Human Restoration Project

Join Monte Syrie - a proponent of student relationships who operates a daily educational reflective blog at LetsChangeEducation.com. Monte serves as an adjunct professor of education at Eastern Washington University, and as a high school English teacher and department chair at Cheney High School in Cheney, Washington.In this interactive discussion, we will discuss connecting and relating with students to improve well-being, both from a resource and systemic perspective.Participants will be posed with these questions, but the conversation will take us on a journey of its own:What are some practices or systems that get in the way of connecting, or are disconnecting, students and educators?How can we foster a class/school culture where students listen, learn, and support one another?How can we systemically change our class/school to support learners and their social/emotional well-being?

We often think of democratic education as student government - where students are sadly often pigeon-held into a glorified party planning committee with very little power. But what if things could be different? First, we could establish democratic norms in our classroom, where students are on equal footing with us to discussion curriculum and classroom changes - where the topics we discuss in class and the assignments that are given are a contract between the two of us, and our job is educators is to support, rather than tell what to do.Then, what if we build student governments that operated in the school as an actual government? As in, they have a place at the school board. If they don't get what they want, they protest. And they demand things that every human being as the right to....often to the dismay of legacy administrators. Phones? It's their property, let them be used. Dress code? It's part of the first amendment. Emotional well-being? Who cares about grades when people are stressed and anxious?This issues matter deeply to students, and they should matter to us as well. The people in our classrooms are well - people, they're human beings. And they deserve the same respect that any individual has. Sometimes ,yes, they're students and they may push boundaries or get on our nerves, but they still demand the rights they're beholden to - especially when these rights are needed to navigate our ever-changing world.Further, the state of democracy in the modern world is dismal, to say the least. No matter the political party, people are unhappy with their representatives. Money corrupts the system and people aren't having their most basic needs met in some of the richest countries on Earth. Despite social studies being taught to every student, voting in the United States is still relatively uncommon and people rarely demand change. Yes, we're seeing an influx of young people taking a stand - but imagine if all our young people were given the opportunity to express themselves and recognize their voice was heard? The world would be radically different - and for the better.GUESTS IN ORDER OF APPEARANCECarla Marschall, who has worked in various IB programs across Switzerland, Germany, and Hong Kong, and is currently the Head of Curriculum Development and Research at United World College South East Asia in Singapore. Co-author of Concept-Based Inquiry in Action, Carla is an expert at preparing students for a flourishing democracy.Merrit Jones, who is the executive director of the student-led organization, Student Voice, which in my opinion is the most interesting and exciting organization currently in development. Not only is it run by students, it provides a beautiful website full of exciting resources, amazing student-written articles, and materials for supporting student-led chapters that honestly disrupt the flow of traditional schooling.RESOURCES Connect the Dots International (Carla Marschall) StuVoice.orgFURTHER LISTENING Podcasts from Student Voice

This is an audio version of our Summit on October 27th,, 2019.Starr Sackstein, NBCT is author of many titles including Hacking Assessment, Peer Feedback in the Classroom: Empowering Students to Be the Experts, and From Teacher to Leader: Finding Your Way as a First-Time Leader without Losing Your Mind, as well as an English nationally board certified teacher.In this interactive discussion, we will discuss how these principles not only are paramount for our students' success, but our own longevity and joy as educators.How does gradeless learning change the teacher’s role in the classroom?How can we use self-assessment to not only change our classrooms for student well-being, but for teachers?How do student agency and voice and choice lend themselves to teacher empowerment and work/life balance?What other ways can we foster teacher well-being while simultaneously promoting the well-being of students?Look out for future Summits via Human Restoration Project’s website and social media. Our goal is to host free, quality PD at least once a month!

