Episode #337: Steve Bollar
https://outofthetrenches.podbean.com/e/episode-337-steve-bollar/
Steve Bollar, a.k.a. Stand Tall Steve, is an educational thought leader, former Superintendent of Schools, principal, author and a school culture and motivation expert. He is known for his quick wit, creative thought, and humorous personality.
Steve has been identified as one of the Top 30 Global Gurus In Education. He is the author of the leadership book Stand Tall Leadership, school culture book Ideas, Ideas, Ideas! and is a contributing author in the book Because of a Teacher and School Climate 2.0: Preventing Cyberbullying One Classroom at a Time.
Steve openly shares his knowledge, experiences and creativity with others. He currently speaks to students, staff and communities throughout the world about how to think differently about schools, education, and life.
Trench story: when he was a building principal, year 4 of him being principal, AP was leaving. She had been doing the data to align which classes students were going into. Steve had to learn how to do this with dyslexia. Thought he’d done it all right. #’s were wrong. District math supervisor wanted them passed by him first. Got written up by superintendent. Moved forward, trained up t’s to teach higher level classes. Teachers protested a bit by asking if they could lower expectations. All the kids stepped up. Regular math level kids did exceptionally well also. It’s about how you treat them, belief & mindset you have.
Talk about your books, Stand Tall Leadership & Ideas, Ideas, Ideas: has another one, 10 m. CR openers. He’s a tall guy 6’7’. There are connections to leadership & being tall. You can see above the crowd. You have a vision. Tall people don’t always fit in the world, you have to keep going. He connects it to leadership in education. What can you do to develop an environment where ppl can thrive. Looking @ climate, culture, ppl who gave up & how to work w/ them. Can sit down & do a book study w/ admin team. 2nd book- Ideas, Ideas, Ideas: you get ideas @ conferences. You talk about them w/ team, put away notebook. He’s gone to conferences that have to deal w/ climate, culture, and get neat ideas. This book is a collection of great ideas to help st, staff & community. Like a reference book. It’s broken down into beg. of year, staff recognition, student recognition. 101 different ideas. It gets you thinking. Ppl can keep it on shelf and pull out when need ideas.
Stand Tall Leadership show podcast- is it still going? was just rebranded (had 4 seasons, it was all about the Stand Tall theme) to The School Culture & Climate Show w/ Meghan Diety- teacher from WY. He gives admin/district perspective. Is 2x/monthly Aug-May. Meghan can give classroom perspective. The top episode was where they spoke of climate & culture- so they changed the name. Had Kim Strobel on, f.ex. Was launched in August will a formal rollout 8/15.
Blog w/ video tidbits- he highlights a few recent or upcoming (for beg. of school year- he suggests coming up w/ 3 words of what you respect & value in the classroom. F.ex. teamwork, integrity & accountability. As a t, it’s their job to find kids who are upholding what you’re valuing & recognizing them. Be a loop of saying those things. Parents want to hear this. Don’t weaponize the values. “That’s not teamwork, we have to stay after school”. Instead, find the good every day.
@Standtallsteve on YouTube you can get a 1-1.5m video that can be used to discuss in a PLC. Will be putting out 8 more virtual courses in the next few months,
Offerings, such as Classroom Management virtual course, keynotes, consulting packages? Talk to him about the different courses packages. They record the episode on zoom. Use transcription, as a blog. Does a newsletter, will be making a few new courses. The schools get signed up.
Speaks on culture, climate, idea management (not curriculum)
Out of everything: reduce, not eliminate. In schools, in education, we’ll have issues, problems, and concerns. You probably won’t eliminate them all. Go in with what you can do to reduce. Then you’re working in a realm of reality. Recognize the reduction. Utilize it to increase your time with students.
