Classroom transformation

Goodbye desks, hello pedal tables!

Fifth-grader Miles Dwyer reads at a pedal desk on loan to Montclair from a South Carolina company that makes youth fitness equipment.

C.J. Cain is a physical education teacher, not an architect or interior designer. Still, he has big plans for a classroom makeover at Denver’s Montclair School of Academics and Enrichment.

He wants to create the state’s first “kinesthetic classroom” there. The term may be a mouthful, but it’s really just another way of saying that the room would feature desks and tables with built-in bicycles, elliptical machines and other exercise equipment. The idea, which has been piloted at a handful of schools around the country, draws on neuroscience research showing how exercise facilitates learning and memory.

It’s the same research that’s behind trends such as brain breaks and school-wide movement sessions. The biggest difference is that students would be doing academic work in the kinesthetic classroom—reading while they pedal or taking notes while they swivel at a “kneel and spin” desk.

“[It’s] a creative way we can look at closing the achievement gap and overall greater achievement for all students,” said Cain.

Besides helping students stay focused in class and better retain what they learn, he believes a kinesthetic approach can improve mood and help kids get along better. While that remains to be seen at Montclair, students have shown lots of interest in the blue pedal desk on loan from the South Carolina company KidsFit.

“The feedback has been great,” said Cain. “They love it.”

As is often the case, lofty ambitions come with hefty price tags. It will take about $27,000 to outfit a classroom with enough equipment for 32 students. So far, Cain’s raised just $25 through a ColoradoGives donation page. He said there’s no specific time frame for raising the full amount.

“We’re reaching out certainly to the community and asking for their help in this,” he said. “I’m very patient.”

While Cain hopes to eventually raise enough money to buy a full classroom set of kinesthetic equipment, he said a stripped-down version of the model could make it cheaper and easier to scale down the road. For example, instead of a full kinesthetic classroom, several classrooms could have a two or three kinesthetic stations.

Parent Kelly Dwyer, a member of Montclair’s school wellness team, expects fund-raising to be the toughest part of implementing the kinesthetic classroom, but likes the concept.

“We’ve seen so much research about how movement stimulates the brain and focus…I think this could really help in that regard,” she said.

“Our biggest challenge as a health team is to really help our school get to a point where we look at the research and say more time in the seat is not necessarily translating to performance.”

Montclair, an innovation school, enrolls about 480 students. Two-thirds of them are eligible for free or reduced-price school meals.

Along with academic benefits, Dwyer believes the kinesthetic classroom may provide fitness benefits too.

“Today, we have so much that teachers need to cover…that specials of all sorts, from art and music to PE, have gotten squeezed…and I’m very concerned most students are lacking in exercise.”

Dwyer, who has two sons at Montclair, believes the kinesthetic classroom could be especially helpful for her energetic second-grader “because he is one of those guys who is constantly moving his body.”

Eric Larson, physical education coordinator for Denver Public Schools, said Cain’s kinesthetic classroom vision could eventually serve as a model for other district schools if it has an effect on things like behavior and attendance.

“I think everything is data-driven,” he said. “I think it would be something the district would look at if there’s data there.”

 

survey says

More bullying reported at New York City schools, study shows

PHOTO: Anthony Lanzilote

More New York City students say there is bullying in their schools, a report released Monday showed. The findings also revealed that many schools reporting the greatest number of violent incidents on campus have no social workers on staff.

The report was commissioned by New York City Comptroller Scott Stringer.

Stringer also released an audit of how school safety matters are recorded, and concluded that the education department should provide more oversight and streamline incident reporting rules.

“The audit found clear breakdowns in communication in the reporting and tracking of incidents and actions taken,” according to a press release from Stringer’s office.

The education department disputed some of the comptroller’s findings, and in a written statement, spokeswoman Miranda Barbot wrote: “We have detailed protocols in place to ensure allegations of bullying are immediately reported, investigated and addressed, and are investing in both anti-bullying initiatives and mental health supports.”

But the pair of reports raises scrutiny of Mayor Bill de Blasio’s school discipline reforms, which favor  “restorative” practices that emphasize mediation over punishment, and make it harder to suspend students.

Advocates of the de Blasio reforms say the shift is necessary because black and Hispanic students are more likely to be arrested or disciplined at school. Research has shown such disciplinary action can lead to higher dropout rates. Critics of the reforms, meanwhile, say the changes have created more chaotic schools.

The findings are also likely to add to a chorus of parents and elected officials who say more emotional supports are needed for the city’s most vulnerable students. Students who experience a mental health crisis during the school day may be handcuffed and shuttled to hospitals. The city’s latest budget, which was approved last week, includes an additional $2 million to hire social workers and guidance counselors in schools that currently don’t have any.

Here are some highlights from the reports.

