Adolescence is a turbulent time of changes, social development, and searching for identity. Learn what brain science, gender research, and educational psychology has to say about raising connected and resilient kids that have a healthy sense of friendship and inclusion. How do you maintain connections with your kids, even as they draw away from adults? What is "normal" for these years? This session will help you empathize with your teens and with yourself, as well as inform how you approach your teens in healthy and productive ways.
Gone are days when boys are made of "snips and snails and puppy dog tails" and girls are made of "sugar and spice and everything nice"... or are they? Children are barraged with messages about gender and heterosexual norms everywhere they go - their homes, their schools, the media, and more. Do you know what hidden lessons they are learning? How do gender and sexuality affect everything from boys struggling in school to girls dropping out of the STEM pipeline, from sexual harassment to anti-gay bullying, from eating disorders to plastic surgery? How do parents, guardians, teachers, and schools provide safe environments for positive self esteem, healthy identity development, and acceptance of differences?
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can instill positive self identity in our children and coach them to be positive influences on others' identities. Together, we can co-create inclusive communities that work toward success for all.
How do you navigate those "ouch" moments - those that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of ouch moments, witness to ouch moments, and agents of ouch moments.
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
How do you navigate microaggressions - those words and actions that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of, witness to, and agents of microaggressions.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can co-author the identity development of youth to progress toward positive success for all.
Puberty, teen-hood, identity search, relationship drama, and self doubt. Becoming a middle school girl can be fraught with challenges at every corner. How do we keep our girls resilient through this turbulent time? Examine the crossroads of socio-emotional and identity development, gender differences and bias, and adolescent brain and body changes that your girls are entering. What does the research say about best practices toward resilience, excellence, healthy relationships, and self esteem—and how does Seattle Girls’ School specifically apply the practices?
Gone are days when boys are made of "snips and snails and puppy dog tails" and girls are made of "sugar and spice and everything nice"... or are they? Children are barraged with messages about gender and heterosexual norms everywhere they go - their homes, their schools, the media, and more. Do you know what hidden lessons they are learning? How do gender and sexuality affect everything from boys struggling in school to girls dropping out of the STEM pipeline, from sexual harassment to anti-gay bullying, from eating disorders to plastic surgery? How do parents, guardians, teachers, and schools provide safe environments for positive self esteem, healthy identity development, and acceptance of differences?
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can instill positive self identity in our children and coach them to be positive influences on others' identities. Together, we can co-create inclusive communities that work toward success for all.
How do you navigate those "ouch" moments - those that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of ouch moments, witness to ouch moments, and agents of ouch moments.
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
How do you navigate microaggressions - those words and actions that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of, witness to, and agents of microaggressions.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can co-author the identity development of youth to progress toward positive success for all.
Puberty, teen-hood, identity search, relationship drama, and self doubt. Becoming a middle school girl can be fraught with challenges at every corner. How do we keep our girls resilient through this turbulent time? Examine the crossroads of socio-emotional and identity development, gender differences and bias, and adolescent brain and body changes that your girls are entering. What does the research say about best practices toward resilience, excellence, healthy relationships, and self esteem—and how does Seattle Girls’ School specifically apply the practices?
In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can instill positive self identity in our children and coach them to be positive influences on others' identities. Together, we can co-create inclusive communities that work toward success for all.
Gone are days when boys are made of "snips and snails and puppy dog tails" and girls are made of "sugar and spice and everything nice"... or are they? Children are barraged with messages about gender and heterosexual norms everywhere they go - their homes, their schools, the media, and more. Do you know what hidden lessons they are learning? How do gender and sexuality affect everything from boys struggling in school to girls dropping out of the STEM pipeline, from sexual harassment to anti-gay bullying, from eating disorders to plastic surgery? How do parents, guardians, teachers, and schools provide safe environments for positive self esteem, healthy identity development, and acceptance of differences?
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children? Learn and practice tools for talking to children.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can instill positive self identity in our children and coach them to be positive influences on others' identities. Together, we can co-create inclusive communities that work toward success for all.
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
Young people bear witness to challenging or traumatic events in current events, media, and our local communities. Their thoughts, feelings, and reactions enter school spaces whether we introduce conversations or not. We adults have a natural instinct to protect our children from harsh realities and yet prepare them to navigate this complex world - is it possible to do both? What are ways to talk about identity, difference, and justice in age appropriate ways? How do you reinforce school values without shutting down perspectives? How do you facilitate authentic and respectful dialogue across difference? Engage in these questions and more through this interactive session.
