Circles https://www.morningsidecenter.org/ en Circles & Peace Corners Made a 'Big Difference' in this Classroom https://www.morningsidecenter.org/teachable-moment/lessons/circles-peace-corners-made-big-difference-classroom <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>Circles &amp; Peace Corners Made a &#039;Big Difference&#039; in this Classroom</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><p>For many students, including the youngest ones, coming back to school after Covid isolation was hard. There was certainly excitement, but also plenty of trepidation and anxiety when schools opened back up in 2022. And even now, more than a year in, the lingering effects of the pandemic continue to be felt in classrooms across the country. &nbsp;</p><p>Over the 2022-23 school year, many school districts chose to emphasize and prioritize academics, as educators were tasked to make up for Covid “learning loss.” But drilling down on academics is hard to do when we don’t also recognize, and work with, some of the challenging feelings and behaviors stemming from the pandemic. &nbsp;&nbsp;</p><p>The loss of life, health, and family livelihood, as well as the fear, isolation, and other hardships created, and exacerbated, by Covid, in many cases exceeded people’s regular coping skills. And we still don’t know exactly how these experiences have impacted our children. What we do know is that there is now evidence of a <a href="https://www.apa.org/monitor/2023/01/trends-improving-youth-mental-health">mental health crisis</a> among children as young as five years old.&nbsp;</p><p>Of course, working with big feelings and dysregulation is nothing new in early elementary school. Teachers know that unaddressed, such feelings and nervous energy can go viral. They can upend a classroom in a matter of minutes. Academics are interrupted, at times like this, whether we choose to deal with the feelings or not.</p><p>If, however, we recognize these feelings as cues to understand ourselves and others, we can work through them and support each other in building holistic, welcoming classroom communities that are conducive to teaching and learning of all kinds. Second grade teacher Erika Parisian says that the social and emotional learning (SEL) circles she facilitates in her classroom every week, and the “peace corner” she now has in her classroom, “have made a huge difference.” &nbsp;&nbsp;&nbsp;</p><p>The weekly circles encourage her students to build a community where they can show up more fully, share personal experiences, connect with their feelings, and figure out who and how they want to be in the world. SEL circles build empathy and skills, which allow for a richer, more supportive classroom community. Erika believes that supporting children in developing the skills and practices needed to work through their feelings is important for building relationships, but she adds, it is also a powerful academic intervention.</p><p>In circle, you can work with students on recognizing, naming, and understanding feelings. You can introduce them to different centering and grounding techniques for when their feelings get to be too much. Add a “peace corner,” and students now have a place (and tools) to put their skills into practice. It can help to make your classroom a calmer, more supportive space for learning.</p><p>&nbsp;</p><p><iframe allow="autoplay; fullscreen; picture-in-picture" allowfullscreen frameborder="0" height="600" src="https://player.vimeo.com/video/838778970?h=089e1eb61d&amp;badge=0&amp;autopause=0&amp;player_id=0&amp;app_id=58479" title="Peace in the Classroom - Erika Parisian" width="600"></iframe></p><p>&nbsp;</p><p>Erika has made the peace corner an integral part of her classroom environment, as she explains in the video above. It has helped build her students’ capacity to handle some of their big feelings and that has had a noticeable impact on academics.</p><p>Erika explains: “If students are experiencing things or perseverating on things that happened before they came to school, they can’t really access what we’re trying to teach them. Being able to regulate their mind, their body, their emotions – and having the power to come to a space where they know they have the opportunity to do that – is extremely powerful for them.”</p><p>And, she adds, “it feels like a big win for me as an educator.” Because “when we’re feeling dysregulated or angry or upset, it’s really hard for us to access all the parts of our brain that we need to learn successfully. So,&nbsp;to have a space where students can come to calm themselves is invaluable, because when they come back [from the peace corner], they’re ready to learn, ready to access the curriculum that we are teaching them.” &nbsp;</p><p>Having seen peace corners work beautifully in classrooms around the country, I do have a word of caution: Make sure to use the space in a collaborative fashion. This is not a place to make students go when you’re frustrated with their behavior. That could send a message of exclusion and separation and is likely to make students feel bad and shut down. Instead, students need to understand that this is a supportive space where they can choose to go.</p><p>Erika&nbsp;explains that&nbsp;because of the way she has set up her classroom,&nbsp;students&nbsp;“experience a sense of autonomy. They can come [to the corner] when they need to and really make the decision for themselves.” This, she says, gives students “the power to regulate themselves and to join our learning when they have that sense of calm” again. And that,&nbsp;Erika&nbsp;adds, is&nbsp;simply&nbsp;“invaluable.”&nbsp; &nbsp;</p></div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>Laura McClure</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2023-06-22T14:59:32-04:00" title="Thursday, June 22, 2023 - 14:59">June 22, 2023</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Thu, 22 Jun 2023 18:59:32 +0000 Laura McClure 1766 at https://www.morningsidecenter.org Why Use Circles? Two Teachers Tell their Stories https://www.morningsidecenter.org/stories-voices/why-use-circles-two-teachers-tell-their-stories <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--article.html.twig x field--node--title.html.twig * field--node--article.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>Why Use Circles? Two Teachers Tell their Stories</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--article.html.twig x field--node--uid.html.twig * field--node--article.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>Sara Carrero</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--article.html.twig x field--node--created.html.twig * field--node--article.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2022-11-30T12:11:54-05:00" title="Wednesday, November 30, 2022 - 12:11">November 30, 2022</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Wed, 30 Nov 2022 17:11:54 +0000 Sara Carrero 1715 at https://www.morningsidecenter.org https://www.morningsidecenter.org/stories-voices/why-use-circles-two-teachers-tell-their-stories#comments Strategies for Schools in Crisis: Our EdWeek Opinion https://www.morningsidecenter.org/news/strategies-schools-crisis-our-edweek-opinion <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--article.html.twig x field--node--title.html.twig * field--node--article.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>Strategies for Schools in Crisis: Our EdWeek Opinion</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--article.html.twig x field--node--uid.html.twig * field--node--article.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>Laura McClure</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--article.html.twig x field--node--created.html.twig * field--node--article.