Where can ppl find you online: redid his X account, so not on that. LinkedIn, FB, TikTok, YouTube @standtallsteve IG @stevenbollar email: steven@standtallsteve.com
He promotes educators who want to become speakers on www.WithinourRanks.com
View this episode on YouTube: https://youtu.be/1T7bBxpV-i0
Episode #338: Dr. Mark Windschitl
https://outofthetrenches.podbean.com/e/episode-338-dr-mark-windschitl/
Mark Windschitl is a professor of Science Teaching and Learning at the University of Washington. His research interests deal with the early career development of science teachers—in particular, their trajectories toward ambitious and equitable pedagogy. He is the lead author of Ambitious Science Teaching (Harvard Ed Press), along with Jessica Thompson and Melissa Braaten. His research has appeared in The American Educational Research Journal, Teachers College Record, Cognition and Instruction, Phi Delta Kappan, Science Education, and in white papers commissioned by the National Research Council and the National Academy of Science. I’ve been PI on multiple Noyce Teaching Scholars and Research grants and have supported teachers in that program in their transitions to urban schools. He has also administrated the Annenberg Fellowship program, known as the Rhodes Scholarships of Teaching— for teacher candidates at the UW. I’m a recipient of the AERA Presidential Award for Best Review of Research, the co-author of the chapter on Science Teaching in the new AERA Handbook of Research on Teaching, and a member of the National Research Council Committee on Strengthening and Sustaining Teachers.
He’s currently working with Urban Advantage in New York City, supporting efforts to use Ambitious Science Teaching in places like The American Museum of Natural History, The Bronx Zoo, Brooklyn Botanical Garden, New York Hall of Science, and The Staten Island Zoo.
Trench story: taught 13 yrs in MS, worked in W Des Moines. Will pick something more relevant to today’s topic. He’s appeared virtually & in person to talk recently about climate change to teachers. Was asked to speak in a community where there were higher levels of skepticism about climate change. Was a challenging assignment. Did extra background reading. Started w/ trying to find common ground w/ students. Could be a place in nature we want to preserve. Get kids in a conversation. Ppl then feel like they’re approaching climate change from an open environment. Listen to understand. You can change your mind on something. There aren’t 2 sides to climate change. “Solving” the problem was working around the problem.
Background & how he ended up working at Univ. level: being a teacher really helped understand how to research. Worked in a K-8 school & became fascinated on how kids learn. Wanted to pursue this as a life goal, did Doctorate, has been @ U WA 28 yrs. It’s been a gift to serve pre-service teachers now. He needed teaching experience to write his book.
Books: Teaching Climate Change (From publisher) This book is not just about teaching climate fundamentals. It will also help you prepare students to reconceptualize environmental and social conditions beyond their communities so they can become part of larger movements that work toward increasing resilience for all humans and for the natural world. This is not the only book you’ll ever need; rather, it is a springboard for deepening your own learning about key climate change ideas, helping you identify resources that support transformative experiences for you and your students, and mobilizing other educators to create coherent trajectories of learning from elementary through high school. Reimagining our roles and responsibilities in the world is the basis on which change depends. We can take this leap together.
It’s for teachers who want to take the leap to having the convo w/ students. OR for t’s who want to take a bigger leap, developing a unit. Perhaps to collaborate w/ a colleague. Curriculum- look @ approved textbooks, some states forbid using the term climate change. There’s a lot online about the topic but the quality is questionable- often in form of a single lesson. It needs to be a mini unit or 4-6 wk units.
Passion around Climate Change & why it should be taught more, not only in science classrooms, but across contents? Science class is the home for teaching about climate change. There are ideas around climate change that fit in w/ social studies. It’s matched w/ ss goals more than science. It’s about putting pressure on diff. ppl w/ power to get change done. The best examples are units that are grounded in a complex phenomenon. F.ex. urban heat islands- it’s scientific & social. They’re metro areas where ppl of color are discouraged from moving into. Many industrial areas, lack green spaces. These islands get to be 10-15*F higher in the summer. There’s a lot of science behind it. It goes back to mortgage lending practices in 1930’s. What is the solution- is it scientific or social?
