April 8, 2024 • 18 mins
In this week's episode, Dr, Tami shares key concepts about how we use language inside learning spaces as a social justice and DEI issue. Connecting back to Episode 16, she shares key action steps to reflect on the current status of how language is used in your learning environment with some key actionable steps to foster and build a nurturing socially just environment.
Ideas explored in this episode include:
- Power of Affirming Language
- Moving Beyond Assumptions
- Valuing Student Voices
- Empowering Language for Student Agency
Book: Choice Words by Peter Johnston
Creator Content Referenced:
Art Student
Band-Aid
Dawn Staley
Enjoying the show?
Become a subscriber: https://www.buzzsprout.com/2226037/support
Would you like to be on the show or know someone who Dr. Tami should talk with? Let us know!
Follow us on Instagram to find more resources connected to today's episode.
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
(00:00):
Hello everyone.
(00:01):
And welcome to another episodeof the equity hour with me, your
host, Dr.
Tami Dean.
I am so excited to talk aboutour episode today.
It's been something I have been.
Thinking about quite a bit overthe last couple of weeks.
With some of our previousepisodes.
And so I'm really excited todayto talk to you.
(00:23):
About the power in language.
And how as educators.
And really as just humans movingthrough the world.
How we choose to use our voiceand our language is really
important.
I just want to start off with acouple of things that I've seen
recently.
And I apologize if I, if I findthese videos again, I will link.
(00:47):
To the creators where I sawthese.
I was.
Scrolling the other day.
And I saw a video, it was superpowerful.
It was about a teenager.
She was in high school talkingabout how she hung out in the
art room.
She was pregnant during acertain time.
The day, I can't remember whatit is at this point, but that's
really irrelevant.
(01:08):
So what happens in this art roomis while she's there, this art
teacher.
Speaks positive words into herand what she's doing as an
artist and affirms that she iscapable and able to do what it
is she wants to do.
And in this video, you see thistrajectory of her art and the
(01:29):
growth in her talent.
Come to life.
And at the end, she owns a, itlooks like her own art studio
where she's sharing that love ofart with other young students at
this point.
Super inspiring.
Right.
Another one that I just recentlysaw I'm actually today.
It's a great.
Example of allyship.
(01:49):
This teacher was talking about akit she had in her classroom,
and someone had asked in hercomments, why would you have
bandaids of various shades?
Because no, band-aid.
Matches.
Identically to someone's skintone and she, so.
Eloquently.
(02:10):
Showed her markers.
She had a regular pack ofCrayola markers and she had her
skin tone markers.
She had the crayons and then shehad the other crayons how
important it is to be able to atleast.
Acknowledge.
Difference and have thingsavailable, right.
To others and it's no differentthan if I wanted to go draw
(02:31):
myself.
How many I find the shadeclosest to who I am to represent
who I am.
Same thing with the band-aid.
Right.
So it's comprehensive.
It's not just one thing is whatI loved about this video.
Because I think when we get intothis equity work, It becomes, I
did this one thing or I got thisone book or I celebrated black
history month.
(02:52):
Or women's history month orwhatever.
And it becomes the one thingthat I latch on to that I did.
So why do I need to do all theseother things?
And not that those things arebad.
As I've shared in previousepisodes, That intent is not
enough.
How are you taking actionconsistently?
(03:13):
Around these equity components.
Okay.
And then.
The last one.
You know, shout out to the NCAAwomen's tournament.
It was so amazing.
I don't know if you're a sportsfan, but it was.
Just so amazing to watch and towatch.
The allyship and the other womenuplifting each other.
And.
(03:34):
I think one of the mostcompelling examples.
Of allyship over the course of.
The tournament was an interview.
With Dawn Staley and a reporterwas trying to get her.
To respond in a way she wasasked about trans women and
playing in women's sports.
(03:55):
And if you haven't seen the.
Interview, I highly recommendyou go find it.