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2022-03-28T10:34:48-04:00" title="Monday, March 28, 2022 - 10:34">March 28, 2022</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Mon, 28 Mar 2022 14:34:48 +0000 Laura McClure 1661 at https://www.morningsidecenter.org Acknowledging and Expressing Gratitude to Indigenous Peoples https://www.morningsidecenter.org/stories-voices/acknowledging-and-expressing-gratitude-indigenous-peoples <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--article.html.twig x field--node--title.html.twig * field--node--article.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>Acknowledging and Expressing Gratitude to Indigenous Peoples</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--article.html.twig x field--node--uid.html.twig * field--node--article.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>Sara Carrero</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--article.html.twig x field--node--created.html.twig * field--node--article.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2020-10-08T11:18:02-04:00" title="Thursday, October 8, 2020 - 11:18">October 8, 2020</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Thu, 08 Oct 2020 15:18:02 +0000 Sara Carrero 1500 at https://www.morningsidecenter.org https://www.morningsidecenter.org/stories-voices/acknowledging-and-expressing-gratitude-indigenous-peoples#comments Alternatives to the Talking Piece at a Time of Coronavirus https://www.morningsidecenter.org/stories-voices/alternatives-talking-piece-time-coronavirus <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--article.html.twig x field--node--title.html.twig * field--node--article.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>Alternatives to the Talking Piece at a Time of Coronavirus</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--article.html.twig x field--node--uid.html.twig * field--node--article.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>Sara Carrero</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--article.html.twig x field--node--created.html.twig * field--node--article.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2020-03-10T13:53:51-04:00" title="Tuesday, March 10, 2020 - 13:53">March 10, 2020</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Tue, 10 Mar 2020 17:53:51 +0000 Sara Carrero 1399 at https://www.morningsidecenter.org https://www.morningsidecenter.org/stories-voices/alternatives-talking-piece-time-coronavirus#comments A Circle on the Climate Crisis: Reconnecting https://www.morningsidecenter.org/teachable-moment/lessons/circle-climate-crisis-reconnecting <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>A Circle on the Climate Crisis: Reconnecting</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><h3>&nbsp;</h3> <h3><strong>To the Teacher: &nbsp;</strong></h3> <blockquote> <p>As the western world sluggishly awakes to the veracity of climate change, indigenous peoples around the world have long been observing directly its effects on the natural environment that sustains their very existence. Although they bear the least responsibility for greenhouse gas emissions, they are often the ones most disproportionally affected by its impact. There is growing evidence that the livelihoods, cultural practices, and very existence of some 370 million indigenous peoples worldwide are already under threat from both the impacts of climate change and from international programs that attempt to mitigate them.&nbsp;&nbsp;<br> <br> <a href="https://www.climaterealityproject.org/blog/indigenous-voices-climate-change"><em>- Indigenous Voices on Climate Change by Caroline Bennett, Amazon Watch</em></a></p> <p>&nbsp;</p> </blockquote> <p>The lesson plan that follows introduces a series of youth climate activist voices from around the world.&nbsp; They speak urgently to the climate crisis from a range of different experiences and perspectives.</p> <p>Because of the enormity of the crisis, many people feel distraught, overwhelmed, hopeless, and helpless.&nbsp; They may feel there’s nothing they can do effect change. Some also feel guilt and shame about their contributions to the crisis over time. &nbsp;</p> <p>Because of these intense and sometimes challenging feelings, many people have tried to ignore what’s happening around them, what scientists have been pointing to for decades. Some have disengaged altogether, others might pretend things aren’t that bad. Such responses are possible for those whose lives have not yet been disrupted significantly by the rapidly changing climate and its effects on the environment.</p> <p>Others, including many indigenous, poor, and otherwise marginalized people around the world, do not have the luxury to ignore and pretend, because they have been experiencing the negative and devastating effects of climate change already for generations. Their voices will be front and center in the lesson plan that follows.</p> <p>This lesson uses long-time climate activist <a href="https://workthatreconnects.org/about-joanna/">Joanna Macy</a>’s “Work that Reconnects” framework.</p> <blockquote> <p>The central purpose of the Work that Reconnects is to help people uncover and experience their innate connections with each other and with the systemic, self-healing powers of the web of life, so that they may be enlivened and motivated to play their part in creating a sustainable civilization.</p> </blockquote> <p>The work that reconnects involves these steps:</p> <ol> <li>Coming from gratitude</li> <li>Honoring the pain of the world</li> <li>Seeing with new eyes</li> <li>Going forth</li> </ol> <p>The Opening Ceremony and Part 1 below touch on the first three steps of this process. Part 2 touches on&nbsp;the last step, Going Forth, as well as the concept of “Active Hope” developed by Macy and her fellow climate activist <a href="https://chrisjohnstone.info/">Chris Johnstone</a>:</p> <blockquote> <p>Active Hope&nbsp;is something we do rather than have. It involves being clear what we hope for and then playing our role in the process of bringing that about. The journey of finding, and offering, our unique contribution to the Great Turning helps us to discover new strengths, open to a wider network of allies and experience a deepening of our aliveness. When our responses are guided by the intention to act for the healing of our world, the mess we’re in not only becomes easier to face, our lives also become more meaningful and satisfying.</p> </blockquote> <p><br> This lesson uses a restorative circle format. For more information about how to facilitate restorative circles, see our <a href="https://www.morningsidecenter.org/teachable-moment/lessons/introduction-circles">Introduction to Circles</a>.</p> <p>&nbsp;</p> <!-- THEME DEBUG --> <!-- THEME HOOK: 'filter_caption' --> <!-- BEGIN OUTPUT from 'core/modules/filter/templates/filter-caption.html.twig' --> <figure role="group"> <img alt="Youth Climate Strike" data-entity-type="file" data-entity-uuid="06b7d6b3-d031-4b3d-9b7c-40e552fc3596" src="/sites/default/files/inline-images/Youth%20Climate%20Strike%20SF.jpg" width="800" height="552" loading="lazy"> <figcaption><em>SF Youth Climate Strike, by Peg Hunter.&nbsp;</em><a href="https://www.flickr.com/photos/43005015@N06/47338655782/in/photolist-TpxQNw-2dNJZox-2e9WNGZ-2e9WP3D-24WetL6-2e9WNyx-2fcB2Da-TpxQw9-TpxQEA-2e9WNTa-2erQPTA-T4q41J-T4q2yf-24WetD2-2dNK6f2-2fcHHGK-2e2GGVi-2f8GbYY-RrfgDc-24Airt2-2dNXYNi-RrfxFx-2f8a1eJ-24AirDT-2f89Z5j-2dNXYCt-2f8a1AL-T4qjZN-2f8a1uo-2dNXYBr-2dNKb3D-2fcPUwP-24A5T9M-24AirFX-Rrt8jv-2dNXYLV-Rrt8s6-2f8a1q5-T4DoFQ-24Bpp2R-2dNXYJk-2dNXYkV-24Ait8e-2f8a1Yj-2f89Z7o-2f8Gcb1-2f8a1RL-Rrn8px-2dNXYJa-2f8a1kf">https://www.flickr.com/photos/43005015@N06/47338655782/</a></figcaption> </figure> <!