Promoting Social-Emotional Development and Physical Well-Being Table of Contents

Educator’s Voice NYSUT’s journal of best practices in education Volume VII, Spring 2014

Included in this issue:

Resilience Reimagined: Mindfulness Promoting Practices in the Classroom Creating a Caring Majority Social-Emotional Building Community with a Kinesthetic Classroom Development and Developing Social Consciousness through Media and Literacy Physical Well-Being The Guided Memoir Process: A Reflection in Four Voices

Promoting Social and Emotional Well-Being through Meditation In this issue … Considerable attention is currently focused on developing students’ Decreasing Test Anxiety: A View cognitive skills, on looking at outcomes, at products of learning, and from a Special Education School things that can be measured. But developing the ability to understand self and others, to manage our feelings, to express emotions, and to listen well, Combating Test Anxiety leads to the cultivation of deeper attention and empathy while strengthening Cyberbullying – The New Age the ability to reason, understand, and interpret new information. The devel- of Harassment opment of these qualities can benefit students as individuals and as members of an increasingly collaborative and diverse society. These are lifelong skills Glossary and teachers are poised to help students acquire them.

Resources The authors in this issue examine a variety of topics and offer related classroom practices connected to social-emotional learning and physical Call for Proposals for Next Issue well-being. They explore reflective writing and socially responsive media. They raise awareness about bullying, and offer advice for coping with test anxiety. They include ways to use mindfulness techniques like yoga, deep For additional information breathing, and meditation to reduce stress, increase attention, and cultivate on this and other topics, please visit www.nysut.org a positive school climate. All together the articles in this volume remind us that learning can include the creation of caring classroom communities in any setting.

“Social and emotional learning (SEL) involves the processes through which children and adults acquire and effectively apply the knowledge, attitudes and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.” — Collaborative for Academic, Social, and Emotional Learning (CASEL)

“. . . academic intelligence offers virtually no preparation for the turmoil — or opportunity — life’s vicissitudes bring. Yet even though a high IQ is no guarantee of prosperity, prestige, or happiness in life, our schools and our cultures fixate on academic abilities, ignoring emotional intelligence, a set of traits — some might call it character — that also matters immense- ly for our personal destiny.” — Daniel Goleman

“Research underlying social and emotional development and learning (SEDL) suggests that a child who is anxious, afraid, preoccupied, depressed, or alienated is a child whose courage or ability to learn is impaired. There are clinical and educational methods available to help children focus their attention even when other thoughts or feelings intrude . . . SEDL is a contributing component to educating the whole child and engaging the whole school so that students are healthy, physically and emotionally safe, actively engaged, supported, and challenged by a well-balanced curriculum.” — New York State Guidelines and Resources for Social and Emotional Development and Learning

http://www.casel.org/social-and-emotional-learning/ Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ (p.36). NY: Bantam Books. http://www.p12.nysed.gov/sss/sedl/SEDLguidelines.pdf 800 Troy-Schenectady Road, Latham, NY 12110-2455 n (518) 213-6000 n www.nysut.org

Now more than ever, educating the whole child is an issue that demands our close attention. At a time when educational pressures are greater, the world is increasingly complex, and lives have become more stressful, successful learning cannot be reduced to, or defined by a test score. In addition to thinking, comprehending information, and acquiring knowledge, we know that focusing on emotions and feelings is not separate from, but integral to academic success. NYSUT continues to support the development of social and emotional learning and physical well-being for every student.

Learning and intelligence theorists from Bloom to Gardner have emphasized the importance of feelings and emotions in learning. While standardized tests do not measure self-awareness, self-discipline, motivation, or empathy, these traits are vital to a student’s healthy cognitive development. As educators we know it is necessary to address each of these elements in a well-rounded curriculum that supports all dimensions of learning. It might be difficult to focus on math after being bullied on the playground. Or, it might be instructive to discuss feelings and emotions while trying to interpret history. Social- emotional learning can be embedded in everything we teach and nurturing it can help to create a more positive school climate engendering future citizens who are more self-aware, understanding, and sensitive to the diverse needs of others.

The authors in this volume explore a range of classroom practices which emphasize the importance of learning in the affective domain. From developing resilience and practicing mindfulness, to promoting social consciousness and combating anxiety, these concepts are illustrated from various perspectives by classroom teachers, building principals, guidance counselors, and professors who graciously shared their insights and experiences. The result is a rich collection of applied theory that exemplifies what social and emotional learning looks like in best practice.

New York State United Teachers Affiliated with AFT • NEA • AFL-CIO EDITORIAL BOARD

Daniel Kinley Director of Policy and Program Development, NYSUT Debra Nelson Director of NYSUT Education & Learning Trust Elizabeth Sheffer Educational Services, NYSUT Lawrence Waite Manager of Educational Services, NYSUT Research and Educational Services Deborah Hormell Ward Director of Communications, NYSUT

Publication Coordinator Leah Lembo Research and Educational Services, NYSUT

The Editorial Board wishes to thank the following individuals for their contributions to the development of this volume: Barbara Back, Clarisse Banks, Cynthia DeMichele, Ian Hughes, Glenn Jeffers, Susan Lafond, Terry McSweeney, Melanie Pores, Joan Rogers-Harrington, David Rothfuss, and John Strom.

Representing more than 600,000 professionals in education, human services and health care

800 Troy-Schenectady Road, Latham, NY 12110-2455 518-213-6000 • 800-342-9810 www.nysut.org

New York State United Teachers Affiliated with AFT • NEA • AFL-CIO Educator’s Voice NYSUT’s journal of best practices in education Volume VII, Spring 2014 Promoting Social-Emotional Development and Physical Well-Being Table of Contents

Resilience Reimagined: Mindfulness Practices in the Classroom . . . . .2

Creating a Caring Majority ...... 12

Building Community with a Kinesthetic Classroom ...... 24 NYSUT members may photocopy these copyrighted Developing Social Consciousness through Media and Literacy . . . . .32 written materials for educational use without express The Guided Memoir Process: A Reflection in Four Voices ...... 40 written permission. Promoting Social and Emotional Well-Being through Meditation . . . .52 Some of the photos in this journal, Decreasing Test Anxiety: A View from a Special Education School . . .64 of NYSUT members and their students, were taken by the Combating Test Anxiety ...... 72 following photographers: Peggy King Austin Cyberbullying – The New Age of Harassment ...... 74 Maria R. Bastone Glossary ...... 82 Steve Jacobs El-Wise Noisette Resources ...... 84 Timothy Harrison Raab Call for Proposals for Next Issue ...... 89

For additional information In this volume of Educator’s Voice, authors may have referenced particular programs, on this and other topics, curricula or websites in the discussion of their work. These references do not imply approval please visit www.nysut.org or endorsement by NYSUT of any particular product, service, or organization.

SUMMARY focused attention, and to suffer from If resilience “… is fewer distractions. Mindfulness is Mindfulness techniques the force that drives essentially “receptivity and full engage- help students and a person to grow through adversity and ment with the present moment,” teachers focus inwardly disruption” (Richardson, 2002, p. (Black, 2011). Being mindful allows on reducing stress, 307) then mindfulness can be defined developing clear individuals to focus clearly on the reali- attention, and interacting as its counterpart; the practice of har- ty of a situation. more positively with nessing our full attention through Amanda Eilenfeld shares one of her others. This group focused intention and practice. The experiences with mindfulness: of authors present a force of resilience is not static and pre- research-based discussion One afternoon, a student was feeling on the benefits of determined, but can be developed pur- teaching deep breathing, posefully over time by incorporating anxious about going home. She intention setting, and simple mindfulness practices (Klau, threw herself on the floor crying and yoga to build students’ 2013) that include deep breathing, yelling in the hallway. This student repertoires of mindfulness has limited communication and skills that support intention setting, and yoga. social and emotional does not handle change well. It had development and physical Our students confront adversity and been a long day, and I could feel my well-being. disruption regularly in school. frustration creeping in as she Teaching resilience is a basic compo- refused to get up off the floor. Many nent of social-emotional learning but it thoughts went through my head and is rarely taught explicitly. Mindfulness I could feel myself becoming over- practices can help students (and their whelmed. It was then that I felt the teachers) learn to relax, to develop piece of yarn hanging from my bag

Valerie Lovelace is a Teacher on Special Assignment (TOSA) doing professional development at the Greater Capital Region Teacher Center for Effective Teaching. She is also a member of the South Colonie Teachers Association. Amanda Eilenfeld is a teaching assistant at Westmere Elementary School and a member of the Capital Region BOCES Faculty Association. Mary Francese teaches special education at Scotia-Glenville Middle School and is a member of the Capital Region BOCES Faculty Association.

Educator’s Voice n Volume VII n Page 2 Valerie Lovelace, South Colonie Teachers Association Amanda Eilenfeld, Capital Region BOCES Faculty Association Mindfulness Resilience Reimagined: Mary Francese, Capital Region BOCES Faculty Association practices can Mindfulness Practices help students — a reminder learned in a training mind through deep breathing and (and their that I had to stop, breathe, and yoga — which includes the practice of teachers) in the Classroom think before I react. I stopped and intention setting. She suggests that suddenly saw the situation for what developing resilience through learn to relax, it was. This scared little kindergart- “. . . engagement in contemplative to develop ner was sad and didn’t understand practice has positive effects on the focused why we were going home early that health and well-being of teachers, day and not to lunch like every other that these effects may extend to attention, and day. I got down on the floor with their students through direct and to suffer her, held her close and signed that indirect interventions and that this we would eat lunch tomorrow and impact may be especially pro- from fewer today she would eat lunch with nounced for students who are at distractions. mom. I sat there for a few seconds risk of reacting to stress in ways holding her and she just let out her that are destructive (p. 289).” frustration through tears. She calmed down, and we were able to We take breathing for granted. We do walk to the bus hand in hand. it automatically because we breathe to stay alive. We are often not conscious In his book, Understanding the Stress of it. However, most of the time we Disease Connection, Maté (2003) practice shallow breathing. By learning reviews the myriad ways in which to breathe deeply and consciously, we chronic stress negatively impacts our can boost the amount of oxygen we physiology, leading to a host of often take in, increasing energy and decreas- preventable diseases. Chronic stress ing our stress level. By making breath- also affects the way that we as teachers, ing a conscious strategy we can use it and our students, cope and conse- to calm ourselves or to calm our stu- quently meet the increasing demands dents in stressful situations both in and of the classroom, home, and life after out of the classroom. school. Controlled deep breathing is an exer- Lantieri (2011) discusses the benefits cise that involves careful attention to of contemplative practices — or those the breathing process. Essentially, it is practices that facilitate deep thought making room for the diaphragm, and reflection, including quieting the continued on following page

Educator’s Voice n Volume VII n Page 3 Resilience Reimagined: Mindfulness Practices in the Classroom

located just beneath the lungs, to lower part of the brain, instead of reacting to into the abdominal area, then taking in fight or flight messages from the limbic and releasing breath using the full system. capacity of the lungs. An image one can use to develop conscious breathing These days it is not uncommon for stu- technique is as follows: dents to come to school feeling stressed for a variety of reasons. Some experi- Sit up (or stand) with a straight ence complex trauma resulting from back and a soft, relaxed front. Place poverty, disability, neglect or abuse. one hand on the chest and the Among other difficulties, their behav- other hand on the belly. As you ioral, cognitive, and emotional response inhale, breathe deeply and feel the abilities are impaired. They tend to belly rise as it becomes filled with become easily frustrated and over- your breath. Then feel your belly whelmed by seemingly small stressors fall as you exhale, expelling as (NCTSN, 2013). Resilience is essential much air as you can. Repeat this to navigating the increasingly complex exercise 2-3 times to re-energize all and stressful world we live in. of the cells in your body.

By practicing controlled deep breathing you are better prepared for times The Importance of Modeling when the stress level is being height- The Social Emotional Development ened and you need to be able to calm and Learning Professional Learning yourself. By looking within ourselves Community (SEDL PLC) was created and at our students we can reevaluate in our school to improve outcomes for situations from a different perspective, students by fostering the social- by creating conditions that allow us to emotional competencies of educators. think. We know that when in a height- The SEDL PLC members reported ened state of stress, the body’s natural greater calm in their classrooms, fight or flight response is activated. reduced need for creating behavior Since children and teens are operating intervention plans, more students on with a developing brain, they do not task and focused more of the time, and have the mature reasoning ability of an better quality student work. adult with a fully developed pre-frontal cortex, the thinking and reasoning part In a training offered collaboratively of the brain (Lau, JY et. al. 2011). through the Capital Region BOCES Controlled deep breathing allows stu- and the Greater Capital Region dents to calm themselves so they have Teacher Center we learned about access to the thinking and reasoning mindfulness practices. Cultivating

Educator’s Voice n Volume VII n Page 4 Awareness and Resilience in we embrace a mindset of continual Education (CARE) is a program devel- social-emotional development for our- By practicing oped by the Garrison Institute sup- selves and use mindfulness practices controlled ported by researchers at Penn State that support our students as well, they (Jennings, et al. 2009). The CARE will see that we truly value these prac- deep breathing program focuses uniquely on develop- tices and will have examples of how you are better ing teachers’ social and emotional they can use them independently. skills. Through a capacity building prepared for process in which teachers receive Some of the core competencies related times when to social-emotional learning include “explicit instruction to promote social the stress and emotional literacy” (Jennings & self-awareness, self-management, social Greenberg , 2009 p. 504) supported awareness, relationship skills, and level is being by administration and coaches, educa- responsible decision making. There is heightened and tors become more aware of their own a growing body of evidence in the emotions, are better able to regulate fields of social-emotional learning and you need to be them, are more responsive to student brain research that suggests that foster- able to calm needs and become more personally ing mindfulness practices for students and professionally resilient. As a result, and teachers has the potential to dra- yourself. By in the classroom, teachers experience, matically improve conditions for teach- looking within ing and learning in the classroom, “. . . stress reduction, increased including increased motivation, focus, ourselves and at mindfulness, and improved rela- and achievement (Lantieri et al., 2011). our students we tionships with colleagues, [that] have the potential to break the neg- Practicing and modeling controlled can reevaluate ative cycle whereby teacher and deep breathing is one simple thing situations from student actions play off of each educators can do to be at their best for other, leading to increased teacher their students. The practice of deep a different stress, poor classroom climate, and breathing to regulate emotions may perspective, continued student misbehavior begin as a conscious one but over time (Lantieri, 2009, p. xiii).” it can become almost automatic. Once by creating people develop a routine, they will find conditions that Before the training, we used to focus that they are using the controlled deep on building students’ repertoires of breathing technique without having to allow us to think. skills without realizing how important think about it when a situation arises. it was for the teacher as role model, to embody and exemplify those skills for Eilenfeld describes, “regular practice them. It is no secret that students learn for me has become five minutes every from what we do as educators, more morning after I arrive at school in the than what we might tell them to do. If continued on following page

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car, before I start my day. I close my relax and become calm. This is an eyes, breathe deep calming breaths adaption I made based on my stu- and completely relax. I do not think dents’ needs. I quiet my voice and about what I have to do, where I have repeat the calming sign as we breathe to go, or the stress of the day that may together several times until I see them come later. Thoughts may enter my starting to relax. Then, we can pro- mind, but I simply notice that I am ceed to whatever is next. thinking, let the thoughts go, and return to focusing on my breath. It’s Practicing deep breathing makes sense time just for me. at other times as well. Sometimes teachers want students to be excited, By being more mindful, developing but not all the time. Constant height- my own social-emotional competen- ened energy exhausts both teacher and cies, I can “be present” for my stu- students. I notice anytime my students dents. I focus completely on them and become overly excited to the point what is happening in the moment. I where we are no longer productive, model authentic practice because my my patience is tested. After we breathe students see me using breathing as a together, the classroom dynamic tool, both deliberately and in context. changes. Students are able to engage This is vital for my students who need and focus and they come up with bet- to be able to draw on their social and ter questions and produce higher qual- emotional skills to navigate real world ity work. situations in the classroom and throughout their lives.” Breathing exercises become part of the daily routine and create an environment conducive to learning over time. At the beginning of the year, stu- An Elementary Perspective dents are very impulsive; however, as In a classroom with 5- and 6-year-old the year progresses, the amount of children, there tends to be a lot of time needed to help them achieve energy in the room and these students calm, is reduced. After only a few can be very excitable. When returning months of practicing breathing tech- from recess or lunch we have to transi- niques, I am often able to just give the tion back into instructional time. We sign for calm and students calm them- take a couple of deep breaths. My stu- selves almost instantly. dents are deaf, so it is natural for me to use the American Sign Language sign for calm to indicate that it is time to be

Educator’s Voice n Volume VII n Page 6 We begin by explaining and providing A Middle School Perspective The impact of Middle school students respond to many examples of what an intention is modeled mindfulness strategies as and why and how they are used. the controlled well. The impact of the controlled Ultimately, intentions are more a way deep breathing, deep breathing, intention setting, and of being in the present moment, and yoga techniques was obvious and how you choose to perceive your intention huge. Students’ agitation decreased as experiences, than goals of how you setting, and yoga a result of implementing these mind- want to be in the future. Because we fulness practices. Sometimes they live in a future-focused culture, this techniques was would arrive in the morning already can be a difficult concept for both obvious and agitated. After learning these new strat- adults and the students with whom egies, many students reported feeling they work. For this reason, we start huge. better and more relaxed. When trig- with intentions that resemble short gered, they stopped, breathed, and term goals and move gradually toward were then able to process what was more present moment intentions as going on before reacting. you might experience in a yoga class. For example, a goal-oriented intention Upon returning from the CARE train- might be to “become more patient” ing provided through the SEDL PLC, while a present-focused intention we began controlled deep breathing might be “patience,” meaning you with our students. A custom made intend to view your experiences sign that reads “BREATHE” in bright through a lens of patience. In both blue lettering hangs in our classroom. cases, better choices can result from We would take time each day and the perspective developed through breathe in and out deeply several intention setting. times. The students responded positively, actively participating in the Initially, defining an intention with guided deep breathing exercises and your students is analogous to Task many reported feeling “better” and Analysis 101. It is impossible to expect “more relaxed” after completing the students to make good choices without exercises. showing them how to operationalize those choices. I first put the word on In the classroom, intention setting is the board according to Merriam another strategy that can be used with Webster: “An intention is any students as a part of mindfulness prac- meaningful action.” I then give a con- tice. It can also help students choose crete example based on what I know how they would like to perceive and about my students. For example, one approach their experiences that day. continued on following page

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Helping students boy does BMX bike tricks. He was Some typical student intentions missing some parts he needed to repair include “Positive day,” “Take a break develop their his bike. I asked him to share with the when I need one,” “Remember to awareness and class. “In your mind you have an breathe,” “Patience.” With the per- intention to put this beautiful bike sonal sense of purpose facilitated by control by giving together so you can ride it. Think intention setting, and with the breath- them the tools that about the steps you have to take to ing and yoga, they have the tools to accomplish that. What do you have to better manage their own behaviors. allow them to self- do?” Students can usually come up regulate, or manage with the steps easily. He knew he When a student’s frustration is trig- gered, I ask, “Will this help you fulfill their own behavior, would have to behave for his mother, wait for his mother’s payday, make your intention? and the reply is often is empowering. plans to get the parts at the bike shop, “No, but... ” I then say, “Well, you and put the parts on the bike. I then have a choice. What can you do explained, “Here in our classroom you instead?” And, they are able to calm can set an intention for how you want themselves, think and make a better your day to go. You have a choice. We choice based on their intention. This are here to help you, but we can only is the key. help you as much as you want to help Helping students develop their aware- yourself. It has to be about what you ness and control by giving them the want for yourself.” tools that allow them to self-regulate, Next, we discuss the word “specific” or manage their own behavior, is — “You knew specifically what you empowering. That is not to say it is needed to be able to fix your bike. easy. Non-traditional learners, who What are the specific steps you need to have challenges in traditional settings, have a good day?” It is really interest- now have the added intensity that new ing because they come to realize the regulations pose. Emotionally and cog- answers are inside of them. Each stu- nitively the increased intensity mani- dent and educator in class has the fests in different ways every day. At opportunity to set an intention at this times, we just need to stop and time. Intentions set vary by individual, breathe. Staff will say, “Give me five.” but all develop the self-awareness and Then, they model breathing right in self-management social-emotional core front of students. When we take care competencies. of ourselves we are better poised to take care of our students.

