Speak Truth: A Year of Inviting Conversation - Center for Inspired Teaching

“The most important thing to do right now is invite conversation.”
– Alejandro, 10th Grade

Last Thursday Inspired Teaching wrapped up the 2019-2020 school year with a final Speak Truth seminar in which students discussed: Are local and federal governments going about police reform effectively?

As with all the seminars this year, the student-led discussion was a powerful example of the capacity of young people to wrestle with complex problems and play an active role in finding solutions. Ra’Mya, a 10th grader planned and facilitated the discussion. She reflected, “I really enjoyed doing the discussion and was delighted to hear other people around my age express their thoughts and strategies on something happening in the world around them.”

Ra’Mya, a 10th grader, planned and facilitated the June 18th virtual Speak Truth seminar.

Students discussed the guiding question from a variety of angles, including a close look at different facets of the Justice in Policing Act of 2020. They further examined what is actually meant by the phrase “defund the police” and the ways in which semantics can help or hurt a cause. Here is a sampling of their observations:

“[The Justice in Policing Act of 2020] is a good step in the right direction just as body cams were in holding police accountable, but I don’t think it will be signed by this administration. We need to keep this in our back pocket and then Biden will be more likely to sign it when he gets into office.” – Alejandro, 10th Grade

“[Defunding the police] is about moving the money around that’s funding the police which will lessen the issues that are pressing minority communities. Adding money in places where it’s lacking will help in lowering crime rates, helping impoverished communities, and things like that.” – Adena, 11th Grade

“A lot of times in social movements, people have to say really radical things to meet in the middle. I know ‘defund the police’ can be weaponized to hurt the left, but there needs to be a radical statement to make people pay attention.” – Madeline, 11th Grade

“Presidents have run on this idea of being tough on crime and the idea of over-policing communities of color and they need to understand the history that has made police break up many movements for justice and change. If they understand the history then they can come from a place of understanding.” – Hermela, 10th Grade

More than 30 students and teachers attended the last Speak Truth seminar of the 2019-2020 school year.

Up until March of this year, Speak Truth was an in-person event, but the shift to online sessions meant students could participate regardless of location and it was clear that those who joined found meaning in the opportunity to engage thoughtfully with one another around current and pressing topics. We asked the Inspired Teaching staff who have prepared students for these sessions throughout this year to share their insights from the experience.

“Great things can happen when we let students lead discussions that matter to them,” said Cosby Hunt, Manager of Youth Programs. “The quality of our discussions has not diminished in this space in comparison to our in-person discussions. It makes me wonder how schools and school systems might incorporate student-led seminar series, with written reflections, as credit-bearing work.”

“Our students’ authentic voices, supported by serious research to back their views, teach me so much, not only about the many topics they discuss, but also about what it looks like to bring one’s true self to a difficult conversation,” said Aleta Margolis, President. “Speak Truth offers a structured, student-facilitated process for engaging students in topics they care about that ensures all voices are heard. This kind of meaningful, student-directed learning needs to become the norm, not the exception, as school reopens this fall.”

“I’ve learned so much about the value and strength of communicating with one’s peers while elders are present but silently engaged, especially for our youth, and the beautiful and fragile dynamics of sharing experiences,” observed Nina E. Pulley, Youth Programming Intern.

When asked how the staff who run the program deal with conflicts that can arise when different opinions flare during a discussion, Nina explained, “there is a certain level of faith that is required for these kinds of things to work. When you believe in the capacity for students to be able to talk to each other, part of the program is allowing this to be a place of civil discussion but also a space where disagreement can happen and work itself out.”

Max Peterson, Youth Programming Coordinator, agreed. “One of the things that makes this work is the level of maturity the students bring to discussions . . . We’ve had some discussions that were really testy and bordered on aggressive disagreement, and that can be a little intimidating and scary. But backing off and letting the group police the discussion, really letting them step up to the plate of responsibility in my experience works.”

Nina said that learning experiences like Speak Truth are particularly important for our young people right now. “This level of verbal literacy needs to be prioritized and enacted in a project-based learning environment across all schools, but especially public schools, so that students can articulate what they’re feeling, when they are feeling it, and express themselves without judgment or condemnation, so that political change may continue to develop.”

As we look toward next year we are encouraged by what we’ve learned and been able to do with Speak Truth this spring. We have confidence that this model can work both in in-person and virtual contexts and that kind of flexibility will be key for what promises to be another unusual school year. If you’re interested in bringing the model to your school this fall, send an email to resources@inspiredteaching.org and we’ll be in touch.

