For our students, the topic of refugees may be fraught with misunderstanding, emotion, or even unawareness. Between misinformation in the media and its inherently violent/disturbing nature, teachers sometimes hesitate to breach the subject with younger students in particular.
But of course, these are the very reasons to do so; how can we expect students to grow to become empathetic and active global citizens if they are shielded from some of the world’s most pressing issues?
That said, we should take care to curate the resources we share to keep them as age-appropriate and objective as possible. Below are 5 resources to help prompt discussion and awareness about refugees among our young learners.
A story told in the words of a 10 year old refugee.
Share news snapshots
When you come across photojournalism that is age appropriate, seize the opportunity to share it with your students. For instance, this series of portraits of Syrian refugee children also includes their experiences in their words–perfect to open up the conversation and help students relate to these children across the globe.
While this story does not actually center on refugees, it does give insight for young students to comprehend the conditions that drive individuals from their homes.
In addition to highlighting ongoing action groups are taking to help refugees, these groups might also inspire students to consider possible steps they can take to be part of the solution.
Share educational videos that work to dispel myth from fact on the issue
No one video is going to provide all the answers or approach all the nuances of the debates surrounding such a complex issue, but it can be a helpful place to start as students research and discuss these issues themselves.
Also check out: Video of picture book, “The Enemy, A Book about Peace.” Again, this does not center on refugees specifically, but it may serve to help students start thinking about how hate and stereotyping might perpetuate violence and misconceptions.
My introduction came early in my teaching career. A visiting professional development speaker invited us to maintain “small daily doses” when it comes to modeling quality writing, emphasizing consistency over complexity. One of his recommendations was the Morning Message. Working on improving visual imagery? Add an example to your morning message. Having some confusion with certain homonyms? Toss ‘em in. Intrigued by the concept, I portioned off a space on my whiteboard to give it a try.
The results were as he described. I often modeled very specific writing skills in my morning message that we sometimes dissected as a whole class. Other times, I just let students notice them on their own. Soon, they were grasping the idea that writers employ specific tools with great purpose, and that they could identify and use those tools, too. They added techniques to their toolboxes. They openly discussed their strategies. And slowly, they came to see themselves as capable authors, too.
But there were certain other results that were quite unexpected. Wanting to be authentic with my students, I wrote those daily 3-4 sentences about my real-life experiences and feelings–and what much of my life revolved around at that time was my new baby girl, Lizzie. Her first year of life was my first year of teaching, and morning messages became a window for my students into my world with her.
Mostly, I shared moments that made us laugh. Like the time Lizzie tripped and then insisted that the floor pushed her. Or the time she instructed herself to smell a dandelion (and not to eat it) and then did so for 10 minutes. Or the time she combed her hair with a syrupy fork to be like Ariel in The Little Mermaid.
Occasionally, I shared moments of sadness. Like when she woke up from a nap helplessly covered in vomit. Or the morning she told me, “Mommy no bye-bye.”
Whatever I shared, it was real. And my students came to see me as a real person, experiencing the ups and downs of real life.
Morning Message from November 26, 2012
But that wasn’t the end of the surprises that morning messages brought to our class. Eventually, I realized that it would be fun to capture those little memories for my daughter to enjoy someday. Quietly, at the end of the day as the students cleaned up and did classroom jobs, I’d snap a photo of the morning message and email it to an account I’d created for her.
My students started to notice.
And then they started asking to take the photo for me.
And then they started fiercely safeguarding the message from getting prematurely erased before it could be photographed.
I started to hear them swapping “Lizzie stories.” Former students came in and reminisced about them. Even parents expressed how much their students looked forward to those stories.
In hindsight, I’d say that the morning messages became an instrumental way we built rapport, authenticity, and empathy in our classroom–because being real with our students is one of the most precious gifts we can give them. For you, that may be better achieved in other ways, but if you’d like to give morning messages a try, below are some tips to keep in mind.
Tips for Morning Messages
Keep them brief. For younger grades, maybe even just a sentence. For older ones, just a few. Don’t bog yourself or your students down.
Keep them optional… At first, we tried reading the messages aloud together, but it just felt so awkward for all of us that we decided to skip it. Maybe it would be suitable to read it together with younger students, but for my fifth graders, I didn’t want to burden them with another “to-do.” The only time we read it together was when we were evaluating specific writing techniques as part of our unit.
…but make them engaging. Make it something your students will want to read, even if you don’t require it.
Tie in current writing concepts... Though it was always a small dose of modeled writing, sharing my thought-process with my students on how exactly I decided to craft my sentences was always a powerful teaching opportunity.
…but keep them authentic. Don’t sacrifice authenticity for an overly-contrived teaching moment. Share your true experiences and thoughts. If it doesn’t feel natural and helpful to weave the morning message into your writing instruction, don’t force it for that particular message.