Educator’s Voice n Volume VII n Page 8 The Yoga Studio After that, we go through different tra- After the December break, in an ditional yoga poses and whenever possible, make connections to the science adjoining room or studio beside the classroom, students began participat- of human anatomy. On a big diagram we point out the targeted areas on the ing in a yoga practice with staff twice a week. The goal was to deepen their body and discuss how working with experience with controlled breathing these can relieve stress. One example and give them an additional tool for is sitting for long periods of time which relaxation. When it is time for yoga, can cause sciatica. We look at the the students help to set up the room sacrum on the chart. We then do tradi- by clearing space and placing mats for tional poses in a Vinyasa flow style. In our practice. To my amazement the Vinyasa, breathing is coordinated with students, who were all boys, loved it! I the movement. Breath is taken in and witnessed growth in their confidence, then released as the pose is executed. willingness to take risks and enhanced Some poses we teach include sun salu- physical strength. tations, forward bend, downward facing dog, plank pose, and the cobra While doing yoga may seem awkward pose. to some at first, an open mind is always encouraged. Through practic- Math connections can also be made in ing yoga poses we are simply opening yoga. After practicing, we discuss up our bodies and opening up our angles and parallel lines. We count. minds. It comes with practice just like When we are in class, whether it is breathing or anything you do in life. writing a sentence, solving a problem or even getting ready to go home, I Students are also taught about eti- find I can ask my students to recall quette for the yoga studio, which is lik- how we do the sequence in yoga, to ened to sports. They are asked to take help them remember that every pro- off their socks and shoes, as is custom- cess has steps. ary for yoga, just as wearing sneakers is customary when on the basketball One student with autism had a really court. Every practice is begun with had a hard time engaging in yoga last sitting quietly and breathing. Students year. It’s beautiful to see him now com- often experience their minds racing at fortably seated and automatically going first. They understand that this is into the breathing pose. This was a okay, and are reminded to return to young man who would not take his the breath and notice when their sneakers off. Now he is setting up the thoughts begin to slow down. mats and asking with disappointment continued on following page

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on non-yoga days, “It’s not a yoga n.d.). By fostering mindfulness practic- day?” These little diamond moments es that promote resilience in teachers make it all worthwhile. and students, such as controlled deep breathing, intention setting and yoga, Implications for educators social-emotional core competencies In the article “Pedagogical Recycling: including self-awareness, self-manage- How Colleagues Change Colleagues’ ment, social awareness, relationship Minds,” Cindy O’Donnell-Allen dis- skills and responsible decision-making cusses the idea that “the key to lasting (“Social and Emotional Core Learning changes in mind is sustained participa- Competencies.” n.d) are all deepened. tion in professional development spac- Not unlike the new instructional shifts es where colleagues support one required by the introduction of the another as they mindfully recycle prac- Common Core Learning Standards for tices and ideas along the full continu- Mathematics, which challenge teachers um (O’Donnell-Allen, 2005, p. 59).” not only to teach algorithms and com- The SEDL PLC provides such a pro- putational skills, but to understand fessional development space, with con- foundational concepts that allow for sistent administrative and collegial deep mathematical comprehension, we support. In this environment, partici- need educators who understand Social pants were able to take the new ideas Emotional Learning deeply and fluid- they learned and use them as raw ly, if we want students to fully develop materials to be re-imagined and re-cre- the social-emotional core competen- ated in a new context. cies they will need to be college, career and life ready. “Giving teachers flexibility, giving them a range of skills, giving them There are a considerable number of different ways that it can look, and effective researched-based SEL pro- allowing them to take their own grams available. Many can be found in personality and match that to what the CASEL guidebook or in the New they want in their classroom has York State Board of Regent’s guide- been the best way to get authentic, lines for social and emotional develop- true practice.” Natalie Walchuk, ment. Encouraging and empowering Principal, Glenview Elementary, teachers and School-Related Oakland, CA (Edutopia, 2013). Professionals to take an active role in social and emotional learning by sup- “As we become increasingly mindful, porting educators’ social-emotional we can begin to respond from a place development and providing multiple of freedom and choice. In other words opportunities for them to lead is criti- we can act with resilience.” (Klau, L., cal to making it work for your school.

Educator’s Voice n Volume VII n Page 10 References Lau JY, Britton JC, Nelson EE, Angold A, Ernst M, Goldwin M, Grillon C, Black, D.S. (2011). A brief definition of By fostering Leibenluft E, Lissek S, Norcross M, mindfulness: Mindfulness research guide. Shiffrin N, Pine DS. (2011). Distinct Retrieved from http://www.mindfulexperi- mindfulness neural signatures of threat learning in ado- ence.org lescents and adults. Retrieved from http:// practices Edutopia. (2013). Five Keys to Social www.ncbi.nlm.nih.gov/pubmed/21368210 Emotional Learning. Retrieved from http:// that promote Maté, G. (2003). When the body says no: www.edutopia.org/keys-social-emotional- Understanding the stress-disease connec- learning-video resilience in tion. Hokoken, NJ: John Wiley & Sons. Garey, J. (2012) Mindfulness in the class- National Child Traumatic Stress Network teachers and room: How it helps kids regulate behavior (2013). Effects of Complex Trauma. and focus on learning. Retrieved from Retrieved from http://www.nctsn.org/ students, such http://www.childmind.org/en/posts/ trauma-types/complex-trauma/effects-of- articles/2012-4-23-mindfulness-classroom complex-trauma#q5 as controlled Jennings, P. A., & Greenberg, M. T. New York State Education Department (2009). The prosocial classroom: Teacher deep breathing, (2011). Educating the whole child, engag- social and emotional competence in rela- ing the whole school: Guidelines and tion to student and classroom outcomes. intention setting resources for social and emotional develop- Review of Educational Research, 79, 491. ment and learning. Retrieved from: http:// Retrieved from http://www.prevention. and yoga, social- www.p12.nysed.gov/sss/sedl/sedlguide- psu.edu/projects/documents/Jennings_ lines.pdf emotional core Greenberg.pdf O’Donnell-Allen, C. (2005). Pedagogical Jennings, P., Lantieri, L., & Roeser, competencies recycling: How colleagues change col- R. (2012). Supporting educational leagues’ minds. English Journal, 95 (2), goals through cultivating mindfulness: including self- 58-64. Approaches for teachers and students. Handbook of Prosocial Education (pp. Richardson, G.E., (2002) The metatheory awareness, self- 371-397) Retrieved from http://www. of resilience and resiliency. Journal of innerresilience-tidescenter.org/documents/ Clinical Psychology, (58)3, pages 307–321. management, Handbook_of_Prosocial_Eduation_ Social and Emotional Core Learning Chapter.pdf social awareness, Competencies. (n.d.) Retrieved from Klau, L. (n.d.). Mindfulness: The Art of http://www.casel.org/social-and-emotional- relationship skills Cultivating Resilience. Retrieved from: learning/core-competencies http://www.pbs.org/thisemotionallife/blogs/ The Tree of Contemplative Practices. (n.d.) and responsible mindfulness-art-cultivating-resilience Retrieved from http://www.contemplative- Lantieri, L., Nager Kyse, E., Harnett, S., mind.org/about decision-making & Malkmus, C. (2011). Building inner are all deepened. resilience in teachers and students. In Personality, stress and coping: Implications for education (pp. 267-292). Charlotte, NC: Information Age Publishing.

Educator’s Voice n Volume VII n Page 11 Creating a Caring Majority

SUMMARY From the first At Boardman School 9E The Caring Majority day of school at We have a Caring Majority program teaches Boardman, first graders are sixth graders to be No need to bully ambassadors who taught our motto, “At School No need to shout 9E, we don’t say you can’t become helpful allies to Peer mediation will work things out their peers in a school- play.” Boys and girls skip Use good manners wide effort to eradicate around at recess, pigtails flying, bullying. Each cohort of And be polite legs swinging on monkey bars. trained caring majority Treat others well ambassadors helps its Smiles abound. Children’s And they’ll treat you right younger counterparts voices call out, “Come play!” to collaborate in creating All is right with the world … We’re Boardman School 9E a more harmonious until one day, when all is not We’re Boardman school climate. right. It’s an inevitable day ... a A Great Place to Be!!! day when a child feels unwant- — To the tune of George Benson’s ed, whether another child isn’t “The Greatest Love of All” following our school’s anthem, and tells him that he can’t play, or when a child conveniently The plight of the unaccepted child, the ends the game of “House,” or soccer one who was chosen last, the one who when another child approaches. Enter was not invited to birthday parties, the the Caring Majority. one who was called unkind names, or

Karen Siris is the principal at WS Boardman Elementary School in Oceanside, NY. She is the author of STAND UP! a children’s picture book that promotes “upstanding” behaviors. Cherie Meyers teaches second grade at WS Boardman Elementary School in Oceanside, NY. She is a member of the Oceanside Federation of Teachers.

Educator’s Voice n Volume VII n Page 12 Karen Siris, Boardman Elementary School Cherie Meyers, Oceanside Federation of Teachers

the one who was merely ignored, was New York state definition of bullying brought to our attention again and again by parents as well as by the children The definition of bullying is wide and varied, and it’s hard to find two themselves. We now know that social states with the same description. The New York State Education Department suggests the following language for the code of conduct in and emotional learning plays an impor- each school district: tant role in our classrooms. Helping our students recognize, understand, and “Harassment/bullying” means the creation of a hostile environment by conduct or by threats, intimidation or abuse, including cyberbullying as regulate their feelings not only helps defined in Education Law §11(8), that engage students in learning, but has a major influence on preventing bullying (a) has or would have the effect of unreasonably and substantially interfering with a student’s educational performance, opportunities or in our classrooms (Brackett, Reyes, benefits, or mental, emotional or physical well-being; or Rivers, Elbertson, & Salovey, 2011). (b) reasonably causes or would reasonably be expected to cause a Columbine came and the plight of the student to fear for his or her physical safety; or victim turned bully or perpetrator was (c) reasonably causes or would reasonably be expected to cause brought to national and international physical injury or emotional harm to a student; or headlines. Currently, 49 states have (d) occurs off school property and creates or would forseeably create passed anti-bullying laws. New York a risk of substantial disruption within the school environment, where state legislators finally took note with the it is foreseeable that the conduct, threats, intimidation or abuse might unfortunate suicide of Tyler Clemente reach school property. and many others, and the persistent and (e) For purposes of this definition, the term “threats, intimidation or important lobbying of NYSUT and abuse” shall include verbal and non-verbal actions. (Education Law groups such as the Gay, Lesbian, and §11[7]) Straight Education Network (GLSEN). (f) “Cyberbullying” means harassment/bullying, as defined above, Many pending bills finally became laws. through any form of electronic communication. While the research tells us that the bullying which takes place in the lives of the (From: Amended Dignity for All Students Act: Student Discrimination, Harassment and Bullying Prevention and gay, lesbian, and transgender children Intervention, NYSED.gov, 2013.) far surpasses incidents in the heterosex- ual population (Brackett, et al., 2011) we know that this dilemma is widespread and can affect any student population.

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Educator’s Voice n Volume VII n Page 13 Creating a Caring Majority

There are three Dynamics of Bullying There are three major players in the theatre of harassment: the bully (per- major players in Bullying is an age-old problem, one that causes thousands of children to petrator), the victim (target) and the the theatre of suffer through childhood and adoles- bystander (observer). Yet, it is the harassment: the cence. In order for bullying to occur, minority of kids who are using their there must be what is described as an power to inflict the pain. The majority bully (perpetrator), “imbalance of power” and a desire to of our students are bystanders so it the victim (target) be in control of a situation. In addi- made great sense to look to the power tion, behaviors typically occur repeat- of the bystanders for the answers. and the bystander edly and over time. In many cases a Establishing new social norms in our (observer). Yet, it is person who exhibits bullying behav- schools that reward “upstanding” and frown upon “bullying” behaviors the minority of kids iors wants the approval of the bystander as an audience. Bullying behaviors might hold the key. who are using their fall into the following categories: power to inflict n physical bullying: using physical Understanding the Bystander means to show power (hitting, the pain. There are many reasons that children punching, kicking, etc.), damaging who stand by and watch do not inter- /stealing property vene. First and foremost, they fear n verbal bullying: name calling, teas- becoming the next victim. They have ing, taunting, making offensive/dis- watched what happened to the target- criminatory remarks, verbally ed child, and above all else do not threatening or intimidating want that happening to them. In addition, they feel powerless to help the n social/emotional/relational bully- victim because they have not been ing: intentionally excluding others taught the strategies to help. from social interactions, spreading rumors, gossiping, ostracizing, Even the youngest children in elemen- alienating, using threatening looks tary school understand the concept of or gestures, extortion the bystander. They do because they have all been in the situation of pas- n cyberbullying: sending insulting sively watching bullying behaviors take and threatening messages through place. When asked why they don’t social media speak up, you invariably hear the same answers, “I am afraid the bully will make me the next person he teases,” or “I am afraid he will turn all my

Educator’s Voice n Volume VII n Page 14 friends against me,” or “I don’t know Theatre of harassment what to say to the bully.” The older children may say, “I have reported it The perpetrator to adults before, but nothing ever hap- Let’s first take a look at the characteristics of the child with the bullying pens. Even when the bully gets a con- behaviors. Note that we hesitate to call this child a “bully” as the term sequence, he does it again, and again, is sometimes over used and can cause serious incrimination. Behaviors and again.” The children reveal that include a lack of empathy toward others, which typically develops in children around the age of 8. A child that displays these behaviors is they feel powerless and that they do physically and verbally aggressive and continually seeks and needs to not have the words or tools to stand feel power in relationships. He is easily slighted when not given this up to the bully. power by his classmates and may provoke fights when there has been little or no reason. Contrary to popular thought, the child with bullying behaviors has average levels of self-esteem (Olweus, 1993).

Evolution of the Caring Majority The target Social learning theory postulates that The targeted child, or victim, falls into two categories. The passive students who have undergone and victim often suffers from social anxiety, lacking social skills needed survived relevant experiences, are to defend herself against bullying behaviors. She is a people pleaser, is compliant and fears confrontation. The provocative victim is more credible role models for their sometimes not recognized as a victim at all and sometimes falls into a peers. Interactions with peers who bully/victim cycle. He is restless, irritating to others and does not have are successfully coping with their the skills to defend himself. This child is often diagnosed with attention experiences result in positive changes deficit disorder (Olweus, 1993). in behavior (Salzer & Shear, 2002). The bystander

Putting theory into action, our work In schools, it is the bystander who hears and sees what is happening, with creating a “Caring Majority” of yet does not usually intervene. The data indicates that 85 percent of students are neither bully nor victim, but instead stand by as their students who speak up against bully- classmates are either physically abused or emotionally alienated ing behaviors began. If the silent (Garrity, Jens, Porter, & Sager, 2002). According to Sagarese and Gianetti majority of kids — those that watch (2003), “bystanders make or break bullying episodes.” A Canadian study bullying behaviors take place — stand of student bystanders found that 43 percent of respondents said they by helplessly, then they are implicitly tried to help a victim. The remaining 57 percent stood by and watched, but did nothing. Of that number 33 percent confessed that they allowing this to happen. If we can should have attempted to help a victim but didn’t. Finally, 24 percent empower the silent majority to reduce responded, “It was none of my business.” the fears bullies create, then we could potentially strip the bullies of their power. It is the influence of the silent majority then, which would make the difference in the lives of so many.

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Educator’s Voice n Volume VII n Page 15 Creating a Caring Majority

If we can empower The findings about bullying were confidential, congratulatory letter, let- shared with our sixth graders. ting them know that they had been the silent majority Interested students were asked to write chosen for a special job in our school. to reduce the fears a letter telling why they wanted to join The letter explained that with this our school’s efforts to end bullying position came a big responsibility, one bullies create, behaviors. The process evolved over that required their “best selves” to be then we could the years to include an application that displayed every day, because they were potentially strip students complete describing their now role models for the rest of the stu- understanding of caring behaviors, as dents in our school. Students were the bullies of well as their desire to stand up for oth- assured that the adults would not be their power. ers. Even in the early days of the pro- disappointed or angry if they didn’t gram, many children in the sixth grade want to take on this big job. It involved volunteered to help out. missing some time from class for training, and many hours of recess time for Their letters were inspiring as they small group work as they gathered shared the good deeds they had information for their presentations and already accomplished in their short skits. They were also told any work lives. They had volunteered in soup missed in class had to be made up. kitchens; they had donated their hair to Locks of Love; they had given up their Each year sixth graders take this snacks for a friend who did not have responsibility seriously and are proud one. Based on the concept of a caring for being chosen. The congratulatory majority, students learned their help letter asks for a parent and student sig- was needed in assisting the school nature agreeing that the student community to turn around the children accepts the position and its duties, and who stand by and watch bullying that the parent approves as well. behaviors. They learned that it is important to speak up and help stamp The application asks: Why do you out bullying (Garrity, C, Jens, K, want to be a Caring Majority Porter, W. & Sager, 2002). First Ambassador? One sixth grader though, they needed to be trained in explained: how to do this and how they could I want to be a Caring Majority then transfer what they learned to the Ambassador because I believe in other students in the school. being an up-stander and helping people. I get along and work well The children waited anxiously, won- with adults and my peers. I am an dering if they would be accepted as excellent listener and I love to stand caring ambassadors. They received a up for what is right.

Educator’s Voice n Volume VII n Page 16 When asked the next two questions, with the principal to determine a good Every adult What character traits do you possess day for training. The teachers realize that would make you a good Caring the importance of maintaining a caring and child in Majority Ambassador? How have you culture and know that the more com- our building been a positive role model for others?, fortable children feel in school, the the same student replied, greater chance for academic growth. lives with the This is evidence that the Caring I have a big heart. I am very reli- knowledge Majority has become an integral part of able, trustworthy, and I feel com- our school. that when we fortable helping others. I always put walk through myself in someone else’s shoes and As we begin our day of training, the try to see the situation from their children are welcomed and thanked our school’s view. I am not judgmental and I for volunteering to work to make our doors, we walk enjoy leadership roles. I am school a caring and welcoming place. involved in peer mediation and They are also commended for their into a place of Kiwanis-Kids. It would be an honor commitment and willingness to give safety, where to be selected to be a Caring up some of their time for our mission. Majority Ambassador. They always share their own stories, every person is and a bond begins to develop within respected, and the group. Caring Majority valued. Ambassador Training We discuss the seriousness of bullying Bullying prevention and positive in schools, and share poignant videos school climate is not something new at about what can happen. They already our school. We aren’t just beginning to know quite a bit from their own expe- have discussions about bullying, we riences as well as what they have seen are actively involved in its eradication. in the news about suicides and bully- Every adult and child in our building, cides. It is important for the children every day, lives with the knowledge to realize that bullying is rarely the sole that when we walk through our reason for these suicides, and that school’s doors, we walk into a place of there are other psychological and soci- safety, where every person is respect- ological components. However, it is ed, and valued. stressed that we would never want to hear that a child’s unkindness to With the pressure for high student another ever had a part in another performance, it is becoming more and child’s desperate acts. A Power Point more difficult to pull children from presentation gives information about class. The sixth grade teachers meet continued on following page

Educator’s Voice n Volume VII n Page 17 Creating a Caring Majority

Being an Upstander We also use the term “allies” to define the children who befriend the targeted Directly Intervene by discouraging the bully, defending the victim, or redirecting the situation child, and suggest that at least two or away from the bullying. three allies work together when con- Get Help fronting a bullying situation. It stands to by rallying support from peers to stand up against bullying or by reporting reason, that if bullying behaviors involve the bullying to adults. an imbalance of power, with the bully wielding this power, it will take more the causes of bullying (psychological, than one child to ask him or her to stop. familial, school), the characteristics of If a group of children come to the aid of the bully, the victim, and the bystander, a target, it begins to strip the bully of his and the statistics about bullying in powers, eventually leaving him alone, schools. The focus of our discussions is with no audience for his unkindness. the importance of turning the children who stand by and watch into students who take a stand against bullying. We The Ambassadors Work talk about turning the bystanders into Once given the background knowledge upstanders. about bullying and strategies to empow- Through discussion and role playing er the bystanders, the ambassadors get the new ambassadors realize that being to work. They divide into small teams able to speak up for their friends takes and through consensus choose a lower courage. They learn about a study done grade level as their audience. They take by Charisse Nixon and Stan Davis, the information they have learned and called The Youth Voice Research Project. create their own PowerPoint presenta- In this study, 13,000 targeted students tions and skits to inform their younger were surveyed to find out the most classmates how to become upstanders effective peer interventions. The results and members of the Caring Majority in indicated that things got better for the our school. They take their work very target when their peers did the follow- seriously, and come during their recess ing: spent time with them, talked to time to develop their plan. They are them, helped them get away, and called helped with editing and revising their them after the incident to see how they presentations and when ready, a grade were doing. The least effective interven- level presentation is scheduled for each tions included: blaming the target, of the groups. It’s great to watch how ignoring the situation, and confronting they take ownership of the work they the bully. (Davis & Nixon, 2010). are doing and how they feel responsible for imparting what they have learned to their younger classmates.

Educator’s Voice n Volume VII n Page 18 The ambassadors bond with the would be to turn younger students, as they ask the chil- the silent majority dren to relate experiences of times they of bystanders into a felt left out or of times that someone caring majority of said something unkind that hurt their upstanders. feelings. Younger students were also asked about times they saw feelings The ambassadors being hurt, and what they did in those continue the work situations. Not surprisingly, most stu- with their young dents were bystanders; the children students through- who hear and see what is happening, out the year. They yet do not intervene. visit their classrooms, share lunch Each new group of ambassadors is tables and spend amazing in their commitment and ded- time during recess. ication to teaching all the children in They are there as our school how to become upstanders. role models and friends to their The younger students listen attentively younger classmates. They listen to to the ambassadors as they stand in their problems and help them find front of them teaching them about solutions as they develop powerful and kindness, caring, and inclusion and as lifelong bonds. they give them the tools to become helpful allies to their peers. Through “The children in my class know that these conversations they come to the Caring Majority ambassadors understand that the bystanders provide can be counted on, that they have the audience a bully craves and the now become a part of their support silent acceptance that allows bullies to system, along with their parents continue their hurtful behavior. They and teachers. Students need only ask realize that passively accepting bullying if they can talk to an ambassador, by watching and doing nothing is not and it will be arranged. The help acceptable. They learn that encourag- and guidance given by these ambas- ing the bullying by laughing or cheer- sadors, their peers, can often be ing actually makes them complicit in more valuable than that offered by the bullying situation, without having an adult.” been the one who actually initiated it. Through discussion, the ambassadors agree that the key to stopping bullying continued on following page

Educator’s Voice n Volume VII n Page 19 Creating a Caring Majority

In the Classroom us each day adds incentive to wanting From first grade on, to be in school to learn. The common children know about element among schools reporting an the Caring Majority. increase in academic success, improved Many aspire to one quality of relationships between teach- day be a Caring ers and students, and a decrease in Majority ambassador. problem behavior, is a systematic pro- Each year, two or cess for promoting children’s [and three ambassadors teachers’] social and emotional growth. are assigned to each As one Boardman teacher explained: room, and become “Our feelings and our attitudes part of the fabric of affect the whole room. Even if we that classroom. Just don’t realize what we are doing or like the teacher has a how we’re behaving, I think we send leadership role in the out signals subconsciously and the classroom, so do the children pick them up. As soon as I ambassadors. focused on Farah’s positive charac- Before beginning this effort in any set- teristics and spotlighted her in the ting, it is essential that the school cul- classroom, everyone else looked at her ture that the importance of a safe and that way, too ... She is now branch- nurturing environment. Without mutu- ing out to other children. If the girls al respect among all constituents, ask- she seeks out aren’t very receptive, ing our students to stand up for each she joins another group. The other other will not be successful. With high- girls seem happy to have her. Things stakes testing and teacher evaluations really changed for Farah. There is that now have so much importance for no question.” both students and teachers, everyone Teachers understand that by modeling should understand the value of an envi- positive and supportive interactions, by ronment of caring and trust. Schools providing opportunities for students to have to be welcoming places. work together in the classroom, and by It is crucial to be particularly aware of developing class rules that value kind- the child who is not easily assimilated ness and preclude exclusion, they can with his peers, who may be lacking in support the development of positive social skills, and to give him an extra peer relationships and minimize special greeting each morning. harassment. Knowing that someone is happy to see

Educator’s Voice n Volume VII n Page 20 Another teacher knew her change in Positive School Culture (what we do in schools) = practice was important and effective Positive School Climate (how we feel in schools) when she revealed that her student was opening up and trusting her more. n Display warmth, positive tone, interest and involvement “When you get to know a child bet- n Talk to each other and students with respect and understanding ter, when you listen deeply to what n Alert other staff members if they are displaying unacceptable he has to share, you start to under- behavior toward a student stand his life. You can’t help but feel n Structure activities to minimize opportunities for exclusion for him. When he opened up it was wonderful. I have to attribute this Conclusion change to my own change in belief about my role in the classroom and A school community that values the to my own change in actions. importance of kindness and inclusion of all students and teaches strategies for Principals and educators must contin- standing up for others understands the ue to realize that to reach the academic importance of creating a positive goals we are striving for, we cannot for- school climate. Coupled with meaning- get the social and emotional needs of ful integration of social and emotional our students. The time spent creating learning strategies into existing curricu- positive relationships among all mem- lum, valuable strides can be made in bers of our school community is valu- creating citizens with respect for the able and essential. Mentoring diversity and uniqueness of all mem- programs such as the one described bers of our society. here are easily transportable and can play a vital role in any school commu- Talking to the children encourages our nity. Students clearly respect the opin- work to continue. When asked how ions of their peers, and with proper they feel when they stand up for oth- guidance from caring adults who give ers, some replied: their students the autonomy to share n I feel like a hero when I save a ideas with their classmates, programs person’s social life ... I feel like that such as this one have a powerful effect person looks up to me and I know in our schools. then that I am really a part of the Caring Majority. n I feel great because I know I’ve done something great today.