In this podcast, we're focused on student voice: how to engage students, what it means to share power with students, and the possibilities that can occur when we truly let students speak.It's obvious that this true, just a quick glance at the news and Greta Thunberg demonstrates how powerful young people can be if given the opportunities to be successful. Our job as educators to not hamper that motivation to learn and change the world, and help open up new experiences for students to be interested and engage in.And it's just just Thunberg or Malala or any young person doing amazing things - it's small scale success and purpose as well. The more people we unite with their purpose, the better society we will build. Sometimes those purposes aren't global reaching, but building a happy, motivated world is a giant, yet legitimate goal we can reach. What else really matters in the end?However, we all know that school is not a place where many students are engaged in this kind of work. Sure, there are pockets of teachers doing amazing things - and they're often doing these things in spite of the systems and structures they find themselves in. We need to engage students in conversation and take their ideas legitimately, leaving out judgment aside, to truly find ways to transform our classrooms and schools.GUESTS IN ORDER OF APPEARANCEAyush Chopra, a 17-year-old student out to change the world with his organization, SDGs for Children. Ayush has written Shaping a Fairer World with SDGs and Human Rights and hosts the podcast, Shaping a Fairer World.Cody Lees, a recent high school graduate who was actively involved in leadership activities in school, who highlights his 3rd grade experience in “Action Club.”Meghan Kestner, a special education educator and Upward Bound advisor whose students share their stories, and who reflects on the need for more human-focused approaches to the classroom.RESOURCES SDGs for Children Chad Hyatt’s Twitter (Cody Lee’s teacher!) Meghan Kestner’s BlogFURTHER LISTENING Shaping a Fairer World with Ayush Chopra S3: E9: We Got This: Equity and Access in Schools with Cornelius Minor

This is an audio version of our Summit on September 22nd, 2019.Sunil Singh is author of Pi of Life and co-author of Math Recess: Playful Learning in an Age of Disruption, whose expert focus is on revolutionizing the math curriculum through philosophical conversation, decolonizing the content, and redefining the narrative.In this interactive discussion, we discussed revolutionary thinking of mathematics education and how to instill a humanized mathematics curriculum into our schools. What does it mean to have a “humanized mathematics curriculum”? How does this differ from the predominant way mathematics is taught? How can we redefine what “success” looks like in mathematics, as well as lessen math anxiety and promote wellness in the classroom? How can we make substantial changes to the process and curriculum to make mathematics more engaging? (e.g. social justice, real life scenarios, PBL, decolonization) Why is it imperative that we implement these changes? What specific notes will you take away from this conversation? What questions and concerns do you still have?

Today, we're deep diving into ungrading. In episode 5, we looked at the gradeless movement and the pedagogy that surrounds it, and now we're looking at how it's incorporated, and the non-academic benefits of implementing it. To be clear, when I say "ungrading" - I'm referring to the movement away from grades. This doesn't necessarily mean that the class does not issue at grade at all. Typically, this means that grades are as limited as possible, as in one final grade at the end of a year, with opportunities to redo assignments or reach that goal in multiple ways.Almost every classroom one visits today will have a chart on the syllabus which breaks down grades. Homework: 30% Tests: 40% Classwork: 20% Participation: 10% With opportunities for extra credit.First, I don't blame educators for setting things up this way - it's the way it's almost always done. It's the dominant way of thinking about grading. But there are a litany of issues with categorical grades. Does a student who never completes homework really not understand the content, or are they just disobeying instructions to do work at home? If a student never passes a test, but does great in their classwork, are we grading their content knowledge or their anxiety levels?GUESTS IN ORDER OF APPEARANCEAbigail French, a veteran public school teacher focusing on sixth grade, whose beginning her journey into ungrading after unrest with the traditional system.Dr. Susan Blum, an anthropology professor at the University of Notre Dame, author of I Love Learning; I Hate School": An Anthropology of College, who utilizes ungrading in the classroom and is soon publishing a work on gradeless learning.Dr. Laura Gibbs, a professor at the University of Oklahoma, who teaches mythology and folklore and epics of ancient India . Laura has been teaching these classes online since 2002 which have always been ungraded.RESOURCES Alfie Kohn, “Punished by Rewards” (Discussion) Monte Syrie, Project 180 Teachers Going Gradeless Dr. Susan Blum’s website Cathy Davidson Chapter on Ungrading - Laura Gibbs (from Dr. Susan Blum’s upcoming work) Dr. Laura Gibbs’ website Dr. Laura Gibbs’ Course Page Dr. Laura Gibbs’ Feedback/Mindset resources for students Dr. Laura Gibbs’ students’ workFURTHER LISTENING S3: E5 - Redefining Assessment by Implementing Gradeless Learning feat. Jeffery Frieden, Aaron Blackwelder, & Nick Covington S2 Highlight: Adopting Progressive Ed. w/ Alfie Kohn

