Embedded Files
“I am reminded about how much power I have in deciding whose idea has the most value and which ideas I’m willing to let unfold.”
(Really Seeing Children by Deb Curtis p. 34)
Reflect:
Reflect:
How might I continuously reflect on my power and privilege?
How might I continuously reflect on my power and privilege?
What power do I hold in the classroom? School community?
What power do I hold in the classroom? School community?
How do I exercise my power through language?
How do I exercise my power through language?
How might I explore the difference between holding power and having control?
How might I explore the difference between holding power and having control?
How am I sharing power in spaces to ensure everyone feels empowered?
How am I sharing power in spaces to ensure everyone feels empowered?
Learn:
Learn:
Something to Read:
Something to Read:
How often do we request complaince?
How often do we request complaince?
- How might we view all students as competent and capable?
- How might we work towards building learning environments where we trust all students to do the right thing?
- How might we create a culture of trust?
- How might we consistently shift our mindsets from a focus of compliance to self regulation?
Something to Watch:
Something to Watch:
Something to Engage With:
Something to Engage With:
The Relational Window
The Relational Window
FOR: Lower expectations for students, The thought that a student can’t manage work due to circumstances, The educator having a lack of faith that the student can do it and does the work for them. Seeing students as objects of need, Conditional acceptance, Power over
FOR: Lower expectations for students, The thought that a student can’t manage work due to circumstances, The educator having a lack of faith that the student can do it and does the work for them. Seeing students as objects of need, Conditional acceptance, Power over
NOT: Doesn't really care, Passive violence, Disregard for students, “Oh you’re at that school”, Teacher even indicates that they don't care about students, “Not” category shows a disregard for students, Seeing students as objects to be ignored. Neglect and rejection, Power over
NOT: Doesn't really care, Passive violence, Disregard for students, “Oh you’re at that school”, Teacher even indicates that they don't care about students, “Not” category shows a disregard for students, Seeing students as objects to be ignored. Neglect and rejection, Power over
TO: Seeing students as objects to be managed, The power stance “Im in charge” , Induces and activates trauma, Conditional acceptance, Power over
TO: Seeing students as objects to be managed, The power stance “Im in charge” , Induces and activates trauma, Conditional acceptance, Power over
WITH: Seeing students as subjects to be honored, Educator works WITH the student for success, Power with, High expectations of students, Honoring where students are at, Supporting their needs
WITH: Seeing students as subjects to be honored, Educator works WITH the student for success, Power with, High expectations of students, Honoring where students are at, Supporting their needs
Act:
Act:
Reflect on Current Practices
Reflect on Current Practices
What are we teaching students about love and relationships when we teach to ignore and isolate others?
What are we teaching students about love and relationships when we teach to ignore and isolate others?
Ask Questions and Get Curious
Ask Questions and Get Curious
Listening and Caring
Listening and Caring
Three Stances of Deep Listening:
Three Stances of Deep Listening:
Recognize Stress Behaviour
Recognize Stress Behaviour
Get to Student Agency
Get to Student Agency
"Street Data" by Jamila Dugan and Shane Safir - https://twitter.com/shanesafir/status/1384622236674400266
Getting to Student Agency:
Getting to Student Agency:
- co-planning program
- inquiry based learning
- varied assessments based on student strengths and choice
- strong learning goals and co-constructed success criteria
- consistent incorporation of assessment as learning
Be a Warm Demander
Be a Warm Demander
"Culturally Responsive Teaching and the Brain by Zaretta Hamond, Page 99.
What does it mean to be a Warm Demander?
What does it mean to be a Warm Demander?
Recognize Power Struggles
Recognize Power Struggles
Strategy: De-escalation Techniques
Strategy: De-escalation Techniques
Approach a student or adult who is dysregulated like you would approach a crying baby:
Approach a student or adult who is dysregulated like you would approach a crying baby:
Space: Students in 'flight' mode just want to escape to a safe space. That might look like under a desk, behind a curtain, in the corner or other micro-environment. Like a baby who is swaddled, sometimes small spaces or pressure to the body (i.e., a hug, sitting in a bean bag chair, using a weighted blanket) helps calm the nervous system
Space: Students in 'flight' mode just want to escape to a safe space. That might look like under a desk, behind a curtain, in the corner or other micro-environment. Like a baby who is swaddled, sometimes small spaces or pressure to the body (i.e., a hug, sitting in a bean bag chair, using a weighted blanket) helps calm the nervous system
Sway: Any form of rhythmic body movement such as rocking, swaying, walking, running, wall push ups, etc. will calm the limbic brain for some students
Sway: Any form of rhythmic body movement such as rocking, swaying, walking, running, wall push ups, etc. will calm the limbic brain for some students
"Shhhhh": Use soothing sounds or words for a student to focus on, such as "its okay" or "I'm here with you" or even just saying their name or be silent. A student isn't able to process requests or questions when their brain is in this state
"Shhhhh": Use soothing sounds or words for a student to focus on, such as "its okay" or "I'm here with you" or even just saying their name or be silent. A student isn't able to process requests or questions when their brain is in this state
5 Unhelpful Responses
5 Unhelpful Responses
- Talking too much
- Not giving time to think
- Responding to opposition
- Using a loud voice
- Bringing up punishment or consequence
Additional Resources
Additional Resources
https://journalhosting.ucalgary.ca/index.php/pplt/article/download/42628/30861/ - How power impacts relationships in schools
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