I'll try to see if I can findprobably a clip of it on YouTube
and add it to the show notes.
She unequivocally unequivocally.
Says yes.
They should be allowed to play.
And she does this with saying.
You're saying this because youknow, I'm going to be inundated
(04:16):
with people coming at me forsaying this on the Eve of my,
you know, biggest game of theyear.
And she says all of thesethings.
But what a powerful moment.
To stand as an ally.
For trans women and trans womenwho want to participate in
sports.
So I say all of that.
Because each of these people,these are just a handful of
(04:39):
examples.
I'm sure you've seen some as yougo throughout your day.
And I want you to try to notice.
When you see the power ofpeople's words and how they
choose to support.
Social justice and equity in dayto day interactions.
Only one of these.
Well, I'm gonna guess two ofthem.
Within a school, but at the timethey weren't really.
(05:00):
Like, oh, this is how I lessonplan.
And this is how I set up myclassroom.
It's it's, it's just becomes apart of who they are.
And so.
That is the goal of what we doin the work with dragon fly,
rising this podcast.
My coaching consulting, all ofthose things is to get to ways
(05:21):
in which we can Support and makethis change in our spaces.
It comes down to this question,right?
Like, well, why does thismatter?
Why does any of this matter?
It matters.
Because as an educator, whetheryou're a teacher.
Whether you're a coach, whetheryou're an administrator, whether
(05:44):
you're in upper districtleadership, we set.
The stage.
For inviting and building in thecommunity.
In which our learners and oureducators.
Exists on a day-to-day basis.
And I've talked about communityquite a bit on previous
episodes.
So I'm not going to go too muchinto that today, but if that's
(06:06):
an area where you're starting,please head back and check out
those previous episodes, I'lllink them in the show notes.
As I was just saying on episode16, We sometimes.
Unconsciously or with goodintent.
Make dependent learners.
Versus.
Encouraging and buildingcapacity for all learners to
(06:29):
think critically.
And to be valued in theirthinking to be valued for them
to have the ability to askquestions.
And for us to not place ourpreconceived ideas and bias
around students.
On them.
As we engage with them.
So, as I've said before, Ibelieve it comes from.
(06:52):
A positive place.
And as you're thinking about itand reflecting.
It's an opportunity to dodifferently.
And to make change.
As we're thinking aboutlanguage, I just, I also want to
share a really powerful book forme.
And I highly recommend you readit.
It's.
A short digestible read.
(07:15):
I've read it.
Many times.
I had.
My students read it.
I highly recommend the bookchoice words by Peter Johnston.
He very eloquently provides someexamples from classrooms and how
language.
Truly sets the tone for thelearning that takes place in the
(07:37):
environment and whose voice isvalued and whose voice has
really heard.
If we are looking and I believewe are as educators.
To develop and build thinkers.
Then we need to provide anenvironment.
Where students have theopportunity.
(07:58):
To ask and answer the questions.
What we've historically set upand it seems.
The pendulum is shifting backthis way.
Unfortunately, in my opinion.
Where the teacher is, the onethat asks all the questions and
then the students answer them.
Often that IRE right.
(08:21):
So I ask a question and you haveto guess what's in my head.
And then I ask another question.
If you're not trying to set yourclassroom up, To be the space in
which the teacher asks thequestions, all the questions and
the students just answer.
Then you need to rethink howyou're structuring your
classroom.
And ask yourself where and howam I giving students opportunity
(08:41):
to ask questions?
And then find the answers.
Because honestly, that is whatlife is.
I have questions.
I have a need.
I need to figure out how to gofind the answer.
Life is not someone asked me aquestion.
And then I got to guess what theanswer is, right?
So we need to be building and,and fostering thinking.
(09:04):
And engagement and ideas withinour students because they have
them.
They have them.
And they often think of thingsthat we may not even think about
ourselves because they have adifferent worldview and a
perspective, and they may notbe.
Oh, what's the word I'm lookingfor.
