other members.
    • Applies or encourages the use of strategies for facilitating discussion and decision making.
    • Manages project by identifying and prioritizing goals and tasks, creating timelines, organizing resources, and monitoring progress.
    • Respects the ideas, opinion, abilities, values, and feeling of other group members; Works well with diverse group members; Encourages group cohesion by using conflict management strategies.

    Communication (When making a presentation)

    • Organizes ideas and develops content appropriate to audiences and situations.
    • Uses effective oral presentation skills.
    • Create media/visual aids that enhance content delivery.
    • Gauges audience reaction and/or understanding and adjusts presentation appropriately.
    • Responds to questions appropriately.

    Critical Thinking/Problem Solving

    • Recognizes and defines problems accurately; raises relevant questions and issues, formulating them clearly and precisely.
    • Gathers pertinent information from a variety of sources; evaluates the quality of information (source, validity, bias).
    • Organizes, analyzes, and synthesizes information to develop well-reasoned conclusions and solutions, judging them against relevant criteria.
    • Considers alternatives; recognizes and assesses assumptions, implications, and practical consequences.

    College and Career Readiness Standards for English Language Arts: Speaking and Listening: Presentation of Knowledge and Ideas Continuum from Kindergarten to Fifth Grade. See Below:

    Hallermann, Sara; Larmer, John; Mergendoller PhD, John. PBL in the Elementary Grades: Step-by-Step Guidance, Tools and Tips for Standards-Focused K-5 Projects (p. 32). Buck Institute for Education. Kindle Edition.

    Teaching students how to think critically and solve problems is more challenging. These are complex skills that cut across several content areas, and most teachers only have experience with instruction that emphasizes factual and procedural knowledge. Assessing critical thinking/problem solving is also challenging, because it is not readily observable.

    Hallermann and Mergendoller suggest other skills might be encouraged in your project, but not explicitly taught and assessed — such as creativity or global awareness. If you’re ambitious, and it’s not your first project, you may wish to add more skills to your list of goals, such as project management, the use of various technological tools, and cross-cultural competence. These are all teachable and assessable. Note that if you want to teach multiple 21st century skills, your project will need to be longer, to build enough time during the project to practice and assess the skills.

    Hallermann, Sara; Larmer, John; Mergendoller PhD, John. PBL in the Elementary Grades: Step-by-Step Guidance, Tools and Tips for Standards-Focused K-5 Projects (p. 33). Buck Institute for Education. Kindle Edition.

    If this is your first PBL project, you might want to review First PBL Project Modest in Scope Achieve Best Results



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  • Balancing Freedom and Control with Classroom Technology

    Balancing Freedom and Control with Classroom Technology


    Balancing Freedom and Control with Classroom Technology

    Al Kingsley

    By Al Kingsley, CEO, NetSupport.

    Teachers know that giving students more freedom — by enabling greater choice and agency — unlocks engagement and better outcomes. Decades of research backs this idea up. Still, there’s value to structure in a classroom.

    How then, can teachers balance maintaining a level of control that steers productive learning with giving students the freedom they need to thrive? Setting clear boundaries and leveraging technology effectively are the keys. 

    The Value of Limiting Choice

    Technology is often thought of as a tool that can help open more choice for students. Whether it’s choosing research topics that fit their interests, providing options to engage in educational content to meet different learning styles, or even giving students ways to master topics at their own pace.

    Research on choice, however, shows that too many options can be counterproductive. People are more likely to make decisions, and avoid “analysis paralysis,” when there are fewer options. The magic number, the reports say, is to offer less than six choices. 

    As teachers continue to embrace allowing students more classroom freedom, using technology to offer a set of choices rather than limitless options can be effective. 

    Adding Alternatives for Answering Questions

    Class participation is an easy way to add greater freedom for students without overwhelming them with choices, especially by using technology. For example, if teachers want all students to participate in a classroom discussion they can ask for responses to questions using a computer-based poll and then ask students who feel comfortable to share their answers out loud.

    An alternative option is to adopt a platform with a classroom chat feature. Teachers who use classroom.cloud report that using the solution’s chat feature allows students who might be more self-conscious or shy to speak up. By typing their response, or even discreetly asking a question, students can engage more fully in classroom activities. 