Cursive? I always wrote my morning messages in cursive simply for consistent, but small exposure. As I told them, I didn’t want anything to limit their able to read any text, because cursive does still show up now and then.
What about you? Do you do morning messages? Please share your experiences below!
The Daily 5 and 3 for literacy and math: perfect for addressing some questions I’d had on inviting more student choice and ownership. Unfortunately for me, my school adopted it the very year I began my extended parental leave. However, I was thrilled when I was invited to mentor a student teacher that fall, allowing me to still test out the Daily 5/Daily 3 waters for myself. And after a few weeks, the students and I agreed that it was a worthwhile change.
Meanwhile, not everyone at the school welcomed the transition with such enthusiasm. Some worried about not spending enough time on spelling. Others worried about students squandering time. Others were simply entrenched in their existing routines. If you are considering either program, here are some tips to keep in mind to foster a smooth transition.
Allow a LOT of training time
This is no joke. Most students have learned “school” pretty well, but that tends to be more of a teacher-directed perspective. The autonomy of evaluating how they need to spend their learning time is going to be quite novel for most of them. Take each Daily 5 or Daily 3 choice one at a time, emphasizing not only stamina, but metacognition to support their ability to reflect upon their own strengths and needs.
Use status of the class–especially starting out!
One of the recommendations in the current Daily 5 book for monitoring which Daily 5/3 choices students make is roll call or status of the class. It enabled me to track their choices and to offer brief feedback so they could learn to really plan their time well.
Many teachers I spoke with felt it would be too time-consuming to call out each student’s name for their response. However, after a period of training on this process as well (we even timed ourselves to make it a competition), we were able to finish in under 2 minutes. Especially for older students, over time, you may be able to eliminate this step and let students simply move their name or picture on a choice board (such as the example below).
via Sarah’s First Grade Snippets
However you decide to track their choices, avoid the temptation to regularly assign them to stations. This eliminates one of the fundamental purposes of Daily 5/3, which is to foster students’ ability to determine how they need to spend their learning time.
Make the schedule work for you
Don’t be intimidated by the way blocks of time are outlined in the book. Interruptions to the school day are almost always a package deal, but the good news is that Daily 5/3 are designed to be flexible.
If the time you have available for student choices time is a bit shorter than ideal, add one more Daily 5 block (without any whole group time) during the day for them to choose another station to revisit and catch up on. See the example schedules at the bottom.
Don’t skimp on wrap-ups
Despite the flexible nature of Daily 5/3, don’t skip the wrap-up! This moment of reflection is invaluable both for you and students to gauge the progress, problems, and successes.
Stagger the mini-lesson one day and assignment the next
If you don’t have enough student choice times for all students to get to a station that includes an assignment based on the mini lesson, simply give the assignment the day after the corresponding mini lesson.
Make an assignments board
Simplify where students should look for Daily 5/3 assignments (and possibly a reminder on essential agreements) by designating a bulletin board or a corner of your whiteboard. See below for a great example.
via The Daily Cupcake…A Kindergarten Blog
Don’t drown their choices with teacher-centered worksheets
It may be especially tempting in Math Daily 3 to make each of the stations different kinds of worksheets from the lesson manual. However, keep in mind that one goal for Math Daily 3 is to foster more hands-on learning experiences. Both “Math by Myself” and “Math with Someone” are intended for games and exploring math manipulatives (see next tip). “Math Writing” is appropriate for students to show their understanding on paper.
Create a running bank of games/activities for math
As students learn each new game or math manipulative activity, write down the title on a sentence strip. Then, for Math by Myself & with Someone, you can just pull out familiar games for new concepts (or for review, especially at the beginning of a unit). Examples:
This teacher has prepared gallon ziplock baggies of games ahead of time for partners to play together. Her examples are geared toward grades 2-4, but the concept is great because it reinforces having a bank of games the kids are familiar with. This would be a great parent volunteer activity!
Play with which Daily 5 and Daily 3 stations you use
Feel free to adapt which stations you use. For older students, you may want to eliminate “Listen to Reading,” and if your students blog, maybe they would like to add a “Math Blogging” station for them to create Educreations to display their math understanding online.
Get strategic with noisy “With Someone” stations
If the noise level is reaching a distraction for students in independent stations, seek out solutions as a class. For instance, they might find limiting the number of partners that can work during a block to be helpful.
EXAMPLES OF SCHEDULES/CHOICES FOR 2 DIFFERENT CLASSES:
In a fit of sentimentality, I recently looked up my old grade school: Laguna Road Elementary. After soaking up memories of scraped-knees on the blacktop, Oregon Trail in the library, and art projects in the patios, my thoughts turned to the crowning glory of those years: the sixth grade play.