This workshop reviews major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, and ways to improve cross-cultural communications skills. How do you navigate microaggressions - those words and actions that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of, witness to, and agents of microaggressions.
Talking about topics like gender, race, sexual orientation, and class can raise anxiety for many people, and yet we must have the conversation in our schools and our lives in order to be more inclusive and change the world for the better. What are the fears and common pitfalls that keep us from broaching courageous conversations? Gain practical skills for responding to hurtful experiences and facilitating courageous conversations.
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can instill positive self identity in our children and coach them to be positive influences on others' identities. Together, we can co-create inclusive communities that work toward success for all.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can instill positive self identity in our children and coach them to be positive influences on others' identities. Together, we can co-create inclusive communities that work toward success for all.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can instill positive self identity in our children and coach them to be positive influences on others' identities. Together, we can co-create inclusive communities that work toward success for all.
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the school is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right for the school? What are some best practices for getting the right people to the school and leveraging their talents? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our schools become the leading edge of cultural competency, inclusion, and equity.
Bertschi Talking to Children About Identity Difference and JusticeRosetta Eun Ryong Lee
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children? Sessions focused specifically on dialogue.
How do you navigate microaggressions - those words and actions that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of, witness to, and agents of microaggressions.
Young people bear witness to challenging or traumatic events in current events, media, and our local communities. Their thoughts, feelings, and reactions enter school spaces whether we introduce conversations or not. We adults have a natural instinct to protect our children from harsh realities and yet prepare them to navigate this complex world - is it possible to do both? What are ways to talk about identity, difference, and justice in age appropriate ways? How do you reinforce school values without shutting down perspectives? How do you facilitate authentic and respectful dialogue across difference? Engage in these questions and more through this interactive session.
All Day Workshop - Cultural Competency, Cross Cultural Communication, Navigating Microaggressions
How is cultural competency a value added model that involves everyone, individual effectiveness, and organizational excellence?
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we model authentic leadership as our whole selves, demonstrate strength in vulnerability, and co-author peers' identity as well as our own. Examine how the cycle of oppression and cycle of bullying pressure us to reinforce stereotypes, and what we can do as allies to break these cycles and work toward inclusion of all.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we co-author peers' identity as well as our own, how the cycle of oppression and cycle of bullying pressure us to reinforce stereotypes, and what we can do as allies to break these cycles and work toward inclusion of all.
In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can instill positive self identity in our children and coach them to be positive influences on others' identities. Together, we can co-create inclusive communities that work toward success for all.
Gone are days when boys are made of "snips and snails and puppy dog tails" and girls are made of "sugar and spice and everything nice"... or are they? Children are barraged with messages about gender and heterosexual norms everywhere they go - their homes, their schools, the media, and more. Do you know what hidden lessons they are learning? How do gender and sexuality affect everything from boys struggling in school to girls dropping out of the STEM pipeline, from sexual harassment to anti-gay bullying, from eating disorders to plastic surgery? How do parents, guardians, teachers, and schools provide safe environments for positive self esteem, healthy identity development, and acceptance of differences?
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children? Learn and practice tools for talking to children.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can instill positive self identity in our children and coach them to be positive influences on others' identities. Together, we can co-create inclusive communities that work toward success for all.
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
Young people bear witness to challenging or traumatic events in current events, media, and our local communities. Their thoughts, feelings, and reactions enter school spaces whether we introduce conversations or not. We adults have a natural instinct to protect our children from harsh realities and yet prepare them to navigate this complex world - is it possible to do both? What are ways to talk about identity, difference, and justice in age appropriate ways? How do you reinforce school values without shutting down perspectives? How do you facilitate authentic and respectful dialogue across difference? Engage in these questions and more through this interactive session.
This workshop reviews major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, and ways to improve cross-cultural communications skills. How do you navigate microaggressions - those words and actions that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of, witness to, and agents of microaggressions.
Talking about topics like gender, race, sexual orientation, and class can raise anxiety for many people, and yet we must have the conversation in our schools and our lives in order to be more inclusive and change the world for the better. What are the fears and common pitfalls that keep us from broaching courageous conversations? Gain practical skills for responding to hurtful experiences and facilitating courageous conversations.