    Adding Guardrails to Set Students Up for Success

    Many approaches that grant students greater freedoms are based on self-directed learning. Students might be able to choose the final format of a project or decide between learning about a topic by reading or watching a video about it.

    Likewise, offer a game like a web-based scavenger hunt. Such activities require students to use computers and tablets with internet access, opening the door to a variety of explorations, as well as distractions. 

    Just as teachers can use technology to increase options for learning, they can also use it to add guardrails that size down the vast world of the internet to something not quite so overwhelming (or tempting).

    Determining the websites and applications students can access by creating a list of “allowed” and “restricted” content ensures students only access relevant and appropriate resources during class. This way, they will stay on task and work more efficiently. 

    IT directors who have adopted classroom.cloud ease the burden of managing such a list off teachers’ plates. Instead of taking up teachers’ time to create and manage the lists, IT leaders work with educators to identify sites and apps and then set the restrictions and allowances. Other control options needed include different permissions for specific school buildings within a district. 

    Tools that enable simultaneous screen sharing as well as a lock screen feature can also help in setting up appropriate guardrails.

    When teachers can manage students’ screens with a single click, it becomes easier to bring everyone together after a period of working independently or redirect students who may have gone off track. 

    Provide Support Anytime, Anywhere

    Many classrooms have continued to embrace learn anytime, anywhere environments. Students are learning remotely, in person and in hybrid classrooms. No matter where kids are learning, they deserve the same level of help.

    The right technology can enable students to maintain freedom in where and how they learn while still getting the support they need. This goes beyond live-streamed instruction or watching videos asynchronously. Teachers can use technology, like classroom.cloud, to support and engage with students in the very moment they are learning.

    When teachers use technology they have an immense opportunity to continue fostering classroom environments that are engaging and anchored in choice. By considering how the same tools can create structure, educators can strike the balance to help students avoid feeling overwhelmed and keep them focused on growing and learning.



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  • The New York Times: Trump Is Swinging a Wrecking Ball at the U.S. Government and the Global Economy

    The New York Times: Trump Is Swinging a Wrecking Ball at the U.S. Government and the Global Economy


    David Sanger wrote an article in the New York Times about Trump’s “Experiment in Recklessness.” His plan is no plan at all. His approach is no more than “burn-it-down-first,” figure what to do later. His article appeared on Wednesday, before Trump announced a 90-day pause in his incomprehensible plan to tax every nation–even uninhabited islands–but exempt Russia, Belarus, North Korea, and Cuba. Even desperately impoverished Lesotho–where the average pay is $5 a day–was subject to Trump’s tariffs.

    Our government is run by a cabal of people who are either evil or stupid or both. Probably both. People will die and are dying now because of their actions. Government agencies are being ripped apart. A generation of scientists has been ousted from important jobs in the government and in universities, where their federal grants have been terminated. All federal efforts to address climate change have been cancelled.

    Where Trump goes, chaos , destruction and death go with him.

    Sanger writes:

    As the breadth of the Trump revolution has spread across Washington in recent weeks, its most defining feature is a burn-it-down-first, figure-out-the-consequences-later recklessness. The costs of that approach are now becoming clear.

    Administration officials knew the markets would dive and other nations would retaliate when President Trump announced his long-promised “reciprocal” tariffs. But when pressed, several senior officials conceded that they had spent only a few days considering how the economic earthquake might have second-order effects.

    And officials have yet to describe the strategy for managing a global system of astounding complexity after the initial shock wears off, other than endless threats and negotiations between the leader of the world’s largest economy and everyone else.

    Take the seemingly unmanaged escalation with China, the world’s second largest economy, and the only superpower capable of challenging the United States economically, technologically and militarily. By American and Chinese accounts, there was no substantive conversation between Mr. Trump and China’s top leader, Xi Jinping, or engagement among their senior aides, before the countries plunged toward a trade war.

    Last Wednesday, Mr. Trump’s hastily devised formula for figuring out country-by-country tariffs came up with a 34 percent tax on all Chinese goods, everything from car parts to iPhones to much of what is on the shelves at Walmart and on Amazon’s app.

    When Mr. Xi, predictably, matched that figure, Mr. Trump issued an ultimatum for him to reverse the decision in 24 hours — waving a red flag in front of a leader who would never want to appear to be backing down to Washington. On Wednesday, the tariff went to 104 percent, with no visible strategy for de-escalation.