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Educator’s Voice n Volume VII n Page 21 Creating a Caring Majority

We are showing n When I help I am not scared The Caring Majority plays a powerful role in teaching children that the children how to because I know my friends and classmates will support me. power of the bystander is one solution stand tall, how to the age-old problem of bullying. At n I feel anger at the bully and sadness Boardman, we are showing children to stand up for for the victim. Sometimes I am how to stand tall, how to stand up for themselves and afraid to ask the bully to stop. This themselves and others, and how to year, I’ll speak up whenever I feel it stand up for what’s right. others, and how is necessary. to stand up for We are proud of the culture of caring The Caring Majority program is part that is evident in our classrooms, hall- what’s right. of our efforts to support positive ways, lunchroom, and playgrounds. school climate as the backbone of our This is validated by parents as they bullying prevention plan. Our work to report their children’s understandings develop empathy and caring in our stu- of positive relationships with friends dents has reaped great rewards, not and family. We encourage all members only for our students today, but for of our school community, staff mem- them throughout their lifetimes. bers as well as parents, to model the Heightening understanding about rec- behaviors that we espouse and hope ognizing and regulating emotions, cou- that our students exhibit the same pled with our students learning behaviors in their daily lives. Once this strategies to stand up for themselves is achieved, we will make progress in and others has had a valuable impact changing the dynamics of bullying. on our school. Any child at Boardman Elementary School can tell you that life If you are interested in starting a around our school means being kind, Caring Majority program at your caring and inclusive to all. Our school school, feel free to contact us at bully song says it well, “Visit our school and [email protected]. We you will see, we have a Caring are happy to help! Majority.”

Educator’s Voice n Volume VII n Page 22 References Amended Dignity for All Students Act: Student Discrimination, Harassment and Bullying Prevention and Intervention, NYSED.gov, 2013. Retrieved from: http// www.p12.nysed.gov/dignityact/rgappen dixa.html Brackett, M. A., Reyes, M. R., Rivers, S. E., Elbertson, N. E., & Salovey, P. (2011). Classroom emotional climate, teacher affiliation, and student conduct.Journal of Classroom Interactions, 46, 27-46. Davis, S., & Nixon, C. (2010). Youth voice research project: Victimization and strategies. Retrieved from the Youth Voice Research Project: http://www. youthvoiceproject.com Garrity, C, Jens, K, Porter, W. & Sager, N. (2002). Bully proofing your school: A comprehensive approach for elementary schools. Longwood, CO: Sopris West. Olweus, D. (1993). Bullying at school: What we know and what we can do. NJ: Wiley- Blackwell. Sagarese, M. & Giannetti, C. (2003) The bystander: A bully’s often-unrecognized accomplice. Our Children: The National PTA Magazine (Nov.-Dec.) Salzer, M., & Shear, S. L. (2002). Identifying consumer-provider benefits in evaluations of consumer-delivered services. Psychiatric Rehabilitation Journal, 25, 281–288. Siris, K. (2002). Using action research to alleviate bullying and victimization in the classroom. (Unpublished doctoral disserta- tion). Hofstra University, Hempstead, NY.

Educator’s Voice n Volume VII n Page 23 Building Community with a Kinesthetic Classroom

SUMMARY concentric circles. With planned inte- Children by nature gration, the teacher is attentive to the are movers, they learn quickly and Kinesthetic learning is curricular objectives yet open to what implicitly through kinesthetic and tac- demystified through naturally develops out of the students’ this author’s insightful tile experiences (Dunn & Honigsfeld, enthusiastic curiosity and willingness discussion on movement 2009). Creative movement is a remark- as a method for to participate. The resulting lessons able way of teaching and learning cog- meaningful learning are interdisciplinary, cross curricular, nitive and affective skills and improv- in the classroom. She and involve students naturally. explores the language ing physical, mental, and social and of movement, provides emotional health. Cross curriculum Current research correlates arts educa- clear examples of its use lesson plans that incorporate move- through specific activities, tion to academic achievement and sup- and draws important ment are an excellent tool to assist ports the theory that cognitive and connections between students with relating and internalizing affective concepts taught through movement and social- the various subjects much more clear- movement activities are successfully emotional learning. ly. Because information that is abstract learned and retained (Deasy, 2002). and hard to follow can be made When students are stressed, feeling concrete in a student’s mind through overwhelmed or insecure, it is chal- movement, the outcome is filled lenging for them to learn, which some- with extensive learning experiences. times results in negative classroom Because movement is organic and behavior. Moving rhythmically rids the generated through self-discovery, each student of anxiety and relieves muscu- student can choose how they want to lar rigidity. Conversely, it increases move. The learning objective, how- energy and focus. Movement supports ever, can be very focused on anything emotional and cognitive understanding from the design of the solar system to because it forces students to open up

Joy Guarino is an assistant professor of dance at Buffalo State University and a member of United University Professions.

Educator’s Voice n Volume VII n Page 24 Building Community Joy Guarino, United University Professions with a Kinesthetic their minds through physical expres- settings. The following encounter was sion. By associating a movement to a my third visit with a group of students Movement Classroom concept, this type of learning experi- aged 12-18 with Down Syndrome: supports ence helps to bridge verbal and non- verbal communication to assure that The classroom was filled with bodies emotional new information will be retained in moving in different directions, tem- and cognitive long-term memory; therefore it is high- pos, and dynamics. I called, ly likely to be recalled. The individu- “Freeze.” Suddenly, the space was understanding al’s physiological change alters the motionless as students held a static because it forces classroom atmosphere. Students learn pose. I announced, “Pay attention how to convey their emotional feelings to your body shape...are your arms students to open through movement and cognitively and legs reaching or crossed? Are up their minds you standing up high or crouching learn how their self representation through physical affects others around them. As stu- low?” In previous visits, they intro- dents become comfortable in the duced themselves by pantomiming expression. group, they begin to feel secure their chores and recreation inter- enough to take risks. Moving together ests. We discussed how they felt creates strong personal connections about themselves and practiced cre- with a common purpose, opens com- ative movement options (see Figures munication, and encourages collabora- 1-3). On this day, I hoped to com- tion. Moving creatively with an bine their feelings with movements. awareness of self and others’ personal “Some of you mentioned that people space inspires mutual respect, caring, laugh because they don’t understand and community. The classroom cul- you. Show me in a body shape how ture then shifts creating a safe, welcom- that feels.” One boy sat on the floor ing environment that is more and faced the wall. The entire conducive to learning. group’s movements were low, slow, closed, and hidden. Then I encour- Movement in the classroom is univer- aged them to talk about what it feels sal and inclusive: it can open doors for like to be accepted. They shared students with diverse needs and abili- times of feeling loved and part of a ties, as well as students in traditional team. The resulting movement was

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Educator’s Voice n Volume VII n Page 25 Building Community with a Kinesthetic Classroom

A simple circle open, high, and much faster. and tactile lessons provide an implicit “Freeze and hold the shape,” I learning opportunity for critical think- dance brought called, “...and relax. Now, create a ing, analysis, organization, and prob- about a profound shape that shows me how you want lem solving, and can be in fact, much to feel.” They all formed high, open more reliable at helping students to sense of belonging. shapes. I continued, “Reach and retain knowledge than reading text- Working in groups physically connect a body part to books and memorizing facts alone fostered mutual someone near you.” The students (Reber, 1993). Through movement connected elbow to ankle, wrist to activities students have an immediate respect and knee. “Freeze and hold. I want you opportunity to experience, observe, cooperation. to carry this feeling with you. If examine, and reflect on decision mak- someone laughs, remember this ing by using body-based language to shape and know how much you activate the mind and body as an inte- appreciate yourself and each other.” grated whole. Students recognize more clearly the details of their physical and In any aspect of education, kinesthetic emotional responses to a situation. By and tactile lessons allow for first hand analyzing their movement choices, stu- experiential learning. Through dents become more open-minded, involvement in the program’s struc- respectful, tolerant, and accepting of tured activities, the students continued assessment. to express their feelings and expand their emotional range. It was a compel- Movement activities encourage proper ling moment that empowered every- alignment/posture, endurance, and one in the classroom. A simple circle balance. In addition, Eric Jensen dance brought about a profound sense (1998) suggests a correlation between of belonging. Working in groups fos- movement and emotions. Sensory tered mutual respect and cooperation. motor experiences provide a direct This was just one of many scenarios link from the cerebellum to the emo- where I’ve witnessed the transforming tional and pleasure centers in the power of creative movement. brain. Exercise has a direct positive effect on brain chemistry, raising levels of endorphins, adrenaline, serotonin, and dopamine. Consequently, stu- The Benefits of a Moving Classroom dents who show responsibility for the conditioning and care of their bodies Movement activities work well, in con- may have a positive attitude and ulti- junction with, and as a compliment to mately a healthier life style. The Blue traditional book learning. Kinesthetic

Educator’s Voice n Volume VII n Page 26 Print for Teaching and Learning in the Arts (2007) affirms as well that movement embedded in classroom learning enhances psychomotor development and physically develops self- control and refinement of gross motor skills. Students not only learn to recognize and trust their impulses, but to act on or contain them as they choose. It also suggests an understanding of the relationship between bodies and personal space which guides students with suitable responses to a crowded room or inappropriate touch. As a form of self-expression, creative move- emotions, motivation, empathy, and ment is a release and a social tool that social skills. When children engage in primes the brain for new ideas (Jensen, movement individually they obtain a 2001). diverse movement vocabulary that assists with physical functions and When children are exploring through expands emotional responses to cer- their senses, they have an aesthetic tain situations. When people move in frame for expressing feeling — a posi- groups or in a classroom environment tive alternative to many destructive they achieve a new level and a new choices. Psychologist and author found maturity in social interactions Daniel Goleman (1995) popularized and with emotional expression. In the term “emotional intelligence” or both cases, children experience each EQ in his landmark-selling book, component of Goleman’s emotional Emotional Intelligence. Goleman intelligence, resulting in better organi- describes emotional intelligence as the zation and problem solving, recogniz- capacity of recognizing our own feeling options, developing coping skills, ings and the feelings of others for moti- increasing focus and concentration, vating ourselves and managing increased self-esteem and cultural liter- emotions in our own relationships. He acy, recognizing strengths, improving believes that EQ is developed by critical thinking and analytical skills, in acquiring skills through five dimen- addition to learning successful cooper- sions: self-awareness, managing ation and teamwork.

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Educator’s Voice n Volume VII n Page 27 Building Community with a Kinesthetic Classroom

Students who show From Pedagogy to Practice some of my reluctant risk takers were in there taking guesses and giving The Dance/Movement Education: responsibility for answers.” Another teacher observed, Emerging Theories project is the conditioning supported by the SUNY Research “At first it was hard for them to show and care of their Foundation Incentive grant. The goal emotion on cue. I even commented, and purpose of this research was to ‘Amazing how all day long you show bodies may have discover significant trends in move- your emotions but on cue you can’t.’” a positive attitude ment education. The teacher noted later students were able to recall behaviors and control and ultimately a Community partners from classroom their emotions. healthier life style. and after-school recreation settings in Buffalo were interviewed. Next, origi- The Tools to Create Comfort nal psychomotor, cognitive, and affec- or Teaching Tools tive skill building lesson plans specific The question surfaced — if learning to the needs of their underserved pop- cognitive and affective skills through ulations were designed. Cognitive and movement activities is successful and affective concepts taught through enjoyable why is it not more widely movement activities were successfully used as a means of instruction in the learned and retained. classroom? Every day movements form the basis for creating kinesthetic Classroom students had fun as they lessons. We move every day. By willingly used movement in a learning implementing movement in a mean- environment. In 15 minutes students ingful way, teachers can bring aesthet- understood the food chain through a ic, cultural, social, and historical values game of leap frog. The participating to the classroom. With an understand- teachers enjoyed observing the process ing of the basic tools, every teacher can and noted it was a meaningful activity design consequential lessons. for students. One teacher commented, Movement lessons can ultimately cre- “I was amazed at how quickly students ate comfort and persuade change by could learn new topics through kines- encouraging participants to consider thetic activities.” Teachers also basic motions by starting small. remarked on how the classroom community demonstrated self-esteem, It is helpful to begin with the vocabu- empathy, and respect. “They seemed lary of movement. There are three fun- proud of what they did and more open damental ways of moving: to taking risks. After only two sessions

Educator’s Voice n Volume VII n Page 28 n Shape — an interrelated arrange- blind folded person to get into the Shaping ment of body parts of one person shape by using descriptive words. or group. It is very important not to use ges- Placing body parts ture to show or use touch to guide into different points n Axial — movements around ones’ the blind folded person. of the kinesphere own axis. Activity 2: Physical Telephone — this n High/Medium/Low n Locomotor — traveling move- activity incorporates gestures to ments that traverse a space. address the malice of gossip. By seeing n Closed/Open how small changes in the process affect n Symmetrical/ Each can be linked to cognitive and the final outcome, students develop Asymmetrical affective skills. By calling out correlat- personal responsibility and empathy. n Real/Abstract ed movement suggestions, teachers It also requires focus, absorbing infor- coach their students to simulate an mation quickly, and memory. Students academic or social concept. The fol- stand in a line facing the back of the lowing three examples offer sugges- person in front of them, as if waiting in tions for how to create movement that line. Axial best reflects the concepts so that ideas transfer to learning. n The last person in line, taps the Movement around person in front of them on the ones’ own axis Activity 1: The Director — this activi- shoulder. The student turns ty uses shaping to focus on clear com- around and is shown four gestures. n Gesture munication but can easily be used for addressing leadership, vocabulary, and n Without talking or repeating the n Stretch patience. All of these skills assist with gestures, he or she turns and taps n Twist developing healthy relationships. the next person in line and repeats n Curve Students are placed in groups of three. what he or she saw. This continues One student is the director, one the down the line. n Swing shape maker, and one the blind-folded n Drop person. n When the gestures reach the person at the front of the line, that per- n The blind-folded person stands son and the person who initiated with his or her back to the shape the gestures face the group and maker as to not see the shape. simultaneously perform. n The shape maker forms his or her Activity 3: Circles — this activity body into an interesting shape. entails moving around a concentric circle pattern to discriminate different n The director must instruct the continued on following page

Educator’s Voice n Volume VII n Page 29 Building Community with a Kinesthetic Classroom

Choreographic Elements n The teacher asks one student to make eye contact with another Element Example Example Example student and gesture in an appropri- Space level direction spatial pattern ate way. Time tempo rhythm pause n This continues and the students Energy direct, strong, sustained, indirect light sudden adapt their movements and gestures accordingly. Laban’s Effort Actions Although the lessons are specific, they degrees of intimacy and is also excellent provide a framework of content and for learning about the solar system and strategies for lesson development and molecular structure. By understanding implementation. As always it is impor- the relationship between bodies, stu- tant to tailor the lesson based on the key dents come to respect personal space. concept being taught, the student popu- Students engage in a conversation on lation being addressed and the context the various relationships they have with of the specific learning environment. people in their lives. A pre-drawn concentric circle pattern is used to represent social distance. Conclusion n The teacher calls out one relation- Kinesthetic learning can be applied as a ship (ex. friend) and asks the stu- method to help students develop affec- dents to move to what they believe tive and cognitive skills. It is research to be the appropriate circle. The stu- based and its purpose is extensive, dents apply locomotor movement encompassing psychomotor and social- that indicates the relationship. emotional concepts. Creative movement conveys to students the social and emo- n The student creates a shape that also tional attributes of self-awareness, social signifies the relationship. awareness, and self management that instill a deep connection to and under- n Another relationship title is called. standing of self, others, and community. The students move to the suitable Movement has the capacity to reach a circle and pose. diverse range of students and can be incorporated across the curriculum as an integral tool for learning.

Educator’s Voice n Volume VII n Page 30 References Goleman, D. (1995). Emotional intelligence. New York, NY: Bantam Books Deasy, R. (Ed.) (2002). Critical Links: Creative Learning in the arts and student academic Jensen, E. (1998). Teaching with the brain and social development. Washington, DC: in mind. Alexandria, VA: Association for movement Arts Education Partnership Supervision and Curriculum Development conveys to Knowles, M., Holton III, E., & Swanson, Jensen, E. (2001). Arts with the brain in R. (1998). The adult learner: The defini- mind. Alexandria, VA: Association for students the tive classic in adult education and human Supervision and Curriculum Development resource development. Houston, TX: Gulf social and The Office of Arts and Special Projects. Publishing. (2007). Blue print for teaching and learn- emotional Reber, A. (1993). Implicit learning and tacit ing in the arts: dance. New York, NY: knowledge. New York: Oxford University New York City Department of Education attributes of Press. Dunn, R. & Honigsfeld, A. (2009). self-awareness, Differentiating instruction for at-risk students: What to do and how to do it. social awareness, Lanham, MD: Rowan & Littlefield Publishing Group, Inc. and self management that instill a deep connection to and understanding of self, others, and community.

Educator’s Voice n Volume VII n Page 31 Developing Social Consciousness through Media and Literacy

SUMMARY schoolwide news broadcast to 1,300 As the camera public middle school students in persons check the audio/mic function These authors present Brooklyn. The program is produced, and space for the interview, the report- a portrait of the Ditmas written, and performed by students News Network; a program ers use their relationship skills to con- twice a week before classes begin. that promotes culturally nect with an interview subject or relate responsive media and their story to an authentic audience. provides students with The DNN is a program that engages a enriching opportunities to Although the students who shoot the diverse team of 33 students in grades investigate, analyze, and show segments on each team may not six through eight. This team is trained report real news stories to have worked together before, they in basic reporting, researching primary an authentic audience of learn to respect one another and to peers, teachers, and school and secondary sources, developing understand and respect one another’s leaders. DNN anchors scripts, doing still photography, inter- tackle tough stories, capacities as team members. viewing, editing sound, and producing near and far, and always video. Students working with DNN with an eye towards The Ditmas News Network (DNN) at help to enhance school culture while cultural sensitivity and an Ditmas Junior High School, IS 62, is unyielding commitment developing social consciousness to make stories relevant to a dynamic program grounded in social through media and literacy. The news- the student body at IS 62. justice and relevant world events. cast is a time when differences shine. Building on important topics, DNN The team comprises students from encourages students to take a stand on diverse backgrounds, including stu- controversial issues by reporting on a dents from regular education, those

Rose Reissman is a member of the Literacy Support, Research and Story Ideas Guidance Team at Ditmas Intermediate School 62. Angelo Carideo is a technology specialist and social studies teacher at Ditmas Intermediate School 62. David Liotta teaches social studies and media studio at Ditmas Intermediate School 62. Michael Downes teaches 8th grade social studies and digital media at Ditmas Intermediate School 62. Danielle Schallachi is a 6th grade exploratory guidance counselor at Ditmas Intermediate School 62. Michelle Meyers is a 7th and 8th grade guidance counselor at Ditmas Intermediate School 62. June VonGizycki is an 8th grade high school articulation guidance counselor at Ditmas Intermediate School 62.