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can instill positive self identity in our children and coach them to be positive influences on others' identities. Together, we can co-create inclusive communities that work toward success for all.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can instill positive self identity in our children and coach them to be positive influences on others' identities. Together, we can co-create inclusive communities that work toward success for all.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can instill positive self identity in our children and coach them to be positive influences on others' identities. Together, we can co-create inclusive communities that work toward success for all.
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the school is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right for the school? What are some best practices for getting the right people to the school and leveraging their talents? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our schools become the leading edge of cultural competency, inclusion, and equity.
Bertschi Talking to Children About Identity Difference and JusticeRosetta Eun Ryong Lee
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children? Sessions focused specifically on dialogue.
How do you navigate microaggressions - those words and actions that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of, witness to, and agents of microaggressions.
Young people bear witness to challenging or traumatic events in current events, media, and our local communities. Their thoughts, feelings, and reactions enter school spaces whether we introduce conversations or not. We adults have a natural instinct to protect our children from harsh realities and yet prepare them to navigate this complex world - is it possible to do both? What are ways to talk about identity, difference, and justice in age appropriate ways? How do you reinforce school values without shutting down perspectives? How do you facilitate authentic and respectful dialogue across difference? Engage in these questions and more through this interactive session.
All Day Workshop - Cultural Competency, Cross Cultural Communication, Navigating Microaggressions
How is cultural competency a value added model that involves everyone, individual effectiveness, and organizational excellence?
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we model authentic leadership as our whole selves, demonstrate strength in vulnerability, and co-author peers' identity as well as our own. Examine how the cycle of oppression and cycle of bullying pressure us to reinforce stereotypes, and what we can do as allies to break these cycles and work toward inclusion of all.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we co-author peers' identity as well as our own, how the cycle of oppression and cycle of bullying pressure us to reinforce stereotypes, and what we can do as allies to break these cycles and work toward inclusion of all.
Session for middle school youth on social stages, naturally shifting friendships, and conflicts that may arise. Support for understanding self, understanding others, skills for advocating for what you want, respecting what others want.
Odd Girls Out. Queen Bees. Girl Bullying. When did we lose our sweet little girls? Examine the cross-section of socio-emotional development, gender, and gender bias in the emergence of the “Mean Girl” phenomenon. What can we do as parents, educators, and supporters to promote healthy relationship among girls?
Gone are days when girls are made of "sugar and spice and everything nice"... or are they? We are barraged with messages about gender everywhere - our homes, schools, the media, and more. What hidden lessons are we learning? How do these lessons affect everything - girls' confidence, sense of worth, assertiveness, healthy friendships, and avoiding the "Mean Girl" phenomenon? In this workshop for 3rd through 5th grade girls and their parents and guardians, we will explore girl world, the challenges girls face, and ways that we can all work toward positive self esteem, healthy identity development, and empowerment in action for all girls!
Session for parents, guardians, and teachers. What is cultural competency, and how is it different than the way we were taught to interact across difference? What are developmentally appropriate and important conversations we should have with youth to help them develop cultural competency?
Adolescence is a turbulent time of changes, searching for identity. Learn what brain science and educational psychology has to say about raising connected and resilient kids primed to learn and be successful in school. What are some practical tips to help kids maintain healthy developing brains? How do you maintain connections with your kids, even as they draw away from adults? This session will help you empathize with your teens and with yourself, as well as inform how you approach your teens in healthy and productive ways.
Adolescence is a turbulent time of changes, searching for identity. Learn what brain science and educational psychology has to say about raising connected and resilient kids primed to learn and be successful in school. What are some practical tips to help kids maintain healthy developing brains? How do you maintain connections with your kids, even as they draw away from adults? This session will help you empathize with your teens and with yourself, as well as inform how you approach your teens in healthy and productive ways.
Part 1: Gender Differences and Gender Bias. How the "Curse of the Good Girl" affects confidence, conflict, and more.
Part 2: Social Development, Identity Development. The various changes young people will go through on different domains.
Part 3: Adolescence and the Teen Brain. Looking at teen behaviors from the lens of evolution and the brain.