    If Mr. Trump does get into a trade war with China, he shouldn’t look for much help from America’s traditional allies — Japan, South Korea or the European Union — who together with the United States account for nearly half of the world economy. All of them were equally shocked, and while each is negotiating with Mr. Trump, they seem in no mood to help him manage China.

    “Donald Trump has launched a global economic war without any allies,” the economist Josh Lipsky of the Atlantic Council wrote on Tuesday. “That is why — unlike previous economic crises in this century — there is no one coming to save the global economy if the situation starts to unravel.”

    The global trading system is only one example of the Trump administration tearing something apart, only to reveal it has no plan for how to replace it.

    State Department officials knew that eliminating the U.S. Agency for International Development, the nation’s premier aid agency, would inevitably cost lives. But when a devastating earthquake struck central Myanmar late last month and took down buildings as far away as Bangkok, officials scrambled to provide even a modicum of help — only to discover that the network of positioned aid, and the people and aircraft to distribute it, had been dismantled.

    Having dismantled a system that had responded to major calamities before, they settled on sending a survey team of three employees to examine the wreckage and make recommendations. All three were terminated from their jobs even while they stood amid the ruins in the ancient city of Mandalay, Myanmar, trying to revive an American capability that the Department of Government Efficiency — really no department at all — had crippled.

    Secretary of State Marco Rubio was unapologetic about the paltry American response when he talked to reporters on Friday: “There are a lot of other rich countries, they should also pitch in and help,” he said. “We’re going to continue to do our part, but it’s going to be balanced with all of the other interests we have as a country.”

    Similarly, there was no plan for retrieving a Maryland man who was wrongfully deported to a notoriously dangerous Salvadoran prison, a move a judge called “wholly lawless” and an issue the Supreme Court is expected to take up in the next few days. A Justice Department lawyer in the case was placed on administrative leave, apparently for conceding that the man never should have been sent to the prison.

    Mr. Trump has appeared mostly unmoved as the knock-on effects of his policies take shape. He has shrugged off the loss of $5 trillion in the value of the American markets in recent days. Aboard Air Force One on Sunday night, he said: “Sometimes you have to take medicine to fix something.”

    To finish reading the article, click here. It should be a gift article.

    Friends, we are in a whole lot of trouble. Trump is not a businessman. He played one on TV. He is a performer. He is in way over his head. He called Elon Musk a “genius.” Musk called Trump’s trade advisor Peter Navarro “a moron.” Trump allowed Musk to tear almost every federal agency apart, destroying vital programs and firing essential personnel.

    We have to push back as hard as we can. Trump and his minions have retreated on some of their stupid actions (like purging Harriet Tubman and the Jnderground Railroad of its role in helping slaves escape). Little victories like this should encourage wider protests against the chaos that Trump has unleashed. Is he doing it for Putin’s benefit? Does he suffer from dementia?

    RESIST! PROTEST! STAND UP AND BE COUNTED!



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  • Trump Goes After Two Critics, and His Attorney General Will Help His Vendetta

    Trump Goes After Two Critics, and His Attorney General Will Help His Vendetta


    Trump is following through on his frequent threats to punish anyone who crossed him in the past. He recently ordered his compliant Attorney General to investigate two men who were critical of him during his first term. Elie Honig, a former federal prosecutor, wrote about the tyrannical nature of this action and about Pam Bondi’s willingness to do whatever he wants.

    Honig writes at the website Cafe, a hub for legal experts:

    Donald Trump’s presidential payback tour rages on, and now it’s personal. It’s one thing to target multi-billion dollar law firmsuniversities, and media outlets for organizational retribution; those efforts, aimed at stifling and punishing any criticism or dissent, are reprehensible in their own right. But now Trump is going after individual private citizens, using the might of the Executive Branch to potentially throw his detractors in prison.

    In a pair of official proclamations – rendered no less unhinged by the use of official fonts and White House letterhead – Trump identifies two targets who worked in the federal government during his first tenure and dared to speak out publicly against him. First: Chris Krebs, who led the Cybersecurity and Infrastructure Security Agency from 2018 to 2020 and made headlines when he publicly contradicted Trump’s false claim that the 2020 presidential election was stolen. For this act of heretical truth-telling, Trump labels Krebs “a significant bad-faith actor” – whatever the hell that means – who poses grave “risks” to the American public. 

