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Fear of saying anything at all

As an interviewer, I have noticed what seems to be a growing trend. Perhaps it’s not a new trend, but it has been standing out more and more starkly in interviews. I’ll attempt to get my interviewee to something, anything quotable, yet they keep falling back into vagueness, empty jargon, and platitudes.

Franco Antonio Giovanella, Unsplash

I’ve been pondering why this is, and then an interview subject gave me a clue. This person had just made a vague statement about ways their program had been successful. So I asked, “Can you give us an example of one particular success?”

Now, let me press the pause button here and tell you something that anyone who leads others knows: People do not notice or remember generalities. They notice and remember specifics. If you want people to think about global climate change, for example, don’t list off a bunch of generalities about the terrible things that might happen. Talk about the hurricane that just destroyed their neighbor’s home.

So that’s what I was doing: asking someone who should know how to talk to people a pretty straightforward question. Their answer?

“I don’t want to leave anyone out.”

The FOMO effect

Much has been made of the Fear Of Missing Out effect created by social media. Your friends post charming photos of their vacation, and you wonder whether your little roadtrip measures up. Or people you know post raves about an event they went to and you wonder why they didn’t invite you.

I think this trend toward vague language starts here, with the sense that if you celebrate any one particular thing, you’re denigrating something else. This of course is completely untrue and ridiculous when you think about it. Does your 60th birthday party mean that someone who’s 58 is not as good? Does your job promotion, your kid’s award, or your friend’s rad haircut mean that everyone else who has not achieved those things should be ashamed?

Don’t look too close at the FOMO effect or you might start fearing that we’ve all gone completely insane.

Inclusion should not lead to fear

Nsey Benajah, Unsplash

But there’s more to this growing vagueness of speech than just fear of leaving someone out. I believe this fear is based on the very real and very valid wish to be inclusive. As everyone in our country becomes more aware of how groups of people have been systematically and systemically excluded from the pursuit of happiness and security that we are supposed to have access to, we are reacting in a variety of ways.

Some people are reacting by shutting down, digging in, and sticking their fingers in their ears. I wish they were also saying, “la la la” but the things they are actually saying are so offensive I won’t contribute to their strength by addressing it here.

Looking at the rest of us, we are reacting to the growing understanding of exclusion by working to be more inclusive—and that’s the right thing to do. Every organization I am involved with is working to be more to be more inclusive and more thoughtful about how their activities are structured.

This is all good, but it’s also leading—I believe—to fearful behavior that we need to resist

The fear of leaving out

I include myself in this, so please don’t think I’m pointing fingers. I think this is a cultural trend, not an individual failing. I believe that as people are working harder and harder to make statements that are exclusive, they are moving further and further toward language that says nothing at all.

It goes something like this:

I want to make a statement about something important

Wait, what if my experience shows that I’m benefiting from some sort of privilege?

Oh, no, what if when I talk about my experience, I leave out someone who has been left out before?

OK, let’s see, I need to first apologize that I can’t experience this in a way that includes everyone

Then I need to remove any specific references to my experience

Then I need to make sure it’s inclusive of every possible person and circumstance

Phew! Now I’m ready to…issue vague pronouncements on nothing in particular.

Result: mealy mouths

In case you missed it: “mealy mouthed: afraid to speak frankly or straightforwardly.”

Photo by NeONBRAND on Unsplash

That’s us. That’s all of us who are reacting to our desire to be inclusive by including…no one and nothing. I’d love to offer a solution here, but right now, I’m at a loss. I don’t want to make anyone feel bad. I’m the person who obsesses about every little thing I said at a gathering, wondering who I insulted, what I did wrong, who I left out, whether I wore a face that looked friendly.

Really, it can be noisy in here.

But I guess all I’m saying is that this problem—like many problems—will partly be solved just by acknowledging it. We can’t react to wanting to be inclusive in a fearful way. If we do say something exclusive, apologize and move on. I realize this seems hard in our cancel culture, but it’s a time-honored tradition. Humans screw up, then we move on. So if it’s advice you seek, I guess that’s it:

Speak your mind, then if you need to, apologize and move on.