Adolescence is a turbulent time of changes, searching for identity. Learn what brain science and educational psychology has to say about raising connected and resilient kids primed to learn and be successful in school. What are some practical tips to help kids maintain healthy developing brains? How do you maintain connections with your kids, even as they draw away from adults? This session will help you empathize with your teens and with yourself, as well as inform how you approach your teens in healthy and productive ways.
Odd Girls Out. Queen Bees. Girl Bullying. When did we lose our sweet little girls? Examine the cross-section of socio-emotional development, gender bias, and adolescence in the emergence of the “Mean Girl” phenomenon. What can we do as parents, educators, and supporters to promote healthy relationship among girls?
Odd Girls Out. Queen Bees. Girl Bullying. When did we lose our sweet little girls? Examine the cross-section of socio-emotional development, gender bias, and adolescence in the emergence of the “Mean Girl” phenomenon. What can we do as parents, educators, and supporters to promote healthy relationship among girls?
Odd Girls Out. Queen Bees. Bullying. What's myth and what's reality? Examine the cross-section of socio-emotional development, gender bias, adolescence, and other factors in the emergence of the “Mean Girl” phenomenon. What can we do as parents, educators, and supporters to promote healthy relationship among all young people?
Odd Girls Out. Queen Bees. Girl Bullying. When did we lose our sweet little girls? Examine the cross-section of socio-emotional development, gender bias, and adolescence in the emergence of the “Mean Girl” phenomenon. What can we do as parents, educators, and supporters to promote healthy relationship among girls?
What are the root causes of the "mean girl" phenomenon? How does girl bullying differ from boy bullying? What can we do to support our girls in developing and maintaining healthy relationships?
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
Similar to U Prep Social Lives of Adolescents (20)
Session for parents and other caretakers. "It was only a joke." "I didn't realize what that meant." "My friend told me it was okay." Young people use derogatory language and perpetuate harmful stereotypes as they test boundaries, repeat what they hear in the media, attempt off color humor, and more. How do you navigate microaggressions - those words and actions that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for when microaggressions happen. Discuss and practice how to “call in” privately, interrupt in the moment publicly, and receive interventions gracefully.
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children? [This session addresses the developmental needs of children in grades K-8)
Session for Maret School Families. Identity, Identity Development, School, Affinity Groups, and Conversations at Home in support of positive identity development.
Student session, meant for a two day retreat. Part 1: Leading from our Full and Authentic Identities. Part 2: Modeling Allyship and Solidarity. Part 3: Practicing Everday Equity
How do we learn about our various group identities like female, African American, Buddhist, gay, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can co-author the identity development of youth to progress toward positive success for all.
In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
Who We Are and As We Are: Identity Based Leadership for Diversity, Equity, and Inclusion
In this day-long session, you will engage in exploring your own identities, the journey that got you here, and how it affects your interactions with students, colleagues, and families. Building on that learning, you will engage in learning and sharing best practices for cultivating leadership in others, ensuring voice in DEI conversations, and institutionalizing DEI as a habit as well as a professed value. Whether you are a DEI leader in school or in another role wanting to make DEI a core part of your practice, this day will provide opportunities to self-reflect, learn from others, and walk away with actionable strategies.
3.5 Hour Session with division leaders and DEI leaders of Spence School. Process for identifying strengths of existent programming and ideating improvements for a K-12 identity development scope and sequence.
In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the school is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right for the school? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our schools become the leading edge of cultural competency, inclusion, and equity.
With the heightened awareness of bullying in today's world, it's hard to know how to support our children. What is the difference between everyday conflict and bullying? How do boys and girls experience aggression differently? How do identifiers like sexual orientation, race, ethnicity, ability, and socioeconomic status affect aggression? Learn about different types of aggression and practical tools in responding to conflicts and bullying.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Cambridge International AS A Level Biology Coursebook - EBook (MaryFosbery J...
U Prep Social Lives of Adolescents
1. University Prep School
Rosetta Eun Ryong Lee
Seattle Girls’ School
Social Lives of Adolescents
Supporting Your Kids Through Common Stages
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
4. Social Development
Joanne Deak
• Self Awareness (0-2)
• Parallel Play (2-3)
• Interactive Play (3-6)
• Transitory Friendships (6-8)
• Friendship Clusters (8-10)
• Best Friends or Generalists (10-12)
• Cliques (12-14)
• Interest-Based Friendship Groups (14+)
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
5. The Thing About Models
• All Models Have Some
Value
• All Models Have Some
Limitations
• Models Have Stages
and Timelines;
Experiences Do Not
• Models Can, However
Give Language to
Experiences
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
6. • Where is your child?