    And then there’s Miles Taylor, a former Department of Homeland Security official who publicly criticized the President in an anonymous book and various media appearances. Taylor, like Krebs, purportedly poses “risks” to the United States, is a “bad-faith actor” (though apparently not a significant one like Krebs) and “stoked dissension” with his public commentary. 

    Are you scared? Don’t you fear the “risks” posed by these two monsters?

     True to the form he has displayed when going after disfavored law firms, Trump hits below the belt. The President orders security clearances stripped not only from Krebs and Taylor but also from everyone who works with them (Krebs at a private cybersecurity firm, Taylor at the University of Pennsylvania). He’s punishing his targets – plus their employers and colleagues, First Amendment freedom of association be darned. 

    It gets worse. In a separate set of orders, Trump directed the Attorney General to open criminal investigations of Krebs and Taylor. Notably absent from the orders is any plausible notion that either might have committed a federal crime. This hardly needs to be said, but it’s not a federal crime to be a “bad-faith actor,” to “stoke dissension,” or even to be a “wise guy,” as Trump called Krebs from the Oval Office.

    The next move is Pam Bondi’s – and we know how this will go. 

    Any reasonable, ethical attorney general would follow the bedrock principle that a prosecutor must have “predication” – some kernel of fact on which to believe a crime might have been committed – to open a criminal investigation. The bar is low, but it serves the vital purpose of preventing precisely the baseless retributive inquests that Trump has now ordered up. In observance of this foundational precept, even Bill Barr – the subject of sharp criticism in my first book, Hatchet Man – generally ignored Trump’s public pleas for the arrests of Barack Obama, Joe Biden, and others. Like the exhausted parent of an unruly toddler, Barr would mostly sit back and let the tantrum pass. 

    Don’t count on Bondi taking the same course of passive resistance to the President. She has already shown her true colors, and they’re whatever shade Trump pleases. For example, despite the distinct possibility of criminality by top administration officials around the Signal scandal, the AG refused even to investigate. Instead, she decreed – after zero inquiry, with zero evidence – that information about military attack plans was somehow not classified, and that nobody had acted recklessly. Case closed, no inquiry needed. 

    Bondi no longer deserves the benefit of the doubt. She’s in the bag for Trump. The question now is whether she’ll cross the line that even Barr, her crooked predecessor, would not, and use the Justice Department’s staggering investigative power as an offensive weapon. 

    Even if DOJ investigates but concludes it cannot bring a criminal charge, the threat to Krebs and Taylor is real. Any criminal inquiry takes an enormous toll on its subject; subpoenas fly, friends and colleagues get pulled into the grand jury, phones get seized and searched, legal costs mount, professional reputations suffer, personal ties fray. Ask anyone who has been investigated by the Justice Department but not indicted. They’ll tell you it’s a nightmare. 

    If Bondi does somehow convince a grand jury to indict somebody for something, Trump has unwittingly handed both Krebs and Taylor a potent defense: selective prosecution, which applies where an individual has been singled out for improper purposes. Exhibit A (for the defense): Trump’s own grand proclamations, which openly confess to his personal and political motives for ordering a Justice Department inquiry. Selective prosecution defenses rarely succeed, often because prosecutors typically don’t commit their improper motives to paper. But this would be the rare case where the evidence is so plain – it’s on White House letterhead, signed by the President – that a judge could hardly overlook it.

    Trump has long made a habit of threatening his opponents with criminal prosecution through social media posts and by spontaneous outbursts from the lectern. Until now, it was mostly bluster, a public form of scream therapy for the capricious commander-in-chief. But now it’s in writing, from the president to the attorney general, who typically jumps to attention to serve whatever suits the boss, prosecutorial standards be darned. Trump’s dark fantasies are coming to life. 

    Elie Honig served as an Assistant U.S. Attorney in the Southern District of New York for 8.5 years and as the Director of the Division of Criminal Justice at the Office of Attorney General for the State of New Jersey for 5.5 years. He is currently a legal Analyst for CNN and Executive Director at Rutgers Institute for Secure Communities



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  • Reading Aloud From Real Books To Build Fluency, Attention and Meaning

    Reading Aloud From Real Books To Build Fluency, Attention and Meaning


    Engaged, attentive students learning to read productively

     

    In our forthcoming book The Teach Like a Champion Guide to the Science of Reading, Colleen Driggs, Erica Woolway and I discuss the overlooked importance of shared oral reading of rich and complex literature in book form.