He wrote a piece for EL: We can ALL teach climate change. In the article you talk about high schoolers who have eco-anxiety. There are opportunities for teachers to bring these convos into their CR, both @ MS/HS level-you say “to understand climate change, students need tools & perspectives of multiple disciplines”- then go into various disciplines, like math, literacy and the arts.
Younger grades: Some researchers are studying impact of teaching climate change to age groups. t’s must learn how to talk about eco anxiety, climate grief, feelings you have toward it. They were never trained to teach out emotions, esp. @ secondary level. It’s not recommended to speak about these issues until 8 y.o. due to climate change being an abstract notion. Younger grades can however talk about decentering humans from other living things. Lessons about children’s relationships w/ nature set the stage for abstract thinking. Talk about how nature is worth preserving. It’s understandable by the younger kids, they’re more ready to engage in systems thinking later.
He advocates for not talking about climate change unless you’re going to feature solutions. Kids need to hear that there is hope. Listeners can go to Project Drawdown.
Ambitious Science Teaching in places like The American Museum of Natural History: Doesn’t want to promote where he will be. Exploratorium in San Francisco. Would be happy to talk about work he does- AST is a framework they developed- if we shift how we interact w/ st’s to show what they know & focus on anchoring phenomenon- there is a book Ambitious Science Teaching. They engage kids in sense-making talk, modeling.
What’s one thing? no matter what you’re teaching in terms of climate change, solutions, justice, you can talk the next step. Talk to another educator in your building. Do 2 wk long mini-units. Do background reading, do this w/ a colleague. Take the next leap- how to have convos around emotions. Everyone needs to move forward w/ this conversation.
Where can ppl find you online? link to companion website to book: climate-change-educator.org if you don’t have the book, resources are still there. Incredible source of information & data t’s can use to focus #’s on.U WA College of Edu- Mark Windschitl | UW College of Education email.
View this episode on YouTube: https://youtu.be/xW7iuUv2Mmk
Episode #339: Kass Minor
https://outofthetrenches.podbean.com/e/episode-339-kass-minor/
Kass Minor is the co-founder of The Minor Collective, which fosters sustainable equity in schools. Author of Teaching Fiercely: Spreading Joy & Justice in Our Schools (ASCD). Bio: Kass Minor is an inclusive educator and author who is deeply involved in local, inquiry-based teacher research and school community development. She is the author of Teaching Fiercely: Spreading Joy and Justice in Our Schools and the co-founder and Chief Strategist of The Minor Collective, a community-based organization designed to foster sustainable equity and literacy in schools. While she has worked in numerous capacities in partnerships with universities and school districts, classroom teacher has been her most coveted role. Her pedagogy is centered in joy from the communities that surround her and motivated by the idea that every adult can teach, and every student can learn. Teacherhood, paired with motherhood, has driven her love of information sharing, redefining who gets to be a knower in the fiery world we live in today.
Trenches story: hers were often spaces where children weren’t included. Often families & kids aren’t inclusive in those conversations. You have to position yourself in close proximity. Ppl like herself who aren’t in schools every day, we need to know how to include kids in convo.
Work with the Minor Collective: Husband & her founded it. We started in the minor collective in 2019.I was working at the Teachers College inclusive classrooms project, which is very different and not affiliated with the reading and writing project. So I was doing similar work just under the umbrella of Teachers College. Minor emphasizes the importance of building teacher agency and soul in a challenging landscape, with a focus on sustainability and collective support. Community ecosystem model. Kassandra Minor discusses the minor Collective’s work in partnerships with schools, emphasizing the importance of long-term relationships and flattening hierarchies to position teachers as decision-makers. She works with various stakeholders, including school principals, district leaders, and NGOs, to bring her expertise to different contexts. Kassandra Minor provides resources and protocols for shifting school culture, including developing collaboration and inclusive curriculum. Kassandra Minor discusses how professional development is stretched out over weeks, with multiple sessions to allow for practice and incubation. We are local, national and international, so we have quite a variety of landscapes that we work in, right? We’re doing partnerships in New York City. like 43 states right now. Global org. Intl. work is the smallest. It’s always been different geographically. Worked w/ Kenya connects. Helps them narrate stories that make sense. Are flexible in helping t’s negotiate policies. F.ex. idea that learning is consensual. Figure out what is the story/initiative.
