How to Help Students Navigate a Complex World

Savannah, a current Possip reporter and former educator, discusses finding ways for teachers and parents to help their students and children navigate through a complex world.

 

Why it’s important to think about how to help students navigate a complex world?

 

The world our students are currently living in may feel very different from the one we grew up in. Over the last few years, students have had to navigate school in the greater context of a global pandemic. Additionally, students have access to handheld computers. Our world is becoming more digital. Endless amounts of information is available at their fingertips in a way many of us did not have access to. 

And yet, much of the education system remains the same despite our quickly changing world. Simultaneously, our curriculum is both evolving to mirror the identities and needs of our students – and in social and political battles making it hard to visit the history – or future. Digital learning and technology is increasingly incorporated into everyday learning at all levels. 

While it might not always feel like it, the reality is that we each have something to contribute.

Students are living in a world that adults have not experienced.  At the same time, we’ve lived before and some of what we have learned and seen helps us help them.  So we should lean into our distinct expertise. Here are a few tips and ideas to help students navigate a complex world.

 

Be Patient

The urgency of inputs from the media pushes students to think they should be able to instantly solve problems. When students open their phones, tablets, and computers, they are inundated with overt and subconscious messaging. When they have a question, Google, Siri, or Alexa can answer it almost instantly. 

This is unique to their generation. In the past, nothing was instantaneous. You had to wait for food, weight loss, even phone calls. So we knew that change took a while. Now, because so much can happen so quickly, we may think change happens just as quickly. As we’re increasingly reminded, that’s just not true. 

This begs the question, how do we teach our students to be patient and persevere? 

We model it, provide historical examples, and experience it with them.

 

It’s Okay to be Selifsh-ish.  

Again thanks to social media we have an upfront view to everyone’s pain and needs.  That can be overwhelming and it can feel selfish to focus on where you are and what you need.  But as an emerging adult, figuring out your own life, needs and wants can be hard enough.  It’s okay to ignore the needs and wants of the thousands of people you now have access to thanks to social media.

Practice this with students by creating intentional weekly space for their wants and needs through a community circle or weekly check-in.

 

Simplify and Focus  

Once again, due to the pace and connectivity of the world, we have a TON of inputs. They come through text, social media, our phones, or computers. It’s overwhelming.  We need to simplify and focus. Ask yourself: What matters most to me and my family? What steps do I need to take to achieve my ideal goals?

In Glennon Doyle’s podcast, We Can Do Hard Things, she says, “once the clamor of consensus is gone, you can come to your senses.” When we are so used to polling our community for advice and are overly bombarded by messages, it can feel overwhelming. We need to actively teach our students to drop into our bodies. 

 

Model, Share, and Empathize

By modeling digital citizenship and self-care for our students, this is something we can practice together. Here is an example I often shared with my high school students in an attempt to empathize with their experience: 

When I was in college, I would spend hours in the library losing myself in a book. But now, it’s difficult for me to get through a chapter without thinking about opening my phone or computer. Social media wasn’t introduced into my world until later in college. I cannot imagine how difficult it is for our students to create their own boundaries related to technology, social media, and connection.

This also makes me think about one student in particular. He was in my AP Literature class during the time, but I had taught him for multiple years. One day during a passing period he wandered into my classroom and asked for advice. He shared that after school, he found himself watching YouTube for hours on end. This student was unable to concentrate on school work. He didn’t know how to stop. 

We must acknowledge the world our students live in and empathize with their experiences in order to help them navigate the complexities of it.

 

Tools for Navigating a Complex World

Now that we’ve clarified the importance of navigating a complex world, here are a few tools to consider using with students:

• Teach critical thinking and foster curiosity within students, and create opportunities for students to use practiced skills to grapple with everyday complexities.
• Create opportunities to share meaningfully in community with one another.
• Create a digital board, like a Padlet for example, where students can share interesting articles, photos, or posts that feel relevant. Take 15 minutes a week to process it together.
• Model and practice self-care with students through mindfulness, breathing exercises, or meditation.
• Give your child or students- and their parents or teachers – tactical tools and ideas for living in a digital world.  Here is one example from Healthy Children.

It can feel difficult to navigate a complex world, even for ourselves! As educators, leaders, parents, and community members, we must practice this with our students too. Remember, we all have something to contribute!

 

Click here for more tips and tricks on how you can improve the education of your students or children through Possip!

The post How to Help Students Navigate a Complex World appeared first on Possip | Parent Engagement Platform | School Feedback App.

Top 10 Feedback Trends from Possip Families in February

Amanda Richards, Possip’s Reporting Team Lead, analyzed data from our Pulse Checks to provide you with the top 10 feedback trends from Possip families in February! Read more to see how Possip is analyzing family needs and praises across the country!