    This is a critical part of reading instruction for several reasons.

    1) It builds student fluency, which is critically overlooked. If students can’t read fluently, their working memory will be engaged in the task of figuring out the words and will not be available for meaning making.  Oral reading practice is critical, especially when it builds prosody, the ability to imbue text with meaning as students read it. Students learn what text sounds like from hearing models and this then influences the way they read silently.

    2) It brings the story to life in a group setting. Students connect with the book via that shared experience of reading it aloud together. THis makes reading class more meaningful and increases their motivation to read.

    3) They learn to sustain focus and attention while reading longer segments of text without break or distraction.

    4) They are exposed to books and read them cover to cover, a topic I have discussed frequently here and elsewhere.  Books are long-form complex arguments in which ideas are developed through deep reflection. A protagonist never thinks and believes at the end of the book what he or she thought and believed at the beginning. In an age when social media has normalized the “hot take”–one can understand a complex issue in a few seconds–the book is the antidote.

    With that in mind here’s a beautiful example of what the activity of reading aloud as a class can look like.

    In this video Christine Torres reads aloud from Lois Lowry’s Number the Stars with her fifth grade students.

    Notice how much fluency practice there is for students, but also how Christine combines this with her own beautiful (and carefully prepared) oral reading. Students develop a clear mental model of what the text should sound like. And it comes to life so powerfully, with students experiencing it together.  Notice also how student attention is focus and maintained via the shared experience of reading together. Students sustain their attentional focus in part because everyone around them is also doing so.

    It’s a beautiful and joyful thing and, happily, much more valuable to young readers than a 45 minute discussion of the main idea of a text excerpt students have no connection to and little background knowledge about.

     



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  • Ice cream socials, fights and vomit: Why Cal State resident assistants want to unionize

    Ice cream socials, fights and vomit: Why Cal State resident assistants want to unionize


    Lynn Chan-Nguyen and Faith Ballesteros, two resident assistants at Sacramento State, at the Public Employment Relations Board office in Sacramento. They back unionization for about 1,400 RAs at CSU campuses.

    Credit: Courtesy of the California State University Employees Union

    Takeaways:
    • The union wants to absorb 1,400 or more resident assistants, who do everything from organizing karaoke nights to navigating health crises. They want more guidance about responsibilities.
    • Cal State opposes the bid, claiming it “would have detrimental effects for students.”
    • Student RAs typically don’t get paid, but receive benefits like free or reduced-cost housing.

    To be a resident assistant (RA) in a college dorm is to be many things at once. The person who hosts university-approved events — and cleans up after nonsanctioned revelry. The person who builds community among students — and mediates between feuding roommates. The designated friend — and emergency first responder to a freshman spiraling into a mental health crisis.

    That’s why the students behind the current push to unionize an estimated 1,400 resident assistants in the 23-campus California State University system argue they deserve better workplace protections and stronger guidelines defining their positions. If their bid succeeds, RAs would add to the more than 17,000 other student workers who joined the CSU Employees Union last year.

    But CSU is opposing the move. In a letter to state labor authorities, a CSU representative said allowing RAs to join a union would “would have detrimental effects for students” and argued RAs should be considered “live-in student leaders,” not employees.

    An RA’s role can include everything from organizing karaoke nights to making sure students know how to apply for food stamps. At CSU, they help manage dorms that encompass more than 67,000 beds. RAs receive no salary but get benefits like free housing or access to a campus meal plan. 

    “Sometimes we are (students’) therapists, and we’re essentially sitting there and connecting with students, one on one, and we’re talking them through really difficult times,” said Yasamean Zaidi-Dozandeh, an RA at CSU Dominguez Hills. “Sometimes we’re their doctors. We’re sitting there calling 911 for them.”

    And it’s a position that can vary widely depending on the dorm’s size and the students it serves. An RA in one building might sleep peacefully while another is jolted awake by middle-of-the-night calls. 

    The union points out other reasons resident assistants could benefit from labor protections. Because RAs live in dorms, they risk losing their housing if dismissed unfairly, it says. Students interviewed for this story said RAs would be more willing to voice concerns to housing administrators, too, with union backing.