But please, spit out the meal in your mouth and get to the point!


Resist irrationality: fight or flight in a time without lions

I’ve been thinking about a problem we humans have. I can express it in a formula:

Fight or flight response

+

Triggering media

+

Safest time ever to be a human

=

Extremely illogical behavior

Let’s pick that apart:

Fight or flight response

Photo by Tambako the Jaguar on Flickr

The fight or flight response is a very important function of our “lizard brain.” It’s what gets you to stop and fight when there’s a threat you can manage, or run like heck otherwise. It floods your body with adrenaline, gets your heart pounding, sends oxygen to your muscles, and leaves you totally exhausted and drained when it’s over.

We humans obviously needed this in the past. When faced with a hungry lion, we needed to be able to bypass our pre-frontal cortex “professor brain” and act quickly. But although fight or flight is very useful in situations of physical danger, it’s become maladaptive for modern times.

+ Triggering media

Photo by Picasa on Flickr

A lot of what modern media does is to tap into our lizard brains. Youtube cranks, 24-hour news, and social media all benefit when our hearts are pounding and we are full of emotion. They don’t do so great when we’re feeling calm and rational, because that’s the time when we’re more likely to want to hang with friends or take a nice walk.

The reason we like to be triggered by scary movies, news that makes us angry, or reading about the latest insults being traded by a comedian and a Fox News host is that it feels good. Our fight or flight response is set up to give us a huge payoff if we respond appropriately. Why? So that we feel up to doing it again if we need to.

So we like triggering media precisely because it makes us feel like we’ve been chased by a lion… and lived to tell the story.

+ Safest time ever to be a human being

This is a really hard one to get through to people. We are living in the safest time ever to be a human being. Don’t take my word for it. Read the numbers! Even with Covid, we’re still better off than we were (especially before the invention of antibiotics and vaccines).

And the things we’re actually scared of—sharks, strangers, earthquakes—are actually not that dangerous. Take a look:

Causes of Death in Comparison

= Extremely illogical behavior

There was a burglary on my block. As is often the case, the criminals were not the brightest of bulbs. They were caught because, um, they left the iPhone they stole from the house ON and it was pinging their location all the way to Nevada.

Oops.

But that doesn’t stop my neighbors from worrying that the endtimes are nigh, and shouldn’t we be recording the license plate of everyone who drives onto our street? Unfortunately, systems like that result in way more harm to innocent people than they do to criminals being thwarted.

When our children were little, we were the only family on our block that allowed our kids to play outside alone. We do not live in a war zone! (In fact, people in war zones often allow their kids to play outside. What choice do they have?)

Our country was much more dangerous in the 1970s, when my husband’s parents let him ride his bike over the George Washington Bridge into Manhattan and my parents didn’t ask to meet the parents of kids I visited. Yet parents now seem to believe that a child-snatching stranger is always hiding in the bushes.

We’re suffering from maladapted flight-or-flight, and we have to consciously resist

Yes, bad things happen. But bad things don’t stop happening when you shut yourself into a padded room. That’s how you make sure that a bad thing really will happen: You will be stuck in a padded room!

Yes, the human population is currently being ravaged by an awful disease. But the fact that someone was probably killed in a car accident near you in the last week doesn’t stop you from driving. The fact that multiple people near you died of heart disease doesn’t stop you from reaching for that éclair. Our media is terrifying us, and it feels good. The only way we can stop it from feeling so good is by resisting consciously.

Yes, the future of our beautiful planet is currently a bit bleak. But people who focus on bleakness, who revel in the human attraction to fatalistic, negative thinking, don’t get stuff done. And right now, we need people to Get Stuff Done. Global climate change is terrifying, and it’s making us freeze in place. We need to resist that urge and move forward.