Educator’s Voice n Volume VII n Page 32 Rose Reissman, United Federation of Teachers Angelo Carideo, United Federation of Teachers David Liotta, United Federation of Teachers Michael Downes, United Federation of Teachers Danielle Schallachi, United Federation of Teachers Michelle Meyers, United Federation of Teachers June VonGizycki, United Federation of Teachers with special needs, English language and encourages students to develop learners, and gifted learners. DNN par- empathy while facilitating strong bonds Students working ticipants feel like an integral and and teamwork. Students also engage in with DNN help to respected part of the overarching creative and critical thinking tasks as school community when one of their they find themselves editing interviews enhance school own becomes the anchor. on a deadline, cutting what needs to be culture while cut to make a segment more compel- In 22 minutes of early morning, school- ling, and performing other technical developing social wide television time, the DNN team tasks. These assignments involve stu- consciousness delivers the news on issues and con- dent broadcasters in real problem solv- through media cerns from their school community and ing and decision making with an through their own eyes. These middle authentic, viewable, audience. and literacy. school anchors tackle unique and sensitive topics such as the Trayvon Martin “Being in this program has case, the Boston Marathon massacre, transformed the way I think and understanding Uzbek and Pakistani tra- act. Before DNN, I didn’t know ditions, and confronting anti-Semitism. what was going on around the school In the process of pulling together their or the neighborhood. Frankly, I reports, students gain empathy from didn’t care. Then DNN came along directly interviewing and being part of and my job was to know what was the segment team in a technical and going around, when and where.” crucial capacity. — A DNN anchor

The experience for students on the A student-run news network can be DNN team goes far beyond the average offered as a differentiated, project- social studies or English language arts based option for students in the context class. The program inherently supports of the regular full class ELA program or the development of social and emotion- in many other ways. These student al learning as it promotes collaboration, media productions can be integrated boosts self-awareness and self-esteem, continued on following page

Educator’s Voice n Volume VII n Page 33 Developing Social Consciousness through Media and Literacy

The DNN program into the curriculum in collaboration “Students use Google docs to share with social studies, science, and other their ongoing scripts and story lines. integrates culturally content classes. Much of the program They use audio recorders. Camera responsive practice would be relevant for students in high persons do the filming. There are school or the upper elementary grades. audio sound check persons. Real into project-based This program can be offered as an world broadcasting and teleprompt- activities that are after-school enrichment program, or er skills are practiced and learned aligned with the scheduled to support and/or enhance in service of CCSS Reading, Common Core literacy learning and Writing, Speaking/Listening, and Common Core even remediation. Knowledge skills. Of course, they state standards. also learn and use special domain broadcasting words such as, conti- nuity, sound check, takes, camera Gathering the News angle, zoom, audio check, editing, DNN students have presented their framing, and blocking.” work to diverse audiences around New — Ditmas teacher Angelo Carideo York City, including Jewish parochial high school students, adult voters, teen The DNN program integrates cultural- media film producers, peer/adult ly responsive practice into project- poets, and teacher educators at York based activities that are aligned with College. These presentations allow the Common Core state standards. In Ditmas student media producers to the process, students produce substan- engage these audiences face-to-face. tial text products including informational, persuasive, and analytical In the process of investigating a story, reports, in addition to creative writing various people meet together to dis- pieces. They use the productions to cuss the facts. Guidance counselors, observe and report on rituals and tra- parents, community leaders and other ditions that support the school’s heart support staff offer round table com- and soul by recording school concerts, mentary or research insights on such elections, special guest appearances, issues as: national disasters, grieving, dance performances, and community racial profiling, obesity, and bullying. events. All of these are posted online to showcase and share them. They draw audience feedback in a way that is accessible to the students who create them.

Educator’s Voice n Volume VII n Page 34 “From my perspective as a literacy Aligning DNN with the Common Core Standards and social studies educator, the use DNN DNN Listening DNN Reading of the media studio technique effec- Writing and Speaking Informational Texts tively involves students in opportu- CCR.W1 CCR.SL1 Engage CCR.RI.1 Cite textual nities to do project-based learning. Write arguments to in collaborative evidence to support As the students work together in support claims with discussions analysis media teams, they investigate, relevant evidence interview, examine and critique CCR.W2 CCR.SL2 Interpret CCR.RI.2 Determine neighborhood, national, and global Write informative/ information in central idea of the text issues. They work in teams of four explanatory texts diverse media CCR.RI.3 Analyze in detail how an event is and have to outline the story, do introduced the interviews, then edit the material, and come up with intro and CCR.W4 CCR.SL4 present CCR.RI.4 determine Produce clear and claims and meaning of words as closer for it. So instead of just read- coherent writing for findings used in text ing local print and online news task, purpose and reports, DNN story writers went audience on site to interview adult residents CCR.W5 CCR.SL5 Include in a Kensington, Brooklyn neigh- Use technology to multimedia borhood about the closing of a local produce and publish components library branch. Students edited the writing actual neighborhood reaction to CCR.W7 CCR.SL6 Adapt CCR.RI.7 Integrate this controversial budget cut. Conduct short speech to a variety information presented Tough local, economic times were research projects of contexts and in different media or concretized for DNN reporters tasks formats to develop a coherent understanding when they stood in front of a favor- of a topic or issue ite pizza shop and read the closing sign plus the posted notice of taxes CCR.W8 Gather CCR.RI.8 Trace and relevant information evaluate arguments / owed by the shop.” from multiple print claims in a text to — Ditmas teacher David Liotta and digital sources distinguish claims supported by reason and those not supported by reason. CCR.W9 draw CCR.RI.9 Compare and evidence from contrast one author’s continued on following page informational texts presentation of events with another author’s

CCR.W10 Write Common Core State routinely over time Standards Initiative (2010)

Educator’s Voice n Volume VII n Page 35 Developing Social Consciousness through Media and Literacy

Despite cultural Culturally Responsive Practice charged events. For example, in a and Curricular Integration round table DNN discussion with our and age differences, The stories reported by DNN are Yachad adults wearing black hats and Ditmas commenta- sometimes “ripped from the head- payot (long side curls), an important message was brought home to Ditmas tors are often lines” but very often are based on the students’ backgrounds and life experi- students. Attire profiling can influence surprised by the ences. One example was when several people’s opinions of different cultures. extent to which anchors joined the team and requested The DNN news team and classroom we create segments that would explain students noted that while they would they share com- various Uzbek and Pakistan traditions. never have approached ultraorthodox mon responses to When Vietnamese poet Thanhha Lai students in their Kensington neighbor- visited the school, a fifth grader from hood even on the same line at a store, culturally Uzbekistan volunteered to cover that they now would try to strike up con- charged events. story so she could do the translating versations. Selasie, a Ditmas eighth for students in the ESL class from grader noted: “They (the IVDU stu- Uzbekistan. dents) told me things that really opened me up to them as individuals.” And Pakistani students were extremely Another student, Margaret, was sur- excited and uplifted to be able to func- prised that the parochial Jewish high tion as expert sources when the team school students were just as touched focused on the Diane Sawyer interview and as emotional as she was about the of teen heroine Malala Yousafzai. ESL 8-year-old boy who was an innocent teacher Sofia Rashid developed a les- bystander casualty of the Boston son on argumentation based upon Marathon. “Would you take a bullet in the head The Spanish foreign language teacher to speak out for the right to educa- focused literature learning and dual tion?” It prompted impassioned language poetry/memoirs on literature responses from Ms. Rashid’s bridge of authors who arrived in the USA class students. These Uzbek, Haitian, speaking only Spanish. She covered Spanish, and Pakistani students Santiago and filtered Spanish phrases inspired DNN anchors to use inter- for the poetry of Thanhha Lai, the views as catalysts to encourage other Newbery winner who arrived in students to react to the issue. Alabama speaking only Vietnamese. Despite their cultural and age differ- The concept of being on-air inspired ences, Ditmas commentators are often the sixth grade informational literacy surprised by the extent to which they instructor to have the ELA DNN team share common responses to culturally member support his class’s authoring

Educator’s Voice n Volume VII n Page 36 book/movie reviews and product messages. Students become informed reviews so they could be part of new and sensitive media users and readers DNN teaches DNN segments. Their writings could as well as communicators and produc- 21st century be included in the 3, 2, 1 . . . Action ers of media and face-to-face presenta- DNN e-book and print publication. tions utilizing video and audio skills or “the These carryovers to classroom literacy technology. They become globally three C’s”: instruction expanded cultural conver- aware citizens. Attaching these sations focused on cross cultural electronic products to resumés collaboration, explanations. demonstrates career competence as critical thinking, participants in the global media mar- and Evaluation tools are regularly embed- ketplace. DNN also affects the real-life ded in the Ditmas News Network pro- citizenship and civics connection since communication. gram. Students and teachers develop DNN participants immediately are rubrics based on project-specific litera- engaged in social problem cy, related content, and use of media investigation. tools criteria. These rubrics should be continually referenced as the students I had always pictured myself being develop products, and review them. a lot of things, but never once had I Evaluative criteria must include: pre- thought that I could or would dare sentation of ideas clarity, voice quality, to be an anchor. Now look at me. word choice, conventions, evidentiary I’m writing scripts, coming up with support, historical/research informa- ideas of my own, and helping my tion, segment flow, on camera team partners with their scripts. I won’t conversation flow, use of opener and stop my media work now. Watch closer, and effective interviewing. out for me, or rather tune in to On-site teacher feedback forms, as well catch me on air! as peer feedback forms are also — DNN seventh grader designed by the students so that they received explicit audience assessment of their products. Learning Video Production DNN teaches 21st century skills or DNN is an effective and replicable “the three C’s”: “collaboration, program. Students who produce the critical thinking, and communication broadcasts as well as those who listen (Partnership for 21st Century Skills, benefit from social-emotional learning 2011).” Students walk away from this while gaining content knowledge program able to design viable market- about relevant issues and events. place commercials, Power Point presentations, movies, and media continued on following page

Educator’s Voice n Volume VII n Page 37 Developing Social Consciousness through Media and Literacy

Making video news production in your classroom just an accessible audio recorder and use of google docs, plus a working Step 1: Decide on a curriculum connection as the focus for student school public address system, much of News Media products. this can even be done as pod cast or Students in an ELA class can be asked to identify a broadcast video sharable in schools without time news/online news story that connects with informational or or access to more advanced visual fictional texts they are studying. Students in a welcome class can prepare a special feature on their native country or its music or technology.” culture to include on a regular show or in tandem with DNN English speaking peers. DNN uses a Sony HUR 1500 camera and the editing and production soft- Step 2: Be willing and ready to accept multiple student creative projects ware, Magix Movie Edit Pro. Any digi- or approaches for your content product goal. Students may opt to poll peers or neighborhood passersby on the story or editorial- tal camera and available video editing ize an issue. This immediately authenticates the product, making production software will do for entry it culturally responsive for the student (Deal and Peterson, 2006) level adoptions of the approach. and enhances school climate (Cohen, McCabe, 2009). Step 3: Present the product content goal to the students and allow The DNN program requires that stu- at least 1-2 periods for them to explore individually or in small dents apply the same skills necessary for groups the ways they might approach it and how they might use real life journalism. However, DNN the media tools to realize that approach. students don’t receive formal training in Step 4: Teach the students how to work with media tools (have a stu- the use of: cameras, sound, editing soft- dent do the explanations if the student is more expert than the ware, script development, and ‘on cam- teacher). Then work with them individually or in small groups as they develop their initial media products. Sit back as they present era’ presenting. Students learn from their products. doing and from one another, and often, Step 5: Build in focus audiences (other teaching colleagues, partner from teacher modeling and demonstra- school audiences online, and peer classes on school site) to pro- tions that arise from the needs experi- vide feedback to the working student producers as they edit enced in the moment as students put media work. the shows together. They see each Step 6: Model for students, if necessary, how to conduct an interview, in other in new contexts as team members voices appropriate for particular audiences. working collaboratively toward a com- Step 7: Make certain that their videos are “published” online or show- mon goal. The teamwork inherently cased at a local, regional or national event for live audiences. promotes a positive and rich culturally responsive school climate. When the While student media productions students get a news assignment, they do reflect the supportive expertise of edu- two pilot runs before the show. It may cators Carideo and Liotta, the basic look like chaos and disorder at first, approach can be adapted and replicat- but then the ongoing process of story ed in any middle school using any gen- selection, script development, and pro- erally available equipment. As Carideo duction of the videos transforms that to notes: “The beauty of this is that with ordered learning.

Educator’s Voice n Volume VII n Page 38 Conclusion DNN encourages bonding on a schoolwide Ditmas student media productions promote social consciousness and level. The use of common media connects inspire teachers, guidance counselors, all different groups together through administrators, and the PTA to work news, issues, and pop culture. It levels the together to epitomize a connected school community; a school culture. playing field for everyone to demonstrate

These broadcasts help to enhance visual, verbal, performing, technical school culture by provoking meaning- equipment expertise, teaming capacity and ful discussions about important topics that promote understanding and collaboration with someone from another acceptance of others. class. — Ditmas teacher Michael Downes

References Cohen, J. McCabe, E. , Michelli, N., & Pickeral T. (2009). School Climate: Research, Policy, Teacher Education and Practice. Teachers College Record, Volume 111: Issue 1: pp.180-213. Deal, T. & Peterson, K. (2009). Shaping school culture, pitfalls, paradoxes, & promises. 2nd Edition. Hoboken, NJ: Jossey Bass. Partnership for 21st Century Skills. (2011). Framework for 21st century learning. Retrieved from: http://www.p21skills.org Yousafzai, Malala with Christina Lamb. (2013). I am Malala-The Girl Who Stood up for Education and Was Shot by the Taliban. New York: Little, Brown and Company.

Resources recommended by the authors Ditmas News Network productions. http://www.ditmas.tv/. Goleman, D. (1995). Emotional Intelligence. New York: Bantam Books.

Educator’s Voice n Volume VII n Page 39 The Guided Memoir Process: A Reflection in Four Voices

SUMMARY incarceration and addiction, these If you had to choose questions would start a semester-long any “Page One Moment” where you This empathy-based journey of solving complicated literary would like an imaginary stranger/read- approach to memoir puzzles through a guided memoir pro- writing fosters social and er (Duncan, 2008) to meet you, to give cess usually reserved for graduate level emotional learning, while voice to a burning issue, what would enhancing listening and MFA students. But here every tool that moment be? What opening scene narrative writing skills, as would be couched in new and accessi- might you pick in order to help some- students learn how to ble language, designed not to intimi- convey stories of the one who had no reason to care about date even those students who came challenges they face. It you — who maybe even was preju- into the project with large gaps in their comes with a toolkit diced against you — to walk in your based on the simple reading and writing performance. notion of daring an shoes? If your words had the power to imaginary “stranger/ change a heart, practice or policy, The “Dare to Care” project, taught in reader” to care, which is what moment in your own life might classes sponsored by Herstory very accessible — and dare your community to care? therefore quite replicable Writer’s Workshop, brings high — in working with school students together with college For ninth to 12th graders from students for whom other partners to teach writing workshops Hempstead and Roosevelt, Long approaches have failed to after school. The method is docu- bring mastery or Island’s two school districts most pro- mented in a published curriculum that ignite a spark. foundly affected by poverty, gang vio- can be replicated by high school class- lence, teen pregnancy, early rooms anywhere. Erika Duncan is the founder and executive and artistic director of Herstory Writer’s Workshop, based in Centereach, Long Island. Felicia Cooper-Prince teaches English at Hempstead High School. A member of the Hempstead Classroom Teachers Association, Cooper-Prince has used her training to become a powerful memoir writer in her own right. Margaret O’Connell, a retired member of the United Federation of Teachers, is the principal of the Sharing and Caring Diploma Program for Pregnant and Parenting Girls of Long Beach Reach. Since 2012, she has used the dare to care approach with the homeless and gang involved teen mothers in her charge. Bonnie Thivierge is a retired high school English teacher and member of the Smithtown Teachers Association. She has worked with Herstory as a writer, observer, evaluator and co-teacher.

Educator’s Voice n Volume VII n Page 40 Erika Duncan, Herstory Writer’s Workshop Bonnie Thivierge, Smithtown Teachers Association Felicia Cooper-Prince, Hempstead Classroom Teachers Association Margaret O’Connell, United Federation of Teachers

There has been increasing awareness Could this all be changed if students’ of the importance of personal writing writing assignments were coupled with within a classroom context, whether examining what causes other people to through journaling assigned through- care? Could taking each student seri- out the year or special units devoted to ously as a writer, combined with a the personal essay. However, without hands-on exploration of what causes providing students with the tools to reader empathy, fast forward those stu- examine the elements that allow per- dents whose lives had allowed little sonal stories to reach larger audiences, opportunity to thrive in school settings opportunities to foster both social- into creating works of literary power emotional literacy and new pathways and beauty that would stun us all? to writing proficiency are missed.

When we ask students to write about the most important time in their lives, The Guided Memoir Process or the saddest or the happiest It had taken a village to put the moments, the results rarely take them “Passing along the Dare to Care” proj- into a new level of social-emotional ect together involving school adminis- awareness. Nor do they adequately trators, teachers, guidance counselors, bridge the gap between personal jour- and college partners. But the journey naling and writing for a stranger. that resulted was something the partic- Within any given group, we find stu- ipants would never forget. Some came dents who are easily able to create only for a few times, but most contin- those well-organized compositions that ued week after week in this voluntary they think the schools want. Rarely do after-school program that was designed these compositions connect deeply to become a pilot model to be brought personal experiences to larger social to other districts throughout New issues; rarely do they become journey York state and beyond. narratives, taking their writers and classroom audiences into deeper emo- The educational question was a big tional realms. one: Could a focus on what created reader empathy address narrative

continued on following page

Educator’s Voice n Volume VII n Page 41 The Guided Memoir Process: A Reflection in Four Voices

structure, college pre- Every session starts with the writers paredness and social- reading their stories. It is a homework emotional literacy all assignment that they rarely fail to pro- at once? Could it produce. Each participant yearns to vide both a stimulat- understand the pain that their commu- ing and safe passage nity members face, so they listen with a into the world of care and engagement that allows every reading, writing and story being written to been seen as a listening, where other gift. Then they challenge their peers to approaches had failed use such techniques as inner mono- to help students logue and reflection to show the achieve mastery or strength of their spirit or the hope that ignite a spark? brought them through their struggles.

These after-school workshops were They provide feedback that validates part of a larger experiment developed what causes the listener to be “right by Herstory Writers Workshop, an there” in the moment of the event, giv- organization devoted to giving voice to ing courage to the other people in the some of the most isolated and vulnera- room who might be going through the ble populations on Long Island — same thing while inspiring others to women in prison, in homeless shelters, take action to change their own atti- women on disability and welfare, tudes and behaviors. Possible revisions domestic workers, Asian, Hispanic are noted, and the fellow writer is and Caribbean immigrants, pregnant inspired to continue. and parenting teens and, more recently, to young men and boys — includ- Each week, in addition to adding sev- ing students caught in the eral new pages to their memoirs, the school-to-prison pipeline. students are charged with reading the stories in Herstory’s Passing Along the Understanding someone and feeling Dare to Care manual (Duncan, 2010). empathy creates a compassion that They study the side-bar topics of reduces the likelihood to harass, bully “Catching Moments of Awareness on or discriminate. This program does the page,” “The Less-Than-Perfect just that. The members identity with Narrator,” “Nesting and Weaving,” each other and develop a tenderness “There-ness as opposed to About- for others who silently suffer or suffer ness,” and “Working with the Voice of out loud, but are misunderstood. the Child” as they apply each new tool to their work.

Educator’s Voice n Volume VII n Page 42 The concept of this program is not to Education, provide a cathartic social-emotional Criminology, experience disconnected from aca- Social Work, demic development. The curriculum Creative Writing, invites the students to employ writing English, Modern strategies and to identify schemes and Languages and tropes used in their peers writing. Religious Studies, They speak of the effectiveness of pas- providing high sages and communicate proof of their school students a assertion without offending. A manual rich exposure to a is used to guide the writers and shape diverse number the discussions. Provided writing of disciplines. objectives aid in the maturation process. The facilitators are not restricted to follow a linear path in implementing The Writing Workshops the strategies offered. The discussion about student writing evokes the refer- Inspiration for the workshop came encing of support provided in the from the idea of allowing people to manual. reveal themselves in a situation in which at any given moment, just To date, more than 50 public high when the young writers were pouring school students from four Long Island out their hearts, a new stranger might school districts have participated in walk in. this project (Hempstead, Roosevelt, Mineola and Patchogue) along with six As the pedagogy was brought to young teen mothers from the Sharing and people in the schools, it was critical to Caring alternative high school and distinguish the conscious mission of three students from Cardozo High writing to be read and heard from pri- School in New York City. Each semes- vate journaling. A whole new kind of ter, 15-25 college interns, volunteers empowerment came to the fore as and community engagement students together the students learned the art of participate in the program, along with choosing which parts of their stories a handful of professors and community they wished to reveal and which parts advocates who write with the students. they might wish to protect. Not only There have been four college host did their stories become resources for sites, SUNY College at Old Westbury, discussions about what they might do Hofstra University, Adelphi University to make their worlds better, but slowly and St. Joseph’s College, with spon- and steadily, as the semester soring departments including continued on following page

Educator’s Voice n Volume VII n Page 43 The Guided Memoir Process: A Reflection in Four Voices

Understanding progressed, a sense of level ground was Coles, a children’s physician so elo- established, with the students with the quently writes (Coles, 1989), was someone and lowest proficiency levels in formal read- heard a very long time ago, before the feeling empathy ing and writing often stealing the show. development of an English curriculum and state and national standards for creates a Students from diverse backgrounds effective narration. compassion that participate in the writing workshops including English language learners As an English teacher in the public reduces the and honors students side by side. The schools on Long Island for more than likelihood to method has been used with large and 30 years, I have taught the stories of small groups. Without even noticing, the prominent gentlemen authors, harass, bully students are succeeding in a program from Hawthorne to Faulkner, and or discriminate. that introduces advanced writing tech- have required students to discern niques. From arguing about what important themes, to write with these would make the most strategic “Page statements, or to do a research paper One Moment,” to exploring when to on the effects of cloning, perhaps, as a drop into a memory, or when to create preparation for college reading and an “Invisible Backstitch” without writing. As a curriculum writer and interrupting the drama, 14- and classroom consultant, I have observed 15-year-old high school freshmen and many practices of classroom instruc- sophomores and senior level college tion, strategies that provide experienc- students became so enthusiastic about es designed to prepare young learners how to best dare one another to care, to be effective readers and skillful writ- they forgot the differences in their pro- ers. We might ask these high school ficiency levels, each bringing in more readers and writers to express their pages each week while they took turns thoughts in a third person point of playing the stranger/reader and the view. “How is the American Dream narrator. reflected in Fitzgerald’s novelThe Great Gatsby?” Or, we require them to examine the cause and effect of the Bonnie Thivierge: Hear me; see Crusades and write a three-page docu- me; understand my story ment. What do high school juniors The history of telling stories begins and seniors think about these topics? before any student had a yellow pad or What voices will we hear when they an iPad. Our stories, the tales of cre- compare Natty Bumpo to today’s ation and exploration and heroes and explorer? We are told that in order to monsters began before there was the write in an honest voice, about a time word. The “call of stories,” as Robert and place or person, we first need to

