The Student Experience: Confidence and Connection
The salient theme of our discourse revolves around the notion that there are no zeros in a transformational classroom. Throughout this episode, we delve into the critical importance of fostering an environment where each student feels confident, optimistic, and well-supported, thereby emboldening them to realize their potential. We explore the disparity between educators' intentions and the actual experiences of students, emphasizing the necessity of relational over transactional interactions in educational settings. Our panel engages in profound discussions that highlight the imperative of creating safe spaces for courageous conversations, ultimately bridging the gap between intention and impact. Join us as we illuminate the essential elements that contribute to a nurturing educational experience, where every student's well-being and success are paramount.
The discourse articulated in this episode of the Wheelhouse is a compelling exploration of student empowerment through the lens of educator responsibility. The panelists, led by Dr. Grant Chandler, engage in a profound examination of how educators can effectively dismantle the barriers that inhibit student success, particularly for those who have historically faced systemic challenges within educational systems. They delve into the philosophical underpinnings of 'no zeros' in the classroom, positing that every student's journey is unique and deserving of respect and support. The conversation illustrates the necessity of creating a relational dynamic where educators and students can authentically connect, thereby transforming the educational experience from one marked by transactional exchanges to one characterized by a deep commitment to student welfare. The panelists emphasize the vital role of social capital in education and underscore the importance of fostering an environment where students are emboldened to embrace their identities and aspirations. This episode ultimately serves as a clarion call for educators to critically evaluate their practices and intentions, ensuring that they cultivate hope and resilience in every student they serve.
Takeaways:
- The concept of a transformational classroom emphasizes that every student deserves to be supported and empowered in their educational journey.
- We must recognize that the experiences of students often differ significantly from the intentions of educators, necessitating a shift towards more relational practices.
- The importance of representation in educational settings cannot be overstated, as students need to see individuals like themselves succeed and thrive.
- Educators must foster a sense of hope and optimism within their students, ensuring they feel capable and valued, thus promoting a positive learning environment.
- Effective teaching requires educators to reflect on their practices and remain responsive to the needs of their students in real-time.
- The idea of 'no zeros' in a transformational classroom signifies that every effort made by students should be acknowledged and valued, rather than penalized.
Transcript
I'm Dr.
Speaker A:Grant Chandler and this is another episode of the Wheelhouse.
Speaker A:What do we mean when we say there are no zeros in a transformational classroom?
Speaker A:Find out.
Speaker A:A new episode begins right now.
Speaker A:Thank you so much for taking time out of your busy day to give us a listen.
Speaker A:Season nine features a panel of four like minded friends and colleagues.
Speaker A:Kathy Mone, Michael Pipa, Dr.
Speaker A:Alicia Munro, and yours truly.
Speaker A:We've opened up the conversation this season to think about empowering educators to cultivate hope.
Speaker A:In this third episode, we build upon our first two conversations, highlighting and lifting what students need to experience for each of them to feel confident, optimistic, capable, well supported and emboldened to be and to become who they're meant to be.
Speaker A:At the end of the day, what we do for some children is even bigger than cultivating hope or killing dreams.
Speaker A:It's a matter of life and death.
Speaker A:This was such a great conversation and there were so many intriguing ideas that we brought to the space.
Speaker A:Listen to the entire episode to hear the details among those that I think you'll find intriguing.
Speaker A:When we show up, they show up.
Speaker A:More is caught than taught.
Speaker A:Being a walking billboard of excellence.
Speaker A:Social capital.
Speaker A:At the end of this episode, I'm going to invite you to join our community to check out our newsletter.
Speaker A:Together, let's cultivate hope for each and every student.
Speaker A:Now, episode three.
Speaker A:You're not gonna wanna miss this.
Speaker A:Take a listen.
Speaker A:Welcome back to the Wheelhouse.
Speaker A:This is episode three.
Speaker A:I'm Dr.
Speaker A:Grant Chandler and I'm here with the coolest people on the planet.
Speaker A:Cathy Mone, Michael Pipa, and Alicia Monroe.
Speaker A:Good morning, everyone.
Speaker B:Good morning.
Speaker C:Good morning.
Speaker A:I would say welcome.