Dr. Jessamyn Neuhaus is author of Geeky Pedagogy: A Guide for Intellectuals, Introverts, and Nerds Who Want to Be Effective Teachers, which releases on September 1st, 2019. Jessamyn is a full-time professor at SUNY Plattsburgh, teaching US history, pop culture history, history methodology, as well as “Superheroes in US Culture” and “The Apocalypse in USU Pop Culture.”It’s only fitting that I recorded this episode with a D.C. Comics shirt, just after watching an episode of The Boys. Jessamyn and I speak about what introverted teachers bring to the classroom, how we can engage introverted students, the problems with the loud and “inspiring superteacher narrative”, and how embracing nerdom/being authentic is paramount to success.As an introvert, I struggled in professional development, specifically motivational speakers, who made me believe that the best teachers had “Robin Williams” moments (which we discuss on this podcast!) Certainly, this isn’t to berate those who are loud, inspiring, and engaging - but us “nerdy folks” would not do well in a profession that requires that skill-set. I worry that many educators who choose this path and read certain teaching strategy books will come to believe that teaching isn’t for them - solely because of the false narrative of what “good teaching” can look like. Jessamyn and I dive into this and what we can do to change the narrative.RESOURCES Geeky Pedagogy Website Preorder/Order the Book (West Virginia University Press) Teaching Struggling Students by Laura HarrisonFURTHER LISTENING Tea for Teaching 82: Geeky Pedagogy

In this episode, we discuss Start It Up: The Complete Teen Business Guide to Turning Your Passions into Pay and How We Fight White Supremacy with author Kenrya Rankin. A graduate of Howard University and New York University, Kenrya is an award winning author and speaker whose work has been featured in Fast Company, Ebony, and Glamour. She’s the editorial director for Colorlines. Further, she’s host of the new podcast,The Turn On (NSFW.)I contacted Kenrya initially while researching entrepreneurship education books for an upcoming class project, and I was impressed by Start It Up and the message it sends. It’s not just a “business plan book” - it features students from all backgrounds starting business in their teenage years. It’s an easy read and perfect for one’s classroom. However, I was more excited when I learned Kenrya has an extensive repertoire of anti-racist advocacy works, and this connections between the two are fascinating. Listen in and enjoy!RESOURCES Kenrya Rankin’s website Parent Teacher Home Visits How We Fight White Supremacy by Kenrya Rankin and Akiba Soloman Start It Up: The Complete Teen Business Guide to Turning Your Passions into Pay by Kenrya RankinFURTHER LISTENING The Short Stacks 15: Akiba Soloman & Kenrya Rankin//How We Fight White Supremacy

In this episode, we discuss We Got This: Equity, Access, and the Quest to Be Who Our Students Need Us to Be with author Cornelius Minor. Cornelius, a former middle school Language Arts educator from Brooklyn, is a leader in equitable literacy reform across the world. We Got This is an incredible work that blends critical pedagogy, equitable community practice, and connections between relationships and research in an easy-to-read and implement fashion.RESOURCES HRP’s Review of We Got This We Got This Publisher Page Cornelius Minor’s Website: Kass and CornFURTHER LISTENING Heinemann’s Author Series featuring Cornelius Minor and Kwame Alexander

Today's podcast is all about designing spaces for learning. Often, we think of a teacher's role as creator - someone who is making the learning happen within their room. But we can look at this in a more nuanced way. To completely steal Ryan Hopkins-Wilcox's explanation from in this podcast, when we plan an experience, we're already aware of what outcomes will be achieved. We're planning for what's going to happen next and already have each step in mind. In contrast, to design an experience - or space - we're opening possibilities for students to learn in multiple fashions. We have a general idea of where we want to be, but we're side-by-side in that learning experience.GUESTS IN ORDER OF APPEARANCEDr. Pam Moran, superintendent of the widely acclaimed Albemarle County Public Schools and co-author of Timeless Learning. Pam is an avid proponent of progressive education and designing schools that ignite learning.Tim Fawkes, a high school music educator set on redesigning the classroom as an equitable, democratic space through embracing student voice, choice, and experiential learning.Ryan Hopkins-Wilcox, an international educator and current assistant principal at the International School of Uganda, where she focuses on igniting learning through well-designed opportunities for staff and students.Tosha Woods and Natalia Parker, founders of the Discovery Lab, a self-described “micro school.” Tosha and Natalia started this school as concerned parents and community members to provide an outlet of progressive learning to students.RESOURCES Timeless Learning: How Imagination, Observation, and Zero-Based Thinking Change Schools by Pam Moran, Ira Socol, and Chad Ratliff HRP Review of Timeless Learning Pam Moran’s recent TEDx Talk The Application of Critical Pedagogy to Music Teaching and Learning by Dr. Frank Abrahams Discovery Lab HRP’s 1 Page PD: CurationFURTHER LISTENING S2 Highlight: Restoring Humanity to....Education (Critical Pedagogy) S2 Highlight: Timeless Learning w/ Ira Socol