Educator’s Voice n Volume VII n Page 44 know, to feel, to be able to see the situ- worlds, and by doing so, lead to ation in which we find ourselves. “Promoting Social-Emotional The students are Development and Physical Well- not just listening As a participant in a unique method Being?” an accomplishment schools that encourages empathy as a basis for desire. to hear a sad understanding literary structures, I story, they want entered a world of story writing differ- What if the students explored their ent from my experiences as an English own stories so that they were able to to know how teacher. As a trainee, co-facilitator and write and read them in their own the individuals workshop member, I have discovered unique voices? We would be continu- a method that will allow readers to ing the skein of storytelling that has struggled to hear me and see me and hopefully, been at the heart of human experience survive, heal, understand my story. centuries before Penelope waited for the return of Odysseus. grow and seek I observed young mothers of children success. They without fathers, and I listened to Yazmyn write about what she will tell want to see her 2-year-old son about his missing Felicia Cooper-Prince: Taking Students from Victims to Victors how their peer’s father. When I explained about my spending a lifetime looking for a bio- I trained to co-teach for Herstory memoir can be logical father, she at first thought the Writer’s Workshop, a program that used to change story made no sense until she listened inspires young people to mature more carefully; then our relationship socially, emotionally and academically. the world. changed. Each of us had “Dared the We went over the goals of the program Other to Care,” a demand we make on in which each participant would readers when we want to engage them become aware of the injustices others or to compel them to continue experienced in their journey and begin reading. to utilize their voices to encourage, empower and renounce victimization. What if students set out a problem or observation that honored their own The process began with an anticipato- experiences? If Sheena were able to ry set serving as a muse throughout tell us how she felt as a light-skinned the project. The group members are Haitian in a dark-skinned environ- asked, “If you were to write a book ment, or if Nelson described himself as about your life, what would be your a 10-year-old living out of the back page one moment? My students from seat of a car with his grandmother, Hempstead High School wear their would we care? Would these stories emotions on their faces when they work their way into one another’s continued on following page

Educator’s Voice n Volume VII n Page 45 The Guided Memoir Process: A Reflection in Four Voices

hear this question. One was anxious to and strangers to better understand the share an experience in a syncopated injustices that arise due to issues such rhythm that carries the beat of a classi- as physical and emotional abuse, teen- cal rap song. Another looked chal- aged-motherhood, assimilation as an lenged as he furrowed his eyebrows, immigrant, grieving abortion, grieving and later we would learn he was con- the death of a peer or a loved one, juring colorful phrases to describe a gang involvement, rejection, cutting, confusingly painful loss. Two girls grin academic failure, divorce of parents at each other as they have a silent con- and dysfunctional relationships. versation about the fact that they are beyond page one, because they were The entire process causes the young in the program last year. Another, she people to be less self-absorbed and has a blank stare, because never did more globally aware. They don’t wal- she dream that anyone would dare her low in the pain of their past, but they to write her story. move forward with other writers to bring awareness of the pitfalls that The students are also intimidated the serve to stifle progression. They grad- first day. They are sitting at Hofstra uate as public advocates. University amongst college students who vary in age, ethnicity and back- When they are first asked to write a grounds. However, timidity fades with story that would dare others to care the desire to share, constructively cri- about their problems, most sound like tique and garner advice. The tool of victims at the start. But it works out unification was writing. Lines of divi- that they complete that task and they sion fade as words are used to describe take on the challenge to care about the human condition. others. The end result, a community of victors. The students are not just listening to hear a sad story, they want to know how the individuals struggled to sur- Margaret O’Connell: The Courage vive, heal, grow and seek success. to Write and Share They want to see how their peer’s As we rode from the Sharing and memoir can be used to change the Caring Diploma Program for Pregnant world. and Parenting Girls to Hofstra Culminating events such as reading in University that first day, I wondered a public venue or having a piece pub- what page one moment my students lished have enabled family members would share with the stranger/reader.

Educator’s Voice n Volume VII n Page 46 Would the teen mother — who came Once we are on campus at Hofstra the to the alternative school with a second usual high school posturing takes grade reading level but now arrives an place. One school on one side, one hour early to work on writing — talk school on the other. Shy looks are about the thrill of being looked at as a exchanged, but no words. Then the real student? Or would the voice of a college students come. Gradually the small child, excited about a new college interns find seats in the mid- swing, sadly recount the horrors of dle, they smile, they ask questions of sexual abuse by the uncle who had the high school students, and they get days earlier hung the swing? Would answers. They break up the division, they speak of their everyday fears of four from Hofstra, another three from being identified as one of those girls, CW Post who have traveled together, bad girls? Would they do what they who at first are equally shy. Finally a had been trained through Herstory to biology teacher in training, completing do for the past three years ... dare oth- her fifth year at Adelphi, who wants to ers to care, to share their stories, their learn more about the real lives of her shared experience? students joins the group.

These are truly remarkable young Then the magic happens. I join women. Most have been born into Felicia, the facilitator from Hempstead poverty, began experiencing academic High, to present an overview, the difficulties by grade three, have been manual and our hopes for the next few sexually abused/assaulted, live in com- weeks. Then we circle the room and munities of high gang involvement, everyone imagines out loud the most and dropped out of high school at effective way to engage a stranger/ least two years prior to becoming reader, and suddenly the shyness goes pregnant. away. One college intern tells about his involvement in a gang and asks They are back in school because they how to incorporate flashbacks about want to be here. They want to make a his childhood. And suddenly the future for themselves and for their Sharing and Caring girls relax. They children. It is often believed that a are not alone and they are not so dif- sense of hopelessness can contribute ferent. Another college intern shares a to teen pregnancy. Hope for the future moment where he was used as a shield can help to make teen mothers more by his grandmother and then passed self-sufficient, less depressed, more along to a stranger. My girls see that reliable, better mothers and less likely others who came from hard back- to become pregnant again until they grounds have made the college journey. are emotionally prepared. continued on following page

Educator’s Voice n Volume VII n Page 47 The Guided Memoir Process: A Reflection in Four Voices

Week after week as When it is my students’ turn to share Erika Duncan: My Reflections on their own page one moments, the col- Dare to Care students brought lege students are deeply attentive and I will never forget the day when I first in new writing, that that gives everyone the courage to met Edwin Solis, who had joined the begin. The bonding that we might sense of honoring class a few weeks later than the other have hoped would come in sessions Hempstead High School students, one another’s work two and three began that day. only finding out about it “through the talk of the hallways.” He was a bit too grew. There was a Week after week as students brought conscious of my presence at first, as he in new writing, that sense of honoring quiet dignity during kept glancing shyly at me. But soon he one another’s work grew. There was a became lost in the power of his words. the readings and quiet dignity during the readings and respect given to respect given to all who had the cour- “Seeing my friend lying dead without age to write and to share. all who had the any hope of coming back, I didn’t shed one single tear,” he read, as the We wondered at first whether students courage to write other students fell silent. They were would find it too difficult to write a breathing along with him, as some- and to share. 7-15 page paper and to use Herstory’s times he read with assurance and con- manual for younger writers. We viction, sometimes he hesitated a bit to underestimated our group. Students see how he was being received. came each week with more work than we had expected. It had taken Edwin several weeks to set up the scene that would allow a As strategies for exciting compassion reading stranger to be part of the after- in a stranger/reader become more math of the street fight that took his enjoyable, there was always the ques- friend’s life. tion, why Dare to Care? We are daring our students to help someone else “I had a strong animosity at myself for share in their experience, to, as the not showing any emotion at all. A deep manual says, walk in their shoes. sick thought had manifested itself There can be no question that the stu- inside my mind. Was the reason I dents were successful. didn’t cry was because I felt relieved that his death had actually happened?” he had written when he finished making the opening scene real enough for a reading stranger to walk in his shoes.

Educator’s Voice n Volume VII n Page 48 Week after week he would add to his Meanwhile Arooj Janjua was working piece, while the others around him on a piece that opened with the lines: The fact that would pose as his stranger/readers, “I just look like a Muslim to most, but each new piece puzzling out which techniques created to a few I am an unwanted creature, a empathy for the reader and which cre- terrorist. The thought of me being was a puzzle in ated too much distance. Through called a terrorist ran through my head narrative form using a special vocabulary based upon over and over again as I tightened my what created empathy in a reader, the scarf and took my first step into mid- made it safer differences in skills levels among the dle school in a hijab. I thought it was for the students participants disappeared. bad enough being how I was before. to enter the Even though throughout 6th grade I As we moved around the writing cir- didn’t wear a scarf on my head, all I dangerous cle, Erika Vasquez, a teen mother from heard around me was ‘ugly terrorist,’ waters that had Sharing and Caring, read the opening ‘you need a bag on your head,’ and of her piece proudly and loudly, after ‘immigrant.’ I went mute after that. marked so many spending the first hour of the work- Barely spoke a word. That innocent of their lives in shop daring the other students to little girl became what she believed make sure that their images were vivid herself to be.” these districts enough to create a true sense of pres- where teen ence and wonder. The trick for the rest of the group, in this guided memoir process, was to pregnancy, gang “People might look at me and think help Arooj to follow the story line violence and ‘That girl has a happy life!’ Truth is through a succession of scenes until my life has not been a walk in the park. the reader could see how the journey school drop-out I went from changing my dolls’ dia- from being bullied to becoming a bully rates were high. pers to changing my baby’s diapers had so heartbreakingly, inevitably within a blink of an eye.” evolved.

When Erika first arrived on the cam- The fact that each new piece was a pus of Hofstra University, she had puzzle in narrative form made it safer tears in her eyes. “My grandmother for the students to enter the dangerous always wanted me to go to college,” waters that had marked so many of she said. “Could someone please their lives in these districts where teen show me around?” Four months later pregnancy, gang violence and school her beloved “abuelita” would be drop-out rates were high (Duncan, among the more than 80 family mem- 2002, 2006). bers, school officials and youth advocates to celebrate what the young people had produced. continued on following page

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Final Thoughts: I could not have dreamed of a project To begin with a in which teen mothers would be work- hunch as to how a ing to create scenes that would help model might work, the reading stranger to know how their to try it out first in choices evolved, side by side with col- one setting and lege girls who for the first time told the then another and stories of deciding they weren’t ready another, to watch it yet to be mothers. Nor that 14-year- grow as each new old boys were listening with compas- teacher and each sion, as they dared the girls to help new site host them even more to walk in their shoes, makes it their own, as the whole class realized that teens is a magical and who became pregnant were stigma- wondrous thing. This article has tized whatever they decided. focused on the contributions of three I could not have dreamed of the depth classroom teachers who have trained of the exploration that would be in the Herstory method, but the rich- unleashed as one after another, stu- ness of the project lies in the interplay dents wrote not from their head, but between these classroom teachers and from their hearts, yet stringently fol- the teaching artists who have been lowed the stranger/reader rules to cre- working with the technique as writers ate a 7-15 page paper that would be in their own right. As we come togeth- powerful enough to move the heart er for our training session, we explore and mind of a stranger, using his or the parts of the Dare to Care pedagogy her own experiences to move the nee- that must remain fixed in order for the dle on the justice issue that each stu- methodology to work well. We dent chose. Nor could I have explore the ways in which each new anticipated the kinds of discussions facilitator can adapt it to fit his or her that came up every week, from the personality and teaching style. effects of family separation through harsh immigration laws, bullying and gang violence, to the need for protection of children, and becoming the family caretaker.

Educator’s Voice n Volume VII n Page 50 And as I drive from site to site all over this 125-mile long island of ours, I ponder many questions, and the images come back from each new student story in evolution and each story told by a teacher who has been working with the method. And I dream of a time when all writing will be taught with the view to what will allow another person to truly care.

References Coles, R (1989). The call of stories: Teaching and the moral imagination. Boston, MA: Houghton Mifflin Company Duncan, E (2002). The use of empathy in a women’s writing workshop: an instructor’s perspective, Dimensions of Empathic Therapy, Springer Publishing Company. Duncan, E (2006). Lost voices/found words. International Journal of Applied Psychoanalytic Studies, Int. J. Appl. Psychoanal. Studies 3 (3), 255-276. Duncan, E (2008). Paper Stranger: Shaping stories in community. Centereach, NY: Herstory Writers Workshop. Duncan, E (2010). Passing along the dare to care: A mini-manual for younger writers, Centereach, NY: Herstory Writers Workshop.

Educator’s Voice n Volume VII n Page 51 Promoting Social and Emotional Well-Being through Meditation

SUMMARY This increased awareness of destruc- A constant challenge tive behaviors has lead to state laws for teachers at any level is to engage Positive affirmations, such as New York state’s Dignity for students to the point they are resistant guided imagery, and All Students Act which charges deep breathing have to distractions. This is even more diffi- schools to create a respectful, tolerant been found effective at cult in the contemporary classroom climate to prevent bullying and other improving students’ and with widespread technology and social teachers’ social-emotional harmful behaviors (New York state, media at students’ fingertips. For some health and physical 2013). One recent large-scale study well-being. The authors students, academic performance is also found that teachers often observe bul- describe their approach hindered by limited coping skills lying and would like additional train- to teaching mindfulness which can prevent effective manage- through meditation ing in its prevention (Bradshaw, ment of anger and frustration. combined with a values Waasdorp, O’Brennan & Gulemetova, Aggressive behaviors such as bullying curriculum in which 2013). One useful approach that has students are guided or cyberbullying are experienced by the potential to increase self-awareness towards examining and one in five students once or twice a exploring their own and reduce distressing behavior is month (National Center for Education values and behaviors to meditation. This practice, when Statistics, 2012b). In New York state, build a culture reflective applied in conjunction with values of ‘peace, respect, approximately 24 percent of high training can be used to develop stu- cooperation, and school freshmen fail to complete their dents’ social-emotional skills. We responsibility.’ education (NCES, 2012a). These shape the five social and emotional compelling statistics demonstrate some learning core competencies in two of the educational challenges that are stages. First, we develop self-aware- beginning to receive much more atten- ness and self-management through tion at all levels.

Madeline Crocitto is a full professor in the School of Business at SUNY College at Old Westbury in Old Westbury, NY and a member of United University Professions. Naintara Vaid is an associate professor in the sociology department at SUNY College at Old Westbury in Old Westbury, NY. Donna LoPiccolo is an AP administrator at the High School for Health Professions and Human Services in New York City.

Educator’s Voice n Volume VII n Page 52 Madeline Crocitto, United University Professions – Old Westbury Naintara Vaid, United University Professions – Old Westbury Donna LoPiccolo, High School of Health and Science

meditation. Then we use that founda- then be taught to students, marrying tion to progress to social awareness, the intellectual with the sensory to cre- We seek to building relationships with others, and ate greater teacher awareness of their promote social- being accountable for our decisions own and their students’ reactions and and behaviors. experiences (Brown, 1998). emotional learning by We seek to promote social-emotional At SUNY Old Westbury, a diverse learning by creating activities which campus in the SUNY system, students creating activities foster students’ introspection and self- and faculty are receptive to these activi- which foster awareness as well as the impact of their ties. We started with a classroom-level actions on others. There has been approach in one course which spread students’ increased attention to meditation and organically to other classes and then introspection and mindfulness, and self-awareness is activities open to the entire campus. growing in all types of organizations Speakers and workshops on medita- self-awareness including the corporate world and tion, self-awareness, and relationships as well as the higher education (Gardiner, 2012; La with others to develop positive social, Forge, 1999). There is also an emotional, psychological and physical impact of their increased amount of attention to medi- balance have been introduced over the actions on tation and mindfulness in the P-12 past several years. These have been environment. Ferguson (1976) report- well received by faculty, students and others. ed that meditation produced relaxation as stand-alone extracurricular events as which lowered anxiety, increased self well as in a range of college courses in esteem, and improved academic perfor- sociology, psychology, and business. mance and social relationships. He rec- The positive reaction led to the devel- ommended that meditation may be opment of an entire course “Theories especially helpful to special education of Social Work, Spiritualism, and students. Teachers can be trained to Meditation” which connects the core consider their own sensory state as part competencies of social and emotional of the learning situation and how to use learning to everyday life and especially various exercises to “open” their senses career decision making (Vaid, 2012). before teaching. These techniques can The more faculty and students who

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participate in these activities, the more to us, but we can choose to think ratio- interest grows. nally about them and thereby change our feelings and actions. With repeat- In our context, spirituality does not ed thinking, attitudes — positive or include any mention or discussion of negative — develop. With repeated religion or religious practices. Rather, actions, habits are formed. we offer students the idea that spirituality means being in touch with the The main source of ones thoughts is inner-self and the world around us and drawn from beliefs, values, and infor- we ask them to consider what guides mation. Several theorists (Ellis & them in thinking and acting with their Harper, 1977; Zastrow, 1979, 1993) peers, family, teachers, and employers. have identified common beliefs that Faculty, staff, and student interest in generate irrational or negative self-talk. speakers on meditation, along with Thinking in negative patterns and con- anger management, and other methods sistently defaulting to should haves, of self-development continues to grow. could haves, and what ifs, may perpet- We also turned our attention to stu- uate setbacks and can also distort the dents’ earlier experiences and how reality of a situation and lead us to these techniques could be more widely overact. By using self-talk, and think- used in the education system before ing proactively, a more rational philos- students enter college and thus we ophy might take hold; “I would like to have collaborated with a high school be treated reasonably well by people vice-principal and teacher to deter- and life.” This practice is applicable to mine the usefulness of meditation and students’ educational experiences and a values focus curriculum on the high outcomes. Students who are interested school level. in school and abide by the rules are more engaged in their education and more disposed to learn and finish high school (Archambault, 2009). A meta- Background analysis of social-emotional develop- A major trend in the past few decades ment programs found that educators has been to recognize the role of cogni- are able to build the social-emotional tion (thinking processes) in human core competencies of self-awareness, behavior (Ellis, 1962; Beck, 1976). It self-management, and accountability. is widely accepted that thinking (self- Interactions with others are improved talk) determines emotions and actions. by social awareness, especially of those By changing the self-talk, we can from different backgrounds, and devel- change how we feel and act. We can- oping relationships through active not always control events that happen

Educator’s Voice n Volume VII n Page 54 listening and practical methods of han- with 15 minutes of meditation once or dling conflict. These skills were teach- twice a day over a four week period Short amounts able to students of all levels and across (Prasad, Wahner-Roedler, Cha & of meditation various types of environments such as Sood, 2011). urban and rural schools, resulting in may be sufficient improved student confidence, persis- The English word meditation is to evoke tence, ability to plan, and ultimately, derived from the Latin verb meditari their academic performance (Durlak, meaning “to think, contemplate, behavior change Weissberg, Dymnicki, Taylor & devise, and ponder.” Meditation and positive Schellinger, 2011). enables one to create new responses, attitudes, values and habits. outcomes. How could we create a classroom environment in which social-emotional There are many types of meditation. competencies could be taught and sus- Mantra meditation involves silently tained? To bring about change and repeating a calming word, phrase or a transformation, thinking, beliefs and thought to prevent distracting values need to be challenged and thoughts. Another kind of meditation changed. We use meditation and the — Prana Yama — focuses upon the Living Values Education Program breath. Attention is given to inhalation (LVEP) (Arweck & Nesbitt, 2004, and exhalation; on the in-breath you Tillman & Columbina, 2000; Tillman, absorb fresh air (oxygen) and on the 2001) in our classes to meld the indi- out-breath you expel carbon dioxide vidual to the group in order to accom- and the impurities of the body. plish this goal. Mindful meditation has been defined as a moment to moment non-judgmental awareness. It focuses on living in the present moment and broadens the Meditation conscious awareness. Raja Yoga med- Students at all levels can benefit from itation emphasizes reflection and con- reducing their stress through short templation. The most powerful form periods of meditation (Dembosky, of thinking is contemplation. It is a 2009). Mindful meditation can reduce deep and purposeful thought, weigh- one’s usual response to anger-provoking the pros and cons of a specific ing situations (Wenk-Sormaz, 2005). course of action. Thoughts are a cre- Short amounts of meditation may be ative force and a source of power. sufficient to evoke behavior change Positive and constructive thinking and positive outcomes. One study of leads to opportunities and choices that health care professionals found that contribute to personal growth. stress and anxiety could be reduced continued on following page

Educator’s Voice n Volume VII n Page 55 Promoting Social and Emotional Well-Being through Meditation

To bring about Meditation is much more than achiev- like concentration and problem solving a deep state of relaxation. Its prac- ing. Meditation focuses on the whole change and tice enables you to look within and being — body, mind and spirit. Small transformation, make contact with your inner truth steps lead to big differences. and brings you in contact with your thinking, beliefs and intrinsic positive qualities. As you turn your attention within, you become values need to be Values Education aware of your qualities, virtues and challenged and powers. The power of thinking is The Living Values Educational changed. extensively used to solve emotional Program (LVEP) curriculum is sup- and behavioral problems. The positive ported by UNESCO and has been affirmation technique helps in achiev- extensively used (Arweck & Nesbitt, ing emotional and behavioral goals. 2004; Tillman, et al., 2000; Tillman, For example, “I am peaceful and 2001) in more than 65 countries. calm” or “I am confident, powerful LVEP centers around 12 core values and strong.” This is repeated a num- — peace, respect, love, happiness, ber of times a day for 1-2 weeks. freedom, honesty, tolerance, cooperation, responsibility, simplicity, unity During meditation, purposeful and and humility. The program focuses on introspective thought help in the accepting and practicing these values. development of values and character. A number of studies demonstrate that For example, thinking “I am peace. I LVEP contributes to improved aca- am. I exist. My essence is peace,” you demic diligence; an increase in student will absorb the significance of this attendance; more interest in school; phrase into your consciousness, be sta- improvement in test scores; the ability ble in peace, and be free from external to concentrate; increases in respect, influences. The focus is on develop- cooperation, and motivation; more ing, inculcating and practicing various self-confidence; decreases in aggressive qualities and virtues. When students behavior; improvement in social skills develop the values of love, peace and and the ability to solve peer conflicts; self-respect, this will prevent them greater respect for peers and adults; from hurting themselves or others. better student-teacher relationships; This awareness will lead them to make and the school achieves a calmer, more better choices. Meditation gives a peaceful environment (Lovat, sense of calm, peace and balance that Schofield, Morrison & O’Neill, 2002; benefits both emotional well-being and Lovat, Toomey, Dally & Clement, overall health. It also enhances skills 2009; Nesbit & Henderson, 2003; important for academic performance, Arweck, et al., 2005). LVEP helps in