• Where are your child’s peers?
• How are their choices?
• How can you coach them?
Choices and Actions
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
7. This is that delightful stage when you discover
the difference between yourself and others. You
may look at your hands like they’re strange
things apart from your consciousness, but then
you realize that you can control your hands and
your body and others cannot.
Self Awareness (0-2)
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
8. This is a stage when you learn how to play by
yourself. If you learn to play with others, it’s
really only to watch what they do and mimic it in
your own play. In parallel play, having the exact
same toys is important, because you’re too self-
absorbed to know how to share or know that
sharing is even an option.
Parallel Play (2-3)
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
9. This is a stage when you learn to interact with
others. You go through the clumsy steps of
realizing the consequences of selfishness,
kindness, communication, etc. with others.
Interactive Play (3-6)
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
10. This stage begins the Baskin Robbins Years.
You have to taste every flavor in order to
discover which ones you like and which ones you
don’t like. You seem to drift from friend to friend,
and you have no particular preferences. You see
them equally for now, and each new flavor is
exciting and gets a different reaction. You are
open to spending time with anyone and
everyone.
Transitory Friendships (6-8)
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
11. You start to discover that you like flavors with
nuts in them - pistachio, maple walnut, butter
pecan, almond mocha. It’s not that you don’t like
other flavors or don’t appreciate differences - you
just like these better. Your friendship cluster is
accepting and more fluid. Your cluster won’t
freak out if bubble gum ice cream approaches
you on the playground. You are exploring the
beginnings of real friendships and relationships.
Friendship Clusters (8-10)
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
12. You realize that butter pecan is far away your favorite
flavor. Maple walnut comes pretty close, but nothing
else really compares. Your best friend is someone
you could spend 24 hours a day, 7 days a week with.
Several times, you’ve spent all day at school
together, you’ve gone home, and then you call your
friend right away. You start to understand how to act
in an intimate relationship.
But maybe you’re not built for a best friend.
Generalists never need this intimacy. If you are a
generalist, you are simply wired to appreciate all
flavors and keep social nets wide open.
Best Friends or Generalists (10-12)
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
13. You’re getting close to peers and drawing away
from adults. Your friends sometimes even
replace the stability offered by the anchor of
adults. In this confusing time, it’s sure nice being
surrounded by others that look alike, talk alike, or
act alike. You can ask your clique for advice,
advise others, report back outcomes and hear
about theirs. You feel safe in your clique’s
cocoon until, one day, you are strong enough
and independent enough to stand outside of the
group, or somewhat alone.
Cliques (12-14)
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
14. Your friends are based on shared interests,
passions, or philosophies. You can be genuine
friends with both boys and girls. Your groups are
non-exclusive, and you may belong to more than
one group. Some of your groups have cross-
over because of interest cross-over. This stage
feels like all the benefits of clusters and cliques
without the downside: acceptance, activity, and
social creativity, without insecurity, narrowness,
and meanness. You live in this social place for a
majority of your adult life.
Interest-Based Friendship Groups (14+)
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
15. • What was new, interesting, or surprising?
• What stage(s) describe your children?
• How will you apply this information?
Debrief Conversations
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
16. Adolescence
“Teenagers [are like] people
constantly on LSD. People on
acid are intense, changeable,
internal, often cryptic and
uncommunicative, and, of course,
dealing with a different reality.”
Mary Pipher, Reviving Ophelia
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
18. Developmental Characteristics of
Adolescence
• Identity Formation
• Tenuous Sense of Self
• Self-Regulation
• Imaginary Audience
• Development of Self-Esteem
• Adolescent Egocentricism
• Importance of Peer Relationships
• Formation of Groups, Crowds and Cliques
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
19. Teen Behaviors:
Through the Lens of Autonomy
• Risk Taking
• Lies
• Boredom
• Influence of Peers
• Adolescent Decision
Making
• Arguing with Authority
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
20. Adolescent Brain Research
• Brain keeps growing and developing to age 25!