During the last month, Possip has heard from over 22,000 unique family members through Possip Pulse Checks! As an average for the year, 73% of families stated they were happy with their school. What is top of mind for families right now? We were able to create a list of the top 10 feedback trends from Possip families!

What is on the Minds of Families this Month?

1⃣ Covid Safety Measures

2⃣ Curriculum Feedback

3⃣ Teacher Communication

4⃣ Academic Support

5⃣ Communication Regarding COVID

6⃣ Transportation

7⃣ Virtual Learning

8⃣ Activities for Students

9⃣ Bullying

School Schedule

 

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Top 10 Feedback Trends Breakdown 

 

#1: COVID safety measures were the number one feedback topic discussed in Possip Pulse Checks this past month.

Family members shared feedback, opinions, and questions about COVID safety procedures and the future of safety measures. The most significant trending topic was the presence of masks and if mask mandates would be changed or updated. However, there is still a wide variety of opinions, feelings, and desires in terms of COVID safety measures from families. Other trending topics included student testing protocols, vaccination mandates, clarity on quarantine protocols, and questions about PPE availability for students. 

#2: The second trend from families this past month was curriculum feedback.

Families want more challenging work and shared feedback about specific class assignments and instructional methods. Families also discussed having fewer computer-based or phone-based assignments. They want more physical textbooks being used, and increasing student engagement in learning activities. Also, there were requests for more field trips, group projects, and specials class options. Families are asking that classes that were discontinued due to safety concerns, like band and choir, should be reinstated. 

#3:  Families also shared that they want increased teacher communication and more communication in general from the school this past week.

Families want consistent responses to messages and calls. They want more communication, and up-to-date information on procedures, protocols, and website information. 

#4: Academic support for students was another top trend this month.

Major trends in this category were more one-on-one support for students in specific classes. They also wanted increased school wide tutoring options, and academic help for students who are returning from quarantine or sick absences. 

 #5: Improving communication regarding COVID protocols and safety measures was mentioned frequently.

Families want more updates on the number of positive cases at the school, increased contact tracing efforts, and information on what needs to happen when students return post-COVID. They also want consistent handling of each COVID case on campus. In general, families want more clear and transparent information from leaders around COVID safety and decision-making around COVID topics.

#6: Families also discussed transportation needs and carline logistics.

There were trends in comments about speeding and safety during carline. Also, there were requests for traffic guards during dismissal and arrival, and more organized processes with clear expectations for parents during carline. Families who have students that take the bus are sharing feedback about buses not arriving or being late, but not receiving any communication from the school or bus company regarding delays. 

#7: Requests for and feedback on virtual learning were a trend this past month.

Families shared feedback about wanting to go fully virtual due to increased cases, requests for allowing optional virtual learning for students, and virtual options for high-risk students specifically. There were also many families that shared appreciation for staying in-person and continuing to offer the full in-person school. 

#8: Families are talking about activity options for students.

Families are looking for ways their students can have a chance to socialize, requesting more clubs and programs that students can be a part of, activity options for virtual students, and just generally more time to be with friends informally. Parents and families are hoping to find ways that their students can build community. They want students feel involved in things they are passionate about during the week. 

#9: Bullying was another trending topic on the list.

Families are concerned about the bullying of their students. Additionally, they were sharing general concerns of bullying being present in the school community. Families are supporting strict rules and consequences for bullying and increased demand on this topic. 

#10: The school schedule was the number 10 most talked-about topic this month.

Shorter school hours were requested in order keep students engaged. Families want feedback on weather closure decisions, and for the school schedule to be adjusted when a school or district moves to remote learning.

 

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We like to start with a few noteworthy feedback trends that didn’t make the top ten trends, but we thought they were interesting to highlight: 

• Cafeteria feedback was almost in the top ten trends this past month. We heard a lot of feedback, ideas, and comments about improving the student lunch experience. Some trends were families asking for more meal options that students want to eat at school, and more time for students to eat lunch. Schools not having enough food to serve, and the cost of meals was also concerning.
• Families also had a lot of attendance questions. That came in #12 on our charts. Students were being marked tardy or absent incorrectly. There was also concern on receiving letters from the district about inaccurate absences, and not being able to get in touch with anyone to answer attendance questions. Lastly, there is difficulty getting absences updated post quarantine. Overall, families had feedback about the attendance organization and procedures on campus during this time. 

 

If you have questions about these 10 feedback trends from families, how to resolve them in your school, or have feedback on our trends blog, please reach out to amanda@possip.com!

Click Here to Learn More About How Possip can Generate Trends for Families, Schools, and Staff!

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How to Create An Inclusive Classroom Community

Savannah, a current Possip reporter and former educator, discusses finding ways to create an inclusive classroom community in your schools.

From holiday celebrations to daily interactions, you want an inclusive school and classroom community. We share some tips.