Speaker A:Welcome to the Wheelhouse, but it's your wheelhouse too, so welcome back.
Speaker A:It's good to be all together.
Speaker D:Yes, yes.
Speaker B:Good to be here.
Speaker C:Yes.
Speaker B:We made it one more day, right?
Speaker A:Sometimes it feels like that, right?
Speaker A:Sometimes it's like that's the goal.
Speaker A:Absolutely.
Speaker A:So, you know, we are getting ready to have a slate of guests in for the remainder of season three.
Speaker A:And there's some really exciting conversations that are in the works.
Speaker A:But I thought we would take one more opportunity to talk as a team.
Speaker A:And in the first episode, we talked about the guiding principles and the vision for the wheelhouse as we kind of recreate the wheelhouse, we should probably call it Wheelhouse 2.0.
Speaker A:As we expand what it is that we're talking about beyond just the work of students matter.
Speaker A:And so we had a lively conversation around the vision and guiding principles.
Speaker A:And if you haven't listened to episode one.
Speaker A:I encourage you to go back and grab that.
Speaker A:And then last week, everybody came in a little bit hot and bothered and we talked a lot about what it means for an what we're trying to do and what it means if you, as an educator who are like minded, like us, feel empowered.
Speaker A:What does it mean to feel empowered?
Speaker A:And how are we sustaining that feeling of empowerment for other people?
Speaker A:And that was episode two.
Speaker A:And so today in episode three, I just want to again, before a lot of guests come in that I'm super excited about, I just want to flip the conversation slightly.
Speaker A:We were talking a lot about educators last week and what educators do.
Speaker A:And the guiding principles are all about what educators do for students.
Speaker A:But let's be really explicit in our conversation today about what does it look like from the student perspective when we say that this empowerment of educators to transform the educational landscape away from hurting and away from that transactional nature that we're trying to create an environment, an experience, an educational experience where students, each student, I should say, where each student feels confident, optimistic, capable, well supported.
Speaker A:And then that word that Kathy highlighted in our last episode, emboldened right to be and to become who they're meant to be.
Speaker A:And I really want us to focus on that particular idea.
Speaker A:What does that look like from a student perspective?
Speaker B:I'm really excited about this conversation because I think a lot of times we do focus on the adult perspective.
Speaker B:And so to put ourselves in the shoes of our students and really think through the practical pieces that can allow students to feel all of those things that you just highlighted, Grant, and really understanding that oftentimes as educators, we're thinking through what we're doing and don't pause, don't afford ourselves the opportunity to pause and think, well, what are the students receiving?
Speaker B:Are they receiving what it is that we think we're allowing for, that we're creating within these spaces?
Speaker A:Yeah, there's a very big difference.
Speaker A:We talk about it in powerful student care, but it's in a lot of work.
Speaker A:There's a difference between what we intend and what a child experiences.
Speaker A:And we've got to move away from our intentions.
Speaker A:Our intentions are good.
Speaker A:Right?
Speaker A:That's all good.
Speaker A:But what's more powerful and more important is what a child experiences.
Speaker B:And they're often very different.
Speaker D:I always find that to be the moment of necessary bravery as an educator.
Speaker D:Whether you're talking about the experience students are having in terms of their well being or the experience they're having in terms of their academic growth, there's the Lesson plan, for instance, instructionally, where your intentions are all mapped out.
Speaker D:And lots of times it's so much safer to say privately in your head as a teacher.
Speaker D:I designed it, I executed that plan, I taught it, they learned it.
Speaker D:And we do the same thing often in terms of the spaces over which we're given official authority, like a classroom.
Speaker D:And so because we hang posters, because we put stickers indicating safety on our doors, we've done the necessary things, right?
Speaker D:And then we never, ever, ever test that out.
Speaker D:The empirical burden is totally left.
Speaker D:And that is to say to kids in a safe way, I really need to hear from you on this.
Speaker D:Here was what my intention was.
Speaker D:Now I need the truth.
Speaker D:And to do that, whether it's instruction or whether it's climate and culture, it's that moment of bravery, right?
Speaker A:So I found the image of the sticker and the poster.
Speaker A:I loved that, right?
Speaker A:Because it just so totally encapsulates intention.