    A successful union drive would put Cal State students in the company of RAs who have already organized at Boston University, Wesleyan University, Grinnell College and Georgetown University, among others. Though some colleges have voluntarily recognized such bids, others have resisted. The American Council on Education similarly argued against resident assistant unions in a 2016 amicus brief in a case before the National Labor Relations Board involving RAs at George Washington University. 

    “RAs often are required to be available around the clock to attend to emergencies. If universities and colleges had to bargain about the ‘hours’ of RAs, it is entirely possible that any agreed-upon hours limits would conflict with real-life emergencies,” an attorney representing the council and other higher education organizations wrote. “Could an RA rely on a union contract’s hours limitation to refuse to assist a depressed student in the middle of the night?”

    The board ultimately gave George Washington’s resident assistants the go-ahead to form a union, though a union election planned for 2017 was later canceled.

    At CSU, the employee union wants to absorb RAs into its existing unit of student assistants, who include part-time workers at places like campus health centers and libraries. Early last month, the union filed papers arguing that resident assistants share a “community of interest” with student assistants, meaning they have similar working conditions and job duties. CSU is currently negotiating its first contract with student assistants. 

    In opposing the bid, CSU says the housing and meal credits RAs receive are effectively financial aid, not wages. It argues that converting RAs to employees will jeopardize “peer-to-peer relationships” with student residents. It warns that RAs would need to pay taxes on in-kind perks that can reach nearly $30,000 in value. And it says blending RAs into the existing student assistants unit would “overly complicate ongoing negotiations.”

    Finally, CSU argues that one of the reasons some RAs favor a union — a lack of consistency in their duties — is a better reason to reject the union’s claim that they share a community of interest with student assistants. “There are no set ‘duties’ or expectations nor set hours for RAs as a whole. In fact, the only uniform characteristic of RAs is that they live on campus alongside other students,” the letter says.

    CSU’s opposition means that RAs will likely have to wait for a few more steps to unfold before state labor officials make a decision on the petition. A union spokesperson said the union disagrees with CSU’s response and expects a hearing before state labor officials to be set.

    ‘No clear distinction in what our role is’

    Lynn Chan-Nguyen decided to work as a resident assistant for one reason: “I really could not afford to go to school without the job.”

    Chan-Nguyen, a third-year student at Sacramento State majoring in nutrition, grew up an hour’s drive south in Stockton. If not for the meal plan and housing she gets by being an RA, she probably would have stayed closer to home and taken classes at a local community college rather than enrolling at Sacramento State.

    But Chan-Nguyen has found noneconomic reasons to love being an RA, too. She enjoys hosting activities like ice cream socials, which help the upper-division, international and transfer students in the apartment-style housing where she works make new friends. 

    Still, parts of the position she could do without, like cleaning up vomit or trying to defuse physical altercations. “There’s just no clear distinction in what our role is,” she said. “And a lot of the times, when people do get hired, or when people are first starting off from the job, it is not defined what we’re going to be doing.”

    First-time resident assistants only start to grasp how emotionally taxing the role can be during a two-week training at the start of the school year, Chan-Nguyen said. 

    It’s then that RAs realize they might face a life-or-death test of their counseling skills if called on to help a resident experiencing suicidal ideations or a similar health crisis. A 2019 study found that RAs who encountered a resident engaging in self-harm experience higher levels of burnout than RAs who didn’t have those interactions.

    CSU Monterey Bay students move into campus dorms in August 2021.
    Credit: Monterey Bay/Flickr

    Resident assistant Zaidi-Dozandeh at Dominguez Hills, who supports the union drive, said her first-year on-campus housing experience prompted her to become an RA.

    The university’s housing department mishandled an escalating conflict among the students in her three-bedroom apartment, Zaidi-Dozandeh said. As an out-of-state student, however, she felt she had no choice but to return to university housing the following year. She shared her concerns with a staff member — who suggested she use that passion to become an RA. 

    Zaidi-Dozandeh, a fourth-year computer science major, enjoys connecting student-residents to resources like the school’s food pantry. But the work of an RA can also be vaguely defined, she said, creating miscommunication, inconsistencies, and, ultimately, a worse experience for students who live on campus — a problem as CSU campuses experience enrollment declines

    “The question really is, why are these students leaving housing,” she said, “when in some cases they really don’t have anywhere else to go?”





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