Me on the left!
Moments from our class’ rendition of Into the Woods are forever etched in my memory–my absurd shoe-fitting as wicked stepsister Florinda, the princes’ hilarious performance of “Agony,” our paper mache Milky White cow. My thoughts also turned to my older sisters’ productions of Midsummer Night’s Dream, Oliver!, and another Into the Woods.
My reminiscences were suddenly interrupted, however, by a startling parent review on GreatSchools.org.
“They spend too time on the 6th grade play and little time reviewing for the CST (California State Testing).”
Another parent wrote:
“Best part of all….when they get [to their new school], our kids will not be wasting their 6th grade at this new school putting on a play.”
I was shocked. Perhaps these reviewers’ children were simply disappointed at the roles they received for their plays (I know I surewas at first). Maybe they just felt uncomfortable with public speaking. Or maybe they do in fact value standardized testing over performance arts.
If the latter is true for these and other parents, my question is, are the arts really a waste? And what happens to schools when we strip them away?
At the recent passing of legendary David Bowie, Stephanie wrote a brief but thought-provoking reflection on why everyone was taking the time to exchange favorite songs and memories. Her bottom line? “Because music matters.”
The case for the arts in school is also well-backed by research. One study at the University of California Los Angeles found:
“…”arts-engaged” students from low-income families demonstrated greater college-ongoing rates and better grades in college. As an example, low-income students from arts-rich high schools were more than twice as likely to earn a B.A. as low-income students from arts-poor high schools. Moreover, the UCLA researchers found the students engaged in the arts were more likely to be employed in jobs with potential career growth and more involved in volunteerism and the political life of their communities.”
The list goes on; other studies spanning the last couple of decades detail the many irreplaceable benefits of the arts for kids, ranging from greater proficiency in academic subjects to increased capacity for community connection to higher graduation rates.
As for me, the answer to what would be left without the arts is–very little. I honestly remember almost nothing else from sixth grade–least of all the testing. But I will forever and vividly recall that play. Furthermore, I don’t find it a coincidence that sixth grade was a major turning point in my confidence and interest as a learner.
What has been the longterm effect of the arts in your life? And would you have traded it for more time testing?
The day my school decided to move science fair to sixth grade instead of fifth, we all cheered–students, teachers, and parents alike. Years later, I’m reflecting on the root of our mutual animosity toward the project. And it seems to come down to three problems–and solutions!
Lack of Teacher Modeling
We ask students to dig deep. To ask questions that don’t have an answer yet. In short, to go beyond comparing popcorn brands. But how often do we model how we develop our own original questions? Share our honest, raw wonderings? Demonstrate our process of Googling to refine an idea?
A7: Research trends in science to create your own q’s that have not been answered. Can you google the answer? If so, dig deeper #mogtchat
Creativity and innovation are skills, and science fair projects are an advanced exercise of these skills. If we expect our students to suddenly showcase skills we’ve never helped them cultivate (or worse, that we’ve never cultivated ourselves), we are setting them up for failure–or just another diaper absorbency project.
SOLUTION → Teach questioning: If you want students to ask “measureable questions,” teach them how to do so long before introducing science fair. Strategies like frequent use of Visible Thinking protocols trains students how to develop and refine their questions. (see also Tubric).
Lack of Existing Student-Driven Project-Based Learning
The science fair should not be an isolated experience of students taking ownership over and driving their own learning process. If it is, it’s unlikely that many will rise to the freedom in ways that will fuel their passion and motivation.
SOLUTION → Project-Based Learning: Make it your next weekend project to create one new PBL opportunity. Guides like this one found on Edutopia can help you get started.
SOLUTION → Student Voice & Choice: Mindfully consider your students’ choice and voice in their day-to-day learning. When we gradually let go of control and allow our students to steer the learning, they will grow in confidence and self-understanding.
Lack of Engaged and Authentic Audience
Even if students do manage to find a passion-driven project, how often does their work ever go beyond a cardboard trifold display in the gymnasium (unless they happen to move on to regionals)? Too often, we only allow our students small sips from locally limited audiences–when we could lead them to the very fountain of global conversation with our fingertips. It’s time to throw open the floodgates and watch what happens when our students swap ideas with peers, scientists, and experts across the world.
SOLUTION → Student Blogging: Encourage your students to blog not only the final presentation, but their entire process along the way. Then, teach them how to ask for feedback to fine-tune their ideas.
SOLUTION → The Wonderment: This is an especially wonderful platform for younger students to collaborate safely online. They can upload photos, videos, and text, asking questions and getting inspiration from kids around the world (see other excellent blogging alternatives here).