Speaker A:You know, we hope we stand at the door and we say good morning to everybody, but that's not a relationship.
Speaker A:That's not building a bridge into a student's life.
Speaker A:To stand at the door and say good morning.
Speaker A:I mean, that's just common decency.
Speaker A:And I say good morning to a lot of people when I'm visiting a building that I don't know, right?
Speaker A:And I don't stop to engage in a larger conversation.
Speaker A:I'm whizzing down the hallway and say, good morning.
Speaker A:Good morning.
Speaker A:Good morning.
Speaker A:But that's not a relationship.
Speaker A:Putting a poster on the wall, right, Is really, really easy to do.
Speaker A:But there's no human life that you're thinking about, right?
Speaker A:There's no child you're thinking about in August, before school starts, when you put that poster on the wall that says, we all will read here, or whatever that particular poster is.
Speaker A:And I'm not downplaying.
Speaker A:I'm not downplaying those efforts.
Speaker A:What I loved about what Michael said was that that's the intention, right?
Speaker A:That's the intention.
Speaker A:And, you know, yee haw for great intention.
Speaker A:But how does that translate into a student's life?
Speaker A:And then I want to challenge this even more, which I bet you is where Dr.
Speaker A:Monroe is going to go.
Speaker A:What does that really mean, our intention for a student who's used to being marginalized and pushed aside?
Speaker C:So for me, I love when Mike talked about the stickers and the posters, because I am the walking sticker and the poster for several students.
Speaker C:So let me explain that and then unpack that a little bit more oftentimes.
Speaker C:And more often not as I teach in college classrooms.
Speaker C:Many students are brave enough to say, as we share in safe space, that I am the first black professor or teacher they've ever had.
Speaker C:Now, if you're thinking about that, I'm teaching in higher ed, an upper level course, that means the majority of my class are juniors and seniors, which means if we're correlating with a traditional Track, they're about 18, 19, 20 years old.
Speaker C:So all of those years in school, they have never had a person of color before them in a classroom.
Speaker C:A lot of my research work is around identity.
Speaker C:When I'm in schools Pre K through 12, and I travel all over the country and internationally, it's almost like students want to touch and feel.
Speaker C:Right.
Speaker C:Because it's.
Speaker C:It's almost unbelievable.
Speaker C:Okay.
Speaker C:This woman has a darker hue.
Speaker C:She's melanated.
Speaker C:All right.
Speaker C:She wears locks.
Speaker C:Wow.
Speaker C:So it's like, oh, can I touch your hair?
Speaker C:And I was like, oh, no.
Speaker C:You know, black women don't like their head.
Speaker C:But it's an understanding, it's a learning process that they want to feel that curl pattern because it's a different curl pattern.
Speaker C:Right.
Speaker C:And then when folks really start to call me doctor, I've had students sit down and, and ask me what that means and can they become that?
Speaker C:So you become the walking billboard in several cases.
Speaker C:And when we talk about embolden.
Speaker C:Kathy, I love that term because that's how we embolden.
Speaker C:So the student experiences that I want to share about is what that looks, sounds, and feels like.
Speaker C:And what that looks, sounds and feels like is that I.
Speaker C:I have to constantly be a walking example of excellence for all students because they pick up every little thing and they need that.
Speaker C:That is what fills their well, that's what encouraged them, and that's what really good food for the soul and powerful.
Speaker B:Student care Grant lifts up this difference between transactional versus relational.
Speaker B:And how do we approach.
Speaker B:Just like you're talking about Alicia, this relational, you know, as we're connecting as humans and understanding that this difference that they see, that they experience that.
Speaker B:How sad is it that they've gone this.
Speaker B:This long before they've been able to experience that.
Speaker B:And when they do, it is like it.
Speaker B:It is quite the burden on, on your shoulder.
Speaker B:And people like you that are like, I've got to be this walking billboard.
Speaker B:I've got to be this person that allows them to see that they too deserve this.
Speaker B:And I'm sorry that you've gone this long before you can realize that that you can put that into action.
Speaker B:So really understanding who they are as humans, connecting with them and them understanding who you are as a human.
Speaker A:Because representation matters, right?
Speaker A:It matters.
Speaker A:We all need to see.