Educator’s Voice n Volume VII n Page 56 creating a caring, positive educational and down into your navel; slowly climate where students feel valued and exhale through your nose, listening to Meditation is safe, and quality learning can take the sound of your breathing. At your much more place. It builds a culture of peace, own pace, inhale again thinking about than achieving respect, cooperation and the front and back lobes of your lungs, responsibility. filling your body with fresh air.” a deep state of Depending on the level of energy of relaxation. Its the class, this takes less time as the Our Program - Materials term moves on and students become practice enables and Strategies more familiar with this practice. you to look For both high school and college stu- Students may sit quietly with their eyes dents, we have found that a nonthreat- closed and start to focus on their within and make ening way to develop self-awareness, breathing, its depth, and to areas of contact with the first competency of social-emotion- tightness. They can be asked to al learning, is to offer a few minutes of breathe more deeply into these areas your inner truth quiet meditation at the start of a class. and consider their breath. Nostril and brings you It takes very little time and involves breathing using the fingers to control teaching students to calm their breath- inhaling and exhaling may also be used in contact with ing by concentrating on their inhale as well as counting to four to count out your intrinsic and exhale. If space permits, some the inhale and exhale. If time permits, positive qualities. upward and sideways arm stretches students can be asked to visualize a and bends can help loosen muscles cloud, color, flame or some other focal before the breathing. Students seem point to practice clearing their mind of caught off guard at the calm silence, distractions and clutter, which especially with the excitement of the improves concentration. start of the new school year but readily slow their breathing, listening to This simple exercise is supplemented instructions. We give instructions to when possible with other methods of take a few minutes to withdraw into self-awareness. After the first weeks of ourselves and to focus on our breath- classes, once we are in a routine, we ing. “Inhale through your nose, exhale use meditation to move into values through your mouth to release whatev- awareness. Given these positive expe- er is troubling your mind.” Depending riences for both the faculty and stu- on the level of collective energy that dents, and considering that the day, we may do this several times and connection between research and then move into Prana Yama, breathing practice may be tenuous (Levin & through the nose. “Inhale through Cooper, 2010), we choose from the your nose, expanding your ribcage different types of meditation which continued on following page

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include using positive affirmations, be peaceful. You are at peace with guided imagery and breathing to yourself. ‘I am peace, calm, serene, improve students’ and teachers social, quiet, silent, no upheavals, no psychological, emotional and physical strong emotions, just quietly being health and well-being. myself. I am at peace with myself, at peace with others, at peace with The second approach is more exten- the world’. sive and involves adapting the LVEP to our classes. LVEP helps in receiv- Typically, students focus on one value ing, developing, and practicing the a month in class discussions, medita- core values of peace, love, respect, tion, and visualization of themselves cooperation and tolerance that create a and others, keeping logs, and perhaps positive educational climate where stu- role playing one of the values. dents feel valued and safe. It builds a Teachers may choose to focus on one, culture of peace, respect, cooperation some, or all the values as well as ask and responsibility. Students are guid- students to examine how these are ed to examine and explore their own similar or different in other neighbor- values and behaviors. The process hoods, countries, and cultures. It isn’t includes presenting a goal and value to difficult with a little foresight to fit the the students and asking them to con- value into the lesson of the day. sider scenarios in which they experienced, for example, respect or Our third approach is to build upon disrespect. They relive how it felt and the calm and emerging class communi- how others might feel in a similar situ- ty to place students in groups to work ation in which they were involved and on a task or project. Stressing the liv- share it with the class or a small group. ing values such as respect, tolerance, Visualization follows more easily when cooperation, responsibility and devel- they are practiced in prior classes. The oping them from the beginning of the Living Values (LV) Curriculum starts term has avoided some of the prob- with peace and we start with this value lems that sometimes occur with group in the class by using something like work when students encounter con- these instructions: flicts or simply go off task.

Meditate about your qualities in Resources terms of the value, think, ‘I am We learned about meditation through peaceful, loving and powerful.’ breathing, guided imagery and positive Imagine what it would be like to be affirmations from our own library peaceful. You feel what it is like to research and by consulting with

Educator’s Voice n Volume VII n Page 58 experienced professionals in the field. may view the same situation. For exam- Guest speakers in the areas of yoga ple, a student sharing an experience of (healthy body, healthy mind), anger feeling disrespected by another student management, meditation, and related may listen to feedback and interpreta- areas have visited our classes and dem- tions by others in the class. The slighted onstrated how to develop a healthy atti- student can reframe the situation by con- tude, mind, and body. We benefitted sidering the reaction of his or her peers. from programs available from Global Further, students learn how to recognize Harmony House, located in Great Neck, situations that are trigger points for NY and New York, NY. anger or depressive thoughts. Globalization includes examining differ- The Association for Living Values ences in values and behaviors in other Education offers professional develop- cultures. The cultural interpretations of ment workshops and seminars for edu- the same situation or experience as well cators, psychologists, social workers and as a reality check of one’s reactions in parent facilitators. The LVEP resources comparison with peers should promote and activities are in age-appropriate self-examination. books and describe imagining, visualiza- tions, role playing, games, story-telling, The process we use to incorporate the discussions, mind mapping values and LVEP is to examine a value such as anti-values, peace circles and direct respect, how it was presented or implied instruction of social skills. Creating our in our respective courses, think about own self-paced learning environment, how we felt when respected or disre- teachers chose a value on which to per- spected, and consider how we may have sonally focus for a week to a month so demonstrated respect and disrespect to we can understand and share experienc- others. We develop a thought “I am es and thoughts with our students. respectful” which we use to create a positive attitude and vision of ourselves as we act in the world. We also keep a daily log of our thoughts and behaviors to Promoting Social and Emotional increase our self-awareness and to development learning reevaluate our interaction with others. Students from different socioeconomic These activities allow us to share our and cultural backgrounds view conflict, experiences and anticipate students’ respect, unity, and cooperation from dif- questions, frustrations, and efforts. We ferent perspectives. Our meditation and practice what we preach, so to speak, self-awareness activity encourages intro- before classes begin. spection and awareness of how others continued on following page

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Discussing values Activities such as meditation, yoga, some old hippy stuff to me” and pro- and breathing are based on Eastern ceeded to text while breathing. In and goals with a world perspectives. To those unfamil- another class, we started to lead the diverse student iar with these concepts, such breathing and after two inhale/exhales approaches may be derided, misun- one student declared, “OK, enough body helps stu- derstood, or rejected by students and breathing for me!” which caused the dents learn the parents who consider them a waste of class to lose focus and start laughing. class time or even an affront to their High school and college students perspectives, val- religion. These issues are discussed in change classes and come in late, ues, and beliefs of class and offer a good opportunity for behavior that was highlighted when others and allows students to voice their values and con- the rest of the class was meditating. At cerns. We stress that there is no reli- first, latecomers realized they were dis- for questions and gious component to this activity. turbing the class and either came on explanation. Discussing values and goals with a time or tried to minimize noise, often diverse student body helps students waiting to enter the room. The courte- learn the perspectives, values, and ous behavior started to erode over time beliefs of others and allows for ques- but offered an opportunity to discuss tions and explanation. Students are being respectful of the teacher, class- asked to keep a weekly log of their mates, and purpose of the activity. goals and values and how they enact them. They are encouraged to share Based on college students’ anecdotal their logs with one another to continue responses, we have found short peri- this dialogue and to examine how oth- ods of meditation in the form of con- ers perceive the same value and inter- trolled breathing and visualization pret an experience. creates a calmer classroom climate both for the students and the teacher. We also noticed that students did not demonstrate the frenetic distracted behavior typical of the end of the semester. However, comparison of one Outcomes and Caveats class’s final exam scores with a class While we would like to state that this from the previous year did not show a was a smooth and easy process, there significant difference. A sample of col- were random bumps and cautions. At lege students revealed that meditation first, some students may have difficulty helped students remember the con- understanding the intention of medita- tents of lectures (Ramsburg & tion and settling down. One student Youmans, 2013); thus, we are starting shook his head and said, “sounds like to collect data as we implement the

Educator’s Voice n Volume VII n Page 60 meditation and values curriculum on a It calms and relaxes me. I also share more consistent basis. A similar calm this technique with everyone I know. Students was found in the high school classes as From this positive thinking I noticed I from different well but we have no hard data to report am less angry… I try not to focus as of yet. on the past too much anymore. I socioeconomic focus on my future and planning and cultural Our college students, even those with for a better tomorrow. extensive work experience, remember — A male student in his 20s backgrounds the one session on meditation or anger view conflict, management, referring to that class even The skills…from this course are… a year after practicing breathing and priceless …that I can take with me respect, unity, visualization in a one-time class. throughout my entire life. The breath- and cooperation ing techniques …have The students who were enrolled in the definitely made a major difference from different semester-long course pronounced it in …how to control my reaction in perspectives. “life-changing” and enthusiastically rec- certain situations. If I were to feel Our meditation ommend it to other students. myself becoming angered by something surrounding me I simply and self- …I always felt like an outsider employ the slow deep breathing growing up in a destructive awareness exercises. As an educator, having environment…My perspective on the time to reflect on my practice is activity actions that lead to destructive very crucial to the improvement behavior was silenced or beaten down encourages of my instructional style. verbally and physically…having to — A female student in her 20s introspection apply techniques to myself was and awareness of uncomfortable. I know I will have In the group assignments, we found that moments…to react versus taking a college students do not balk at working how others may moment to explore my surroundings with others whom they don’t know in view the same objectively….I have recognized the completing assignments both in and out triggers that create unwanted of class. The high school students were situation. thoughts or feelings… assigned into groups with a peer teacher, — A female student in her 20s a student sometimes performing sometimes only slightly better than others in I think I benefitted most from the the group. Although there was some meditation portion of the class. I am pushback, the students assumed respon- a soul, not the labels of male, White, sibility for their preparation of material student, American, etc. I still to this and being ready for the next class. This day use a simple type of meditation. I required more than the average amount sit in a quite area, clear my mind of all thoughts and focus on breathing. continued on following page

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We have found of work outside of class. The group References dynamics are more positive and high- Archambault, I., Janosz, M., Morizot, J., & short periods of functioning than students without Pagani, L. (2009). Adolescent behavioral, affective, and cognitive engagement in exposure to meditation and LVEP. meditation in the school: Relationship to Dropout. Journal of School Health, 79(9), 408-415. http:// form of controlled Most recently, a group of college stu- onlinelibrary.wiley.com/ dents majoring in a range of areas such doi/10.1111/j.1746-1561.2009.00428.x/ breathing and full as criminology, business, and science visualization were inspired by the campus sessions Arweck, E., & Nesbitt, E. (2004). Living values: An educational program from ini- creates a calmer and material including stress manage- tiative to uptake. British Journal of ment and daily affirmations mailed out Religious Education, 26(2), 133–149. classroom climate to the entire campus community. Arweck, E., Nesbitt, E., & Jackson, R. They started a student club “Inner (2005). Common values for the common both for the school? Using two values education pro- Souls” to promote meditation and val- grams to promote spiritual and moral students and ues. We are heartened by the students’ development. Journal of Moral Education, the teacher. reactions and outcomes enough to 34(3), 325-342. share our experiences in this paper. Beck, A. T. (1976). Cognitive theory and emotional disorders. New York: It is important to stress that students at International University Press. any level, including teachers, be Bradshaw, C. P., Waasdorp, T. E., O’Brennan, L. M., & Gulemetova, M. advised that the practice of meditation, (2013). Teachers’ and education support self-examination, visualization and liv- professionals’ perspectives on bullying and ing values is a continuous, life-long prevention: Findings from a national education association study. School Psychology process. Some days it is easier to focus Review, 42(3), 280-297. than others and as human beings, we Brown, R.C. (1998). The teacher as contem- may find it difficult to be peaceful, plative observer. Educational Leadership, cooperative, or respectful in a situation 56(4), 70-73. that is important to us. We as people Dembosky, A. (2009). Classrooms adding and teachers need to be honest in shar- ‘M’ for meditation. McClatchy - Tribune Business News. Retrieved from ABI ing our experiences, frustrations, and Complete database. successes in our adoption of these Durlak, J., Weissberg, R., Dymnicki, A., techniques in our quest for self- Taylor, R., & Schellinger, K. (2011). The improvement in order to model this impact of enhancing Students’ social and process for others and improve our emotional learning: A meta-analysis of school-based universal interventions. Child learning environment. Development, 82(1), 405-432. Ellis, A. (1962). Reason and emotion in psy- chotherapy. New York: Lyle Stuart.

Educator’s Voice n Volume VII n Page 62 Ellis, A. & Harper, R. (1977). A new National Center for Education Statistics, Vaid, N.G. (2012). Theories of Social guide to rational living. North (2012a). Averaged freshman gradua- Work, Spiritualism and meditation. Hollywood, CA: Wilshire Books. tion rates for public secondary schools, Course taught at SUNY College at Old by state or jurisdiction: Selected years, Westbury, NY. Ferguson, P.C. (1976), Transcendental 1990-91 through 2009-2012. Table meditation and its potential application Wenk-Sormaz, H. (2005). Meditation 124. Retrieved from http://nces.ed. in the field of special education. can reduce habitual respond- gov/programs/digest/d12/tables/ Journal of Special Education, 19(2), ing. Alternative Therapies in Health dt12_124.asp. 211-220. and Medicine, 11(2), 42-58. National Center for Education Statistics, Gardiner, B. (2012). Business skills and Zastrow, C. (1979). Talk to yourself: (2012b). Indicators of school crime and Buddhist mindfulness; some executive- Using the power of self-talk. safety, 2011. Table 11-4. Retrieved education professors teach ways stu- Englewood Cliffs, NJ: Prentice-Hall. from http://nces.ed.gov/programs/cri- dents can calm their minds, increase meindicators/crimeindicators2012/fig- Zastrow, C. (1993). You are what you focus. Retrieved from http://online.wsj. ures/figure_11_4.asp. think: A guide to self-realization. com/news/articles/SB10001424052702 Chicago, IL: Nelson-Hall. 303816504577305820565167202 Nesbit, E. & Henderson A. (2003). Religious organisations in the UK and La Forge, P., G. (1999). Business ethics values education programmes for through meditation: The ethical ‘I,’ the schools. Journal of Beliefs and Values, ethical ‘you,’ the ethical ‘we’. 24(1), 75-88. Resources recommended International Journal of Value - Based by the authors Management, 12(3), 223-239. New York state (2013). The Dignity for All Students Act. Retrieved from: Association for Living Values Education. Levin, B., & Cooper, A. (2010). How do http://www.p12.nysed.gov/dignityact/. http://www.livingvalues.net/ people learn about research? Education Canada, 50(4), 26. Prasad, K., Wahner-Roedler, D., Cha, S. S., & Sood, A. (2011). Effect of a sin- Lovat, T., Schofield, N., Morrison, K., & gle-session meditation training to O’Neill, D. (2002). Research dimen- reduce stress and improve quality of sions of values education: A Newcastle life among health care professionals: A perspective. In S. Pascoe (Ed.), Values “dose-ranging” feasibility in Education (pp. 125–139). study. Alternative Therapies in Health Melbourne, VIC: Australian College of and Medicine, 17(3), 46-9. Educators Yearbook, Retrieved from http://trove.nla.gov.au/version/ Ramsburg, J. T., & Youmans, R. J. 166851390 (2013). Meditation in the higher-education classroom: Meditation training Lovat, T., Toomey, R., Dally, K & improves student knowledge retention Clement, N. (2009). Project to test and during lectures. Mindfulness, March, measure the impact of values education 1-11. doi:10.1007/s12671-013-0199-5 on student effects and school ambience. Final report for the Australian Tillman, D. (2001). Living Values Government Department of Activities for Young Adults. Deerfield Education, Employment and Beach, FL: Health Communications, Workplace Relations (DEEWR) by Inc. The University of Newcastle, Tillman, D. and Colomina, P.Q. (2000). Canberra. DEEWR. Retrieved from LVEP Educator Training Guide. http://ww.curriculum.edu.au/verve/ Deerfield Beach, FL. Health resources/Project to Test and Measure Communications, Inc. the impact of Values Education.pdf

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SUMMARY doesn’t simply evaporate once the tests A special school in are done. The lingering effect of anxiety upper Manhattan serves a distinct Test anxiety is sometimes spills over into other classroom work population of high-need atypical learn- an unintended and further inhibits effective learning for consequence influencing ers, including students who present on a population of students already encoun- our current school the autistic spectrum and those who climate as states and tering obstacles to their educational exhibit any of the array of conditions districts rely more and development, such as an inability to classified under the diagnosis of emo- more on the use of learn that cannot be explained by intel- testing data to drive tional disturbance (ED). At the heart of lectual, sensory, or health factors. Under decision making. These this diagnosis are behaviors and social normal circumstances these students authors discuss the deficits that make test-taking even under atmosphere of testing and have an inability to build or maintain sat- ideal conditions difficult (Roughan & its impact on students’ isfactory interpersonal relationships with emotional well-being. Hadwin, 2011), to say nothing of test peers and teachers and demonstrate They also suggest some situations that require these students to inappropriate types of behavior or feel- practical ways to help sit and focus for the two to three hours students and teachers ings. Many of these same students are a day necessary to complete many of cope with anxiety that characterized as having a general perva- these instruments. When this difficult results from the pressures sive mood of unhappiness or depression of mandated annual time demand is further compounded that tends to develop physical symptoms testing. by tests that must be administered over or fears associated with personal or several days, or even weeks, the poten- school problems. On test days, incidents tial for acting out and/or shutting down of students ripping up tests, attempting behaviors on the part of ED students is to run out of their classrooms, or just greatly increased. putting their heads down and complete- An additional challenge for administra- ly giving up, are commonplace and on tors, staff and students is that the anxiety the rise as tests now reflect the new, produced in this testing environment more demanding Common Core Learning Standards.

Barry Daub is principal of P.S. M811, Mickey Mantle School. Brian Joyce, a member of the United Federation of Teachers, is a school social worker at P.S. M811.

Educator’s Voice n Volume VII n Page 64 Barry Daub, P.S. M811, Mickey Mantle School Brian Joyce, United Federation of Teachers

Confronted with this pronounced test social needs, demonstrated greater taking anxiety, and the classroom dis- general and specific improvement than The lingering ruptions created by inappropriate did their ED peers served in self-con- effect of anxiety behaviors, it was time to put our heads tained classrooms in the general educa- together and figure out how we could tion environment. Mattison attributed spills over into support our students and staff through this “stability” to the “comprehensive other classroom this incredibly challenging process and and intensive levels of both educational create a learning environment that pro- and mental health interventions” char- work and further vides, Social and Emotional Learning acteristic of the self-contained school inhibits effective (SEL), including instruction in self- (Mattison, 2011, p. 31). management of challenging behaviors, learning for a positive behavior supports, and social This self-contained school environ- population of skills development. ment places the psychological and physical well-being of the students at students already the center of all planning and curricu- encountering lum efforts. In keeping with much of Emotional Disturbance and the the current research on effective edu- obstacles to Challenge of Meeting Students’ cational delivery to ED populations, Social, Emotional and Academic their educational Needs the emphasis is on creating a context for social and emotional learning. As development. Mattison (2011) observed that approx- Adams (2013) noted, the discourse imately 40 percent of American stu- around definitions of SEL “can some- dents classified with ED (roughly times seem frivolous,” but in fact there 200,000 nationwide) are taught in self- are “real implications with regards to contained classrooms or specialized creating a shared understanding and schools; many ED students experience framework around a student’s growth” both school settings over the course of (p. 107), particularly when that stu- their educational careers. While greater dent has special learning needs. investigation of the strengths and differences of these educational settings is Our staff and administration have indicated, Mattison reported that ED adopted an SEL framework similar to students in specialized schools, despite that used in school districts in Alaska, having more intensive emotional and continued on following page

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Learning to Illinois, and Minnesota, that priori- preventing and managing unwanted tizes active listening and feedback feelings and conflict. By working identify and label across all school constituencies together to build the charter, “every- emotions is a (Adams, 2013). Consistent with a one establishes common goals and focus on social and emotional learn- holds each other accountable for cre- critical step ing, administrators and staff have ating the positive climate they envi- toward been working to incorporate ele- sion” (Yale Center. . ., n.d., para. 2). ments of the RULER program: cultivating Recognizing, Understanding, The classroom charters are revisited emotional Labeling, Expressing, and weekly to ensure that all members of Regulating, developed by the Yale the class remain on the proverbial intelligence. Center for Emotional Intelligence. “same page” of expectations and RULER identifies four “Anchors of agreement. The RULER program Emotional Intelligence”: Charter, defines mood meter as a practice for Mood Meter, Meta-Moment and identifying and labeling feelings as Blueprint. These anchors are the they’re experienced, as this is a criti- fundamental RULER tools that cal step in learning to appropriately enhance individuals’ ability to under- regulate those feelings. The teachers stand and regulate their own emo- have developed and share a practice tions and to consider and empathize of daily check-ins with their students, with how others are feeling. The modeling and reinforcing the use of anchors also foster the kind of accurate and targeted language. As healthy emotional climate essential to the RULER website explains: personal growth. “Learning to identify and label emotions is a critical step toward cultivat- The school’s evolving SEL program ing emotional intelligence. Using the has effectively incorporated the char- mood meter, students and educators ter and mood meter anchors, in our become more mindful of how their classrooms. Each classroom creates emotions change throughout the day its own charter, a collaborative docu- and how their emotions in turn affect ment that helps establish a support- their actions. They develop the self- ive and productive learning awareness they need to inform their environment. It is created by mem- choices. Students learn to expand bers of the community, outlining their emotional vocabulary, replacing how they aspire to treat each other. basic feeling words with more Together, the community describes sophisticated terms. They graduate how they want to feel at school, the from using words like ‘ok’ or ‘fine’ to behaviors that foster those feelings, using words like ‘alienated’ and and pro-social guidelines for ‘hopeless,’ or ‘tranquil’ and ‘serene.’