More students report there is bullying in their schools — but the data comes with a catch.

Last year, the education department’s annual survey showed that 82 percent of students said their peers “harass, bully, or intimidate others in school.” That’s up year over year, and up significantly from 65 percent of students in 2012, which was the lowest rate recorded since at least 2010. (De Blasio’s discipline reforms started to take effect around 2015.)

A note about these numbers: Prior to 2017, the survey asked whether students harass, bully or intimidate other students none, some, most, or all of the time. The most recent survey responses were slightly different: none of the time, rarely, some of the time, or most of the time — a change that may have artificially inflated the bullying numbers.

That’s enough to render the survey data unreliable said Max Eden, a researcher who has studied school climate for the conservative-leaning Manhattan Institute — a critic of the mayor’s discipline reforms. Still, taken with other findings, it’s reasonable to think that bullying is on the rise at city schools, he said.

Among the other evidence: A first-of-its-kind report, released this month under a new city law, that showed substantiated bullying incidents are on track to increase this year.

Schools that log the most violent incidents often lack mental health supports.

Guidance counselors and social workers are key when it comes to creating safe schools because they can help address the root cause of violent or troublesome behavior, advocates who want more mental health supports say.

But many of the city’s neediest schools go without that help.

Of the schools reporting the most violent incidents on campus, 36 percent lack a full-time social worker, the comptroller found. On campuses where there are social workers, caseloads are a staggering 700 to one. That far exceeds the recommended ratio from the National Association of Social Workers of 250 general education students per social worker — and it’s higher than the citywide average of 612 students per social worker, according to the comptroller.

The comptroller’ compares that to the ratio of New York Police Department school safety agents who are placed in schools: There is one safety agent per 228 students, according to the report.

“Our city is failing to meet the social and emotional needs of our students,” Councilman Mark Treyger, of Brooklyn, who has pushed the city to report more up-to-date bullying data and to hire more school counselors, said in an emailed statement.

Schools may be underreporting violent incidents, something the education department disputes.

In a separate audit, the comptroller compared logs kept by school safety agents to incident reports filed by school leaders. In 21 percent of cases, incidents that were noted by safety agents were not reflected in the school reports.

The school data, in turn, are used to report incidents to the state for its Violent and Disruptive Incident Report, or VADIR. The discrepancy could raise questions about the already-controversial reporting system. (VADIR has been criticized for classifying schoolyard incidents as serious offenses, and the state has tweaked its definitions in response to those kinds of concerns.)

This finding also comes with some caveats. The comptroller looked at only 10 schools — a tiny sample of the city’s portfolio of about 1,800. And the education department took issue with the methodology.

In its response to the audit, education department officials said that the police data doesn’t align with the state’s reporting categories, and that the information may not be comparable because of student privacy concerns and recordkeeping issues on campuses where multiple schools share a building.  

Student Voices

What would these students tell newly trained teachers? ‘Be woke’

PHOTO: Rebecca Griesbach
Freedom Prep student Destiny Dangerfield talks alongside Asiah Hayes, Detario Yancey, and Evan Walsh at a panel discussion for TFA Memphis trainees.

Respect for others, being resourceful, and confronting biases are among the lessons four high-school-age students wanted to convey during a panel discussion for future Teach for America participants.

Teach for America Memphis trains recent college graduates and places them in local classrooms for two years, with the goal of developing leaders who will commit to educational equity. Earlier this month, TFA Memphis kicked off its Summer Institute, welcoming 153 new trainees. Created in 2006, the group now has over 400 alumni working in local schools. 

High-schoolers Asiah Irby, Evan Walsh, Destiny Dangerfield, and Detario Yancey shared their personal stories with about 200 corps members, directors, and alumni last week. When these students enrolled in Freedom Preparatory Academy and KIPP Memphis Collegiate Schools, it marked a turning point for them. Both schools are charters that hire many program grads.

“We wanted kids that embody so much of what we hope for for all of our students,” said Athena Palmer, executive director of TFA Memphis. “What were the key moments along the way” in their educations?

Based on interviews and the panel discussion, here’s what the students thought first-time teachers should know:

Tell us you won’t tolerate bullying. And mean it.

Destiny Dangerfield wants to be a federal prosecutor, or a civil rights attorney, or perhaps a performer one day. These are lofty goals for any student, but they once seemed unreachable for Dangerfield. Her father, a musician, packed his bags before she started middle school.

“That took a really huge toll on me because that was when I was starting to be introduced to a whole lot more boys,” she said. “Having him walk out on me did a number on my self-worth and self-image and I saw myself as little to nothing.”

School for Dangerfield was supposed to be a safe haven. But that wasn’t always the case. Sometimes, she said, an act as simple as momentarily stepping out of the classroom could affect a student’s safety.