Speaker A:We all need to see that people who we identify in similar ways with can do, can be successful, can be.
Speaker A:Can, you know, can do what it is that I want to do.
Speaker A:I mean, we see that not just in education, but we see that in other walks where people talk about representation being really, really, really important.
Speaker B:And so then what does that look like when we think about student perspective?
Speaker B:Right.
Speaker B:We started this conversation about what is.
Speaker B:What are those really practical things that.
Speaker B:That educators can do to allow students to feel emboldened?
Speaker A:You know, I hear.
Speaker A:I hear that question.
Speaker A:You know, I hear that question a lot because in.
Speaker A:In my travels and I'm sure in all of yours as well, you.
Speaker A:You will hear.
Speaker A:You will hear educators either say, oh, I already do that.
Speaker A:I already do that.
Speaker A:What.
Speaker A:What you're talking about, I already do, or you will hear, I don't know how to do that, given the pressure that I feel I'm under from my district and from my state to do the pacing guide and to do, you know, to respond to accountability measures.
Speaker A:Right?
Speaker A:So what does it really look like from a student perspective when we bust through the transactional part of education and focus on that relational piece where children come to, you know, again.
Speaker A:I'm going to use the word again, emboldened, right?
Speaker A:They come, they feel as if they have the power, right?
Speaker A:Emboldened means you have power, right?
Speaker A:Empowered.
Speaker A:They have the power to be who they are and who they're meant to be.
Speaker C:I think we're really talking about social capital, right?
Speaker A:Yeah.
Speaker C:Yeah, right.
Speaker C:We're talking about social capital, right.
Speaker C:That means that we have to have courageous conversations in safe spaces.
Speaker C:The space is not safe.
Speaker C:Right?
Speaker C:So what we do is we're not relevant.
Speaker C:We suppress the voice, okay?
Speaker C:Because it's comfortable, and we just do enough like Mike said, and then we pat our own selves on the back, not even understanding the impact on who we serve.
Speaker C:And those are the scholars that are sitting in our seats, what it looks like.
Speaker C:And great question, Kathy, through the student experience, because the students that I engage with are not all students of color.
Speaker C:And more students that do not look like me are saying, you're the first professor of color I've ever had.
Speaker C:Okay?
Speaker C:So this is a really culturally rich space.
Speaker C:All right?
Speaker C:What it looks like is that we as educators have to let our defenses down, be in reflective spaces, and be Willing to move.
Speaker C:Right.
Speaker C:We can't ask someone to move without being willing to move ourselves.
Speaker C:More is caught than taught.
Speaker C:When we walk it out and show up for students, then they will show up for us.
Speaker D:That's it.
Speaker D:When we show up for students, they show up for us.
Speaker D:And when we're in that moment instructionally where we're trying to create that safe space and we feel like it's the right thing we're looking for to say in a moment, it's rarely the thing that you need to say.
Speaker D:It's really the thing you need to model.
Speaker D:And when my ignorance as an educator gets exposed, and that was every single day of my instructional career, at some point, I was not seeing what I needed to see in just about every single class.
Speaker D:In that moment, I have an opportunity either to be guarded and to protect my ego or to model for everyone else in the room who has less lived experience than I do.
Speaker D:What it looks like when you make a mistake, when you miss the intended target in some way, what does it look like?
Speaker D:What do you do in that moment?
Speaker D:And it's rarely the thing that you say.
Speaker D:It's often the way that we listen and how we respond to what we hear.
Speaker D:And when I take that approach in every single situation where I am less than what is needed, I find my way back.
Speaker D:And I feel like when I can do that with a community of learners and they watch me do it, then suddenly the stakes get lowered.
Speaker D:That if this guy can screw up in front of us and demonstrate how he doesn't have to surrender his dignity as a human being and how he relies on us and needs us and how as we move forward and then that equilibrium is restored, that's a really important and essential way of showing up for our kids.
Speaker D:And at the outset, stuff like this is messy.
Speaker D:It's messy.
Speaker D:And we have to be brave enough to tolerate the mess and the pushback and our own mess making in order for there to be any kind of better order to things.
Speaker B:And I think everything you just described, Michael, is us being our authentic selves.