Closed off to ideas that we maybe closed off to you because of
(09:28):
our life experience as adults.
So.
A huge part of this.
Is not falling into assumptions.
So I'm going to say that again.
We cannot fall into assumptionsabout students.
What they bring to theclassroom?
(09:48):
What they're capable of.
Because when we make theseassumptions, Well, you know what
the saying is about assumptions,right?
So I'm not go there, but it'sthe same is true about your
students.
So we don't want to be makingassumptions.
Assumptions are often rooted ineither.
Implicit bias or over bias andstereotypes.
(10:10):
So stop making assumptions.
When we do that.
We can also start thinking abouthow language.
Positions people bothintentionally and
unintentionally.
So coming back to the I'm theteacher, this is my classroom
and I'm the one that asks thequestions as students are ones
that answer we have now set up.
This power position.
(10:31):
Where the teacher is the onlyone with the right answer.
Or the answer.
How we use languages.
important what do you notice?
What questions do you have?
How can you find the answer?
Where can you go?
We need to build in openlanguage because how we use
language.
(10:52):
Believe it or not.
Is a social justice issue.
Because classrooms tend to havevalue late in.
Judgment types of language.
I use this example a lot when Iwas teaching.
Pre-service teachers that werelooking to become teachers.
And again, it comes back tothere's.
(11:12):
There's not always a maliciousintent, let's say I'm walking
around the classroom.
And I'm just commenting aboutstudents and their work.
And I'm like, nice job.
Nice job.
Good job.
Excellent.
Very good.
Oh, that's wonderful.
And in my mind, I'm just tryingto change up what I'm saying.
So I'm not saying though.
(11:33):
Same thing.
So there's really no differenceto me.
In.
Why I'm using, you're sayingcertain words.
To the students.
That can mean something totallydifferent.
And I'm going to tell you everytime I did this example, and I
wouldn't tell them what I wasdoing, I was just doing it.
I would ask them how they felt.
(11:55):
And they didn't feel good.
They're like, I'm wondering why.
You know, Sam got an excellentand I only got a good job.
Rather than value judgments.
Like I like, I love teachersalso tend to do this very much.
I love how so-and-so is standingin line.
That's still a value judgment.
Rather.
(12:17):
Rephrase that because the like,our love is you.
Putting judgment on something.
I'm going to need you to nowshift your thinking into
noticing and naming.
Because this removes theassumption.
I can focus on the child andwhat the child is actually
doing.
I noticed you used these threecolors in your artwork.
(12:38):
Tell me more about why you chosethose.
I see you used X, Y, or Z.
Tell me more about that.
I noticed you use these threeresources.
We're focusing on what isactually happening versus our
feelings and judgment around theactions or learning that's
taking place.
(12:59):
And what this does.
Is helps our students.
I build trust.
In their thoughts.
In their questions.
And intuitions.
Around the world and thinkingand learning and their
processes.
Right because all of our processis not the same.
(13:21):
Now.
I get it.
If you're a math teacher and Igot to file the order of
operations, that's not what I'mtalking about here.
I'm talking big picture.
We want them.
To be able to explain.
How or why they got to thisanswer.
Because that gives you insight.
Into what they're doing well.
(13:44):
And their strengths and takes anasset based approach.
So you can build on those.
Okay.
And we want to build students'confidence around trusting their
own feelings, their own thoughtsand their own intuition.
Because if we don't, we get backto the scenario where I talked
about in episode 16, where webuild these students, and this
(14:06):
is typically lower quote unquotestudents that we've labeled
lower.
Right where they're alwayslooking up to the teacher for
the next step in the answer,because that is the type of
climate you've set up.
That is the culture you've setup.
That is how you've been usinglanguage in your classroom and
has set that up.
This all leads to.
(14:27):
Agency.
Students and have a desire foragency.
Just as we do as adults.
As you're thinking about some ofthe ways that you can possibly.
Shift your language.