“In reality, that two minutes could be the difference between a child getting in a fight or being talked about or ganged up on,” she said. “Be articulate that you won’t tolerate bullying of any kind. And show them that that’s not an empty threat and that you mean business.”

A safe community of friends and classmates helped Dangerfield get through school. Now, she wants her circle to learn to use their voices to make change, even though she feels people like her are misunderstood and often neglected.

“I want to see more investments within our city.…” she said. “I feel like Memphis has so much to offer … no one has the chance to see our potential.”

The classroom is where teachers can start to grow that potential. But one of her teachers didn’t, and that sticks with her today.

“I don’t want to be talked to like I’m 2 years old when I’m 17,” she said. “I will respect you no matter what, but I want to feel respected in the process.”

Open up. Everyone is nervous on the first day, including us.

In ninth grade, Evan Walsh listened while a faculty member told his parents, “He’s not up to the academic rigor of this school.” The meeting lasted five minutes, and he left unenrolled.

“When a student is in an environment where they feel like the people around them couldn’t care less about their education or what they do in life or what happens to them, you get the unfortunate situation that a lot of students are in right now,” he said, referring to two of his former classmates who lost their lives to violence in the city.

For Walsh, who spent his life moving from place to place, first times were frequent. Creating a bond with students in awkward moments can create lasting relationships, he said.

PHOTO: Rebecca Griesbach
Corps members talk to and hug participants Evan Walsh and Detario Yancey after the discussion.

“Don’t be scared,” he said. “We’re all human. We can all be scared. Understand like, we’re just as nervous as you are, especially on the first day.”

With the help of a former assistant principal who had a son in the school, Walsh found his way to KIPP, where his GPA shot from a 2.5 to a 3.6. In May, Walsh graduated summa cum laude, and he was the first from his school to apply for early decision and be accepted into the college of his dreams: Franklin and Marshall in Lancaster, Pennsylvania.

Still, he thinks of his two classmates and their dreams deferred.

“I’m a strong believer in thinking that violence and poverty is a cycle, and the way to break through some of it is with education,” he said. “I was lucky enough to have family and people around me that recognized the value of education.”

Expect only the most out of us – we’re smarter than you think.

In the rocky years that followed first grade, Asiah Irby found herself caught in a custody battle. Because her mother took care of her, she now wants to return the favor.

“‘That kind of shaped me into the person I am today,” she said. “Even when I’m at my lowest, I still push myself to do my best and be better. I just want what’s best for me and my family.”

When Irby thinks of excellence, she thinks of a poster that was on her English teacher’s wall: “I won’t insult your intelligence by giving you easy work.”

PHOTO: Rebecca Griesbach
Incoming corps members clap for students during panel discussion.

“Coming into a classroom seeing stuff like that just made me know that he cared and that being in his class, I was safe to just learn and try and fail and succeed,” she said.

But she hasn’t always been so lucky. Irby’s worst experience was when she switched teachers in the middle of the year, leaving her with an F grade in the class. Her new teacher didn’t have high expectations for her.

“He was white and kind of privileged, and he would make comments in class that were kind of racist and sexist,” she said. “I want to be something in life, and I don’t want anybody to tell me that I can’t be anything.”

Irby is now a rising senior at Freedom Preparatory Academy, where she raised her ACT score from a 23 to a 27 in one year, enough to get into highly ranked schools such as Syracuse and the University of Texas. And Irby won’t settle for anything less. Success for Irby means leaving a path that students like her younger sister can follow.

“I want to do what I can to make sure that she does better than I do,” Irby said. “My dream for Memphis is for kids that look like me to get experiences that kids who don’t look like me get.”

Teaching is about developing your ‘mommy instinct.’

At home, Detario Yancey’s parents gave him a stable life. But at his failing elementary school, resources were scant, and Yancey’s grades suffered.

“I felt like I was behind,” he said. “I felt like I had a lot of potential locked up in a door, but somebody had to unlock it.”

Yancey enrolled at KIPP in the fifth grade, eating his lunch during tutoring as he worked to recover his grades. Being a teacher in a school this rigorous requires a kind of finesse and quick wit – almost like a “mommy instinct,” he said.

“You want to make your children feel as safe as possible,” he said. “They may not have that love at home. They may not be feeling that love from their peers. Find a creative way to make them feel loved and safe.”

Now, the recent graduate prides himself on representing his class as president and valedictorian.

“I want to see underprivileged kids like me surpass expectations,” he said. “The system is in place for us to fail. I want to see us live to beat those systems down.”

In the weeks ahead, TFA’s incoming corps members will teach summer school at Memphis Business Academy before receiving their assignments for the new school year.

Yancey left them with one last bit of advice: “Be creative, be intuitive, be socially intelligent – and be woke.”