  • Resist by being informed
  • Resist by being educated (and not by the University of Google, but by experts in their respective fields)
  • Resist by learning ways to calm yourself and practicing all day every day
  • Resist by being open and loving toward other human beings
  • Resist by not going immediately to fear-based decision-making

Resist.


Looking for a good online class? Here are some tips.

Before we start, here are a few key details about what online education is and isn’t:

  • Good online courses are not equivalent to the “distance education” provided by many schools during the pandemic. An online course should be designed to be online.
  • Online courses are usually standalone and this article won’t cover full-time online education (which I don’t usually recommend except in emergency situations).
  • Some children thrive in online learning; others don’t. Know your child, and don’t blame the class or the teacher if your child simply doesn’t take to online learning.
  • Good online learning requires parental involvement.

Choose a course through direct recommendations from parents when possible

At Athena’s where I teach, we get almost all of our new families through parent referrals. There’s a good reason for that: We are a known quantity and provide consistent quality. You can certainly take a chance on someone new, but don’t think that just because they are using a well-known platform that anyone can pay to use that it will be a good class. I suggest that you join a group on the platform of your choice that has parents whose children have similar needs to yours, and ask for recommendations.

If possible, the course should have a live, synchronous component

“Synchronous” just means that the students and teacher are sometimes in the same place at the same time, interacting in real time. When you start looking for classes, you’ll notice that this isn’t always the case. The reason I recommend it is that asynchronous learning really isn’t most kids’ cup o’ tea. No matter how engaging pre-recorded videos are, they don’t substitute for real, live interaction with a human.

One aside about video courses: Kids who have a specific passion might find that self-directed, asynchronous courses are very engaging for them. For example, I have known some science-crazy kids who just love video-based online science courses.

Asynchronous components should be engaging and keep the student connected to the material between live classes

“Asynchronous” materials are parts of the course that can be accessed anytime. A great live teacher will lose their audience if there is no connection to material outside of class. Students should be able to explore on their own and learn more deeply between live classes.

This is a screenshot of one of my asynchronous classrooms. I interact with the students via messaging and forums all week long, and the students interact with each other via forums and Open Chat.

There needs to be open, two-way communication between the teacher and the students

Lots of courses have distant, inaccessible teachers who pop on once a week, say their piece, and then leave. That may be OK for a college course, but not for kids. Kids should feel free to connect with their teacher anytime via email, a messaging system, or forums.

The most engaging online environments include multi-way social opportunities for the students

At the very least, students should be able to chat before and after class. On top of that, there should be open forums where students can trade ideas and collaborate between classes. Remember, learning is a social activity. One of the big mistakes that teachers new to online learning made was to try to shut down the sort of chatter and fun that makes a school worth going to.

My own opinion is that courses for younger children should be ungraded

Grades do encourage a small subset of students to achieve higher, but research shows that those students are already the high achievers. An ungraded, supportive environment is the most encouraging environment for the bulk of students.

Online learning can be as rewarding and fun, especially since you can bounce on a trampoline during class…

Yup, my kid really did attend a class at Athena’s from the trampoline! This photo was posed, however: he spent most of the class sitting still, enjoying learning outside!

CA legislators want to restrict Independent Study. Here’s why that’s a bad idea.

UPDATE: The changes to the law were enacted. Our local homeschool programs have responded in a variety of ways, from struggling to comply by canceling or postponing services, to hoping that what they’re doing will be seen as compliance. And it turns out that it’s not only homeschoolers are who inconvenienced. (Who woulda thought?) Neighborhood school administrators are experiencing the nightmare of having to send students home because of Covid exposure and finding that there is no way that their school can comply with the law. So they are losing ADA funding, on top of having to run schools in the middle of a pandemic.

I am darkly amused by this quote in a CalMatters article: “I know legislators are well-intended people, but they didn’t have enough educators’ perspectives.” They got plenty of perspectives, but chose to ignore them. That’s politics!