-- END OUTPUT from 'core/modules/filter/templates/filter-caption.html.twig' --> <p>&nbsp;</p> <p>&nbsp;</p> <hr> <h3><br> <strong>Opening Ceremony</strong><br> &nbsp;</h3> <p>Once you are seated in a circle with your students, read the following quote by Toni Morrison out loud:&nbsp;</p> <blockquote> <p>At some point in life the world’s beauty becomes enough. You don’t need to photograph, paint or even remember it.&nbsp; It is enough.<br> &nbsp;</p> </blockquote> <hr> <p>&nbsp;</p> <h3><strong>Part 1: Student Voices</strong><br> &nbsp;</h3> <p><strong>Go round 1: Gratitude</strong></p> <p>Invite students to take a moment to think about mother earth, this beautiful planet we inhabit, and one thing about her that they’re grateful for. It can be something big or something small. We’ll each share our thought in a go-round.</p> <p>Model the activity, as the teacher, by sharing a thing or two you’re grateful for, whether it’s the trees, fall foliage, flowers, or sprawling fields you see on your way into work; the birds singing outside your classroom window; a beautiful sunrise; a thin layer of frost on the branch outside your kitchen window; or the stars in the sky last night.&nbsp;</p> <p>Then send the talking piece around, asking students, When you think of the earth, what is one thing you’re grateful for?</p> <p><strong>Note:&nbsp; </strong>Cultivating gratitude can be a nurturing self-care practice. Practicing gratitude on a regular basis has been associated with enhanced optimism, better sleep, fewer physical ailments, and lower levels of anxiety and depression.</p> <p><br> <strong>Go round 2: Young climate activist voices</strong></p> <p>See<a href="https://www.morningsidecenter.org/sites/default/files/documents-pdfs/Student%20Voices%20on%20Climate.pdf"><strong> this pdf handout</strong></a>&nbsp;for a set of quotes from young people about the climate crisis. (The quotes are also included at the end of this lesson.) Print out a copy of these voices and cut them into slips, one slip for each quote. Place the slips in an envelope and send the envelope around your circle as a talking piece.&nbsp;</p> <p>When students receive the envelope, invite them to take out a quote, read it to themselves to make sure they’re comfortable reading it out loud to the group, then either read it out loud or put it back in the envelope and pick a different slip. Ask students to hold onto their slip as they send the envelope around so as not to repeat voices.&nbsp;</p> <p><br> <strong>Go round 3: One word about how you’re feeling now</strong></p> <p>When all students have had a chance to read out loud one of the voices, send the talking piece (envelope) around a second time, inviting them to share what it was like to listen to those voices.&nbsp; How did it make them feel?&nbsp; Have students place their slips back into the envelope as it goes around.</p> <p><br> <strong>Go round 4: What voice resonated with you and why?</strong></p> <p>Send the talking piece (envelope) around again, asking students what voices resonated with them and why.</p> <p><br> <strong>Go round 5: Reflections, additions, connections</strong></p> <p>If time allows, send the talking piece&nbsp;around one more time, asking students to reflect on what they&nbsp;heard in the circle so far, add anything they’d like to share, or make any connections to what others shared.&nbsp;</p> <p>&nbsp;</p> <hr> <h3><br> <strong>Part 2:&nbsp; The Work that Reconnects and Active Hope</strong></h3> <p><br> Before you begin, consider describing for students the approaches of long-time climate activists Joanna Macy and Chris Johnstone, mentioned in “To the teacher” at the start of this lesson, including Macy’s 4-step process aimed at helping us&nbsp;face the climate crisis.</p> <p>In our earlier circle, we touched on the first three steps of what Joanna Macy calls The Work that Reconnects: Coming from Gratitude, Honoring the Pain of the World, and Seeing With New Eyes.</p> <p>We did this by hearing and reflecting on the voices of young people describing the reality of the world we live in. The young people that we heard from are trying in their own ways to elevate the reality and the challenge of the climate crisis.&nbsp; They are also actively engaged in finding and organizing for solutions.&nbsp;</p> <p>In the fourth step of the work that reconnects, Going Forth, we identify what we hope for, the direction we’d like things to move,&nbsp;or the values we’d like to see expressed.</p> <p>In the following go round, we’ll take some time to think about this and share our reflections.</p> <p>&nbsp;</p> <hr> <h3><br> <strong>Go round: Hopes and values</strong></h3> <p><br> Invite students to think about, and write down on an index card, their response to one or both of these questions:</p> <ul> <li>What is one hope you have about the direction you’d like things to move as we work&nbsp;to address&nbsp;climate change?</li> </ul> <ul> <li>What is one value that you’d like to see expressed as we take on this&nbsp;challenge?<br> &nbsp;</li> </ul> <p>Send the talking piece around to invite students to read out their hope or value. Ask each student to explain why they picked that particular hope or value, then place their card&nbsp;in the center piece, before handing the talking piece to the person next to them.&nbsp; You may consider this as a dedication ceremony of sorts—a dedication to mother earth.</p> <p>After everyone has responded, take a moment of silence.&nbsp; Invite students to take some deep breaths.&nbsp; Acknowledge the work they did today, the experiences that were shared, the feelings that might have come up.&nbsp;</p> <p>As they continue taking deep breaths, also invite them to think about the connections made in today’s circle and the active hope and values they contributed to the center piece.</p> <p>&nbsp;</p> <hr> <p>&nbsp;</p> <h3><strong>Closing Ceremony</strong></h3> <p><br> The youth-led Climate Strike on September 20, 2019 included the call and response below.&nbsp;Consider closing today’s lesson with these words:<br> &nbsp;</p> <blockquote> <p>Whose Earth …</p> <p>&nbsp; … Our Earth</p> <p>Whose Earth …</p> <p>&nbsp; … Our Earth</p> <p>Whose Future …</p> <p>&nbsp; … Our Future</p> <p>Whose Future …</p> <p>&nbsp; … Our Future</p> </blockquote> <p>&nbsp;</p> <hr> <p>&nbsp;</p> <h3><strong>Student&nbsp; Voices on Climate Change</strong></h3> <p><strong><a href="https://www.morningsidecenter.org/sites/default/files/documents-pdfs/Student%20Voices%20on%20Climate.pdf">pdf handout</a></strong></p> <p><br> "This is all wrong. I shouldn't be up here. I should be back in school on the other side of the ocean. Yet you all come to us young people for hope. How dare you. You have stolen my dreams and my childhood with your empty words. Yet I am one of the lucky ones. People are suffering."