Turtles All The Way Down

Turtles All The Way Down is a novel by John Green that follows the adventures of three sixteen-year-old characters: Aza Holmes (Holmesy), Daisy, and Davis Pickett. Holmesy is a young girl who suffers from an exhausting mental health disorder, that she relates to an inescapable tightening spiral in her thoughts. Daisy, her best friend, is outgoing and energetic. Davis, Holmesy's love interest, is a young boy with who she went to "sad camp"(for children who lost a parent) with when she was younger. Davis' father, a billionaire, has disappeared and is expected to be involved in a crime, and the police are offering a $100,000 reward for anyone who can supply them with a lead. Thus, Daisy and Holmesy befriend Davis with the initial motive to find out more about his father's whereabouts. However, this strategy dies quickly, as Holmesy and Davis develop feelings for each other.

What I think is important to focus on, though, is the novel's attention to the struggles each child endures. Holmesy, in addition to her mental health disorder, lost her father at a young age to a heart attack. Daisy, behind the scenes, struggles with her family duet to their low socioeconomic status. Davis, although rich and seems as though he can have whatever he wants, does not have either parent. From just looking at one another's lives, these children are unable to know these secret struggles about one another. But as they develop friendships, they learn more about each other and see past their initial judgements and outwards appearances.

It is interesting to see the contrast between Davis and Holmesy's relationship, and the beginning of Ms. Holmes and Davis' relationship. At one point, Ms. Holmes sits down with Davis, and gives him a lecture, saying: "I know you can have anything the moment you want it, and that can make a person think the world belongs to them, that people belong to them." (Green 143). She is cut off by Holmesy as they see Davis start to cry because of this statement. Later, Davis reveals to Holmesy that he cried because he can't have everything he wants, because if he did, he would still have his mother. This part is so interesting to me because we are often told by adults to not judge a book by its cover, yet in this scenario, an adult is the one judging right off the bat.

This book made me think a lot about the presentation from the NFI Family Center regarding trauma. It's clear that Davis and Holmesy experienced both trauma as well as developmental trauma. They lost one of their parents in their early lives, back when their brains were developing at a higher speed. Holmesy suffered specifically in the development of her cortex when her father passed, according to the NFI Family Center's presentation. Additionally, Holmesy suffers from her mental health disorder and its repercussions, as Davis deals with an absent father and the responsibility of taking care of his younger brother. In Davis' situation, he never had a parent to love and nurture him, so it is likely that he feels at points helpless, because that is the norm he grew up with. When he asks himself the questions, "who helped me get through something" and "can my parents take care of me", he probably doesn't have the same answers as children with supportive and caring parents. This leaves Davis with an unhealthy coping pattern, as he doesn't have people to help him through things. As NFI would say, it's as though the trunk of his tree is growing around a rock.

For more on NFI:
http://www.nfivt-familycenter.org/
https://docs.google.com/document/d/1hXcS_xl07PyHEuu2ezTIsu84_3GqvSnpv7drQy1ua_0/edit
(my notes from the guest speaker)

Thinking about these characters and their lives with trauma and/or inequity makes me realize how crucial having programs like No Child Left Behind (NCLB) in schools is. Ensuring that each individual receives an equitable education is extremely important if they are all on different playing fields coming in. It helps reduce the achievement gap, and provides kids with the support they need to succeed. For kids living in poverty, it is possible that the school could qualify for having free and reduced lunches, which would provide food to children who may not be getting it at home.

More on NCLB: https://www.edweek.org/ew/section/multimedia/no-child-left-behind-overview-definition-summary.html

Teachers play a huge part in the lives of these struggling students as well. They can be supporters and help them through their rough patches. Having a team of teachers that you can trust at school and that will advocate for your wellbeing can change a lot in your life. They can get you in touch with a guidance counselor, and this person can help the things teachers are not certified in.

To ensure these children are getting the best education possible, I will make sure I accommodate all learning styles, as well as make myself available outside of class for either help with work or help in students' personal lives. Although, if the situation seems extreme, I will report my findings to a superior in order to get the child the help they need. Additionally, I will keep healthy snacks in my classroom for students who may not be getting enough nutrients at home, as well as fidget toys and stress balls for those struggling with any disorders. I want my classroom to be as inclusive and as equitable as possible. Reading this novel helped me realize the extent to which you cannot know someone's past, and as a teacher, I need to prepare for any student that comes my way.

My question is, how can we incorporate more student led organizations around mental health and trauma in high school?

LGBTQ+ Adolescents in School

Before reading my following post, please take a look at the following statistics, provided by: https://nobullying.com/lgbt-bullying-statistics/



Adolescents who identify as LGBTQ+ are two to three times more likely to attempt suicide than their peers. That means that one-third of suicides are caused by negative feelings surrounding one's sexual identity. This is horrifying, especially to future educators who take on the task of shaping their students lives. How do we help this group of students who are suffering?












Take a moment to reflect on Abraham Maslow's hierarchy of needs. To be successful and function, Maslow argued that an individual must have each level on his pyramid fulfilled. It is preferable that all levels on this pyramid are fulfilled, but each level must be fulfilled prior to moving up. Therefore, the physiological needs of a person must be met before satisfying their safety needs. According the graph used above, 64% of LGBTQ+ youth have felt unsafe at school due to their sexual orientation, while another 44% has felt unsafe due to their gender identity. The percentages of students who have skipped school because of these feelings and those who have experienced physical harassment are alarming as well. These kids aren't having their safety needs satisfied. If they don't feel safe at school, how will they learn? How will they make friends? How will they grow? And we don't know anything about their home life, either. Some families are not accepting of the LGBTQ+ lifestyle, to the extent at which they may kick their kid out of the house due to their identity. This leaves the child with the most fundamental needs, like shelter, unsatisfied.

