Speak Truth: Want Student Engagement? Be Current.

On Thursday, November 5, students from throughout the greater Washington, DC area gathered to discuss the topic, “COVID and Voter Suppression.” Student facilitators Lola Rogan, an 11th grader at DC International, and Sean Beach, a 12th grader at Friendship Tech Prep Academy, began the discussion by asking their peers what was stressing them out most. The chorus of responses was pretty evenly split among COVID, school, and the election that at that time was still undecided. Of the 30+ high school students assembled, only one had been old enough to cast her ballot. Still, over the next hour, it was clear that they were all paying attention to the unprecedented events unfolding that week. Participants noted that the ability to discuss something so timely represented a stark departure from what they normally experience in school.

Student facilitators Lola Rogan, an 11th grader at DC International, and Sean Beach a 12th grader at Friendship Tech Prep Academy

“I’ve had to do discussions for school, like Socratic seminars. And none of them have been as engaged as this and I think a lot of that is because if we have to discuss something in school it’s going to be what we’ve been talking about in class,” explained one student. “It’s going to be ‘analyze this speech and discuss it with your classmates’ and we don’t get to choose that so no one’s going to care. I think that that’s why this is such a great format. I try to engage in classes but it’s honestly a lot harder if I don’t care and I don’t have a personal relationship with the material. It’s just a lot easier to engage with other students when you choose the topic.”

Another concurred, noting the missed opportunities they experience in school to connect learning to what’s happening right now in the world. “If you really want our engagement in things, just be current. One thing that I love about Speak Truth is that you asked us what kind of topic we wanted to talk about. And I think that’s what schools should start doing overall. That would make us actually want to engage.”

Understanding Voter Suppression

To prepare for the discussion Lola and Sean asked their peers to read a New Statesmen article titled US democracy in peril: Covid-19 and the threat of voter suppression. They opened the session by inviting participants to share what they knew about “ways that voter suppression has affected Black people and other minorities.”

“Before, Black people were directly told ‘you cannot vote because we see you as less than human,’” explained Micah, an 11th grader at School Without Walls. “Now it’s disguised as more of a class issue. That goes back to generational wealth and past voter suppression.”

“Racism, if we’ve learned anything, is extremely adaptable to the times, especially as we’re seeing right now,” said Duane, a 12th grader at Thurgood Marshall Academy.

“The whole purpose of democracy is to give voice to the people, but voter suppression takes away that voice,” said Emma, a 10th grader at Washington Latin Public Charter School.

The Role of Prisons in Voter Suppression

Students noted the role that our prison system plays in limiting citizens’ rights to vote. They discussed laws in different states that hinder a formerly incarcerated person’s ability to cast a ballot. R’Nasia, a 12th grader at Friendship Tech Prep, wrote in the chat, “Prison can be considered the modern slavery and there are a lot of Black men in prison, and they cannot vote. This is another way of keeping Black people from voting.”

“Even if they went to prison they should still have the right to vote just like anybody else,” said Kalil, an 11th grader at Paul Public Charter School.

Ella, a 9th grader at Washington Latin PCS, shared that she testified at a city council hearing a year ago on the subject. “It’s important to interact with your local policy officials,” she said. Doing that “made me feel like I made a difference and if more people did that it might push more states to change which would really help.”

Playing a Role Moving Forward

As the discussion wound to a close, Lola and Sean invited students to share what they thought could be done to address voter suppression. Duane responded, “We really need agency, racial equity, and financial literacy. These are the three things that we really need if this is something that we want to stop.”

Sean pointed to the importance of young people having a voice right now.

“I feel like if we are the future we have to be in the present, we have to be working toward a better future for ourselves. These discussions will help us build toward a better future for ourselves.”

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.