Time spent in schools/districts: three days would be spread out across a year. Sometimes it’ll be two-three days back to back, and then, like a one day follow up, if it’s local, we’re usually doing like six to 12 dates across the year. Pre-planning & debrief experiences. In some districts, it’s like 24 dates across like five schools. we’re treating it as like a teacher inquiry. Will go on a walkthrough in the school building. We assess and gather info, we decide on what we’re going to try, we demonstrate. In some cases, we’re working on shifting school culture by means of developing a more inclusive and accessible curriculum. It’s like a lab site- debrief, figuring out what the learning is. What do t’s need from them in order to support the work? She has a whole like protocol and like curricular adaptation guide that we use that’s in my book for that there’s like different kinds of like reflective activities throughout the book. The International stuff is pretty different. NGOs, sometimes we’ll like, partner with them. We did, like, Kenya literacy experience at a community, a community organization, NGO in Nairobi, that work is very different, but still fun. They want to make space & time families. Will go to school leadership mtg, policy meetings. Full work, exciting.
Changes in school’s demographics & needs since Minor Collective was founded: Kassandra Minor discusses changes in public school demographics and the need for equitable practices in inclusive classrooms. school leaders are really having to rethink, like, are we supporting our people in order for them to do this work, in order for them to really create like access points across the day and create like spaces of comfort for kids who are, like, new to this country. In NYC the demographics has changed drastically in some areas. It has been refreshing to have CR that engage in translanguaging. Think of how you make kids feel. Normalize multilingualism. Dr. Laura Essenzi-Moreno: Rooted in Strength Kass has 10-15 yrs experience teaching MLLs in her classes. Recognize that the kids are very smart ppl. Language doesn’t dictate intellect. How do you build on what you know?
Upcoming events: did a free event with YA author & award winner Kwame Alexander in partnership with the Brooklyn Public Library. Action Dreaming, a community conversation. It was live streamed on Facebook, having a conversation around action, dreaming, and what does the future of learning and education look like for our kids. Sept. 19. Justice for Our schools is the book she put out last May.
Events/conferences in 2025:
- IDEAcon Feb 17-19 (keynote 2/18/25)
- 2025 IRC Conference March 13-14 Featured Presenter
- Ulster BOCES Virtual Conference for Multilingual Learners May 8 Featured Presenter
Out of everything: there’s a lot of demoralization in teaching right now. We have to believe ourselves. We know a lot.
Where can ppl find you online:
Link to purchase Teaching Fiercely: Spreading Joy and Justice in Our Schools
X, IG @mskass1 @theminorcollectove www.kassandcorn.com has a newsletter quarterly. Developed w/ teachers & community View this episode on YouTube: https://youtu.be/XCjIMNTLvsU
Episode #340: Mike Anderson
https://outofthetrenches.podbean.com/e/episode-340-mike-anderson/
Mike Anderson has been an educator for many years. A classroom teacher for 15 years, he has also coached swim teams, worked in preschools, and taught university graduate-level classes. In 2004, Anderson was awarded a national Milken Educator Award, and in 2005, he was a finalist for New Hampshire Teacher of the Year.
Now an independent education consultant, Anderson works with schools in rural, urban, and suburban settings across the United States and beyond. A bestselling author, he has written nine books about great teaching and learning. In 2020, Anderson was awarded the Outstanding Educational Leader Award by NHASCD for his work as a consultant.