If you need to celebrate howyou're noticing and naming, if
you are.
(14:48):
Consider where are theopportunities?
To build in.
Capacity and agency for studentsRemembering the value of
productive struggle.
The struggle is where thelearning happens.
The challenge is where thelearning happens.
That helps move us with a growthmindset.
(15:11):
That helps us think about howdid I do that?
That helps me build language toexplain how I did that.
It also helps students advocate.
For what they might not know.
So I did and was able to doblah, blah, blah.
I'm not sure how to do this.
And it invites.
(15:34):
A space where you don't need toknow everything.
'cause I'm gonna tell you whatyour students already know how
to do it all.
You should be doing somethingelse.
Because then you're not reallyteaching, then you're just
talking at them.
And then you get disengagementand then that leads to behaviors
and that's our whole spiral.
Right.
But we're going to talk aboutall that today.
We're going to come back to.
(15:54):
We want to consider and thinkabout.
How do we use language to set upan environment?
That empowers students, they'rethinking.
There.
Application of learning they'requestioning.
Using resources.
And tools.
Okay.
And you, the educator are aresource and a tool in the
(16:17):
classroom, as well as the otherstudents.
Keep this in mind.
We are not fostering a bankingmodel here.
Students are not empty vesselsthat were just pouring.
Learning into.
We are nurturing.
Thinkers.
Creators.
Engagers.
Wonderings.
(16:37):
And all of the wonderful things.
That comes with the excitementof learning.
All of this for me comes backto.
Space and environment for joy.
Language.
Is a social justice issue.
And it's an important one for usto be thinking about in our day
to day interactions withstudents.
(16:58):
I gave you a lot to chew on inthis episode today in our short
amount of time.
I will drop a link to choicewords by Peter Johnston.
In the show notes, please take alook, check him out.
The book is wonderful.
Hit me up on Instagram.
Let me know what you think.
And looking forward to talkingto you next time.
Thank you so much.
Hello everyone.
(00:01):
And welcome to another episodeof the equity hour with me, your
host, Dr.
Tami Dean.
I am so excited to talk aboutour episode today.
It's been something I have been.
Thinking about quite a bit overthe last couple of weeks.
With some of our previousepisodes.
And so I'm really excited todayto talk to you.
(00:23):
About the power in language.
And how as educators.
And really as just humans movingthrough the world.
How we choose to use our voiceand our language is really
important.
I just want to start off with acouple of things that I've seen
recently.
And I apologize if I, if I findthese videos again, I will link.
(00:47):
To the creators where I sawthese.
I was.
Scrolling the other day.
And I saw a video, it was superpowerful.
It was about a teenager.
She was in high school talkingabout how she hung out in the
art room.
She was pregnant during acertain time.
The day, I can't remember whatit is at this point, but that's
really irrelevant.
(01:08):
So what happens in this art roomis while she's there, this art
teacher.
Speaks positive words into herand what she's doing as an
artist and affirms that she iscapable and able to do what it
is she wants to do.
And in this video, you see thistrajectory of her art and the
(01:29):
growth in her talent.
Come to life.
And at the end, she owns a, itlooks like her own art studio
where she's sharing that love ofart with other young students at
this point.
Super inspiring.
Right.
Another one that I just recentlysaw I'm actually today.
It's a great.
Example of allyship.
(01:49):
This teacher was talking about akit she had in her classroom,
and someone had asked in hercomments, why would you have
bandaids of various shades?
Because no, band-aid.
Matches.
Identically to someone's skintone and she, so.
Eloquently.
(02:10):
Showed her markers.
She had a regular pack ofCrayola markers and she had her
skin tone markers.
She had the crayons and then shehad the other crayons how
important it is to be able to atleast.
Acknowledge.
Difference and have thingsavailable, right.
To others and it's no differentthan if I wanted to go draw
(02:31):
myself.
How many I find the shadeclosest to who I am to represent
who I am.
Same thing with the band-aid.
Right.
