42:28 minutes (4.86 MB)
On the first of these two shows (TTT#151) our guests gave personal definitions for this field of educational research that describes resiliency in students, we asked these Writing Project teachers to describe what it look like in the classroom:
What specific structures, decisions, books, approaches, projects or technologies have you learned to employ in your classroom to provide the "protective factors" that enable "at-risk" students to develop the resiliency they need to succeed?
On this podcast, Paul Allison and Susan Ettenheim were joined for a second time by five Writing Project teachers from around the country:
- DeWayne Dickens, Oklahoma State Writing Project
- Suzanne Linebarger, Northern California Writing Project
- Irina McGrath, Louisville Writing Project
- Lynette Herring-Harris, Thinking Partner for Rural Sites Network, Mississippi State University Writing/Thinking Project
- Vanessa Brown, Thinking Partner for the Urban Sites Network, Philadelphia Writing Project
Enjoy their conversation! It is laced with provocative questions, inspiring stories, detailed descriptions, and political urgency. In this second podcast, you will hear DeWayne, Suzanne, Irina, Lynette, and Vanessa discussing how resiliency:
- helps them to understand and to demand the use of technology to give students voice, social comptency, and power
- and provides a important context for the professional development work they do with their colleagues within their own schools in in their Writing Project sites.
That's a mouthful, but we think you'll understand after you listen to these engaging teachers describe the work that resilency has inspired them to do with their students and colleagues. Enjoy!
Click Read more to see a transcript of a chat that was happening during the webcast