He’s just beginning to realize he’s a little different. He has always loved reading, so I’ve begun to use books to help him find comfort in this world.
The content is gentle and focused on the comforting fact that a picture book can help put little people a bit more at ease in the world. We also love that it starts with The Story of Ferdinand; one of us had a beloved doggie named after the gentle Spanish bull.
Writer Nicole Lamy’s response is reprinted below (original is here). We’ve added hyperlinks to the books she mentions.
An essay on pacing and perspective for the long haul
Yesterday, The Cut published an essay by Lisa Miller, entitled The Ambition Collision, about a loss of career ambition that’s hitting the author’s female, thirty-something friends. Some parts of it resonate with us—we’re both in our mid-thirties—so we’re sharing it with you.
We note that this article is about upper middle-class professional women, i.e. not applicable to a lot of women in the same way Lean In wasn’t a primer for many folks. We’ll also note that our professional paths haven’t been so climbing-the-career-ladder oriented as Miller’s friends’, nor so (apparently) smooth. Still, some of Miller’s essay does touch on thoughts we hear from friends and feelings we’ve experienced about the lack of meaning in white collar jobs.
Here’s to all teachers and educators returning to the classroom, wherever that might be for you. And what a first week it’s been. Below are some of our most popular posts that may be helpful as the new school year begins.
Here are some things we’ve been reading amidst the onslaught of daily news. As always, our goal is providing resources that may be useful to teachers and/or students, whether in the classroom or in the larger world.
Common Sense Media has updated a previously-published article, “Explaining the News to Our Kids,” in light of the events in Charlottesville. The article includes tips and strategies for discussing difficult news with children by age-range, which we found particularly helpful.
We are hard at work on the next installment of our series, Small Stones Interviews. But that doesn’t mean that we’re not still treating ourselves to some reading worth sharing. (With iced coffee. Hiding in the coolest part of the house. If you aren’t doing the same, thank your lucky stars for either air conditioning or geography, and send cooling thoughts to the western half of the country.)
Our next interview will feature a violence-preventionist who works in social-emotional learning–SEL, for those in the know. We’re doing our homework, and we recommend this recent piece from NPR Ed, “When Schools Meet Trauma With Understanding, Not Discipline:”
“Generally there just was really not an understanding of how trauma impacts a child,” says Paulette Carter, president and CEO of the Children’s Bureau of New Orleans, a mental health agency for kids and families.
“Teachers and school staff really look at children through the lens of, ‘What’s wrong with that child?’ Versus, ‘What happened to that child?’ ”
“If I’m walking down the hallway and somebody bumps into me, and I don’t have a significant trauma history, I’m gonna say ‘Oh, sorry, excuse me,’ ” she explains. “Whereas a kid who’s been exposed to trauma on an ongoing basis, if somebody bumps into them that might be a threat.” From there, she says, the survival brain kicks in and reasoning and logic shut down.
Crocker has developed ways to help students who are dealing with those experiences. Two full-time social workers hold one-on-one sessions with students who need someone to talk to. Teachers send disruptive students to a room called the wellness center for a meditative time-out that’s not supposed to be punishment.
If students fight, they first work it out through group discussion. Kids who act up or shut down get extra support, not detention or suspension like they used to. The idea is to tend to life troubles at school, instead of sending kids home.
Go check out the whole thing and report back next week for more on SEL.
Kat Banakis is the Theologian-in-Residence at St. Luke’s Episcopal Church in Evanston, Illinois.
The Rev. Kat Banakis is the Theologian-in-Residence at St. Luke’s Episcopal Church in Evanston, Illinois. Her writing, preaching, and teaching explore how to be people of faith in this time and place. She is host and producer of The Holy Holy Podcast, an interfaith program on life’s large questions bringing together secular leaders with Jewish, Muslim, and Christian voices. She is the author of Bubble Girl: An Irreverent Journey of Faith (Chalice, 2013), which puts Christian systematic theology into an accessible, narrative form for personal and group reflection on how our stories are wrapped up in God’s story. Outside of St. Luke’s, Kat works in fundraising consulting for large non-profit organizations. She and her husband live in Chicago. Full disclosure: Kat and the Small Stones editors were college classmates.
Small Stones: We are picking people to talk to who are engaged in education at all sorts of different levels and worlds, and part of why you came up is because of the podcast work you were doing in the second half of last year, and because so much of what that podcast is, at least from my perspective, is very educational. And not in a way that’s didactic or anything like that, but it seems like it was educational for the participants, and it was educational for the people listening. It was a really great interfaith, intergeneration dialogue… and that feels very last-administration.
I’m curious, given that you recently had that role, how do you look at what we have happening now, in the civic world, that’s really invoking a lot of notes of conservative religious positions, too?
Kat Banakis: So Karl Barth is a mid-20th century theologian, and he talked about how when you preach, you always do so with the Bible in one hand and a newspaper in the other. And when I was putting together the first season of the podcast, I was really looking at, and to use a religious term, exegeting, my congregation, seeing that so many of the young families coming in had grown up in multi religious or non-religious households, and really for me to be a good pastor to my congregation, I needed to expand my aperture and purview of interfaith work. This was to be able to gain fluency, to be able to pastor to them, and also because I think that it is important in the public square to have interreligious dialogue.