Educator’s Voice n Volume VII n Page 66 By teaching subtle distinctions Sample Classroom Charter between similar feelings, the mood meter empowers students and educators to recognize the full scope of their emotional lives and address all feelings more effectively.” (Yale Center…, n.d., para. 3).

Using SEL to Battle Student Test Anxiety The U.S. Department of Education’s Office of Special Education Programs established Positive Behavior Interventions and Supports (PBIS) to provide concrete guidance to schools and staff serving special needs students. PBIS is a systems approach to establishing the social culture and natural group to embrace this chal- behavioral supports needed for all chil- lenge. We charged the team to work dren in a school to achieve both social closely with our teachers and leverage and academic success. PBIS is not a our established schoolwide SEL and packaged curriculum, but an approach PBIS initiatives together in devising that defines core elements that can be ways to counter the mounting student achieved through a variety of strate- test anxiety. gies. Recognizing we needed to arrive at some supports to help motivate our One example of this effort was using students to face their social and emo- the existing mood meter practice, tional deficits, and to alleviate our stu- which students and teachers were dents’ high levels of test anxiety and already familiar with, to explore and corresponding negative behaviors, we acknowledge students’ feelings about looked to the school’s own Universal taking these standardized tests. They PBIS Team, staffed with a cross sec- were encouraged to identify their spe- tion of dedicated teachers, counselors, cific concerns and to distinguish anger and paraprofessionals. The core of the from fear, frustration from boredom, Universal PBIS Team’s mission and so on. The charter component of involves advocating for our students’ our SEL programming was also academic success and social emotional employed by the Universal PBIS well-being, so we knew this was a continued on following page

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Team and our teachers to this same to parents to inform them that we end. For instance, the school’s themed would be giving students practice behavior matrix of a Respectful exams every Friday morning, in an Responsible and Safe (RRS) environ- effort to better support their children ment came in handy for teachers as through the upcoming state English they made test-related connections and language arts and math exams. The engaged in direct teaching of what it Focus Friday schedule alternated ELA means for students to be respectful and math test training so that the first and responsible in the classroom, con- Friday covered 15-20 minutes of mul- sistent with the agreed upon principles tiple choice ELA training, while the of their classroom charter. This effort next Friday’s session provided 15-20 was mirrored and supported by our minutes of multiple choice math counseling team who began to work training. with our students to develop their individual social-emotional competen- Over a period of three months, the cies related to test-taking. training increased by 10 to 15 minutes each session for both subjects and incorporated different response structures, such as short answer and Focus Fridays extended response, in addition to mul- The conversations with our Universal tiple choice. At the conclusion of the PBIS Team members centered on try- Focus Friday intervention, students ing to figure out what we could do to were receiving an hour’s worth of test reduce the overall anxiety, and subse- practice experience. While this time quent disruptive behaviors, that far too frame is still shy of what is expected in many of our students were exhibiting the actual test situation, it was general- during the state testing periods. This ly agreed that this was the most time conversation resulted in the idea of our the school could devote to test practice piloting what we now call Focus without compromising the critical Friday. Focus Friday is a test simula- work of core curriculum delivery. tion practice that was designed to slowly build up students’ test-taking The administration and staff continue endurance in the months leading up to to explore the appropriate balance of test day. Students gain familiarity with test preparation within the context of the test format and question types and both SEL practice and differentiated learn strategies that help them formu- learning delivery to our students. But late responses to test questions. The we are optimistic about the path we program kick-off entailed an outreach are on, and our optimism is borne out

Educator’s Voice n Volume VII n Page 68 by the yearly increases we’ve seen in Testing Supports: Raffle Rewards Approach student progress on the NYS ELA and Mathematics exams. Student: How can I win this bike? Teacher: You have a chance to win this bike, and more, by earning as many “Do Your Best On The Test” raffle tickets as possible. Testing Supports Student: How do I earn these raffle tickets? During the two weeks of ELA and Math testing, the PBIS team members Teacher: You can earn 5 tickets during the upcoming ELA test – if you are quiet, respectful, focused, complete the whole test created a raffle with valuable prizes using all your knowledge, and when done – go back over designed to reinforce the motivation of the test again to recheck it and make any changes you think students who find it difficult to even are needed. think about dealing with their emotions and anxiety around testing. This Student: Is there a way to earn more tickets? raffle was dubbedDo Your Best on the Teacher: Yes, great question. You can earn 5 more tickets, if after Test, and was designed to mirror the you complete the test, you sit quietly in your seat until all school raffle that is held at monthly your fellow students are done as well. school assemblies. These monthly raf- Student: What about the Math Test? fles recognize students who received RRS Just Did It cards for their prac- Teacher: Great question again!! All of the above applies to the Math Test as well. In other words — if you behave the same way tice of RRS behaviors. Given this tie- during both the ELA and Math test — you can earn up to in, our students are familiar with the 20 tickets toward winning the bike, as well as other prizes. raffle process and don’t have the What are some of the other prizes I could possibly win? expectation that the positive recogni- Student: tion necessarily results in a prize. Teacher: In addition to the bike, we will also raffle off an iPod Shuffle, a Razor Scooter, and a Digital Video Camera. The raffle rewards approach has Remember — the more tickets you earn, the better your proved quite popular. The exchange Teacher: chance of winning something!! featured in the sidebar box was modeled by the PBIS team for teachers to Teacher: And a bonus — In addition to the “Do Your Best On The Test” raffle, you can also earn entry into the next two engage in with their students. student/staff sporting events to be held on each Friday following the ELA and Math test. Entry into these events, will be determined by your teacher, based on your overall behavior during test week.

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Educator’s Voice n Volume VII n Page 69 Decreasing Test Anxiety: A View from a Special Education School

Most importantly, Summary Although we know we are on the right Our efforts to leverage our internal track, there is still more to do, as our as students’ test SEL and PBIS-related tools and initia- efforts to assist students in managing anxiety-driven tives, combined with the establishment text anxiety have revealed that we need of our Focus Friday program, has to establish a common social and emo- behaviors resulted in a drastic decline of students tional awareness and a common lan- decreased, our ripping up tests, running out of class- guage in our school around SEL skills, rooms during test time, or giving up all emotion words, and feelings, in the students’ progress together. Most importantly, as stu- same way we established and promot- on the standardized dents’ test anxiety-driven behaviors ed a schoolwide language around decreased, our students’ performance behavioral expectations. With this in tests started to on the standardized tests started to mind, last year we created the SEL increase. improve. Integration Committee. The mission of this committee is to identify,

Acknowledging Positive Student Behavior Universal Target Social Emotional Connection Data Points Behavior Supports Population Learning Standards Gotcha Being RRS, Standardized Self-Awareness — 1D Just Did It cards Decrease in a.k.a. Just Did It Cards and Alternative Students have a sense of reinforce a sense of students with Assessment personal responsibility personal responsibility by 10 or more providing consequences referrals. for their actions. Self-Management — 2C Student and Students using effective Just Did It cards staff attendance choice-making and reinforce effective at monthly RRS decision-making skills. choice-making and Booster assemblies decision-making skills where cards are by providing opportunities collected for a Social-Management — 4B for positive consequences prize raffle. Students develop for their actions. constructive relationships Tracking of card Just Did It cards teach distribution across about and reinforce classrooms. constructive relationship by creating opportunities Tracking of card (random acts of kindness) purchase and for positive interactions distribution year between staff and students, to year. thereby strengthening the relationship between both parties.

Educator’s Voice n Volume VII n Page 70 implement, integrate, assess and sus- expressed by staying calm when ameliorate those stressors. The tain social-emotional learning pro- faced with a challenge. We also goal is to enable our students to gramming at the school, in order to anticipate improved goal-directed approach test taking and assessment increase students’ engagement and behavior which we define as a child’s with less anxiety so that they can academic and social-emotional func- initiation of, and persistence in com- better apply themselves and their tioning and support our students’ pleting tasks of varying difficulty, the learning in their test taking. overall independence. ability to keep trying when unsuc- cessful, and the determination to Since the creation of this committee, seek out additional information References we have now aligned all our SEL needed to achieve ones goals. Adams, D. (2013). The application of initiatives within our PBIS frame- social-emotional learning principles work, encouraging our staff to view In addition to the established SEL to a special education environment. KJEP Special Issue (2013), 103-118. everything we do through an SEL competencies, the DESSA measures Retrieved on October 28, 2013 at lens. optimistic thinking: a child’s atti- http://eng.kedi.re.kr tude of confidence, hopefulness, Deveraux Center for Resilient Children. The chart at left is part of the matrix and positive thinking regarding her- (n.d.) Alignment tools. Retrieved on that specifically aligns an extrinsic self/himself and her/his life situations October 27, 2013 at http://www.cen- motivation with the learning of SEL terforresilientchildren.org/school-age/ in the past, present, and future; abil- alignment-tools/ skills. ity to say good things about herself/ Mattison, R.E. (2011). Comparison of himself, look forward to classes or students classified ED in self-contained This year, the SEL Integration activities at school and express high classrooms and a self-contained school. Committee members, in collabora- Education and Treatment of Children, expectations for himself/herself. tion with classroom teachers, are 34(1), 15-33. rolling out the Devereux Student This nationally recognized tool, Office of Special Education Programs. Strengths Assessment (DESSA), a (n.d.) Technical Assistance Center designed to measure individual stu- on Positive Behavioral Interventions comprehensive system that supports dent social-emotional competencies, & Supports. U.S. Department of intervention planning, progress will help classroom teachers better Education. Retrieved on October 27, 2013 at http://pbis.org/ monitoring, and outcome evaluation understand the SEL needs of their in the social-emotional domain. It Roughan, L., & Hadwin, J.A. (2011). students and allow our counseling The impact of working memory has been designed to help schools staff to create more targeted group training in young people with social, meet the emerging social-emotional and individual IEP counseling goals. emotional and behavioural difficulties. learning standards. In particular we Learning and Individual Differences, 21(6), 759-764. would expect to see continued It is hoped that the results from the growth and development in self- DESSA can be used to strengthen U.S. Department of Education. (n.d.). Individuals with Disabilities Education management: a child’s success in our Focus Friday efforts going for- Act. Retrieved October 25, 2013, from controlling his or her emotions and ward, yielding information that can http://idea.ed.gov/ behaviors, to complete a task or suc- better enable our teachers in target- Yale Center for Emotional Intelligence. ceed in a new or challenging situa- ing students with extreme text anxi- (n.d.) http://ei.yale.edu/ruler/the- anchors-of-emotional-intelligence tion. This competency may be ety so that we can step in to

Educator’s Voice n Volume VII n Page 71 Combating test anxiety

SUMMARY Teach Students to: Self Talk in a Neuroscience teaches Constructive Way These two authors us that emotions strongly influence Attitudes and beliefs help determine explain how mindfulness learning. While positive emotions techniques can be help to foster motivation and encour- how we react. One way to combat anx- used to decrease test age interaction, negative emotions can iety is through what is called “self- anxiety. Relaxation, deep promote avoidance and limit learning talk.” It is essential to avoid use of breathing, and visualiza- negative cue words or negative self-talk tion are easy methods to efficiency. How often, for example, master and can be used have we heard a parent or teacher say, and to concentrate on more positive by students and adults “If she really wants to do it she can.” phrases. of all ages. Luckily, our emotions are not carved in Irrational beliefs (beliefs not based on stone. Our social-emotional develop- the facts or reality) contribute to strong ment is influenced in large part by how emotional reactions and negative we deal with life’s stressors. A little bit behaviors. of test anxiety, for example, can serve Negative self-talk before and during to keep us alert during an exam. tests can cause students to lose confi- Excessive anxiety, on the other hand, dence and give up on tests. Silently can be crippling — sending us into shouting “Stop!” or “Stop thinking fight or flight mode, reducing memory, about that,” interrupts negative self-talk and stifling learning efficiency. and the worry response before it can We trust that the suggestions offered cause high anxiety. below will assist in the development of After eliminating the negative thoughts, positive social-emotional skills that will immediately replace them with positive help assure success for all our students.

Peter Faustino is a school psychologist, member of the Bedford Teachers Association and president of the New York Association of School Psychologists. He is a graduate of Fordham University where he earned his Ph.D. in psychology. Tom Kulaga is a school psychologist at Marlboro Middle School and a member of the Marlboro Faculty Association. He holds an M.S. degree in education from Brooklyn College, national certification as a school psychologist, and diplomate status in school-neu- ropsychology. He is past-president of the New York Association of School Psychologists, webmaster of www.nyasp.org, and serves as adjunct instructor for the School Psychology Program at Marist College.

Educator’s Voice n Volume VII n Page 72 Peter Faustino, Bedford Teachers Association Tom Kulaga, Marlboro Faculty Association

self-talk or relaxation. Positive Teach Students to: Visualize a Teach Students to: Practice self-talk can build confidence Calming Scene Long Term Relaxation and decrease test anxiety. 1. Close and cover your eyes using An effective long-term relaxation the center of the palms of your technique is cue-controlled relax- Negative: “No matter what I do, I hands. ation response. This involves the will not pass this test,” becomes: repetition of cue words, such as: 2. Prevent your hands from touch- Positive: “I studied all of the materi- “I am relaxed,” “I can get through ing your eyes by resting the al, I will do fine on this test.” this,” or “Tests don’t scare me.” lower parts of your palms on Negative: “I am no good at math, so your cheekbones and placing why should I try?” becomes: your fingers on your forehead. References Positive: “I’ve worked hard and I Your eyeballs must not be will try my best on this test.” touched, rubbed or handled. You’ll find more information on test anxiety from these authors on 3. Think of some real or imaginary NYSUT’s website: http://www.nysut. relaxing scene. Mentally visual- org/resources/all-listing/2012/august/ Teach Students to: Release for-parents-tips-for-combating-test- ize this scene. Picture it as if you Muscle Tension anxiety were actually there. 1. Put your feet flat on the floor. 4. Visualize this scene for one to 2. With your hands, grab under- two minutes. neath the chair. 3. Push down with your feet and Teach Students to: Relax pull up on your chair at the Through Deep Breathing same time for about five seconds. 1. Sit straight up in a chair in a good posture position. 4. Relax for five to 10 seconds. 2. Slowly inhale through the nose. 5. Repeat the procedure two or three times. 3. First fill the lower section of the lungs and work up to the upper 6. Relax all your muscles except part of your lungs. for the ones that are actually used to take the test. 4. Breathe out through your mouth.

Educator’s Voice n Volume VII n Page 73 Cyberbullying – The New Age of Harassment

SUMMARY effects on students’ social and emo- For school-aged tional well-being and can interfere with The reality of learning and the healthy development cyberbullying and its children, being far-reaching effects are harassed before, during or after school of social relationships. described in this author’s is a long existing problem. While cautionary review of many schools have certainly mobi- Cyberbullying: What Is It and What Does It Look Like? the many ways that lized to address the issues associated cyberbullies pervade the According to the Pew Internet and landscape in our schools. with bullying on school property, the American Life Project, 93 percent of This author presents an problem has unfortunately expanded overview of the digital beyond the school. Since the classic teens use the Internet and 63 percent footprint, explores some schoolyard bully now extends into of teens go online daily. Lenhart of the reasons the cyber world, our digitally bound (2010) shares that among teens, 75 for cyberbullying, and percent have cellphones (up from 63 offers tips for schools youngsters are at risk in new and dif- on its prevention. ferent ways. Within this vast network percent in 2007), 50 percent talk to it can be difficult for adults to monitor friends daily (up from 35 percent in and protect children from the dangers 2007), and 54 percent send text mes- they face from the cyberbully. With sages daily (up from 27 percent in the advent of mobile devices, the bully- 2007). ing that goes on “beyond school” can “[Cyberbullying is the]…willful sometimes hover right under the radar. and repeated harm inflicted Undermining trust and peer-to-peer through the use of computers, relations, cyberbullies have no bound- cellphones, and other electronic aries and their efforts can easily disrupt devices (Hinduja & Patchin, the natural flow of social dynamics that 2009).” reinforce classroom culture. This type of harassment can have far reaching

Nancy Sharoff is a teacher on special assignment in Ellenville, NY and a member of the Ellenville Teachers Association.

Educator’s Voice n Volume VII n Page 74 Nancy Sharoff, Ellenville Teachers Association

Cyberbullying can take many forms. These include rumor spreading; flaming — sending angry, rude, vulgar messages; harassment — repeatedly sending a person offensive messages; cyberstalking — harassment that includes threats of harm; denigration — put downs; mas- querading — pretending to be someone else and sending/posting material that makes that individual look bad; outing and trickery — sending/posting material about a person that contains sensitive, private or embarrassing information; and exclusion — intentionally excluding a person from an online group, such as an IM (instant message) buddy list.

Here is one example of a cyberbullying text: “U R 1 ugLE l%kin chk. Ill b suR 2 catch U l8r.” (Translated: You are one ugly looking chick. I’ll be sure to catch you later.) Another example is creating a fake Facebook page in an innocuous name, yet with sufficient clues contained within the page to give the appearance of being an actual student in school and using that page to post derogatory com- ments about classmates. The emotional and mental toll on the student who appears to be the creator of the page can be such that they avoid coming to school and when in school they are ostracized by their friends.

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Educator’s Voice n Volume VII n Page 75 Cyberbullying – The New Age of Harassment

Cyberbullying occurs in (but not limited manner while a third person video- to) the following environments: tapes the event on a cellphone. The n Instant messaging (IM) — This video is uploaded to a social net- venue allows for multiple users, has working or media sharing website. the appeal of anonymity and the Reasons for Cyberbullying: What ability to exclude others; text can be Does the Data Say? copied and sent to others. “The perception of invisibility can influ- n Chat rooms — This venue allows for ence behavioral choices. It undermines real time communication with the the impact of the potential for negative ability for the cyberbully to exercise consequence. This makes it easier to exclusion. rationalize an irresponsible or harmful n Polling websites — This venue has action due to the lack of potential for questions which allow participants detection (Willard, 2007).” to vote for youth with particular traits. According to a study by Hinduja and Patchin (2009) the top three reasons n Email — This venue allows the given by cyberbullies for their actions cyberbully to send offensive messag- are: revenge (22.5 percent), the victim es and masquerade as someone else. deserved it (18.7 percent), and ‘for fun’ n Text messages — In addition to text, (10.6 percent). Cyberbullies justified cellphones have the ability to send their actions with the following excuses: images and video as well. The rise in “It was just text,” “I didn’t mean to hurt the use of cellphones has lead to two them,” and “I was just messing phenomena related specifically to around.” cyberbullying: “Bluetooth Bullying” and “Happy Slapping.” Bluetooth Bullying allows a cyberbully to send a message to all Bluetooth-enabled cell phones within a certain radi- us; it is meant to shock and upset the victim as he does not know from where the message is originating. Happy Slapping involves a target who is approached and provoked in some

Educator’s Voice n Volume VII n Page 76 Why are people willing to do or say stakeholders; graduated consequences things on the Internet that they would in place for violations; procedures for be much less likely to do or say in per- reporting incidences; procedures for son? Perhaps because the young and investigating incidences; clearly stated adolescent brains have not yet devel- language in a school district’s oped to the point where they can make Acceptable Use Policy regarding in- decisions and exercise self-control. school discipline of a student’s off- Youth are very “now” oriented; their campus speech which has a focus is on the present and not on any “substantial disruption of the learning long-term implications so there is no environment” (Tinker v Des Moines connection for them between action Independent Community School and consequences. District, 1969); and preventive measures (workshops, professional devel- Prevention: A Call to Action opment, assemblies). Preventive In an effort to address issues of bully- measures are most effective if set-up as ing in public schools, New York state a three pronged approach — staff, stu- lawmakers passed the Dignity for All dents, community/parents. The staff Students Act (DASA), which took receives training on identifying inci- effect in July 2012. This act seeks to dences of cyberbullying (some possi- provide a safe and supportive environ- ble signs include avoiding friends, ment (bully-free) for elementary and appearing sleep deprived, and reluc- secondary school students when they tant use of cellphones and computers), are on school property, a school bus, reporting incidences and on how to or at a school function. While this act incorporate cyberbullying into their helps to address incidences within the curriculum. New York state’s DASA school ‘environment’, school districts amendment (July 2013) requires need to raise awareness and help stu- teacher candidates to complete six dents develop strategies to deal with hours of training in harassment, bully- the cyberbullying that is beyond the ing and discrimination prevention. reach of school districts. Students are instructed in issues of cyberbullying through a variety of Hinduja and Patchin (2009) have resources, including small counseling identified six elements for an effective groups. Students are also instructed school cyberbullying policy. These using Common Sense Media curricu- six elements include clear and specific lum units that are available for free for definition of language that relates to teachers to use within the classroom and is communicated to ALL (see resource section). Students are

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Educator’s Voice n Volume VII n Page 77 Cyberbullying – The New Age of Harassment

Regardless of the made aware of procedures for reporting Internet safety rules can easily be added incidences through assemblies at the into the discussion. At the middle approach taken to beginning of the school year. Parents school level, the use of hoax photo- address the issues and guardians are provided with various graphs (pictures of 30-foot alligators, opportunities to attend workshops deal- etc.) can help students understand that of cyberbullying, ing with not only cyberbullying, but also not all they see or read online is true. At one of the key how to manage their “connected” child. the high school level, students can focus on their personal use of technology and components is As educators, we need to assess cyber- how these affect their lives. As educa- teaching our bullying in our districts. To do this tors, we need to make certain that our effectively, anonymous surveys are rec- students are aware of the district’s moni- students how to ommended, with the terms clearly toring and filtering software (normally detect and manage defined (cyberbullying, etc.). Surveys maintained by the district’s Instructional can be used to ascertain whether a stu- Technology position and is required by their own emotions dent has been cyberbullied, where the law for districts to adhere to the and make good incidence(s) occurred, who the bully Children’s Internet Protection Act ). was (anonymous, school friend, friend social decisions. of the family), and frequency of occur- Instruction about cyberbullying and rences. It is important for these surveys what it means to be a responsible digital to be conducted at regular intervals in citizen needs to begin in the primary order to evaluate trends. As educators, grades. Englander (2012) studied more we need to educate and be educated on than 11,000 third through fifth graders the subject. In addition to assemblies for in New England schools during 2010 to students, the use of peer mentoring has 2012. In her findings she reported, been used to familiarize students with “Most elementary cyberbullying issues related to cyberbullying. A sim- occurred in online games. Use of ple Web search will show that there are Facebook increased among third, a number of organizations that provide fourth, and fifth graders between resources to help educate students and 2010-12, especially among girls. that offer professional development Cellphone ownership increased in options for K-12 educators. every grade.” (Englander, 2012)