You want your students to feel seen and cared for.  One way to do that is to prepare in advance how to make all students feel included. As an educator, the day-to-day can be easily consuming.  We need to give ourselves space to step back and think about who our students are and what they value.

 

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Here are a few ways you can create a more inclusive environment for your students and community:

Inclusive Classroom Community Culture

Inclusive classrooms create inclusive schools. Kids should believe and feel they matter.  Celebrating students, culture, and diversity isn’t about muting differences. It is making each person feel comfortable celebrating their own culture and traditions

1.  Learn the identities that matter to students and who they are. With this knowledge, you’ll be able to plan in advance – from holidays to regular days- what their relationships and experiences are. Many teachers use getting to know you surveys at the beginning of the year. It’s never too late to learn about your students.

2. Use your subject as a connection for students. You can plan subject-related questions that will help your students share more about themselves with you. Consequently, with trust, they often will bring their own personalities in the classroom – whether you ask them to or not! 

3. Give opportunities for students to share without making assumptions. This is especially important during holidays and events.  We often unintentionally exclude students before we even invite them in. Partially this is because we assume their experiences are like ours. Alternately, we assume that every student has the same experience as the majority. These assumptions affect everything from holidays to assumptions about phones (e.g. assuming everyone celebrates Halloween or assuming every high schooler or middle schooler has a phone).

 

So be thoughtful about what you ask – and how.  Here are some ways you can ask more inclusive questions:

• Start with the general, big-picture – and go more specific as you get more information. For example, during the winter season, consider asking students what their favorite winter break activity is.  When a student says, I love spending time with my family you can ask Do you all have any traditions during this time?  
• Give an opener before asking the question.  For example, Typically in my classroom, we have students who celebrate different religious holidays and traditions.  
• Let students talk about someone they know first so the conversation doesn’t feel as vulnerable.  For example, Does anyone have a friend or family member who celebrates a different holiday than them?  Or Does anyone have a friend or family member with experience not celebrating something that lots of other people do?
• When you are making an assumption, consider what you can ask instead.  If you assume everyone has a phone, do a paper poll instead.  If you assume everyone eats pizza, create a way to ask.
• Presuming that there is a significant event happening in the world that impacts students or their families, take a quick moment to consider how you want to engage and acknowledge it. Also, find private ways to provide space and reassurance to students, and for students to process if possible.  If it is a controversial or charged topic, it is often very tricky to approach this whole class or school.  Find smaller more private ways – like a note, a general check-in, or a writing exercise where students are able to share based on their diverse experiences.  For example, a quick pulse check question to see how students are feeling after a specific event that is on paper can be a good way for you to identify where follow-up conversations might be useful.
  

 

Student Intake Form

Whether you are a teacher or administrator, you will want to have students fill out student intake forms with their families. In addition, you will want these forms to ask questions that allow the student to share who they are and what they value. A few sample questions include:

• What language does your family speak at home?
• Do you have any favorite family or holiday traditions throughout the year? If so, what does it look like to celebrate them?
• Do you work, or participate in any extracurricular activities?
• What is unique about your child (to a parent)?
• What is unique about your family (to a student)

Document this information in a sharable format if students have multiple teachers. So, teachers and administrators can use this information to make a student’s birthday or holiday calendar and send information home to students in their home languages. During passing periods, play a variety of music that represents your students’ cultures and infuses daily joy. Consider your students’ identities and celebrate accordingly. A few examples include: Black History Month, Spanish Heritage Month, or Asian Pacific Heritage Month. 

Student Leadership and Clubs

ERG’s, or Employee Resource Groups, are groups of people within any given organization who share a common identity. While these groups are growing more and more common in the workplace, they also have a place in education, especially at the high school level. That being the case, these groups should be supported by teachers, but student-led. They are safe spaces for students to lean into their identities, interests, and share their experiences with their peers.  These groups of students can decide if they want their club to be more insular – and a source of connection and support for them.  Or they can decide if they want it to be outward-facing and include sharing their experiences and cultures with their classmates during assemblies or homeroom.

Offering different types of clubs is important – even if your student body appears demographically similar. Sometimes even within schools with a seemingly more homogenous student body, students can feel out of place.  That is why having clubs and activities that speak to different student interests – art, chess, technology, academic decathlon, athletics, fashion, reading, community service, journalism, leadership – is so important. This gives students a way to see and be known.

Encourage students to find ways to be involved in their communities and practice leadership skills. For example, in Nashville, there is a non-profit organization called Awake that hosts a student advisory board each year. These young leaders have opportunities to share their idea of a just society and bring awareness to the current injustices in their own communities. 