<br> – Greta Thunberg, 16,&nbsp;Youth Climate Activist<br> &nbsp;</p> <p>"The protection of nature, forests, and ecosystems is the responsibility of everyone. What happens will ultimately affect us all. We want the Amazon to be valued for what it is, not just an economic resource. We are standing up for our lives, yours, the entire world and for the lives of future generations!" – Patricia Gualinga, Kichwa young leader from the Ecuadorian Amazon</p> <p><br> "We want to keep fighting and crying out to the world that these environments … need to be protected, and it is a responsibility not just of Indigenous Peoples but of the entire world. I fight for this from my place in the world, and you need to help us fight from your place in the world." – Patricia Gualinga, Kichwa young leader from the Ecuadorian Amazon</p> <p><br> "My father taught me to see the magic in everything. Growing up, magic was in the sunrise and the rainfall. In every expression of life, no matter how small. … that was … valuable wisdom that shaped who I was as a young boy. It gave me the perspective to see what was behind the dysfunction of our society, of our broken world, our dying ecosystems and corrupt leaders" – Xiuhtezcatl, 19, climate activist</p> <p><br> "We have reached a point in history when we have the technical capacities to solve poverty, malnutrition, inequality and of course global warming. The deciding factors for whether we take advantage of our potential will be our activism and our international unity" – Eyal, 18, Argentinian youth activist and member of Jóvenes Por El Clima Argentina</p> <p><br> "We had no power in creating the systems that are destroying our world and futures — and yet we are and will be paying the biggest price for the older generations’ recklessness." – Jamie Margolin, 17, youth activist and organizer</p> <p><br> "You have to listen to the science and the facts because climate change isn’t an opinion." – Alexandria, 14, youth activist, founder of Earth Uprising and organizer of FridaysForFuture</p> <p><br> "I fight not so much for myself but for my family back home in Colombia who are experiencing the effects of fracking, and for the activists back in Colombia who are putting everything on the line to protect the Amazon …." – Jamie Margolin, 17, first-generation daughter of a Colombian immigrant and the co-founder of the climate action organization Zero Hour</p> <p><br> "When you uplift Latinx voices in the climate movement … you must also fight for Indigenous rights, including the biodiversity that those communities protect." – Jamie Margolin, 17, first-generation daughter of a Colombian immigrant and the co-founder of the climate action organization Zero Hour</p> <p><br> "I am here today because I believe that age doesn’t matter and sure we can’t vote, but we still have a voice ….&nbsp; The earth is really messed up.&nbsp; We should have fixed it a while ago ….&nbsp; I get really worried about our future because I keep seeing bunch of … posts … that say … by 2030 that … we can’t do anything anymore.&nbsp; And I keep thinking why don’t people listen, when things are right in front of their face." – Isabella, NYC Student and Climate Strike participant</p> <p><br> "Flint is not unique. …There are dozens of Flints across the country. Cases of environmental racism are on the rise and disproportionately affect communities of people of color and indigenous communities. … [the climate movement] need[s] to address issues of environmental racism because it is a huge part in the climate movement yet it is treated by most as a nonissue." – Mari Copenly, 12, youth advocate for clean water in her hometown of Flint Michigan</p> <p><br> "We don’t call water a resource; we call it a sacred element,” … “The relationship we have with everything that Earth offers, it’s about reciprocity. That’s the only way we are going to learn how to shift our culture from an extraction culture to a balanced and harmonious culture with the land." – Xiye Bastida, 17, Otomi-Toltec from Mexico, now based in New York</p> <p><br> "The community right now in India is being affected by the climate crisis&nbsp; …. That’s why a lot of Indians are migrating to other places. Our family is known for farming, but in India you can’t farm with droughts and all this extreme weather happening. So my family came here for better opportunities." – Kevin J. Patel, 18, climate activist and founder of the soon-to-launch One Up Action, a climate action organization to help youth become leaders</p> <p><br> "I recall spending most of my middle school years in and out of the hospital, with my parents always scared for my life …. I now have to live with an irregular heartbeat for the rest of my life because of the things that I was eating and the chemicals and smog that I was taking in. I see a lot of students in the LA area also being affected with asthma and heart problems." – Kevin J. Patel, 18, climate activist and founder of the soon-to-launch One Up Action, a climate action organization to help youth become leaders</p> <p><br> "The first ones to get affected are Indigenous communities who are displaced because of infrastructure and disrespect of the land. …. Whose spaces are they choosing to contaminate and build infrastructure in the first place?" – Xiye Bastida, 17, Otomi-Toltec from Mexico, based in New York</p> <p><br> "We want people to know, just because [climate change] is not going to affect you in the future doesn't mean it's not going to affect ours … and people just need to prioritize people and our planet over money."&nbsp;<br> — Jackson, 16, Climate Strike participant</p> <p><br> "Creating more space for those with marginalized identities in the climate space is necessary for inclusive solutions" – Isra Hirsi, 16, co-executive director of the US Youth Climate Strike</p> <p><br> "Those are parts of my identity that intersect with a lot of different existing oppressions. …. A lot of the countries and groups of people that are putting in a lot of climate work will disproportionately feel the effects of climate change …. And they’re not even the people that created this mess in the first place." – Elsa Mengistu, 18, human rights advocate and climate organizer with This Is Zero Hour</p> <p><br> [Art is] "an easy way to get a message across, because people don’t like to listen to what others are saying. But if you look at a visual piece, hear music, or experience a piece of artwork, they contain symbols and messages that are universal to most people." – Nadia Nazar, 17, Indian American artist and youth climate activist</p> <p><br> "Adults take note of this message: Young people like myself should not have to take on this burden, this is supposed to be your job but now we have to go on hunger strikes, meet with government officials, and start a global movement for you to even notice."&nbsp;– Jerome Foster II, 16, climate activist, author, National Geographic Explorer, Smithsonian Ambassador, and Founder and Editor in Chief&nbsp;of The Climate Reporter</p> <p><br> "Our great-great-great grandchildren, or something like that, might not be a thing because of global warming and fossil fuels."&nbsp;— Duilin, 11, Climate Strike participant</p> <p><br> "At this point, you can't undo what's been done. …. And I think, we see these things on the news and we do small things because they're easier. Like when the whole plastic straw thing became really popular. Like, metal straw [in a] plastic cup. That's so symbolic of our national attitude toward climate change, like&nbsp;I'm doing this because it's easy and convenient, or nothing at all. But when it comes to real change, that's too hard ...." — Eva, 16, Climate Strike participant</p> <p><br> “Democracy, the whole idea, to quote Patti Smith, 'people have the power.' That's my motivation for today."&nbsp;— Eva, 16, Climate Strike participant</p> <p><br> "I think it's very important that we save the Earth, that we cut down on a lot of waste, because at the end of the day we all live here. If we don't take care of it, then we're not going to be here for that much longer."&nbsp;— Chris, 17, Climate Strike participant</p> <p><br> "We came because we have a class called 'Climate Change' and we started to realize how big of an impact climate change has on our planet. We wanted to speak out about it and show that we care about the planet."