Following is a letter I wrote in conjunction with two other local homeschooling parent/teachers, Heddi Craft and Hiranya Kliesch. Readers of this blog know that I started homeschooling when my younger child was in crisis. I continued homeschooling when my older child’s academic needs couldn’t be served in a typical school. Heddi and Hiranya, both certified teachers, have similar stories.

Here in California, the portion of education law that allows children like ours to remain public school students while also homeschooling is threatened. Faced with the news that a significant portion of California parents are considering using this part of the law to keep their children home out of fear of Covid, legislators are considering changes to the law that would force those parents to make harder decisions.

However, legislators are largely unaware of the way that the law is used for many students with special needs across our state. Some of the changes they are proposing will decimate the public schools that were created to serve these students. Here in Santa Cruz County, our students can choose from site-based, family-focused programs like Alternative Family Education or Ocean Alternative, or they can enroll in Independent Study charter schools like Oasis or Ocean Grove. Although the student numbers are small, the influence of these programs on the lives of those students is immeasurable.

Please read this letter and share it with your local legislators. For a PDF version that you can send out, please click here.


Dear Senator Laird, 

Thank you so much for meeting with us. Below, please find a summary of the points we made to you that express our concerns over the proposed changes to Independent Study (IS).

Background:

Independent Study has been around for more than 30 years. The law was originally written for students with special needs: social/emotional issues, illness, travel, or unique learning needs. Not all IS programs are charters. Many families who might not otherwise attend public school families are a part of IS programs, bringing needed funds to the districts’ district-created programs.

How is Independent Study used?

Independent study is a family affair, with parents often serving as the child’s primary instructor with the support of a certified teacher. Students have the flexibility to explore their passions with one-on-one conversations and experiences with a parent. Families rely on the flexibility of IS and appreciate the need to check in on a monthly, not daily, basis, especially in situations regarding illness, anxiety, or travel.

Concerns:

  • Our first concern is with the change to daily synchronous instruction (whether opportunity or requirement) in 51747 (e)(1-3). Requirements to have daily video or in-person check-ins with all students dilute or restrict the much more meaningful interactions already happening. AFE and Ocean Alternative offer valuable class days in addition to meeting with parents. Monthly meetings are lengthy and generate deep discussions about learning while optional class days allow students to do group activities, often in multi-age settings. In addition, students who are travelling or have health or social/emotional issues will have difficulty committing to daily check-ins if they are required.
  • Our second concern is with the requirements of detailed tracking in 51747.5 (a-d). Planning and daily schedules are unique to each child in most established IS programs, so requirements for daily tracking means making an individual lesson plan and gradebook entries for each child. Independent study is designed so that students who need more time on a topic can work as slowly as needed and those who have already mastered a topic need not waste time on work they already understand. In addition, the one-on-one aspect of independent study with parent and child means there isn’t always a paper trail for learning experiences. Teachers would have to write up unique learning plans and gradebook entries in virtually every subject for every student, significantly adding to their workload.
  • Finally, it is unfair to families who are enrolling/signing contracts for the coming year to then have the Independent Study laws rewritten with potentially impactful changes after the school year has already begun. This doesn’t give families a chance to make choices about their schooling plans in advance. These changes would negatively impact currently existing, successful and longstanding programs such as Alternative Family Education (AFE) and Ocean Alternative Education Center (OAEC) in Santa Cruz County.

Recommendation:
We recommend adding a tier or category to the existing programs and calling it Distance Learning (or another name) for the temporary students who would not attend classes due to the pandemic, rather than changing the Independent Study laws without accounting for the unintended consequences to unique and long-standing programs like ours.

Please see the attached recommendation for preserving the existing IS laws.