Trench story: he was in a school where he wasn’t a good social fit. Was energized when started but was out of step w/ a lot of colleagues wanted to still be doing old school practices. They wanted him to donate PTO $ to the online reading program. Stayed at this school too long, did find his people tho. Stayed in it 9 yrs. He realized it at the end of yr. 1 or 2. School cultures have a lot of mass behind them.
Milken Educator Award 20 yrs ago- is this a “club “of educators you still meet with? You can’t apply for it or be nominated for it. He got it same year as trench story. Colleagues didn’t make eye contact, said “I’ve been here 30 yrs, noone has nominated me”. It was a hard time, should have been a joy. Went to D.C. and got a $25K check. An example of how awards can do damage to communities. Did stay there a while longer. Stayed @ this school 4 more years. It’s got a bad staff culture.
Tackling the Motivation Crisis:
Has just released: Rekindle Your Professional Fire: Powerful Habits for Becoming a more Well-Balanced Teacher What we say and how we say it matter, besides your newest, Tackling the Motivation Crisis.6 intrinsic motivators adults & kids need to be fired up about their work. Autonomy, purpose, competence, belonging, curiosity, fun. The focus of the 2 books is for 2 different. Idea started over 20 yrs. Had 2 little kids. Started to loose his fire for teaching when became a dad. Did research about professional balance/engagement. Did thought reflecting, wrote a journal. Wrote Well-Balanced Teacher (2006).
What are things t’s see most results from in terms of motivation? 1) giving students more choice, simple ones, f.ex. math problems, or not everyone read the same dystopian novel. It’s going beyond giving kids more choices, we have to teach kids how. 2) language- how we talk to kids. We’re often in unconscious patterns. F.ex. a teacher realize “some students owe me some work”. Instead say, “some of you still have work to do”. Simple shifts in the way we talk. Esp. w/ kids who are triggered being controlled.
Your passion lies to with staff support, how has your experience as a teacher led to your writing on this topic? Wrote his first book while still a CR teacher; The Research Ready Teacher (co-authored) & The Well Balanced Teacher. That one he wrote while still a CR teacher. Journey to consult was never the plan. After 15 yrs. in CR he felt like he was plateauing. Joined a non-profit to consult, then headed out on his own. CR teaching experience is helpful. Still feels like a teacher. Fully aware of how it was to be on receiving end of BTS keynote.
Consulting topics? He does a lot of BTS keynotes. During the yr, he does less presenting and more hands-on consulting. Comes back after a few wks. Does demo lessons in science CR. F.ex. 2nd grade math, HS chemistry, 5th grade writing. Most keynotes & presentations are launching keynotes. Has been FT consulting 10 yrs. Worked for a non-profit 6.5 yrs also. Doesn’t do curriculum development- instead works w/ pedagogy & instruction. Differentiates w/ PLC groups. Also works w/ x-role groups. Protocols on how to observe each other during teaching. Usually comes back after a few months to work w/ them again. F.ex. 4 1 hr sessions for various groups.
What’s one thing? intrinsic motivators are psychological needs every human has. We want to be positively connected to others. WHY what you’re doing matters. Humans are hard-wired to seek out autonomy, purpose. We can then get out of the business of trying to get others to care. Rote memorization from industrial age doesn’t work.
Where can ppl find you online?
Linkedin at https://www.linkedin.com/in/mike-anderson-37953512/
He’s on X/Twitter at @balancedteacher
www.leadinggreatlearning.com they can connect w/ the courses he’s developed
Here’s a link to his latest newsletter: https://mailchi.mp/leadinggreatlearning/back-to-school-reminders?e=5503dc48f7
View this episode on YouTube: https://youtu.be/IBXnXcYhNXY
Episode #341: Renes Lophanor
https://outofthetrenches.podbean.com/e/episode-341-renes-lophanor/
Renes Lophanor: a multilingual (speaks English, Haitian Creole, French, German, Spanish and Slovak) author and certified teacher (Spanish/French at secondary ages 11-18) with over two decades of experience in education. Has also taught music, drama, art. He is a musician and performs every weekend. He is the author of I Still Love Teaching Despite Having All The Reasons In The World To Quit: Observations Of The Education System.