&nbsp;<br> — Tachmia, 17, Climate Strike participant</p> <p><br> "This is the first step to take, raising your voice together and making it known that people feel this way about climate change …. So that the people in the positions to solve the problem will know that it's serious. That it's so serious that all of these people will band together in one area and just walk as one."&nbsp;— Adrian, 17, Climate Strike participant</p> <p><br> "I think that if we raise enough awareness, people with really big power will be able to recognize that this is such a big issue and they'll be able to change it. With everyone banding together, we can be like,&nbsp;hey, we need to fix this ...&nbsp;This won't impact only us. This will impact future generations, so really now is the time to fight for change."&nbsp;— Jack, 15, Climate Strike participant</p> <p><br> "We're starting younger than [our parents] ever knew they could, so they aren't used to people standing up like this. We want to show them that kids in our generation can do this now."&nbsp;— Molly, 13, Climate Strike participant</p> <p><br> "We're here because we're a generation with a loud voice who isn't just going to stand and take what they've given us, which is not sustainable. We're here to make a difference, and make people hear us. We're not the same, we're a new generation who will vote them out."&nbsp;— Isabel, 15, Climate Strike participant</p> <p><br> "We need policy change and support from our politicians to … get a Green New Deal or something going. For older generations, it's not like we're trying to sound crazy. We just need policies that are helping our environment, not harming it, and holding businesses responsible for what they're doing."&nbsp;— Shealya, 21, Climate Strike participant</p> <p><br> "People are like, 'Why are you going to fight now? It's not going to do anything. You should be getting your education instead of skipping school.' But how the climate is now, if we all go extinct, we're not going to have any education. So we need to stick up now before things actually do go under."&nbsp;— Lycianne, 14, Climate Strike participant</p> <p><br> "[We're out here] because we can. [Our parents] didn't get to do this kind of stuff, let alone they weren't really told any of this, so we have the privilege of knowing everything that goes on in our society and it's just real fun to speak up. Especially because we're really young."&nbsp;— Talia, 13, Climate Strike participant</p> <p><br> "Acknowledge the fact that we have to take action now ... Rather than wait for people that we elect to take action, show people that don't believe that this is really happening, and that we actually can do something about it."&nbsp;— Krystine, 17, Climate Strike participant</p> <p><br> "I'm out here today because we're learning about climate change in class and I think it's important that everybody's aware of what they're doing. Because if people don't start acting now, then in a couple years it'll be so bad that even if you act it will be a lot harder to fix it than it is now."&nbsp;<br> — Emmy, 11, Climate Strike participant</p> <p><br> "We have to fight for climate change, and we need to do it now before anything else happens, 'cause we're probably going to die. Just saying! I mean I'm being real honest right here, … we need to do something about it, we need to fight. As young people, we have a voice and we need to use our voices. … and we have to do it right now."&nbsp;— Janine, 15, Climate Strike participant</p> <p><br> "If [our parents] don't make a change, we will. We'll make a future for our kids, and our kid's kids."&nbsp;— Leslie, 13, Climate Strike participant</p> <p><br> "We're just trying to spread awareness about how climate change has a really big effect on our lives. The world is slowly dying, and this is the only world that we have, so we have to take care of it."&nbsp;— Alem, 14, Climate Strike participant</p> <p><br> "We really didn't ask for this. We didn't cause it, we're trying to solve it. One of my motivating factors is, if I ever have children I want them to see nature and beauty. I don't want them to have to do what we're doing right now."&nbsp;— Elena, 15, Climate Strike participant</p> <p><br> "My people are an Afro indigenous community from the island of St. Vincent in the Caribbean.&nbsp; Despite overwhelming adversity, we organized our community and emancipated ourselves from colonization.&nbsp; My ancestors did this to protect the children to come.&nbsp; I am one of those children.&nbsp; But the struggle continues for me and my people.&nbsp; Again we are being pushed from the lands, which we settled, the land which my family has inhabited for generations.&nbsp; That land will be under water in a few decades if we continue on the path we’re on." — Vic Barrett, Garifuna Afro-Indigenous Climate Activist from St. Vincent in the Caribbean</p> <p><br> "I was born into a world in which my future is being stolen from me, born into a world in which my past already was, born into a world where everything that I am is slipping into the sea, born into a world where my people face extinction.&nbsp; Indigenous lands all over our planet are being flooded, poisoned and destroyed. " — Vic Barrett, Garifuna Afro-Indigenous Climate Activist from St. Vincent in the Caribbean</p> <p><br> "We’re here to write a new story.&nbsp; …&nbsp; A story in which our constitutional right to a safe climate is recognized by the highest courts, a story in which the most vulnerable people are given the greatest protections, a story in which indigenous peoples are empowered to protect their homelands.&nbsp; In 2030 the history books will show that faced with eminent destruction, … young people around the world rose up to demand immediate action."<br> — Vic Barrett, Garifuna Afro-Indigenous Climate Activist from St. Vincent in the Caribbean</p> <p><br> "[We're striking so that] we can stop fossil fuels and automobiles, like planes and cars. So that we can stop climate change."&nbsp;— Elia, 10, Climate Strike participant</p> <p>"Many people don't think water is alive or has a spirit. My people believe this to be true. ... We believe our water is sacred because we are born of water." – Autumn Peltier, 15, First Nations Canadian youth activist for water conservation and indigenous rights</p> <p><br> "We haven't lived our lives yet, we haven't gotten our jobs yet, we haven't financially thrived yet, we haven't changed the world yet. So we need a world to actually change."&nbsp;— Johann, 14, Climate Strike participant</p> <p><br> "And for twice as long as I have been alive on this planet we have known about the crisis.&nbsp; For just as long the wealthy and the powerful have profited of … pollution have lied to millions of people about the science, have choked our democracy with their big oil dollars and stolen our futures." – Varshini Prakash, the Sunrise Movement</p> <p><br> "Today this generation is taking over.&nbsp; Our days of waiting for justice, our days of waiting for action, our days of waiting to be heard are over.&nbsp; … Today we are putting our feet into the streets and we are not stopping until we get it done." – Varshini Prakash, the Sunrise Movement</p> <p><br> "I’m tired of climate inaction.&nbsp; I’m tired of our world leaders ignoring what’s really happening to our earth and profiting of the extinction of our planet ….&nbsp; Prioritizing profits over lives, instead of lives over profit."&nbsp;<br> – Daphne Frias, 21 year old student from West Harlem, New York</p> <p><br> "I'll be traveling and striking in a different city, or maybe even a different country, every Friday ….We must grow this movement. We must get real action." – Alexandria Villaseñor, 14, climate activist who founded Earth Uprising and an organizer with the school climate strike group Fridays for Future</p> <p><br> "Young people of color, like myself, are affected by climate change most …. I should be one of the people who gets to come up with solutions."