So it's comprehensive.
It's not just one thing is whatI loved about this video.
Because I think when we get intothis equity work, It becomes, I
did this one thing or I got thisone book or I celebrated black
history month.
(02:52):
Or women's history month orwhatever.
And it becomes the one thingthat I latch on to that I did.
So why do I need to do all theseother things?
And not that those things arebad.
As I've shared in previousepisodes, That intent is not
enough.
How are you taking actionconsistently?
(03:13):
Around these equity components.
Okay.
And then.
The last one.
You know, shout out to the NCAAwomen's tournament.
It was so amazing.
I don't know if you're a sportsfan, but it was.
Just so amazing to watch and towatch.
The allyship and the other womenuplifting each other.
And.
(03:34):
I think one of the mostcompelling examples.
Of allyship over the course of.
The tournament was an interview.
With Dawn Staley and a reporterwas trying to get her.
To respond in a way she wasasked about trans women and
playing in women's sports.
(03:55):
And if you haven't seen the.
Interview, I highly recommendyou go find it.
I'll try to see if I can findprobably a clip of it on YouTube
and add it to the show notes.
She unequivocally unequivocally.
Says yes.
They should be allowed to play.
And she does this with saying.
You're saying this because youknow, I'm going to be inundated
(04:16):
with people coming at me forsaying this on the Eve of my,
you know, biggest game of theyear.
And she says all of thesethings.
But what a powerful moment.
To stand as an ally.
For trans women and trans womenwho want to participate in
sports.
So I say all of that.
Because each of these people,these are just a handful of
(04:39):
examples.
I'm sure you've seen some as yougo throughout your day.
And I want you to try to notice.
When you see the power ofpeople's words and how they
choose to support.
Social justice and equity in dayto day interactions.
Only one of these.
Well, I'm gonna guess two ofthem.
Within a school, but at the timethey weren't really.
(05:00):
Like, oh, this is how I lessonplan.
And this is how I set up myclassroom.
It's it's, it's just becomes apart of who they are.
And so.
That is the goal of what we doin the work with dragon fly,
rising this podcast.
My coaching consulting, all ofthose things is to get to ways
(05:21):
in which we can Support and makethis change in our spaces.
It comes down to this question,right?
Like, well, why does thismatter?
Why does any of this matter?
It matters.
Because as an educator, whetheryou're a teacher.
Whether you're a coach, whetheryou're an administrator, whether
(05:44):
you're in upper districtleadership, we set.
The stage.
For inviting and building in thecommunity.
In which our learners and oureducators.
Exists on a day-to-day basis.
And I've talked about communityquite a bit on previous
episodes.
So I'm not going to go too muchinto that today, but if that's
(06:06):
an area where you're starting,please head back and check out
those previous episodes, I'lllink them in the show notes.
As I was just saying on episode16, We sometimes.
Unconsciously or with goodintent.
Make dependent learners.
Versus.
Encouraging and buildingcapacity for all learners to
(06:29):
think critically.
And to be valued in theirthinking to be valued for them
to have the ability to askquestions.
And for us to not place ourpreconceived ideas and bias
around students.
On them.
As we engage with them.
So, as I've said before, Ibelieve it comes from.
(06:52):
A positive place.
And as you're thinking about itand reflecting.
It's an opportunity to dodifferently.
And to make change.
As we're thinking aboutlanguage, I just, I also want to
share a really powerful book forme.
And I highly recommend you readit.
It's.
A short digestible read.
(07:15):
I've read it.
Many times.
I had.
My students read it.
I highly recommend the bookchoice words by Peter Johnston.
He very eloquently provides someexamples from classrooms and how
language.
Truly sets the tone for thelearning that takes place in the
(07:37):
environment and whose voice isvalued and whose voice has
really heard.
If we are looking and I believewe are as educators.
To develop and build thinkers.
Then we need to provide anenvironment.
Where students have theopportunity.
(07:58):
To ask and answer the questions.