Classroom or School Calendar

Create a school-wide or classroom holiday/celebration calendar that students can add to! For example, this can include individual events, like birthdays, and bigger events like any holidays or experiences students like to celebrate.  It could be fun to even add things like events they love to go to (concerts, sporting events). This small act shows students that their activities, experiences, and traditions matter.  They matter.

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You’ve Got This

Diverse schools and classrooms are a joy and a gift. To maximize the gift we have to create an environment – in our schools and classrooms – where our students can open up. Join us and create inclusive classroom communities!

Let us help bring your school communities together!

 

 

The post How to Create An Inclusive Classroom Community appeared first on Possip | Parent Engagement Platform | School Feedback App.

Top 10 Staff Trends from Week Ending on January 28th

Amanda Richards, Possip’s Reporting Team Lead, analyzed data from our Pulse Checks to provide you with the top 10 staff trends from the beginning of this spring semester! Read more to see how Possip is analyzing teachers’ needs and praises across the country!

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This new semester is off to a busy and uncertain start with many schools facing an increase in COVID cases, weather delays or cancellations, and more. Possip is here to gather information from those who matter most, even during difficult times. Therefore, this month we wanted to spotlight our recent responses from staff (teachers, principals, and other school employees) with almost 1,000 responses through Possip Pulse Checks! 61% of staff members were happy this month. 

What is top of mind for teachers and school staff this week?

1⃣ COVID Safety Measures

2⃣ Teacher Workloads

3⃣ Professional Development Sessions and Teacher Training

4⃣ Virtual Learning

5⃣ Communication

6⃣ Teacher Duties and Requirements

7⃣ Teacher Vacancies

8⃣ Mental Health

9⃣ Student Attendance

Curriculum

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Top 10 Staff Trends Breakdown:

COVID Safety Measures:

Feedback around COVID safety measures and requests for different safety protocols on campuses. Specific changes that were asked for more concern for staff member safety like getting enough KN95 masks for staff members, extra cleaning protocols in classes after COVID exposures, more testing opportunities, and feedback on other safety measures. As a result of the increase in COVID cases around the country, this trend will most likely continue.

Teacher Workloads:

Feedback on teacher workloads and supporting staff members with having manageable amounts of work. With some schools transitioning to remote learning, staff members feel overwhelmed with creating online learning resources and materials. For school still in-person, teachers on campus are feeling overwhelmed with extra work being added on when other teachers are out or they are assigned extra duties such as cleaning procedures. Possip data shows that teachers are asking school leaders and districts to focus on manageable workloads for teachers. For example, when our partners implemented practices such as canceling non-essential meetings during planning periods, we saw an increase in praise comments. Therefore, this created extra time for teachers to complete their work. Check out some other ways that school administrators can increase teachers’ capacities here! 

Professional Development Sessions and Teacher Training:

Feedback around professional development sessions and teacher training. Teachers requested additional support and training when moving to remote learning, support with how to use new materials given to teachers during remote learning, and requests for more training on how to be successful during this time.

Virtual Learning:

Questions about the decision to move to virtual learning. If a school did move to remote learning temporarily, teachers are unsure of when they will return to in-person learning and want additional clarity on timelines and extension possibilities. Additionally, for schools that did not go remote, teachers are wondering what the conditions for moving to virtual learning are and request to go remote based on the increase of positive COVID cases in school communities.  

Communication:

Feedback around communication from school administration. Teachers want more transparency and specificity in communication, along with clear communication of expectations during this difficult time. 

Teacher Duties and Requirements:

Feedback around the increase of teacher duties and requirements during the school day. Teachers want to ensure their contract time is being followed. Additionally, they are advocating to have planning periods and not take on additional duties like subbing other classes. Check out this blog for more resources on planning periods! 

Teacher Vacancies:

Requests to fill teacher vacancies on campus and have a more specific protocol in place to cover classes without a teacher present. For example, we have partners who are advising district staff members to rotate in the classroom to support campuses. Along with creating internal school-specific protocols to follow when a class needs to be covered. 

Mental Health:

Requests for support with teacher mental health and finding ways to provide staff members with additional access to counselors, along with an overall prioritization of adult mental health. 

Student Attendance:

Teachers provided feedback regarding student attendance and focused more on getting students to be present in class. Similarly, teachers are asking for the district to have more specific policies in place because they want to increase student attendance at school and provide ideas to improve student attendance.

Curriculum:

Feedback on the curriculum being used during remote learning and request for additional resources for students at home. Similarly, teachers are asking questions about how the curriculum fits into standardized assessments and the ultimate goal of standardized tests during this time. 

 

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Gather Insights Into Your Staff Culture Here!

If you have questions about these trends, how to resolve them in your school or have feedback on our trends blog, please reach out to amanda@possip.com! 

The post Top 10 Staff Trends from Week Ending on January 28th appeared first on Possip | Parent Engagement Platform | School Feedback App.