But you also make a really good point that it was, to a certain extent, a situation of the time, in that there was this burgeoning—there’s always been interfaith work in the US, but particularly since 9/11, thinking about intra-Abrahamic initiatives has been very live. And so it was intentionally the sort of topics that bring people back to religion, broad topics, and then doing interfaith education around life issues, which as you point out, felt appropriate to the time, and creating a space for interfaith education around life topics.
“Whether I’m working with the teens, or with the college students, I’m always trying to ensure they are kind to themselves in the process.”
We are thrilled to present the first in a series of Small Stones Interviews, a conversation with educator LaQuisha Beckum.
LaQuisha (they/them) is a community college Psychology/Child Development instructor, currently at American River College, and a Program Coordinator with the Sacramento Youth Commission. They are also the president of the Board of Directors for the nonprofit Generation Reformation. Full disclosure: LaQuisha and one of our editors, Emily, were colleagues for several years at De Anza College. We caught up with LaQuisha in April to find out what they’ve been up to since the election and how the new administration, and its policies, are impacting their students.
Small Stones: So, you are the first person we’re actually talking to–thanks so much! How did you get into education, if we can start from the very beginning?
LaQuisha Beckum: I began my career as a camp leader back in 1996. I worked my way up to assistant site director, then site director receiving certification to work with 5-9-year-olds and 10-14-year-olds. That work was with the YMCA and lasted 5 years. During this time, I was also working as a TA for a professor at SJSU. I spent one year working at a teen center after leaving the YMCA, then went into research. I didn’t start teaching college until winter 2006 at De Anza College.
SS: So what are things are like right now for you, as an educator? You’re at American River now? Teaching psychology?
LB: Yes, I’m at American River College now. Students are hanging in there. I think they feel similar to the rest of us, without them having the historical notes we have. They are feeling anxious, afraid at times, hopeful (one teen told me that he hopes this will be a phoenix phase…things crumble only to be reborn into something better). I work with youth ages fourteen to nineteen AND teach at the college. Nothing that either group has said is vastly different.
SS: What historical notes do you think are most important? Fourteen-year-olds in particular have only really known one administration…
LB: I think above everything, is understanding systems…that these things aren’t created by individuals, that it’s a group effort! We can talk about the idiocy of Drumpf all day, but it took a messed up system to even make it possible for him to reach this rank of government.
SS: I remember being afraid about what would come next if he weren’t elected, wondering what the system would spit at us the next time.
LB: Exactly…they are familiar with Obama, but they probably didn’t realize he dropped three bombs an hour on the Mid-East in 2016.
I have been quite numb since he [Trump] won.
SS: The optics were way better, but bombs are bombs.
SS: How does it affect how you teach? I’ve been your student before in professional settings, so I know you connect with students well. Is that easier? Harder? More urgent? None of the above?
Courtesy of NPR, an excellent article on the newest visitors to refugee children: the Sesame Street Muppets.
We are fascinated by the research process that Sesame Workshop is up to here.
In partnership with the International Rescue Committee, Sesame producers and early-childhood experts are soliciting guidance and feedback from relief organizations, trauma experts, academics and others who have worked with refugees. They’ll also be making research visits to refugee camps in Jordan.
According to the IRC, of the 65 million people displaced from their homes worldwide, more than half are children.
As American readers, steeped in multiculturalism (not to mention as Bay Area readers, used to a high level of diversity), what stood out the most to us, though, was what children might not be taught.
Cairo Arafat, who oversees production of the Arabic language Sesame Street from Abu Dhabi, urged her colleagues not to make assumptions that refugees will share their values such as inclusivity.
“In many of these populations,” she said, “children are still taught, ‘No. Be wary of the people who don’t talk like you, don’t look like you or come from a different sect.’ ” With the special conditions facing refugees — including security issues — Arafat advised careful thinking about what they would like to teach.
If you’re like we are and you find oral histories fascinating, you’ve probably encountered Studs Terkel’s Working. If not, you have a major treat in store. Terkel went around the country in the early 1970s, interviewing people about what they did all day. The result was an incredible collection, one that gave insight into the lives of a wide range of ordinary people. We can attest that it’s excellent for high school or college classroom use, whether in full or as excerpts.
Radio Diaries, in partnership with Project&, has now done one better and made some of Terkel’s audio tapes (via available for online listening. Check them out if you’ve ever been interested in hearing the voices that Terkel preserved so well.
So as we’ve been mentioning, we are gearing up for the next phase in our blog-life. As we’re doing that behind-the-scenes work, we thought we’d take today to feature some of our favorite Small Stones posts to date, with an emphasis on supporting your students emotionally during turbulent times.
It’s been quite the half-week in news. US strikes in Syria, terrorist attacks in Stockholm and then Cairo, and now a shooting at a school in San Bernadino, California.
Chances are your students may be feeling a bit on edge.
Here are some resources that we’ve found to help process violence with students, whether that violence takes place in schools, in the community, or in the world at large.
Next, student stress: what it is, what it can do, and how we can help students mitigate it in their lives, whether in the classroom or out in the world.
How do we deal with this? There are certainly times when taking direct action is the way to go, as Eva can attest. But what can we do when the burnout creeps in, life throws a few more stressors your way, and your entire family gets sick all at once (see: Emily)?
We’ve collected some resources that may be helpful in those burnout moments–some that can be done with students, and others that might be helpful to take on yourself.
Finally, talking politics and how educators can support students in both strong, analytical discussions while also helping them strengthen their empathy.