Trench story: Inspiring Personal Story: His experience moving between different cultures (to France from Haiti) and education systems gives me a unique perspective on resilience, discipline, and finding joy in unexpected places. He had a low proficiency in French and was placed in a low ability group. Was good in other subjects, like math, geography, history, English. Wasn’t challenged enough, felt devalued. Did everything he could to get placed in a different class the next yr that was academically at a higher level. In the UK, this practice is still going on, f.ex. Eastern European students. He knew from personal experience how to motivate the students. They felt worthless. He asks about hobbies a student can do no one else can do. Students were able to take pride in their hobbies then took pride in academic subjects.
Let’s talk about your recently published book: I Still Love Teaching Despite Having All The Reasons In The World To Quit: Observations Of The Education System what insights readers can gain. It’s about adapting to changes in education and continuing to thrive. He decided to write it b/c colleagues asked him how he is able to keep smiling, while others are on the verge of burnout. He writes about how things work for him. He emphasizes self-care. He believes that’s how he still enjoys the profession. You need to separate life outside school & life @ school. He is able to forget everything that happens when he leaves the building. Only if something out of the ordinary happens, like a student being pulled for behavior or a fire drill does he bother mentioning about his day to his wife. Another thing is building good relationships w/ st’s. How do you build it? his tips are #1: Learn st’s names (he has 30 st’s), they each repeat their names in Spanish or French, also at the end of the lesson when they leave. #2: listen to st’s. In his first lessons, he asks them what they don’t like and he adjusts. He asks what they would like more- like games, group activities. Many things they suggest won’t be feasible.
- Insights on Education: What have you learned from being in the best and worst educational systems—both too rigid and lenient. I offer insights into how to strike a balance, creating an environment where students can thrive while maintaining the discipline necessary for success.
- Practical Teaching Strategies/to be adaptive: Focusing on the World Language Classroom, explain how you have managed to turn even the most disengaged students into active participants in your classroom, an experience that can inspire others facing similar challenges. He uses his musical skill in his language teaching. He can share a story about that during his 2nd year of teaching- there was an inspection. He didn’t know what to expect from the lesson observation. Had no fear. Did a listening activity in Germany. The tape wasn’t cued at the right track. Instead, he grabbed his guitar and sang the script of the recording. He was able to differentiate for every student that way. To this day, he doesn’t change his lessons for anyone due to observations.
- Passion for Lifelong Learning: he doesn’t do as much as in the past w/in the framework of his school. He is currently learning Arabic, attending a course on finance with his tutoring group (first 30-40 m. like a homeroom). He shares his hobbies w/ students: He is teaching them diff. b/w debit & credit cards, interest rates, etc. Being a musician gives him more energy to teach. Does rock climbing, running on a weekly basis. He can’t be bored he’ll always find something to do.
A Creative Approach to Problem Solving: My background in drawing and creativity has influenced how I approach challenges, both in and outside the classroom. Highlight how you use it outside the classroom? I can discuss how creative thinking can be applied to solve problems, engage with others, and bring a fresh perspective to seemingly rigid systems.
What’s one thing? Teachers are like supermen w/o superpowers. We do things ppl have no idea how heavy it wears upon is. People should be more empathetic w/ teachers. Then your kids will benefit from it.
Where can ppl find you online? https://reneslophanor.com/ https://www.facebook.com/bbwi.renes/ also on FB/IG https://www.youtube.com/@renesbbwi – his music life
https://www.linkedin.com/in/renes-l-468a94/
View this episode on YouTube: https://youtu.be/ad2yggrHiAo
Episode #242: Scotty Aemis
https://outofthetrenches.podbean.com/e/episode-342-scotty-aemis/
Scotty Aemis is passionate about helping parents navigate childhood trauma. After he and his wife adopted two children, they found themselves learning everything they could about helping their children thrive. Everything that felt instinctively “right” was actually not helpful for children trying to heal from trauma. That set him on a journey to develop his PSR (Positive Safe Relationships) Approach to parenting. It’s helpful for all children and parents, but especially those navigating childhood trauma.