<br> – Nyiesha Mallett, 18, Afro Caribbean climate activist from New York</p> <p><br> "November is known as fire season …. And with all the fires that's been happening around here, I can't ignore something that's happening right in front of me." – Mariana Rodriguez, 17, San Francisco youth climate marcher/striker</p> <p><br> "We as a generation have gotten really activated because I think we realize that if we don't step up and do something, no one is going to," – Katie Eder, 19, Executive Director of Future Coalition and creator of the US Youth Climate Strike Coalition</p> <p><br> "The Artic National Wildlife Refuge is known as “the place where life begins [to the Gwich’in Nation]. It’s sacred. It’s our well-being, our way of life, and part of our identity" – Quannah Chasinghorse, 17, Lakota climate activist</p> <p><br> "A lot of our communities and villages on the coast, because of erosion, are literally falling apart …. Communities are being evacuated from their own homes and ancestral lands because of climate change." – Quannah Chasinghorse, 17, Lakota climate activist</p> <p><br> "Being out there on the land is what connects us to each other. It is healing for us is when we all go out together on the land. It’s what grounds us and connects us, knowing that generations of our ancestors have walked across those lands. " – Quannah Chasinghorse, 17, Lakota climate activist<br> &nbsp;</p> <p>"I live in north Minneapolis which is predominantly an African American community; we have a lot of factories situated next to us so we get a lot of pollution from fossil fuels …. Climate change has affected my parents’ home in Somalia because of droughts and food shortages there; this work I'm doing relates to them as well. Something that gives me a lot of hope is seeing so many different people fighting for this common issue and realizing that I am not alone." &nbsp;– Juwaria Jama, 15, Minneapolis based climate activist</p> <p>&nbsp;</p> <p>&nbsp;</p> <p>&nbsp;</p> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>Laura McClure</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2019-11-24T11:23:58-05:00" title="Sunday, November 24, 2019 - 11:23">November 24, 2019</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Sun, 24 Nov 2019 16:23:58 +0000 Laura McClure 1376 at https://www.morningsidecenter.org Restorative Practices: Myths & Facts https://www.morningsidecenter.org/blog/restorative-practices-myths-facts <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--article.html.twig x field--node--title.html.twig * field--node--article.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>Restorative Practices: Myths &amp; Facts</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--article.html.twig x field--node--uid.html.twig * field--node--article.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>Sara Carrero</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--article.html.twig x field--node--created.html.twig * field--node--article.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2019-03-12T12:01:46-04:00" title="Tuesday, March 12, 2019 - 12:01">March 12, 2019</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Tue, 12 Mar 2019 16:01:46 +0000 Sara Carrero 1292 at https://www.morningsidecenter.org https://www.morningsidecenter.org/blog/restorative-practices-myths-facts#comments Looking Back at 2018 https://www.morningsidecenter.org/teachable-moment/lessons/looking-back-2018 <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>Looking Back at 2018</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><p>&nbsp;</p> <h3>Opening&nbsp;<br> &nbsp;</h3> <p>Explain that we’ll start the new year, 2019, with some deep breathing. Deep breathing increases the supply of oxygen to our brain. It can lower our blood pressure and heart rate and can help create a sense of calm and quiet in our often busy and stressful lives.</p> <p>Instruct students to take a few deep breaths as follows:&nbsp;<br> &nbsp;</p> <ul> <li>Breathing in … slowly … deeply … calmly … and out again … slowly … calmly … all the way …</li> </ul> <ul> <li>Repeat two or three times … slowly … deeply … calmly.</li> </ul> <p><br> Next, ask students to scan their bodies and notice if they’re holding any stress, tension, or tightness anywhere.<br> &nbsp;</p> <ul> <li>On the next in-breath, invite students to breathe into that tension … slowly .. deeply … calmly … then on the outbreath, try to let go of it … slowly … calmly … letting go …</li> </ul> <ul> <li>Repeat by once again breathing into any tension they might be holding … and on the outbreath, releasing as much of it as possible ….&nbsp;</li> </ul> <ul> <li>One more time, breathing into whatever tension is left … then letting go of it on the outbreath … all the way.<br> &nbsp;</li> </ul> <p>If students are new to mindful breathing and contemplative practices, you may leave it at this. If students are able to stay with it, consider letting them sit with the practice for a bit longer, continuing the breathing into the tension and letting go of it on the outbreath, while sitting in silence.</p> <p>Say something about 2018 having been a challenging and tense year for many. &nbsp;Some of these practices can help us start 2019 on a different note.&nbsp;</p> <p>Explain that today we’ll spend some time reflecting on the year on a personal level and on a broader community level.</p> <p>&nbsp;</p> <hr> <p>&nbsp;</p> <h3>Our Year in Review</h3> <p><br> Invite students to think back over their 2018. Send a talking piece around several times, asking students to share their responses to some or all of the following prompts:&nbsp;<br> &nbsp;</p> <ul> <li>What has been a highlight for you over the past year?<br> &nbsp;</li> <li>What was a challenge you faced this past year? And/or: What was a challenge you overcame this past year?<br> &nbsp;</li> <li>What was something you learned in 2018? And/or: Who did you learn from in 2018?&nbsp; Explain.<br> &nbsp;</li> <li>What is one thing you wish you could have done differently in 2018? And/or: What is something you would like a “redo” on?<br> &nbsp;</li> <li>Share any connections or reflections you’d like based on what others shared in these go rounds.</li> </ul> <p>&nbsp;</p> <hr> <p>&nbsp;</p> <h3>2018 in the News<br> &nbsp;</h3> <!-- THEME DEBUG --> <!-- THEME HOOK: 'filter_caption' --> <!-- BEGIN OUTPUT from 'core/modules/filter/templates/filter-caption.html.twig' --> <figure role="group"> <img alt="Fires in California" data-entity-type="file" data-entity-uuid="252b2984-ea1a-4850-8aba-0e9f56627049" src="/sites/default/files/inline-images/California%20fire.JPG" width="634" height="422" loading="lazy"> <figcaption><em>Fires raged in California in 2018, part of the 'new normal' created by climate disruption.</em></figcaption> </figure> <!-- END OUTPUT from 'core/modules/filter/templates/filter-caption.html.twig' --> <p><br> Invite students next to zoom out and think back over what happened in their community, country, and/or world in 2018.&nbsp; Send the talking piece around several times, asking students to share on some or all of the following prompts:<br> &nbsp;</p> <ul> <li>One story from your larger community or in the news that touched you.<br> &nbsp;</li> <li>One story from your larger community or in the news that surprised you.<br> &nbsp;</li> <li>One story from your larger community or in the news that upset you.<br> &nbsp;</li> <li>One story from your larger community or in the news that gave you hope.