What we've historically set upand it seems.
The pendulum is shifting backthis way.
Unfortunately, in my opinion.
Where the teacher is, the onethat asks all the questions and
then the students answer them.
Often that IRE right.
(08:21):
So I ask a question and you haveto guess what's in my head.
And then I ask another question.
If you're not trying to set yourclassroom up, To be the space in
which the teacher asks thequestions, all the questions and
the students just answer.
Then you need to rethink howyou're structuring your
classroom.
And ask yourself where and howam I giving students opportunity
(08:41):
to ask questions?
And then find the answers.
Because honestly, that is whatlife is.
I have questions.
I have a need.
I need to figure out how to gofind the answer.
Life is not someone asked me aquestion.
And then I got to guess what theanswer is, right?
So we need to be building and,and fostering thinking.
(09:04):
And engagement and ideas withinour students because they have
them.
They have them.
And they often think of thingsthat we may not even think about
ourselves because they have adifferent worldview and a
perspective, and they may notbe.
Oh, what's the word I'm lookingfor.
Closed off to ideas that we maybe closed off to you because of
(09:28):
our life experience as adults.
So.
A huge part of this.
Is not falling into assumptions.
So I'm going to say that again.
We cannot fall into assumptionsabout students.
What they bring to theclassroom?
(09:48):
What they're capable of.
Because when we make theseassumptions, Well, you know what
the saying is about assumptions,right?
So I'm not go there, but it'sthe same is true about your
students.
So we don't want to be makingassumptions.
Assumptions are often rooted ineither.
Implicit bias or over bias andstereotypes.
(10:10):
So stop making assumptions.
When we do that.
We can also start thinking abouthow language.
Positions people bothintentionally and
unintentionally.
So coming back to the I'm theteacher, this is my classroom
and I'm the one that asks thequestions as students are ones
that answer we have now set up.
This power position.
(10:31):
Where the teacher is the onlyone with the right answer.
Or the answer.
How we use languages.
important what do you notice?
What questions do you have?
How can you find the answer?
Where can you go?
We need to build in openlanguage because how we use
language.
(10:52):
Believe it or not.
Is a social justice issue.
Because classrooms tend to havevalue late in.
Judgment types of language.
I use this example a lot when Iwas teaching.
Pre-service teachers that werelooking to become teachers.
And again, it comes back tothere's.
(11:12):
There's not always a maliciousintent, let's say I'm walking
around the classroom.
And I'm just commenting aboutstudents and their work.
And I'm like, nice job.
Nice job.
Good job.
Excellent.
Very good.
Oh, that's wonderful.
And in my mind, I'm just tryingto change up what I'm saying.
So I'm not saying though.
(11:33):
Same thing.
So there's really no differenceto me.
In.
Why I'm using, you're sayingcertain words.
To the students.
That can mean something totallydifferent.
And I'm going to tell you everytime I did this example, and I
wouldn't tell them what I wasdoing, I was just doing it.
I would ask them how they felt.
(11:55):
And they didn't feel good.
They're like, I'm wondering why.
You know, Sam got an excellentand I only got a good job.
Rather than value judgments.
Like I like, I love teachersalso tend to do this very much.
I love how so-and-so is standingin line.
That's still a value judgment.
Rather.
(12:17):
Rephrase that because the like,our love is you.
Putting judgment on something.
I'm going to need you to nowshift your thinking into
noticing and naming.
Because this removes theassumption.
I can focus on the child andwhat the child is actually
doing.
I noticed you used these threecolors in your artwork.
(12:38):
Tell me more about why you chosethose.
I see you used X, Y, or Z.
Tell me more about that.
I noticed you use these threeresources.
We're focusing on what isactually happening versus our
feelings and judgment around theactions or learning that's
taking place.
(12:59):
And what this does.
Is helps our students.
I build trust.
In their thoughts.
In their questions.
And intuitions.
Around the world and thinkingand learning and their
processes.