Let’s break the mold of hating science fair this year. What are some of your strategies to do so?
The “Yellow Star” by Carmen Agra Deedy beautifully illustrates the legend of King Christian X standing with his Jewish people by wearing a yellow star during Nazi occupation.
And while the Danish Jews were never actually forced to wear the star, confirmation of the king’s support for his Jewish people have surfaced, including “substantial evidence that the King actually suggested the idea of everyone wearing the yellow star should the Danish Jews be forced to wear it.” (source)
Legend or not, this 20th century story highlights timeless lessons of humanity that we find especially applicable to the 21st century subject of cyberbullying.
Teach Solidarity
“Early in the year 1940…there were only Danes. Tall Danes, stout Danes, cranky Danes, even Great Danes.”
We must actively teach our students that what we have in common outweighs our differences. Cyberbullying offers a shroud of anonymity that can tempt some people to forget that a living, feeling human being is on the other side of that unkind post or dehumanizing poll. We can bring that shroud out of obscurity by directly talking about it. About digital citizenship. About the human experience. And about whether it’s really worth making someone else feel like they don’t belong.
Teach Courage
“If you wished to hide a star,” wondered the king to himself, “where would you place it?” His eyes searched the heavens. “Of course!” he thought. The answer was so simple. “You would hide it among its sisters.”
I recently came across a disturbing article about a poll for the ugliest girl at a high school. And though the young woman who was targeted responded courageously, I was left wondering how each kid involved in that poll could have acted with more courage, too. How can we teach them to take initiative and take a stand, even if it isn’t very popular? I believe it starts with us. We need to model the courage to stand up and say no, even in a society that often turns “cruelty into entertainment and sport.”
Teach Empathy
“What if the good and strong people of the world stood shoulder to shoulder, crowding the streets and filling the squares, saying,’ You cannot do this injustice to our sisters and brothers, or you must do it to us as well.’ What if?”
Empathy requires us to truly reach other people. It rejects in-group/out-group. It embraces vulnerability and imperfections. It places genuine value on every human being. Cyberbullying creates in-group/out-groups. It exploits people’s vulnerabilities and imperfections. And it tears apart the self-worth of everyone it can. We need teachers who will dare to voice exactly what cyberbullying is all about, “Go[ing] beyond praising the right behaviors — proactively counteract[ing] the forces that stand in their way. This is where standing up, not just standing by, comes in.” (“Empathy: The Most Important Back-to-School Supply”).
King Christian X’s Jewish people may never have been forced to wear the yellow star, but his solidarity, courage, and empathy are likely what prevented that unjust mandate to begin with. What could these three qualities do for your students, your school, and your community?
First, I want to thank you. I’ve loved your many ideas for organizing my pantry, throwing my five year-old’s princess party, and introducing the blue-Dawn-and-vinegar trick to my shower. Not to mention the hilarious memes and marshmallow treats.
Your resourcefulness has carried over into my classroom through the years, too:
Like the sponge of glue,
the hand sanitizer bathroom passes,
the visually-appealing display of learning objectives,
oh, and that fantastic example of comma use that had my whole class giggling.
And of course, you know you’re my go-to for holiday art crafts and kid-made decorations.
But I have to tell you, I’m worried. I’m worried about those ultra popular pins that circulate because they have all the glitz and appearance of learning, but that really promote something…else.
Like micromanagement,
compliance,
or perfectionism–
–all with an adorable flair.
Of course, you and I both know that truly inspiring, learning-based pins are out there. Why, I recently came across a whole slew of fabulous self-assessments to help students become more metacognitively aware. But as I searched out those pins, I waded through what felt like an endless supply of teacher-centered fluff.
I must say, I’m not blaming you. After all, I’m the one who sometimes gets mesmerized by all things color-coded and lovely. But “it’s not you, it’s me” aside, now that I’ve identified the problem, I can move forward. I can reflect. I can ask why. I can rethink even some of the most commonly accepted practices. And I can guide my future curative efforts with questions based on what matters most, including:
Will this help me better understand and reach my students?
Will this enhance student ownership over learning?
Will this encourage the 4 C’s (critical thinking, communication, collaboration, or creativity)?
Will this help me personalize student learning?
Will this help me pursue greater challenges as a professional?
Will this help my students better understand their own thinking and learning processes? (metacognition)
Will this help all my students to better access resources in and out of the classroom?
Will this help my students investigate concepts?
Is this centered more on empowering student-directed learning, or on getting students to sit still and listen?
Is this trying to solve a problem that I could actually just open up to my students for discussion instead?
Will this help my students grow as leaders?
Will this help my students build an authentic audience and/or community?
Will this help me reinforce my core values as a professional?
So thanks for everything, and I look forward to richer pins to come on my education board!