</li> </ul> <p>&nbsp;</p> <hr> <p>&nbsp;</p> <h3>Video<br> &nbsp;</h3> <p>If your students need a jumping off point for this review of the year’s events, consider showing the following video from Time. Tell students that this 4-minute video may remind us of events that affected us this past year. It provides a quick review of just a few of the year’s developments and includes a range of perspectives that we may or may not share. &nbsp;It is meant to jog our memory, if needed.</p> <p>Time video:&nbsp; <a href="http://time.com/5485865/2018-year-in-review/">http://time.com/5485865/2018-year-in-review/</a></p> <p>Based on the video and other stories students have followed or heard about in 2018, send a talking piece around several times, asking participants to share their responses to one or all of the following:<br> &nbsp;</p> <ul> <li>One story in the news that touched you.<br> &nbsp;</li> <li>One story in the news that surprised you.<br> &nbsp;</li> <li>One story in the news that upset you.<br> &nbsp;</li> <li>One story in the news that gives you hope.<br> &nbsp;</li> <li>One person who stood out for you in the news in 2018.</li> </ul> <p><br> According to the video: “If there’s anything we learned from 2018, it’s that the ones who make the greatest change are sometimes the ones you least expect.”&nbsp;<br> &nbsp;</p> <ul> <li>What did you notice about the people who were shown in the video at this point?&nbsp; Why might they have been the ones Time least expected to make change?&nbsp; How do you feel about that?&nbsp; How do you feel about these people?</li> </ul> <p>&nbsp;</p> <hr> <p>&nbsp;</p> <h3>Closing Ceremony</h3> <p><br> Based on today’s circle, what is one thing you’ll start doing, stop doing, or keep doing in 2019?</p> <p>&nbsp;</p> <p>&nbsp;</p> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>Laura McClure</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2019-01-01T12:45:06-05:00" title="Tuesday, January 1, 2019 - 12:45">January 1, 2019</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Tue, 01 Jan 2019 17:45:06 +0000 Laura McClure 1268 at https://www.morningsidecenter.org Using Circle to Build Community https://www.morningsidecenter.org/news/using-circle-build-community <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--article.html.twig x field--node--title.html.twig * field--node--article.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>Using Circle to Build Community</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--article.html.twig x field--node--uid.html.twig * field--node--article.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>Laura McClure</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--article.html.twig x field--node--created.html.twig * field--node--article.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2018-03-14T09:26:03-04:00" title="Wednesday, March 14, 2018 - 09:26">March 14, 2018</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Wed, 14 Mar 2018 13:26:03 +0000 Laura McClure 1168 at https://www.morningsidecenter.org https://www.morningsidecenter.org/news/using-circle-build-community#comments Connecting to Each Other & to World Events https://www.morningsidecenter.org/teachable-moment/lessons/connecting-each-other-world-events <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>Connecting to Each Other &amp; to World Events</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><h4><br>To the Teacher:<br>&nbsp;</h4><p>The activity will work best if you are able to arrange students in a circle.&nbsp;We've found that circles can be very effective in helping build strong connections between participants, including students and adults. See <a href="https://www.morningsidecenter.org/teachable-moment/lessons/introduction-circles">these guidelines</a> on the circle format. It includes using a talking piece that is handed from person to person around the circle (giving each person a chance to speak uninterrupted), and a center piece in the middle of the circle that has meaning for the group. The teacher serves as "circle keeper," both participating and gently facilitating.<br>&nbsp;<br>&nbsp;</p><hr><p>&nbsp;</p><h4>Opening Ceremony or Gathering<br>&nbsp;</h4><p>Read the following quote by astrophysicist Neil deGrasse Tyson:<br>&nbsp;</p><div class="rteindent1">"We are all connected;<br>To each other, biologically.<br>To the earth, chemically.<br>To the rest of the universe atomically."</div><p>&nbsp;<br>Have students sit with this quote for a minute, then ask them to share any reflections before starting today's lesson. If you are using a circle format, use this as the prompt before sending the talking piece around.&nbsp;<br>&nbsp;</p><hr><p>&nbsp;</p><h4>What's in a Name<br>&nbsp;</h4><p>In a go–round (with a talking stick, if you use one), ask each student to share a story of their name. &nbsp;<br>&nbsp;<br>Explain that they can share anything they know about their name (first, middle, or last names, nicknames, etc.) This might include:</p><ul><li>Why was the name given to you? By whom?</li><li>Were you named after anyone in your family – or someone else?&nbsp;</li><li>Do you know the ethnic, religious or cultural roots of your name?&nbsp;</li><li>How about the meaning of your name?&nbsp;</li><li>Is your name ever misspelled/mispronounced?&nbsp; How does that make you feel?&nbsp;</li></ul><p>&nbsp;<br>You may have participants who, for whatever reason, don't have much information about their names.&nbsp;&nbsp; They can share whether they (dis)like their names and possible reasons why; whether their name is unique or they know three others with the same name; or any other name related information.&nbsp;<br>&nbsp;<br>If you're concerned about students not knowing much about their names, for whatever reason, you might ask them ahead of time to do some research before introducing this as an activity.&nbsp;<br>&nbsp;<br>Model the activity by sharing a story or two about your own name before beginning the go–round.<br>&nbsp;</p><hr><p>&nbsp;</p><h4>Values Web</h4><p>&nbsp;<br>Explain to students that values are principles or qualities that are important and desirable when groups of people come together. &nbsp;Values are at the root of healthy, strong communities.&nbsp; They help ground our communities and guide our social interactions. They can us help create a safe space where we can share openly and honestly.<br>&nbsp;<br>Give each student a post–it note. Invite students to write on their note a value that they think would also be important for the group as they build their classroom community together.<br>&nbsp;<br>If you think students will have a hard time coming up with values on their own, consider writing a series of values on post–its for students to choose from. Place them at the center of your circle.&nbsp; Values to consider are:&nbsp; collaboration, kindness, generosity, integrity, support, respect, empathy, concern, compassion, courage, encouragement, equality, equity, love, open–mindedness, patience, honesty, justice, fairness, confidentiality, etc.&nbsp; Make sure to leave some empty post–its as well in case students want to add their own.&nbsp;<br>&nbsp;<br>Invite participants to get out of their seats and create a standing circle (leaving their post–its on their seats for now).&nbsp; Introduce a ball of yarn.&nbsp; Explain that you'll be tossing it from one person to the next across the circle, so as to "weave a web." Start by taking the end of the yarn.&nbsp; Hold on to it as you toss the ball of yarn to a person in the circle to start the process.&nbsp; When that person catches the ball, invite them to share their value and explain why they think this value is important to have as a foundation for our work together.