Speaker B:So how are we ensuring that no matter what space we're in, no matter how young, how old our students are, that we are constantly our true selves?
Speaker B:And that's.
Speaker B:That's the messy.
Speaker B:That's the good.
Speaker B:That's everything.
Speaker B:Someone just recently asked me if I'm Kathy, are you always happy?
Speaker B:And I said, it's this joy.
Speaker B:So even in these circumstances where we know that we have to be courageous, that we have to be willing to have tough conversations and to do tough things.
Speaker B:There's still joy in my soul because I get to.
Speaker B:I get to do it.
Speaker B:I want to do it no matter what space I'm in, because I live my authentic self, regardless of who I'm with.
Speaker B:And so if our students see that in that perspective of I can, she knows me.
Speaker B:She knows my true self, and is here to be in this walk and this journey with me.
Speaker A:I want to look at a couple other words as we move through this conversation.
Speaker A:I want to look at the words confident, optimistic, capable, and well supported for a moment, because everything that you've said is absolutely true so far, right?
Speaker A:Absolutely right.
Speaker A:You're here because you're a genius, right?
Speaker A:You're brilliant.
Speaker A:But I want to add the piece that we have to not let them fail.
Speaker A:What happens when you remove failure from the classroom environment?
Speaker A:Because so many of our children who are marginalized are used to being thrown away, pushed aside, and often fail.
Speaker D:I mean, to me, school failure is a systemic concern.
Speaker D:Learning failure is life, and it's necessary for learning.
Speaker D:Failure is that first attempt in learning, right?
Speaker D:We're not going to hit the target first time out of the gate.
Speaker D:We're just not if the challenge is appropriate.
Speaker D:So as human beings, we've learned how to use the information that unsuccessful first attempt produces in order to have a better second attempt.
Speaker D:School failure is a different thing, isn't it?
Speaker D:And school failure, when it's repeated, I mean, the data is really clear on this.
Speaker D:When you have two years where instruction is far below what it ought to have been, the impact on learners is devastating.
Speaker D:The good news is, if you can have one powerful year in the midst of that, you can feed hope for a good long while.
Speaker D:But oftentimes, systemically, schools do not provide that level of instructional excellence.
Speaker D:And we don't get trained to cast as wide a net to seek measures beyond the ones we've been given in order to detect and notice and cultivate learning in all its forms, not just the tiny, narrow little sliver in which schools enjoy measuring intelligence.
Speaker A:And that's the transactional piece that we have to throw away.
Speaker C:ALICIA so I'm prompted to map back to the original question.
Speaker C:What does this look like in the student experience?
Speaker C:So in the classrooms, and I love Kathy's use of the term joy, where there's a joy of learning, you can feel it baked in the walls.
Speaker C:You see students at peace.
Speaker C:You see collaboration.
Speaker C:It is not performative.
Speaker C:It happens naturally.
Speaker C:I see my students with accommodations get up, get the manipulatives they need to learn and move forward.
Speaker C:I hear laughter.
Speaker C:There is joy.
Speaker C:It's light.
Speaker C:In other classrooms, what we see is rigidity and overexertion of force.
Speaker C:You see that there's a hard stop and start.
Speaker C:Students are regimented to the point where their entire identity and being is erased.
Speaker C:It's almost like their numbers.
Speaker C:You see a disparity.
Speaker C:So how does that reflect?
Speaker C:You see students in the classrooms, and I go, right now, I'm going to map to you and connect the dots, Mike, with what you're talking about with regards to metrics and data.
Speaker C:You see a vast disparity in performance data in those two classrooms for all students, regardless of the subgroups.
Speaker C:Because when they feel.
Speaker C:Think about Maslow's hierarchy of needs, when they feel loved, when they feel safe, right when they are coming about, grant a level of confidence and esteem.
Speaker C:They feel like they're valued, that they can make a difference in this world.
Speaker C:Mike, we're pouring in that hope.
Speaker C:The needle moves in a positive direction for all students because it becomes an issue of equity and access.
Speaker C:However, in the classrooms where dreams are killed, you see the complete opposite.
Speaker C:So that's what we see in our student experiences, and that's that social capital, right?
Speaker C:You see a student that wilts, always has their head down, is waiting for the teacher to scream at the first opportunity.