Thank you,

Compiled by:
Hiranya Kliesch, certified teacher and AFE parent 
Heddi Craft, current Ocean Alternative teacher and former OAEC parent 
Suki Wessling, former AFE and OAEC parent, current online education teacher 


Preserve Existing Independent Study Laws

The best solution is to create a new category for Distance Learning that specifically addresses the current, temporary needs of the population you are intending to serve. We request that you respect the provisions made by the original IS laws for the population they were intended to serve in the following ways. These requests were compiled by parents and teachers with extensive, pre-pandemic experience in how Independent Study (IS) programs are implemented in their communities. 

  1. Respect that Independent Study has a long history of serving a wide variety of at-risk and unusual learners. The use of IS for a wider range of students throughout the pandemic was a temporary adaptation.
  2. Understand the special needs populations that IS serves:
    • Working full-time to support their family
    • Avoiding classroom settings due to mental health needs
    • Going through gender and identity transitions
    • Medically fragile (chemotherapy, life impacting illness, addiction recovery, etc.)
    • Pregnant or parenting
    • Enrolled in Community College courses concurrently
    • Traveling for competitive sports or work in the entertainment industry
  3. Continue to allow maximum flexibility in these programs, due to the needs of families and students to schedule their learning and interactions in appropriate ways.
  4. Remove the mandate for daily meetings with staff, as this does not recognize the high value that students receive from weekly and monthly in-depth interactions. Ref: 51747 (e)(1-3)
  5. Respect teacher workload and do not increase daily tracking that will take away from the value of student-teacher interactions. Ref: 51747.5 (a-d)
  6. Respect contracts already signed by IS students at schools across the state for the 2021-22 school year.

Compiled by:
Hiranya Kliesch, certified teacher and AFE parent 
Heddi Craft, current Ocean Alternative teacher and former OAEC parent 
Suki Wessling, former AFE and OAEC parent, current online education teacher 


For more information:


An Open Letter to California Lawmakers about Restricting Educational Choice

Dear Lawmaker,

Today as I read in CalMatters that state lawmakers have introduced an amended budget bill that would require schools to offer independent study programs, it occurred to me that Independent Study is a particularly important issue for LGBTQ+ students. I am writing to urge you to keep our at-risk students in mind when you consider how to vote on educational issues.

Although we all hope that our students would be able to attend the school of their choice, sometimes this simply isn’t possible. Especially at sensitive times such as when they first come out, when they socially transition, and when they are going through medical transitions, transgender students often choose to transfer to Independent Study (IS), either permanently or on a short-term basis.

As you may have noticed, IS programs are under fire from California lawmakers. Starting with 2019’s ill-timed AB 1505/7 bills that restricted IS charter schools right before a pandemic, continuing with AB 1316 (which thankfully didn’t reach the governor’s desk), and now with Gov. Newsom pushing further restrictions in his rewrite of Independent Study law, transgender and other at-risk students are facing the clear possibility that they will not be allowed to seek a fair, free, and appropriate education.

The fact is that in-person, full-time schooling does not work for some students, and it is directly harmful for some. And the students that are most harmed by mandatory in-person learning are those who are the most vulnerable. Even restrictions like requiring mandatory daily contact with teachers places an undue burden on students who live in remote places, who are medically fragile, or who choose to homeschool in the real world, free of the narrow restrictions imposed by computer-based learning.

At different points during my children’s educations, we chose to homeschool. We were so lucky to live in Santa Cruz County, where we had our choice of IS programs. My students were full-time public school students while also getting an appropriate education. Both of them are now in college, one at a UC, the other at a small private college. They had their choice of colleges that suit their needs, just as they had their choice of K-12 education that suited their needs.

I beg you to keep our at-risk students in mind when you vote on educational matters. Restricting independent study, whether it’s through a district school or a charter school, is discriminatory and wrong. So many students are saved by that time at home, and go on to happy, healthy, productive adult lives. Furthermore, allowing IS programs to offer appropriate services to homeschoolers keeps those families in the public school system, a win on both sides.

Thank you again for taking time to consider the effect of your votes on at-risk, LGBTQ+ students.

Sincerely,

Susana Wessling


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