Trench story: adopted 2 kids (siblings) from a “baby home” in Russia, realized the way they were parenting wasn’t working due to childhood trauma. Judge tried to take kids away. They almost lost their kids. Connected w/ an educator who was a therapist and brought up the idea of childhood trauma like during TBI. Learned everything they could about it. Bringing them into schools makes it even more difficult. 15-20% of typical school district’s kids are on IEPs. Followed What Happened to You, by B. Perry & Oprah. We’re sending kids back to school “retraumatization”. We think they’re work out issues, we try to get them to get back to the prefrontal cortex. They go thru school day and they’re ready to explode. It’s like a brain injury. Everything goes down to amygdala.
What does childhood trauma look like in daily life for kids? they’re in a classroom w/ 25-30 kids w/ a lot of stimula. They go through so many changes during a school day, they get out of sorts. Dr. Perry found the key to healing trauma is through relationships.
What is the Positive Safe Relationships (PSR) approach? This is about creating safe relationships for kids. He’s on the board of directors at a school network in Philadelphia. He took them to an alternative school, Lakeside. Eventually the kids will be able to enter public school. Helps kids slowly get their brain re-organized. They can then learn & develop more.
What role does counseling play in parenting through childhood trauma? They talk about 3 R’s- regulation, relationship, reason. Need to work on regulation before work on relationship. What can we do differently, what kind of coping skills can we use? What they found is in public schools, there is a focus on autistic kids. What they teach parents is opposite from trauma-informed. Authoritarian vs. authoritative. Too often, we force kids to do xyz, it will be rejected in child’s brain. Then they begin to develop relationships w/ their peers. Most school counselors have behavior training. They often apply a behavior management program & it gets rejected.
What is a common misconception or myth associated with helping children heal from childhood trauma? what parents have tendency to do, they have OT, PT, etc come into the house. What they learn over time is that counselors are trained in different areas. Everyone’s telling you what to do and they’re not improving. Parents need to understand what trauma is and that they’re in charge of the direction counselors take. They need to believe in trauma therapy. Perry “Relationships are the healing agent for therapy. The child won’t heal from trauma instead.
How do parents create an environment around kids where they will heal over time? He teaches them “you can’t fix your child”.They counsel them to first understand trauma and then how to heal it. Caregivers create the environment in the home, where it’s calm, not a lot of electronics. Reduce anything w/ a high amount of stimulus. Have adults in extra curricular programs who are able to implement these strategies. They’re looking for a long term solution.
Can also talk about COVID experience-outsourcing of kids being referred to trauma-informed program. the kids can get direct training for teachers.
Brain-based school therapy based on Perry’s research. Based on how to connect w/ kids over time. How to get them regulated. In his schools, kids go to a “resolve” room. If you have this type of room, ISS will be reduced by 80-90%. They get dysregulated because they don’t feel safe in the classroom.
Talk about the lack of resources for these spaces in secondary schools. it’s a room where they can work on dysregulation w/ trusted adults. This could be a student support advocate/dean, school counselor, etc. It must be a non-punitive approach. Person can talk to them about the coping skill they can use. That way they can built resilience. For students w/o IEPs, migrants or newcomers? Many public schools can’t look at a solution for 1 child. Counselor needs to ask parents to get a diagnosis to get an IEP. They need to be on the lookout for these signals. Schools aren’t staffed for this often. 90% of adults have unprocessed trauma.