Speaker C:And then you see a student that stands well postured and erect with their head, and they're just like, comfortably complying because they're truly, authentically engaged.
Speaker C:And seen in those classrooms a true difference and impactful nonetheless, is traumatic versus hope.
Speaker B:And the students are showing up.
Speaker B:So when we think about this, you know, really an epidemic of chronic absenteeism, and we're looking at all these different ways, what do we do?
Speaker B:What do we throw at?
Speaker B:What incentives.
Speaker B:Students show up.
Speaker B:They want to be there when they feel all of those things that you just described.
Speaker D:Alicia, I'm hearing the importance of relationships and the primary importance of relationships, culturally responsive and engaging instructional design and student voice as key pieces of what feeds confidence, A sense of belonging in the instructional world for our students.
Speaker D:What does it look like when our kids are feeling this confidence?
Speaker D:How do they present to us what kinds of things end up happening in classrooms that's different from the normal, traditional order of things?
Speaker C:Can we just be emotionally intelligent?
Speaker C:That's where I am.
Speaker C:Can we.
Speaker C:Can we just tune into our own emotional quotient?
Speaker C:Hello.
Speaker C:Because it starts with us, and therefore.
Speaker C:And I'm right there with you, Mike.
Speaker C:But this is.
Speaker C:This is.
Speaker C:This is a piece.
Speaker C:This Is a stone in my heart.
Speaker C:Can we, can we just be empathic?
Speaker C:You know, can we just, instead of just wearing the button, be kind today?
Speaker C:Can we just be kind?
Speaker A:Those relationships, those relationships that we're building with these students right there, there is also a responsibility, right?
Speaker A:Because if I build that relationship with Alicia, my student, and I build that bridge into her life and I create this space for her and for everybody else, but I'm using Alicia as my example, right?
Speaker A:My student, then I also have to make sure.
Speaker A:I also have to make sure that she thrives.
Speaker A:That she thrives academically, right?
Speaker A:Because I can't send two different messages.
Speaker A:I can't send the message that she matters, that who she is and that I see her, I hear her, I value her, and that she matters here and let her fail.
Speaker A:I can let her struggle because productive struggle is good and productive struggle is not failure, right?
Speaker A:But she has to know, for all of you teachers that are out there listening, she has to know that when she struggles with whatever it is that she's going to struggle with academically, socially, or emotionally.
Speaker A:I got her.
Speaker A:I got her, right?
Speaker A:It's okay that you're struggling solving quadratic equations, Alicia.
Speaker A:We're gonna get this.
Speaker A:Doesn't matter what your timeline is, girlfriend.
Speaker A:Doesn't matter what my timeline is either, right?
Speaker A:I don't care that it took you two more weeks.
Speaker A:Doesn't matter.
Speaker A:You're going to be successful.
Speaker A:And she has to believe, walking into my classroom, that she will be.
Speaker A:And that when she struggles with whatever.
Speaker A:I got her.
Speaker D:Just give me the zero.
Speaker D:Just give me the zero.
Speaker A:Ain't no zeros in a transformational classroom.
Speaker D:But she didn't make the deadline.
Speaker D:She didn't get it in by the deadline, right?
Speaker A:Irrelevant.
Speaker A:Irrelevant.
Speaker C:And I've had teachers like that, right?
Speaker C:Of course I had teachers like that.
Speaker C:I literally had a teacher.
Speaker D:If we don't teach responsibility, who will, right?
Speaker C:I'm gonna let you know, I had a teacher who bloody read my.
Speaker C:All the time, all the time, told me I couldn't write, I'd never write.
Speaker C:I'm an author now.
Speaker C:So what I'm saying is, and I have written several scholarly articles, peer reviewed articles and blogs, right?
Speaker C:So you gotta turn that experience on its head and make that your fodder, right?
Speaker C:That's your dynamite, right?
Speaker C:That once you let that thing go, you moving forward, right?
Speaker C:But we have to help students understand that everyone is not gonna be the empathic servant leaders that we are in the space.
Speaker C:The purposeful teachers, the leaders with courage.
Speaker C:I mean, that's who we are and that's why we're connected in this space.