&nbsp; Explain that after sharing their value, this person should hold on to the yarn before tossing the ball to someone else in the group.&nbsp; As the yarn moves from one person to the next, a web is "woven" that you can explain at the end represents the foundation of your work together.&nbsp;<br>&nbsp;<br>Explain that the web can be seen as representing the connections we build in advisory/our homeroom or class by sharing our stories, experiences, and feelings.&nbsp; The string represents our interconnectedness as people.&nbsp; The web makes these unseen connections visible.<br>&nbsp;<br>To illustrate this point, invite participants to make sure the yarn is taut, by taking a step back as needed.&nbsp; Then pluck it in different places and encourage participants to do the same.&nbsp; Think of this as the interconnectedness and the energy that reverberates through a community.&nbsp; Have students think about the person who is having a bad (or good) day, and how that might impact the whole class. Or think about how something that happens in the neighborhood can powerfully reverberate across the school community.&nbsp; Think about a fight in the schoolyard that can put people on edge who (seemingly) have nothing to do with it. &nbsp;Explain that this happens in families, classrooms, schools, neighborhoods, cities and beyond. (The next activity will illustrate this further.)<br>&nbsp;<br>For now, though, invite participants to slowly put the web down onto the floor, while keeping the strings taut.&nbsp; Then ask each person to put their post–it with the value written on it at the point of the web that they just placed on the floor.&nbsp;<br>&nbsp;<br>If time allows, consider introducing one or more of following go rounds:<br>&nbsp;</p><ul><li>Invite participants to talk about a time in their lives when this value has played an important role, either because it was present or because it was absent.</li><li>What might get in the way of this value as we come together in our circle?</li></ul><p>&nbsp;</p><hr><p>&nbsp;</p><h4>The Butterfly Effect</h4><p>Project the image below on the board.</p><p>&nbsp;<br><img src="/sites/default/files/inline-images/butterflyeffect-300x258.jpg" data-entity-uuid="13986515-0411-4072-8ee4-9a20ca1af5c8" data-entity-type="file" alt="butterfly effect" width="300" height="258" loading="lazy"></p><p>&nbsp;<br>Ask students if they have ever heard of the "butterfly effect." If they have, ask them to share what they know.&nbsp; If not, or if their knowledge is incomplete, use the following to inform them further:&nbsp;<br>&nbsp;<br>The "butterfly effect" refers to the notion that the flapping of a butterfly's wings can cause a tornado.&nbsp; The idea is often ascribed to Edward Lorenz, who was a mathematician and meteorologist at the Massachusetts Institute of Technology.&nbsp; In a December 1972 meeting of the American Association for the Advancement of Science in Washington, D.C., Lorenz presented his theory in a talk entitled: "Predictability: Does the Flap of a Butterfly's Wings in Brazil set off a Tornado in Texas?"&nbsp;<br>&nbsp;<br>Lorenz's observation was that a seemingly insignificant event – like the flapping of a butterfly's wings – can create a minute change in the initial condition of the atmosphere, which could cause a chain of events that could ultimately lead to much larger phenomena.&nbsp; Had the butterfly not flapped its wings, the atmospheric change that caused the tornado may not have taken place either.</p><p><strong>Interconnectivity&nbsp;</strong><br>&nbsp;<br>Tell students that not only are we interconnected as people, we are connected to other animals and the whole natural environment.&nbsp; All our actions have consequences both on each other and on the environment. The word&nbsp;<a href="https://en.wikipedia.org/wiki/Ubuntu_philosophy" target="_blank">"ubuntu"</a> is used by the Bantu people of southern Africa to help explain this interconnection. The word literally means "human–ness." More broadly, it refers to a belief in a universal bond of sharing that connects all humanity – the idea that each of us is fundamentally a part of the whole. It suggests that "I am because we are."&nbsp;<br>&nbsp;<br>But this concept isn't just a social idea – it is affirmed by quantum physics, which points to the profound interconnectedness of the universe. The physical world is an inseparable whole, and each action has consequences that reverberate throughout.<br>&nbsp;<br>Sheldon Berman, founder of Educators for Social Responsibility, defined a community as "a group of people who acknowledge their interconnectedness, have a sense of their common purpose, respect their differences, share in group decision–making as well as in responsibility for the actions of the group, and support each other's growth." &nbsp;<br>&nbsp;<br>Tell students that we'll now explore some things that are happening in the world – and think about how they affect us.<br>&nbsp;</p><hr><p>&nbsp;</p><h4>In the News</h4><p>Print up a selection of tweets or other short items about an issue or issues in the news. Cut them into separate pieces, and post them around the room. Explain that these tweets/items are about stories in the news that affected our community in some way.&nbsp;<br>&nbsp;<br>Invite students to walk around the room in silence, reading the various items.&nbsp;Ask them to decide on an item that stands out for them, one that resonates with them for whatever reason.&nbsp;<br>&nbsp;<br>Next, ask students to return to their seat in the circle. Send the talking piece around, asking students to share the item they picked and explain why they picked it.&nbsp; What do they know about this news story?&nbsp;<br>&nbsp;<br>After everyone has had a chance to share, send the talking piece around a few more times, asking some or all of the following questions:<br>&nbsp;</p><ul><li>Do you have questions about any of the items we selected?&nbsp;</li><li>Do you know what news stories the remaining items refer to?&nbsp;</li><li>Are there other stories you have been following recently?&nbsp; What stories are missing?&nbsp;</li><li>Do you have direct personal connections to any of these stories?&nbsp;</li><li>Can you think of any indirect connections you have to these stories?&nbsp;</li><li>How does this relate to the butterfly effect mentioned earlier in our lesson?</li></ul><p>&nbsp;<br>In closing the activity, note that just as a butterfly flapping its wings may not seem to have a huge effect on our lives, events that take place far away may not feel like they're connected to what's happening to us here in the U.S.<br>&nbsp;<br>Ask students to consider how some of these changes elsewhere ultimately touch all of us.&nbsp;&nbsp;<br>&nbsp;<br>&nbsp;</p><hr><p>&nbsp;</p><h4>Closing</h4><p>&nbsp;<br>Project an image of a water ripple on the board.&nbsp;<br>&nbsp;<br>Ask students to think about what large ripples happening around the world today are affecting our school and classroom/advisory/homeroom communities.<br>&nbsp;<br>Then ask: What kind of ripples can we as individuals create that will have a positive impact on everyone in our community and on those beyond our immediate circles?&nbsp; Send a talking piece around asking students to share out on the last question.<br><br>&nbsp;</p></div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>fionta</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2017-09-03T15:50:33-04:00" title="Sunday, September 3, 2017 - 15:50">September 3, 2017</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Sun, 03 Sep 2017 19:50:33 +0000 fionta 316 at https://www.morningsidecenter.org