Right because all of our processis not the same.
(13:21):
Now.
I get it.
If you're a math teacher and Igot to file the order of
operations, that's not what I'mtalking about here.
I'm talking big picture.
We want them.
To be able to explain.
How or why they got to thisanswer.
Because that gives you insight.
Into what they're doing well.
(13:44):
And their strengths and takes anasset based approach.
So you can build on those.
Okay.
And we want to build students'confidence around trusting their
own feelings, their own thoughtsand their own intuition.
Because if we don't, we get backto the scenario where I talked
about in episode 16, where webuild these students, and this
(14:06):
is typically lower quote unquotestudents that we've labeled
lower.
Right where they're alwayslooking up to the teacher for
the next step in the answer,because that is the type of
climate you've set up.
That is the culture you've setup.
That is how you've been usinglanguage in your classroom and
has set that up.
This all leads to.
(14:27):
Agency.
Students and have a desire foragency.
Just as we do as adults.
As you're thinking about some ofthe ways that you can possibly.
Shift your language.
If you need to celebrate howyou're noticing and naming, if
you are.
(14:48):
Consider where are theopportunities?
To build in.
Capacity and agency for studentsRemembering the value of
productive struggle.
The struggle is where thelearning happens.
The challenge is where thelearning happens.
That helps move us with a growthmindset.
(15:11):
That helps us think about howdid I do that?
That helps me build language toexplain how I did that.
It also helps students advocate.
For what they might not know.
So I did and was able to doblah, blah, blah.
I'm not sure how to do this.
And it invites.
(15:34):
A space where you don't need toknow everything.
'cause I'm gonna tell you whatyour students already know how
to do it all.
You should be doing somethingelse.
Because then you're not reallyteaching, then you're just
talking at them.
And then you get disengagementand then that leads to behaviors
and that's our whole spiral.
Right.
But we're going to talk aboutall that today.
We're going to come back to.
(15:54):
We want to consider and thinkabout.
How do we use language to set upan environment?
That empowers students, they'rethinking.
There.
Application of learning they'requestioning.
Using resources.
And tools.
Okay.
And you, the educator are aresource and a tool in the
(16:17):
classroom, as well as the otherstudents.
Keep this in mind.
We are not fostering a bankingmodel here.
Students are not empty vesselsthat were just pouring.
Learning into.
We are nurturing.
Thinkers.
Creators.
Engagers.
Wonderings.
(16:37):
And all of the wonderful things.
That comes with the excitementof learning.
All of this for me comes backto.
Space and environment for joy.
Language.
Is a social justice issue.
And it's an important one for usto be thinking about in our day
to day interactions withstudents.
(16:58):
I gave you a lot to chew on inthis episode today in our short
amount of time.
I will drop a link to choicewords by Peter Johnston.
In the show notes, please take alook, check him out.
The book is wonderful.
Hit me up on Instagram.
Let me know what you think.
And looking forward to talkingto you next time.
Thank you so much.
Popular Podcasts
On Purpose with Jay Shetty
I’m Jay Shetty host of On Purpose the worlds #1 Mental Health podcast and I’m so grateful you found us. I started this podcast 5 years ago to invite you into conversations and workshops that are designed to help make you happier, healthier and more healed. I believe that when you (yes you) feel seen, heard and understood you’re able to deal with relationship struggles, work challenges and life’s ups and downs with more ease and grace. I interview experts, celebrities, thought leaders and athletes so that we can grow our mindset, build better habits and uncover a side of them we’ve never seen before. New episodes every Monday and Friday. Your support means the world to me and I don’t take it for granted — click the follow button and leave a review to help us spread the love with On Purpose. I can’t wait for you to listen to your first or 500th episode!
The Breakfast Club
The World's Most Dangerous Morning Show, The Breakfast Club, With DJ Envy And Charlamagne Tha God!
The Joe Rogan Experience
The official podcast of comedian Joe Rogan.