Speaker C:But I'm hoping that other educators who may be resistant to change, who may not even see the speck or spot in their practice or in their eye, listen to this and say, wait a minute.
Speaker C:I need to change some things because in my class, Johnny ain't reading and Sally ain't doing no.
Speaker C:I'm just.
Speaker C:And I said that to be culturally adequate.
Speaker C:Okay.
Speaker C:Because I do speak proper English.
Speaker C:But that's basically what the messaging is.
Speaker D:Sure.
Speaker C:Oh, that kid.
Speaker C:Can't you know how many weapons of mass destruction that I hear come out of teachers mouths around students?
Speaker D:Mm.
Speaker C:That's the student experience.
Speaker A:And so.
Speaker A:Yes.
Speaker A:Sing it, girlfriend.
Speaker A:Right.
Speaker A:Sing it.
Speaker A:Because.
Speaker A:Because the relationship and the bridge into their lives is only the first.
Speaker A:It's only the beginning.
Speaker A:Because the relationship in the bridge doesn't matter if we don't follow through with the other pieces that matter too.
Speaker A:So when an educator says, how do I do this?
Speaker A:How do I do what you're talking about?
Speaker A:Sometimes the answer is stop doing that.
Speaker A:Stop doing that.
Speaker A:And we all have to be reflective.
Speaker A:Right?
Speaker A:So I'm just loose ends here.
Speaker C:Right?
Speaker A:We all talked about being vulnerable and being reflective.
Speaker A:So we have to be willing to do all of those things.
Speaker A:Because the question we should be asking, I think right in this particular episode is do each of our students not only feel safe and feel loved and nurtured?
Speaker A:Absolutely.
Speaker A:Right, Absolutely.
Speaker A:But do they also feel that they are supported?
Speaker A:Do they feel that they are capable learners?
Speaker A:Do they feel optimistic about what it is that they can accomplish?
Speaker A:Because that is also our responsibility.
Speaker A:And in so doing, they are able then to become who they're meant to be.
Speaker A:Who wants the last word?
Speaker C:So I think about what is mastery?
Speaker C:You know, we talk about emerging beginning novice mastery.
Speaker C:So that's going to be my reflection.
Speaker C:What is mastery?
Speaker C:Right.
Speaker C:What is that?
Speaker C:How does that show up within the socio emotional contact?
Speaker C:Right.
Speaker C:And these are words that.
Speaker C:That are being banned now.
Speaker C:Right.
Speaker C:Social, emotional.
Speaker C:How does that show up with dignity?
Speaker C:How does that show up in an instructional delivery?
Speaker C:How does that show up in our measurements?
Speaker C:We know what it looks like on paper, but how is mastery activated?
Speaker C:That's what I'm going to sit on for a minute, but I'll be back next week.
Speaker A:Yay.
Speaker A:And that's a wrap of episode three in this season of the Wheelhouse.
Speaker A:Are you a like minded educator who's committed to promoting hope?
Speaker A:If you are subscribe to our all new Wheelhouse newsletter at how do you know that they are receiving what you intended to create?
Speaker A:How do you understand the impact of what we do as educators on who we serve?
Speaker A:And how can we here at the Wheelhouse help you create the conditions for each student to be an optimistic learner?
Speaker A:Drop us a note@substack.com we really want to engage with you and we hope you'll subscribe to our all new Wheelhouse newsletter.
Speaker A:The Wheelhouse is a production of Students Matter, LLC.
Speaker A:New episodes of season nine will drop every Tuesday beginning February 23rd, 5th and continuing through April 29th.
Speaker A:Our show's theme music, Off We Go, was written and performed by Cody Martin and obtained through soundstripe.com youm can find me on LinkedIn and Bluesky.
Speaker A:And of course, stop by our website and check out what we offer at www.ourstudentsmatter.org.
Speaker A:you can catch earlier episodes of the Wheelhouse wherever you subscribe to this podcast on either itunes, Spotify, or wherever you can see the complete list of episodes at TheWheelhouse.
Speaker A:Captivate FM episodes together.
Speaker A:Our goal is to prove to each student and to each teacher that they are both distinctive and irreplaceable.
Speaker A:Until next time.
Speaker A:Remember, we got this.