Micaiah Anderson

Community Outreach Specialist

As a Community Outreach Specialist, Micaiah is responsible for program promotion and outreach support for Inspired Teaching events and workshops. Micaiah has a passion for collaborating with community members to build-power and connect. She is an educator with a heart for youth and has experience supporting students fight injustices within their schools and communities. She has a BA in Political Science from, the real HU, Hampton University & anticipates graduating in May 2024 with a Masters of Arts degree in Educational Policy Transformation from Georgetown University.

AUTONOMY

"I want to have a say in what happens to me."

Autonomy is the need for independence; the ability to make choices, to create, to explore, and to express oneself freely; to have sufficient space, to move around, and to feel unrestricted with opportunities to exercise free will.

Brady Maiden

Outreach Coordinator

As the Outreach Coordinator, Brady helps maintain Inspired Teaching’s social media presence and supports the organization’s mission to connect with DC community leaders, educators, and parents. Brady has her Master’s in Public Policy from George Mason University and her BS in Political Science from Northern Arizona University. She is passionate about community, equity, and coalition building recognizing that learning and growing with the community at large is how we continue to be impactful.

What brings you joy in life?

I find joy in spending time with my friends and family and meeting new people. I like going to concerts and festivals, and finding new books to read.

The Learner’s Cycle, Wonder-Experiment-Learn, and the Teacher’s Cycle, Observe-Plan-Instigate, comprise Inspired Teaching’s approach to engaging students in inquiry-based learning.

When they are engaged in the Wonder-Experiment-Learn Cycle, students are immersed in learning. They take the lead in designing authentic learning experiences around their own interests and their school’s standards of learning. Each discovery leads to a new question which in turn leads to more wondering and more learning. In the Wonder-Experiment-Learn Cycle, Learn is not a destination or an endpoint; it is a deeper understanding, leading to a deeper wondering and new possibilities that create new entry points to further exploration. The cycle continues because what students have learned generates more wonderings that require more experiments that foster more learning – and on and on.

The Observe-Plan-Instigate Cycle is the work of an Inspired Teacher. While a student is expected to follow the Wonder-Experiment-Learn Cycle, the teacher joins them on the learning journey while following their own cycle of Observe-Plan-Instigate. This cycle ultimately serves to ensure an inquiry-based atmosphere is at play in the classroom.

Jaqueta Abbey

Teaching and Learning Specialist

Jaqueta is the Teaching and Learning Specialist for Inspired Teaching. In addition to her current role with Inspired Teaching, Jaqueta is a first-grade teaching assistant. Her background features a variety of traditional and non-traditional experiences in the field of education, including working as an adjunct professor, teaching summer reading programs to children and adults, and tutoring children in the foster care system. Jaqueta earned a B.A. in Communication Studies from the University of North Carolina at Chapel Hill, and an M.A. in Interactive Media from Elon University.

What brings you joy in life?

Creative self-expression! In addition to my passion for storytelling, I love dancing of all kinds. I've studied belly dance, bachata, and Brazilian Zouk among other styles. I also enjoy glass fusing, crocheting, photography, and cross stitching. These art forms allow me to express myself and build connections with other people at the same time. I think life would be a lot less vibrant without artists and storytellers!

Michelle Welk

Communication & Marketing Specialist

As Communications and Marketing Specialist, Michelle is responsible for finding and creating new ways to highlight Inspired Teaching and promote its programs in order to expand and deepen the organization's impact. Michelle has worked in communications in an array of settings, from creative agencies to state politics to national nonprofits. She has a BA in Journalism from Temple University in Philadelphia and is passionate about education, access, and equity.

What brings you joy in life?

My son, the beach, making a persuasive argument and good food!

Max Peterson

Real World History Assistant Teacher

Max received his Bachelor’s degree in History and African American Studies from Boston University in May 2016. He has worked in museum curation at the Museum of the White Mountains in New Hampshire and the Smithsonian National Museum of American History. Max has worked with young people of varying ages from young children to young adults transitioning to college.

Feedback and Accountability

We grow through feedback and an understanding that the quality of our work is a reflection of what we are learning, but the shift to remote learning this spring disrupted a lot of the tools teachers were used to using to evaluate student growth. How might we do things differently this fall? Participants in this workshop will explore ways to bring meaningful assessment into the virtual and/or socially-distanced classroom and approaches to student feedback that strengthen motivation, and build relationships and achievement.