CALM Conversations about Learning D Zenani Mzube

Thank you for leaning in and listening to this replay of episode 18 of CALM Conversations about Learning!  Season One's final episode will FINALLY  be here next week! 
The M in CALM is for Management and I will examine the meaning of the word within the context of teaching and learning. 


Classroom Management is an important part of teaching and learning. It is both practical in the sense that teachers have a responsibility to oversee the activities, behaviors, pacing, productivity and general flow of the environment. There are a lot of considerations to make when managing a classroom, ranging from ensuring students’ safety and well-being to determining student seating arrangement for optimal learning. 
But often, classroom management is approached from a point of control and consequences with no long-term goal for building healthy relationships with students and providing opportunities for students to practice self-management.
Which makes me wonder: What is the long game? 
Are we educating young people so that they will grow up to become adults who respond best to being managed because they have not had opportunities to practice managing themselves? 
Conversation Points: 
Even though classroom management addresses concerns from student seating arrangement to student behavior, it requires teachers to try to “control the weather,” thus placing them in charge of managing all the energy in the classroom environment. Classroom management does not inform college-readiness or LIFE-readiness if it doesn’t provide students with opportunities to practice self-management. Classroom rules tend to be arbitrary, ambiguous and absolute.Classroom norms promote autonomy, accountability and audacity.Rules and norms must be distinguished; their meanings are the difference between punishment and consequences.Encouraging self-management represent the #relationshipgoals of the classroom.

Visionary Homework: Explore these questions in a journal write: What does “management” mean to you?Who are you managing currently? Who’s managing you? What does it feel like to manage or be managed? What is the long game for managing your child or students’ learning?The Proof:
The Restorative Practices Handbook for Teachers,Disciplinarians and Administrators by Bob Costello, Joshua Wachtel and Ted Wachtel
Please and Thank You: Follow! Subscribe! Rate! Review! 
Editing by Devonne Williams 
Music by Cipriana Bethea

Thank you for leaning in and listening to this REPLAY of CALM Conversations about Learning!
This episode is from me to you about the ULTIMATE in self-care: Checking in with yourself to assess your needs and getting those needs met, as well as locating your “nearest exit” no matter the situation...and speaking of which, I share about a  situation that I am not proud of. But checking in and locating my nearest exit made it all better!
**I appreciate your patience as I check in and locate my nearest exit in real time, during this time! But I will return next Thursday with part 2 of the Management Pillar. 
Conversation Points: 
The power of performing a SELF Check-inResponding versus Reacting What it means to locate your nearest exit NOT “finding your happy place” Why it’s called a “practice”

PLEASE and THANK YOU:
Follow! Subscribe! Rate! Review! 

Edited by Devonne Williams

Beats by Cipriana Bethea

The Proof:
The Restorative Practices Handbook for Teachers, Disciplinarians and Administrators by Bob Costello, Joshua Wachtel and Ted Wachtel

Thank you for leaning in and  listening to this REPLAY of CALM Kid Convo w/Zeus Rivera, recent high school graduate and former student of mine! Check out his videos at https://www.CoZ@youtube.com.I used to tell my students that learning was a two-way street; a day never passed in which I did not learn something from them: from a riddle that I couldn’t solve and so required an explanation, to interesting information they’d learned from another class; to exposure to an idea, movie, book or video game, to a challenging lesson on how to love and respect them more -and better. This is why I want young people on this podcast: to show us Visionaries how to better love and respect them because let’s be honest: It is EASY to get caught up in our grown-upness, our degrees, and our do what I say, not as I do-ness!Sometimes, it can be instructive to stop giving directions and start asking questions. Here are three questions that we can ask ourselves after listening to this convo with Zeus:In what ways am I leading my child or students, so that they are growing and learning?In what ways am I supporting (as opposed to stifling) my students’ or child’s independence? In what ways do I show regard for my child’s or students’ dreams and aspirations? Have I even asked them about their dreams and aspirations? Whether it’s in the classroom or in the kitchen, and whether they are eight or 18,  let our conversations with children remind us that our envisioning can only be as powerful as those for whom  we’re doing the envisioning!Do the Podcast-Listener Thing: Follow. Subscribe. Rate. Review. 
Devonne Williams: Editing 
Cipriana Bethea: Beats

Thank you for leaning in and listening to episode 18 of CALM Conversations about Learning!


The M in CALM is for Management and I will examine the meaning of the word within the context of teaching and learning. 


Classroom Management is an important part of teaching and learning. It is both practical in the sense that teachers have a responsibility to oversee the activities, behaviors, pacing, productivity and general flow of the environment. There are a lot of considerations to make when managing a classroom, ranging from ensuring students’ safety and well-being to determining student seating arrangement for optimal learning. 
But often, classroom management is approached from a point of control and consequences with no long-term goal for building healthy relationships with students and providing opportunities for students to practice self-management.
Which makes me wonder: What is the long game? 
Are we educating young people so that they will grow up to become adults who respond best to being managed because they have not had opportunities to practice managing themselves? 
Conversation Points: 
Even though classroom management addresses concerns from student seating arrangement to student behavior, it requires teachers to try to “control the weather,” thus placing them in charge of managing all the energy in the classroom environment. Classroom management does not inform college-readiness or LIFE-readiness if it doesn’t provide students with opportunities to practice self-management. Classroom rules tend to be arbitrary, ambiguous and absolute.Classroom norms promote autonomy, accountability and audacity.Rules and norms must be distinguished; their meanings are the difference between punishment and consequences.Encouraging self-management represent the #relationshipgoals of the classroom.