What’s one thing? #1 thing concept of hope. So many parents feel like they’re in the middle of this. Kids who are pressing buttons, etc. There’s a way of them and you healing. Every kid reacts differently to trauma. #2 thing: he wrote a book Where do we go from here? (insert amazon link)
Where can ppl find you online? https://www.childtraumasherpa.com/
https://www.instagram.com/childtraumasherpa/
https://www.facebook.com/childtraumasherpa
https://www.facebook.com/groups/1002238933611804
He has a number of free resources on his website, a free Facebook Group, and a bestselling book available. Lakeside collaborative he works for offers training.
View this episode on YouTube: https://youtu.be/zHU1fchD978
Episode #343: Dr. Shelby Kretz
https://outofthetrenches.podbean.com/e/episode-343-dr-shelby-kretz/
Dr. Shelby Kretz is the creator of Little Justice Leaders, an organization that provides social justice education resources for educators and families. Shelby earned her Ph.D. in Education from UCLA, and her research explores social justice education at the elementary school level. Over the past decade, Shelby has worked with thousands of parents, teachers, and school leaders to bring social justice education to elementary aged kids.
Trench story: will use something more recent in working w/ adults. Was teaching undergrad @ UCLA. Started LJL. Put together subscription boxes @ night. Was working on Ph.D. Was hard to show up for st’s, those working on LJL.
Why did you get started w/ Little Justice Leaders and what is it? Little Justice Leaders offers a monthly subscription box for parents and teachers that provides resources each month to learn about social justice. Little Justice Leaders has sent over 18,000 learning kits to parents and teachers around the world. Supports ppl who work w/ Elementary-aged kids to talk about social justice. Educators didn’t know how to address the issues when they came up.
Going into schools, collaboration w/ Elem. Schools & trainings: LJL has a grade-specific training/curriculum that centers around social justice, LGBTQ+ & anti-racism. They train the teachers or have resources for individual teachers.
How do you provide these lessons is a way that’s developmentally appropriate to the grade levels? Are they tied to activism in the community? LJL program for schools is new. They intend to start caregiver training later this year. They step up the lessons as the young ppl grow. If a parent has been sharing w/ students since a young age, they will understand more. Developing an appreciation for other cultures, family types. LJL spend a lot of time developing age-appropriate materials.
Do you receive pushback from some schools? Every area does. Whether it comes from families or admin. Schools choose to work w/ them. Families have fear, educators are always a bit concerned. Navigate about what it means and why are we doing it. They focus on finding points of collaboration. We don’t need to think the same or agree on every issue. If a teacher is experiencing pushback from admin, see where they’re willing to be more flexible. Think about diversifying your library. Be mindful of where admin & families stand.
Why should we be talking about these issues with such young kids (K-5)? when we start earlier, we lay groundwork for understanding. We eliminate biases- racial & gender. If we wait until MS/HS, they’ve had over 10 yrs to engrain themselves in biases. Students take in msg from the world around them. We set them up for critical thinking/analysis.
Free content? LJL usually promotes free content on social media. They have monthly memberships available for individuals & schools. 1 yr program w/ ongoing curriculum, f.ex. They will have a caregiver membership aval shortly. You can get onto mailing list as well. Currently on a waitlist, but will open up soon, $19/month.
Demographics of schools LJL goes into? When discussing a topic, whether it be anti-racism, abilism, LGBTQ+, they fit it into context depending on school, students in that category. Think of context of state & political climate. Is it a private, public, charter? Currently have 1 spot open for 24-25 still, but you can connect w/ them for 25/26. Many schools in urban areas, but sometimes in more conservative states & outside the U.S.
Out of everything: start having social justice conversations w/ your teachers & young children in your life. Help unravel biases. Conversations can be hard/scary but it’s part of process.
Where can ppl find you online:
Get their free guide for talking to kids about difficult current events! https://view.flodesk.com/pages/621d377d78ab99224ea6dddc
https://littlejusticeleaders.com/
https://www.facebook.com/littlejusticeleaders
https://twitter.com/justiceleaders
https://www.pinterest.com/littlejusticeleaders/
https://youtube.com/@littlejusticeleaders
https://www.instagram.com/littlejusticeleaders/