Educators can incorporate concepts of Regardless of the approach taken to cybersafety and cyberbullying into their address the issues of cyberbullying, one curriculum. Specifically, at the elemen- of the key components is teaching our tary school level one might use the students how to detect and manage their book, Officer Buckle and Gloria, by own emotions and make good social Peggy Rathmann; though this book decisions. addresses safety rules in general,

Educator’s Voice n Volume VII n Page 78 How can we as educators and the edu- Tips for Staying Safe Online cational community address the issues surrounding cyberbullying and help to n Set up a Google Alerts to monitor your online presence. Not only ensure the learning and social and emo- should you use your names as the search query, but also any aliases tional well-being of our students? (gaming avatar names, etc.) that you may be known as online. “… [the] best way for a school district n Never, ever post anything about yourself or anyone else that you would not want to see as the main story of tomorrow’s newspaper to protect its students & protect itself or this evening’s television news story. Ask yourself how you would from legal liability is to have a clear feel if that information was the main story of a newspaper or the and comprehensive policy regarding evening television news story one year from now. bullying and harassment, technology n Since many websites require registration, do not provide more and their intersection: cyberbullying information than is absolutely necessary (oftentimes the fields that (Hinduja & Patchin, 2009).” are required are marked by an asterisk). In this case, less is better. n Do a monthly Google search on your own name (and any aliases). Check not only the ‘Web’ portion of the search, but also the The Digital ‘Footprint’: ‘Images’ portion. What Steps Your Students Should Take Now It is never too early — nor too late — to simply do a Google search and click on teach about one’s digital footprint. As the word ‘cached’ in the results to see the music group, The Police, sing in previous pages of a website. their song, “Every Breath You Take,” More and more college admission offic- “… every move you make, every step es are now checking an applicant’s you take, I’ll be watching you.” There is online presence as part of the admis- a permanent record of everything that sions process. More employers are you do online, or, what others have requesting permission of perspective posted about you online. The Facebook employees to visit their social network- account you thought was private is ing profiles. What students do today NOT actually private. The picture taken online may have an impact on their by someone who was a friend yesterday, futures. The graphic above includes but is no longer a friend today is now some steps students can take to make part of a larger online photo sharing certain that their online presence is one website, with the rights set to “public.” they can be proud of. While some of An email address you had 12 years ago these strategies can be used by upper and deleted 11 years ago is still available elementary students themselves, others for all to view. How easy is it to access should be shared and supported by this information? Go to the Internet educators and parents/guardians. Archive (http://www.archive.org/) or continued on following page

Educator’s Voice n Volume VII n Page 79 Cyberbullying – The New Age of Harassment

Remember, there is NO such thing as References a “Delete” button online. PERIOD. Englander, E. (2012). Cyberbullying among 11,700 elementary school students, 2010- Cyberbullying and its resulting dam- 2012. InMARC Research Reports. Paper 4. http://vc.bridgew.edu/marc_reports/4 age to a student’s learning and social and emotional well-being is not a risk Hinduja, S., & Patchin, J.W. (2009). Bullying beyond the schoolyard: Preventing any educator is willing to take. Take and responding to cyberbullying. action now. Learn more about the Thousand Oaks, CA: Corwin Press. changes you can make in your class- Lenhart, A. (2010) Cyberbullying: room, speak with colleagues, bring up What the Research Tells Us. Pew Internet & American Life Project. these discussions with your adminis- Retrieved from http://www.pewin trators, and always, always keep the ternet.org/Presentations/2010/May/ well-being of your students in mind. Cyberbullying-2010.aspx New York State Education Department (2013). The Dignity Act. n.d. Retrieved from http://www.p12.nysed.gov/dignityact/ Willard, Nancy (2007). Cyber-safe kids, cyber-savvy teens. San Francisco, CA: John Wiley & Sons, Inc.

Educator’s Voice n Volume VII n Page 80 Resources recommended by the author Kraft, E. (2006). Cyber bullying: A world- wide trend of misusing technology to harass Aftab, P. (2006). http://www.wiredsafety.net others. The Internet Society II: Advances Berson, I.R., Berson, M.J. & Ferron, J.M. in Education, Commerce, & Governance, (2002). Emerging risks of violence in the 36, 155-166. digital age: Lessons for educators from Meridian: A Middle School Computer an online study of adolescent girls in the Technologies Journal, 5(2). Retrieved United States. October 12, 2013 from http://www.ncsu. Cairns, R.B., Cairns, B.D., Neckerman, H.J., edu/meridian/sum2002/cyberviolence/index. Gest, S.D. & Gariepy, J.L., (1988). Social html networks and aggressive behaviour: Peer Shariff, S. (2008).Cyber-bullying: Issues and support or peer rejection? Developmental solutions for the school, the classroom and Psychology, 24, 815-823. the home. New York, NY: Routledge. i-SAFE (2005-06). At risk online: National assessment of youth on the Internet and the effectiveness of i-SAFE Internet safety education. Retrieved from http://www.i- safe.org/wp/?page_id=206

Educator’s Voice n Volume VII n Page 81 Glossary Acronyms and Terms

Social and emotional development and learning (SEDL) Social and emotional competence is the ability to understand, manage, and express the social and emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development (Elias et al, 1997). SEDL begins at home and is further facilitated through seven approaches in different combinations determined locally:

n Continual outreach to and inclusion of n Alignment of district and school support families and the surrounding community; personnel, policies, and practices — in special and general education — to assist n Attention to school climate and to all students; relationships among and between students and adults; n Cross-systems collaboration with community-based child and family services n Age-appropriate skill acquisition through for students in greater need; and character education, social-emotional learning and standards-based instruction; n Appropriate ongoing development of professional and support staff and partners. n After school, out-of-school, extra curricular, service learning programs and Source: http://www.p12.nysed.gov/ mentoring; sss/sedl/SEDLguidelines.pdf

Affective skills The affective domain includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes.

Bullycide A suicide caused as the result of depression from bullying.

Cyberbullying The act of harassing someone online by sending or posting insulting, derogatory or mean messages, usually anonymously.

Empathy The ability to understand and share the feelings of another.

IVDU Yachad/NJCD’s Individualized Vocational Development Unit (IVDU) Schools, located in Brooklyn, New York, offer Jewish students with special needs (ages 5 to 21) a comprehensive educational environment.

Educator’s Voice n Volume VII n Page 82 Kinesthetic learning Also known as tactile learning; a learning style in which learning takes place by the student carrying out a physical activity, rather than listening to a lecture or watching a demonstration.

Living Values Educational Program (LVEP) A way of conceptualizing education that promotes the development of values-based learning communities and places the search for meaning and purpose at the heart of education.

Mindfulness A mental state achieved by focusing one’s awareness on the present moment, while calmly acknowledging and accepting one’s feelings, thoughts, and bodily sensations, used as a therapeutic technique.

Payot The Hebrew word for sidelocks or sidecurls worn by some men and boys in the Orthodox Jewish community.

Positive Behavior Interventions and Supports (PBIS) A systems approach to establishing the social culture and behavioral supports needed for all children in a school to achieve both social and academic success.

Psychopathology The scientific study of mental disorders.

Sacrum A triangular bone in the lower back formed from fused vertebrae and situated between the two hipbones of the pelvis.

Sciatica Pain affecting the back, hip, and outer side of the leg, caused by compression of a spinal nerve root in the lower back, often owing to degeneration of an intervertebral disk.

Stressor A stimulus that causes stress.

Upstander Someone who defends or stands up for a cause or belief.

Yachad The National Jewish Council for Disabilities is a global organization dedicated to addressing the needs of all Jewish individuals with disabilities.

Educator’s Voice n Volume VII n Page 83 Resources Additional Resources on Promoting Social-Emotional Development and Physical Well-Being

Union Resources

New York State United Teachers http://www.nysut.org/news/2012/september/see-a-bully--stop-a-bully--online-resources See a Bully, Stop a Bully: Online Resources provided by NYSUT Social Justice and Labor Center This comprehensive listing provides information about community, parent, teacher, and student resources on bullying. These include, but are not limited to, links to articles and organizations which work to prevent and address the impact of bullying and cyberbullying both in and out of schools.

NYSUT Education and Learning Trust Professional Development http://www.nysut.org/elt NYSUT’s Education & Learning Trust offers several professional development opportunities on the topic of Promoting Social-Emotional Development and Physical Well-Being. The full course listing is available at the ELT website. Site-based and/or Online Courses: CD course: Building Communication and Teamwork in Schools Traumatized Child: The Effects of Stress, Bullying: Preventing the Problem Trauma & Violence on Student Learning Cyber Bullying: The New Age of Teaching Students Seminar: to be Peacemakers Conflict Management

NYSUT 24/7 Let’s Go! http://locals.nysut.org/247/ This resource was created by NYSUT health care professionals. It offers a useful guide for parents and encourages children statewide to lead healthy lifestyles by educating them about nutrition and exercise. Used by schools and health providers, the program has been endorsed by the American Cancer Society.

American Federation of Teachers http://www.aft.org/yourwork/tools4teachers/bullying/climate.cfm The AFT provides extensive information on school climate including resources for special populations and students with disabilities, and culturally and linguistically diverse learners.

Educator’s Voice n Volume VII n Page 84 National Education Association http://www.nea.org/home/neabullyfree.html Resources on bullying include the Bullying Prevention Toolkit and “The Bully Free: It Starts with Me Campaign” and several newsletters geared to support staff professionals.

New York State Education Department

Social and Emotional Development and Learning http://www.p12.nysed.gov/sss/sedl/ New York State Education Department publishes the Social and Emotional Development and Learning (SEDL) Guidelines. The site includes links to counties across the state working with bullying prevention, school outreach, and standards- based interventions.

Other resources for Social and Emotional Learning

The Bully Project http://www.thebullyproject.com/ The BULLY Project is a social action campaign that was inspired by the award-winning film BULLY. They offer research-based practices developed in conjunction with Harvard’s Making Caring Common Initiative to help schools create a caring community and to prevent bullying. The Bully project also offers resources including a screen- ing guide for the film and other tools for educators and parents. “The power of our work lies in the participation of individuals like you and the remarkable list of partners we’ve gathered who collectively work to create safe, caring, and respectful schools and communities. Our goal is to reach 10 million kids or more, causing a tipping point that ends bullying in America.”

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Educator’s Voice n Volume VII n Page 85 Resources

CARE for Teachers: The Garrison Institute https://www.garrisoninstitute.org/contemplation-and-education/care-for-teachers The Garrison Institute sponsors CARE for Teachers (Cultivating Awareness and Resilience in Education); a program that offers symposia, trainings, retreats, and research on contemplative practices in education. In addition, their website houses a bibliography of research-based practices related to teaching meditation and other methods to cultivate mindfulness.

Collaborative for Academic, Social, and Emotional Learning (CASEL) http://casel.org/ CASEL is a non-profit organization founded by Daniel Goleman, a leading author on social and emotional intelligence (EQ), and several of his colleagues. CASEL “. . . works to advance the science and evidence- based practice of social and emotional learning.” CASEL collaborates with some districts and acts as a clearinghouse for resources in states across the country. See also: http://danielgoleman.info/topics/emotional-intelligence/ http://www.youtube.com/watch?v=NeJ3FF1yFyc

Herstory Writers Workshop http://www.herstorywriters.org/ The mission of Herstory is “To offer women tools that transform their individual voices and experiences into literary works of art leading to personal and societal change.” Herstory offers writing workshops and also produces published materials for teachers that include: Paper Stranger/Shaping Stories in Community, by Erika Duncan: Herstory’s manual for teachers, healers and activists, provides an introduction to Herstory’s empathy-based approach to memoir writing. Readings and reflections are interwoven with a step-by-step compendium of exercises and tools. Passing Along the Dare to Care: A Mini-Memoir Course for Younger Writers, by Erika Duncan. This collection of readings and exercises — based on what causes a “Stranger/Reader” to care — fosters dialogues across differences, diversity studies and a sense of community, as well as enhanced listening, reading and narrative skills.

The Inner Resilience Program http://www.innerresilience-tidescenter.org/ The program was founded in response to the impact of September 11 on students in New York City public schools. They offer a core program on stress reduction, relaxation, and creating caring classroom communities, as well as residential retreats and professional workshops on topics like conflict resolution, anger management, and talking to children in a climate of uncertainty.

Educator’s Voice n Volume VII n Page 86 Morningside Center for Teaching Social Responsibility: The 4 R’s Program (Reading, Writing, Respect and Resolution) http://www.morningsidecenter.org/4rs-program Offers a grade specific curriculum for social and emotional learning that focuses on building community, understanding and handling feelings, listening, assertiveness, problem-solving, dealing well with diversity, and cooperation.

Teaching Tolerance: A Project of the Southern Poverty Law Center www.tolerance.org Teaching Tolerance “is dedicated to reducing prejudice, improving intergroup relations and supporting equitable school experiences for our nation’s children” and offers free curricular resources for teachers and schools including a subscription to the quarterly publication Teaching Tolerance, resources to support “Mix it Up Day” events, instructional posters, and DVD’s including Bullied: A student, a school and a case that made history, a documentary that presents one man’s experience with being bullied.

Books and Articles

Creative Conflict Resolution by William Kriedler (1984) A classic reference for anyone interested in creating a positive classroom community. Chapters focus on resolving conflicts peacefully, improving communication skills, handling anger and other emotions, and being a peacemaker.

Emotional Intelligence: Why It Can Matter More Than IQ by Daniel Goleman (2005) A landmark book first published in 1995 that brought emotional intelligence to national attention. Goleman helped to redefine intelligence by demystifying the meaning of IQ and broadening the discussion to include other factors crucial to academic and personal success.

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Educator’s Voice n Volume VII n Page 87 Resources

Mindful Teaching and Teaching Mindfulness by Deborah Schoenberlein ( 2009) A handbook on mindfulness techniques for the classroom and individual practice. Describes numerous activities that include intention setting, breathing, focusing attention and meditation.

Promoting Social and Emotional Learning: Guidelines for Educators by Maurice J. Elias, Joseph E. Zins and Roger P. Weissberg (1997) Presents current research on social and emotional learning and offers useful implementation guidelines for educators.

Social and Emotional Learning: What is it? How can we use it to help our children? by Robin Stern, Ph.D.

http://www.aboutourkids.org/articles/social_emotional_learning_what_it_how_can_we_use_it_help_ our_children

Emotion in Education: An Interview with Maurice Elias (author of Promoting Social and Emotional Learning: Guidelines for Educators) http://www.learningace.com/doc/6430130/d20f7d77b6d89a97d9d184c6a794f293/emotion-in-education-an-interview-with-maurice-elias

Stand Up! by Lisa Roth M.D., Marsha Levitin, & Karen Siris EdD (2012) A moving story about a boy who observes bullying and decides to take a stand.

Educator’s Voice n Volume VII n Page 88 Call for Article Proposals for Educator’s Voice, Vol. VIII Critical Thinking and Problem Solving for the 21st Century Learner

The 21st century continues to pose new challenges for today’s students who are grad- uating into a world of unprecedented change. In a society that is moving rapidly, driven by global communications, with a workplace that changes regularly, our future citizens have to be prepared beyond the three R’s. Success in the 21st century requires multiple forms of literacy and communication, critical and creative thinking, and problem solving. This theme is designed to investigate ways in which learning that is authentic, collaborative, and hands on can capture the essence of real world tasks and prepare students for a global society defined by fast communications, ongoing change, and increasing diversity.

Examples of topic areas include:

n STEM Education

n Critical Thinking

n Inquiry-Based Learning

n Career and Technical Education

n Problem- or Project-Based Learning

n Teaching Critical Thinking and Problem Solving with Special Populations

n Multiple Literacies (civic, environmental, global awareness)

Educator’s Voice n Volume VII n Page 89 Call for Article Proposals for Educator’s Voice, Vol. VIII Critical Thinking and Problem Solving for the 21st Century Learner Editorial Guidelines

Grade and Author(s) can describe practices in any grades (P-12) and affiliated with any content area. Content Area: For example, a fourth-grade teacher and special education teacher may address their approaches as a teaching team; a high school social studies teacher may co-author a manuscript with the school psychologist, a kindergarten teacher in partnership with a university professor may discuss their approaches.

Audience: Teachers, school-related professionals, pupil personnel services providers, union leaders, parents, administrators, higher education faculty, researchers, legislators, and policymakers.

Deadline for Proposals: June 9, 2014.

Rights: Acceptance of a proposal is not a guarantee of publication. Publication decisions are made by the Editorial Board. NYSUT retains the right to edit articles. The author will have the right to review changes and if not acceptable to both parties, the article will not be included in Educator’s Voice. NYSUT may also retain the article for use on the NYSUT website (www.nysut.org) or for future publication in NYSUT United.

Article Length: The required article length is flexible. Please submit approximately 2,000 – 3,000 words (or 7-9 double-spaced pages plus references).

Writing Style: Authors are encouraged to write in a direct style designed to be helpful to both practitioners and to others committed to strengthening education. Education terms (i.e., jargon, acronyms) should be defined for a broad audience. For articles with multiple authors, use one voice consistently.

Manuscript: Authors must follow American Psychological Association (APA) 6th edition style with in-text citations and references at the end of the article. Do not use footnotes. Please paginate the manuscript and include the lead author’s name in the header. Graphics may be submitted, but must be high-resolution and provided separately from the manuscript (not embedded in the document). Please do not submit copyrighted material unless you obtain and provide permission from the publisher.

Educator’s Voice n Volume VII n Page 90 Call for Article Proposals for Educator’s Voice, Vol. VIII Critical Thinking and Problem Solving for the 21st Century Learner Content Guidelines

Please reference each of the following in your proposal and return to NYSUT by the June 9, 2014 deadline:

n Relevance to the theme of Learning in the 21st Century n The context for the reader; describe the setting and student population (e.g., class approaches, whole school approaches).

n Description of your approaches; include specifics of the practice or strategy used in your classroom(s). Include relevant artifacts if available.

n The research base that supports the practice, including relevant citations and their connection to your classroom practice; links to Common Core or other standards.

n Evidence of success that indicates the practice achieved its goal(s). Describe student outcomes and evaluation criteria, or metrics.

n How you involved parents and caregivers as partners in your work. n How does your practice address the needs of diverse populations? (e.g., students with disabilities, English language learners, other students with unique learning needs)

Our optional online submission form is available at: http://www.nysut.org/resources/special-resources-sites/educators-voice/call-for-proposals

Educator’s Voice n Volume VII n Page 91 Author Submission Form — Educator’s Voice, Vol. VIII Critical Thinking and Problem Solving for the 21st Century Learner

You can download this document from our website: http://www.nysut.org/resources/special-resources-sites/educators-voice/call-for-proposals

Name of Author(s)______If multiple authors, please list all names, and identify one author as primary contact person______

Article working title______

Please check all the categories of affiliation with NYSUT that apply to the primary author/contact person: q 1. I am an active teacher member of the following local______q 2. I am an active SRP member of the following local______q 3. I am an active higher education member of the following local/chapter______q 4. I am an instructor of the following NYSUT Education & Learning Trust course______q 5. I am a member of the following NYSUT Subject Area Committee______q 6. I am a retired teacher and member of the following retiree council______

Please provide a statement/outline describing how you plan to address each specific “Content Guideline” and any additional information that you intend to incorporate in your manuscript. Also, please provide: Current position of author(s), including district, grade(s) and content area:______Primary author’s name, address and phone number:______Alternate phone number:______Primary author’s email address:______Summer contact information, if different:______

Information can be Or mail to: Deadlines for Volume VIII: submitted electronically NYSUT Research & Educational Services by June 9, 2014, to: Attn: Educator’s Voice June 9, 2014 Proposal submission 800 Troy-Schenectady Road deadline [email protected] Latham, NY 12110 July 7, 2014 NYSUT responds to proposal Aug. 29, 2014 Completed article submission April 2015 Publication Educator’s Voice n Volume VII n Page 92 Notes:

Educator’s Voice n Volume VII n Page 93 Notes:

Educator’s Voice n Volume VII n Page 94 NYSUT Education & Learning Trust The Education & Learning Trust is NYSUT’s primary way of delivering professional development to its members. ELT offers courses for undergraduate, graduate and in-service credit, partnership programs that lead to master’s degrees and teaching certificates, and seminars as well professional development programs for teachers and school-related professionals.

Examples of what ELT offers on the topic of Promoting Social-Emotional Development and Physical Well-Being include:

Site-based and/or online courses: n Behavioral, Academic and Social Interventions for the Classroom (BASIC) n Building Communication and Teamwork in Schools n Building Positive Connections with Diverse Families and Communities n Bullying: Preventing the Problem n Cyber Bullying: The New Age of Harassment n Teaching Students to be Peacemakers

CD courses: n Traumatized Child: The Effects of Stress, Trauma & Violence on Student Learning n Understanding Aggression n Violence in Schools: Identification, Prevention & Intervention Strategies

Seminars: n Bully, Bullied or Bystander n Conflict Management

Visit our site at www.nysut.org/elt to learn about what else we can offer. Representing more than 600,000 professionals in education, human services and health care

800 Troy-Schenectady Road, Latham, NY 12110-2455 518-213-6000 • 800-342-9810 www.nysut.org

New York State United Teachers Affiliated with AFT • NEA • AFL-CIO

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