Visionary Homework: Explore these questions in a journal write: What does “management” mean to you?Who are you managing currently? Who’s managing you? What does it feel like to manage or be managed? What is the long game for managing your child or students’ learning?The Proof:
The Restorative Practices Handbook for Teachers,Disciplinarians and Administrators by Bob Costello, Joshua Wachtel and Ted Wachtel
Please and Thank You: Follow! Subscribe! Rate! Review! 
Editing by Devonne Williams 
Music by Cipriana Bethea
 

Thank you for bringing your ears right here for episode 17 of CALM Conversations about Learning where we lean in to re-envision our children’s education with and for the folks who matter most: teachers, parents and of course, our young people!
This episode is part 2 of a conversation series dedicated to teaching and learning while Black. 
This week, Dr. James Wright, Assistant Professor of Culturally Responsive Educational Leadership at San Diego State University, dad (who is in LOVE with his three sons), scholar and writer joins us. 
We met a couple of months ago at the cafe where I go to do my work and five minutes into the conversation, I invited him to be a guest on the podcast...and I didn’t even know then that he was a Culturally Responsive educator! 
What Ah-mazing luck!
In this conversation, we discuss teaching and learning while Black within the context of Culturally Responsive educating, the historical implications of segregated education, what makes for an effective educator and the opportunity gap.
I hope that you enjoy --and learn from --this conversation with Dr. James Wright!
Chunks & Nuggets Worth Summarizing: 
Respect Epistemology. We must remember and learn from the 100 years of segregated teaching and learning while Black.“There is something wrong with the platform” when determining what makes for a stellar or even effective educator.The Achievement Gap points the finger at the child; the Opportunity Gap places the responsibility where it belongs: on the institutions and individuals who are charged with educating the child.We need young Black people to attend college because we need doctors, lawyers, politicians and policymakers to effect change in our communities and in these United States.There is a difference between being an Ally and being an Interferer. A clear distinction must be made.   Synthesizing and Internalizing:
We cannot truly educate children whom we do not respect, love or seek to know. Our students arrive with their stories, their cultural norms...their WHOLE selves and it is not the place of teachers, administrators and institutions to “fix” them because they are not broken. Tests, degrees and credentials are measurements of academic/pedagogical knowledge but they don’t make you an effective educator. “Learning” your students and your subject matter --and showing up to the classroom as a human being who is ever-evolving, and recognizing that good intentions are only as powerful as the impact of your actions, make for a decent start.  School reform is neither the cure nor the point when it comes to educating children of color. It comes down to the institutions and the individuals with the power and the policies that are harming our children and stunting their opportunities. References from the Conversation:
James Anderson, Dean of the College of Education at the University of Illinois at Urbana-Champaign; author of The Education of Blacks in the South, 1860-1935.Dr. Linda C Tillman, Professor Emerita of Educational Leadership, School of Education, University of North Carolina at Chapel Hill.Dr. Vanessa Siddle Walker, Samuel Candler Dobbs Professor of Educational Studies at Emory UniversityDr. Martin Luther Kingel-Hajj Malik el-Shabazz (Malcolm X) Quincy Troupe, Poet and formerDo the Podcast-Listener Thing: Follow. Subscribe. Rate. Review. 
Devonne Williams: Editing 
Cipriana Bethea: Beats

Thank you for bringing your ears right here for episode 16 of CALM Conversations about Learning where we lean in to re-envision our children’s education with and for the folks who matter most: teachers, parents and of course, our babies, big and small!


This episode kicks off a 2-part conversation series dedicated to teaching and learning while Black, wherein you’ll hear from two professors who have quite a bit to say on the subject. 
This week, Black Studies Professor Donna J. Watson (aka dj watson) joins us. I've known dj for over 20 years, first as  my professor then my mentor. I remember sitting in her classes then later working as her teaching assistant and just being in awe of how brilliant, funny and serious she was about her students becoming critical thinkers, which she referred to as “playing intellectual ball."  And for the first time ever in my school life, I thought, “I wanna be like that when I become a teacher.”    
Over the years, dj and I have written, performed, and published creative works together and we’ve even run a community writer’s workshop with other brilliant Black writers.
She is one of my most cherished friends and though we are now on opposite coasts, she continues to inspire me as an educator, intellectual and artist. 
In this conversation, we discuss teaching and learning while black within the context of nature, land, art, perfectionism and why Black Studies matters, which is timely as California just made Ethnic Studies mandatory for high school graduation. I have a feeling that it’s going to be a wild ride!
Anyway, I’ve learned so much from this wise woman and I trust that you’ll take away some nuggets to chew on from this conversation with Professor Donna J. Watson!


Chunks & Nuggets Worth Summarizing: 
Trees, like humans, speak a language and possess the capacity for friendship and community.Making mistakes is a part of being human. Striving for perfection is a European construct.Growing and harvesting food for oneself= personal power and community power.Grownups need encouragement and positive feedback, too.Art is everywhere.Go to school but know what school is and know what it means to be educated.Synthesizing and Internalizing:
Nature helps teach us how to become better humans. Let's take the children outside as much as possible so that they learn to love-- not fear nature.Everyone, both children and adults must remember that to err is human. So, let’s begin with ourselves so that we can model self-compassion for the babies! Pay attention to the constructs that are rooted in racism and fear. In school, children of color are often taught to go against their culture of collectivism to compete in unhealthy ways. The message becomes "be better than" instead of "be excellent." When we believe that there is enough for everybody, we believe that we are enough. And this is where the brilliance begins. Let’s  grow some food then share some food. Make art, find art and make space for our children to do the same so that they know that they are creators for life.Let’s decide to think critically and creatively about what it means to educate our children. Follow DJ Watson on Instagram @mudrunink and check out her exquisite paintings!
References from the Conversation:
Three- time Kentucky Derby winner: Isaac Burns Murphy (1861-1896)Do the Podcast-Listener Thing: Follow. Subscribe. Rate. Review.