• Teen brain is a “late childhood brain”
– Capacity to learn things quickly
– Connections between different sections of the
brain aren’t fully developed yet.
– Brain is pruning and re-wiring neurons during
this time
– Amygdala is getting hyper triggered by
hormones
– Prefrontal Cortex (frontal lobe) is last place for
connections to develop.
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
21. The Two Brains
• Rational Brain and
Emotional Brain
• Both Valuable, Both
Able to Mislead
• Emotional System’s
Evolutionary Origin
Epstein. Stanford Social Innovation Review. Spring 2006.
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
22. The Emotional Brain
• Pattern Recognition
Without Conscious
Awareness
• Motivates Behavior
Change Through
Feelings, autonomic
Responses
• First Impression
• Thin Slice of
Information
Gladwell. Blink. NY: Little, Brown & Co. 2005.
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
23. Pre-Frontal Cortex: PFC
• High level reasoning
• Decision-making
• Impulse control
• Assessment of consequences
• Planning, strategizing, organizing
• Inhibiting inappropriate behavior
• Adjusting behavior when the
situation changes
• Setting priorities
• Estimating and understanding
probabilities
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
24. The Problem
• Cognitive abilities
performance
• Analysis primary
mode of decision-
making
• Competence use
of that competence
Kluczynski. Child Development 2001; 72:844
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
25. PFC vs Amygdala
PFC:
Situation
Assess
Plan
Amygdala:
Situation
Emotion/Feeling
React
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
26. Peer Pressure
• Computerized risk-taking
tests done alone and while
watched by friends:
– Adults: peers have no effect
– Adolescents: peers doubles
the number of risks taken
• Brain scans at the same
time suggest presence of
friends activates a different
part of the brain
Laurence Steinberg
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
27. Implications
• They ARE capable
• Circumstances matter
• Social + Emotional +
Intellectual = Decision
• Amygdala first, PFC
last
• Gut response first,
reason second
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
28. Coaching Words:
Degrees of Relationships
• Strangers
• Acquaintances
• Target/Agent of Bullying
• Colleagues
• Teacher/Student, Boss/Employee,
Supervisor/Supervisee
• Community Members
• Friends
• Intimate Friends
• Partners
• Family
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
32. Rosetta Eun Ryong Lee
When There is Drama, DON’T
• Think “this is my fault.”
• Belittle the problem.
• Over-empathize.
• Tell them what to do.
• Become the Fix-It Parent.
• Blame the agent OR the target.
• Tell them that being nice and kind will
always lead to friends.
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
33. When There is Drama, DO
Rosetta Eun Ryong Lee
• Help them develop strong interaction and social
skills.
• Let their friendship choices be theirs, but offer to help.
• Provide opportunity/access to kids outside of school.
• Provide sanctuary, sounding board, and support.
• Role-Play difficult conversations with them.
• Give them healthy outlets for feelings.
• Respect and nurture their true selves.
• Try Teeter-Totter Parenting.
• Be a listener, not a fixer.
• Affirm your children.
• Share your stories.
• Stay Involved.
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
36. Presenter Information
Rosetta Eun Ryong Lee
6th Faculty and
Professional Outreach
Seattle Girls’ School
2706 S Jackson Street
Seattle WA 98144
(206) 805-6562
rlee@seattlegirlsschool.org
http://tiny.cc/rosettalee
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
37. Definition of Conflict
• A clash between two
individuals or groups
• A disagreement or
argument about
something important
• A natural, normal part
of life
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
38. When It’s Bullying
• Uneven Power
• Harm Intended
• Repetition
• Efforts to hide from
adults
• Advocacy not changing
behaviors
• NOT natural or normal
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
41. Relational Aggression is when your
words/actions hurt relationships (or
threaten to hurt relationships) or make
someone feel not included or accepted.
Relational Aggression
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
42. Indirect Aggression is when your
words/actions hurt someone and but
you deny it somehow.
Indirect Aggression
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
43. Social Aggression
Social Aggression is when your
words/actions make someone feel bad
about themselves or feel like they’re
less popular in a group.
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
44. Unhealthy Conflict and
Bullying Hurts Everyone
• Folks Who Are
Targeted
• Folks who Engage
in Targeting
• Folks Who Stand By
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)