Interesting video on which of Maslow's needs kept a man in the closet, and which helped push him out (starts at 3:40): https://www.youtube.com/watch?v=7XJPFSFJ580

stopbullying.gov offers a list of ways we, as teachers, can help create a safe environment for LGBTQ+ students:

• "Build strong connections and keep the lines of communication open. Some LGBT youth often feel rejected. It is important for them to know that their families, friends, schools, and communities support them.
• Establish a safe environment at school. Schools can send a message that no one should be treated differently because they are, or are perceived to be, LGBT. Sexual orientation and gender identity protection can be added to school policies. 
• Create gay-straight alliances (GSAs). GSAs help create safer schools. Schools must allow these groups if they have other “non-curricular” clubs or groups. Learn more about the right to form a GSA under the Equal Access Act. 
• Protect privacy. Be careful not to disclose or discuss issues around being LGBT with parents or anyone else. "

Through using these tools, we can help LGBTQ+ students to pass both the Safety Needs and Love and Belonging levels in Maslow's Hierarchy of needs. Having school clubs/groups will help provide possible connections and friendships, encouraging the feeling of belonging. From there, students will be able to work up to Esteem and Self-actualization.

After doing this research, I realized how important it is for a school to have multiple resources for LGBTQ+ students. I commit to being one of these resources; a teacher that maintains an inclusive classroom. I will always be a shoulder for my students to lean on, and someone they can talk to if things are not going well. I will be an advocate for LGBTQ+ students, learning any vocabulary I should know in order to not offend anyone, and will be sure to start a GSA or other LGBTQ+ organization within a school if it is lacking one. I want all of my students to feel safe at school, so they can grow as people and learners.

My question is, how exactly as teachers do we help students who haven't met their physiological needs?

Sources (see for additional info):

https://nobullying.com/lgbt-bullying-statistics/

https://www.stopbullying.gov/at-risk/groups/lgbt/index.html

Dual Immersion Research Blog

Two-Way Dual Immersion - What is it?
Two-way immersion programs take place in schools where half the population is fluent in English, and learning the new target language, while the other half are native speakers of the target language, learning English. These programs take place in all subjects, not just English and foreign language. This means that students will be learning subjects like science in two languages, helping them learn in a more realistic setting. Meshing two groups of students who speak different languages together in a classroom helps because the students can work together to support one another's learning. They are able to offer their advice in situations that might not normally occur.

A video on Two-Way Dual Immersion: https://www.youtube.com/watch?v=i-TMa8ZObl4

Why?
There are two kinds of dual immersion, the other form being one-way immersion. In one-way immersion programs, none of the students have prior experience with the target language. I chose two-way immersion, because I feel as though the students will benefit more from working together, rather than depending on the teacher for all of the new information. In addition to student help, there will be two teachers in the classroom as well. One will be certified to teach in English, and the other, in my scenario, will be licensed in Spanish. All of this available help fosters a healthy and collaborative learning environment. However, you cannot lose with dual immersion. Whichever form you choose, there will be numerous benefits.


The Windom Dual Immersion School has shown that this program allows students to think differently, recognize patterns, and raises their ability to problem solve. Studies have also shown that bilingual speakers have enhanced metalinguistic awareness levels, making them very skilled in manipulating language. This ability is extremely useful.
Additionally, the following are benefits of dual immersion at the middle level (from North Clackamas Schools:

1. Development of the second language at a higher level
2. Growth in academic achievement 
3. Being part of a learning environment that is inclusive through its celebration of diversity and cultural awareness

Dual immersion can also serve as a solution for minimizing the achievement gap. It has been proven that students who speak a native language different than English at home will not succeed in subjects like reading and writing, while native English speakers do. Furthermore, they will be more likely to not graduate from high school and will be more likely to not attend college. However, if they participate in a dual immersion program, their academic success can be altered significantly. In one study, dual immersion students were shown to be seven months ahead in their fifth grade reading skills, and ahead by nine months in eighth grade. Additionally, the English language learners will "Acquire strong literacy skills in Spanish which can then be applied to the acquisition of English literacy"       (Windom Dual Immersion School “Benefits of Dual Immersion.” ) This sets them far ahead and makes them more likely to succeed.

Quotes from a study done on eighth grade immersion students:

"Aside from several spelling errors that were fairly common among her classmates... and a lack of diacritic marks, her writing was perfectly comprehensible and able to convey humor" (Potowski, Kim. Language and Identity in a Dual Immersion School, Multilingual Matters, 2007. Pg 180)

"Carolina's grammatical accuracy was the highest of all four focal students, scoring above the 1.1 mean on four of the five elicited forms" (Potowski, Kim. Language and Identity in a Dual Immersion School, Multilingual Matters, 2007. Pg 180)

Link to Spanish Immersion in a Middle School: https://www.youtube.com/watch?v=Z-1uaUDMTZI

***These 6th grade students are using the imperfect and preterite tenses - tenses most students don't learn until high school!

Note however, that dual immersion students succeed in more areas than academics, too. One mother spoke about her son's experience at a dual immersion school, and how he was influenced. Being in a dual immersion school allowed him to see the big picture, and he was able to understand diversity in all ways; among socioeconomic status, race, and culture. In his school, which was split between native English and native Spanish speakers, this individual recognized the school's effort to make kids comfortable with their cultural identities.

Lastly, dual immersion backs you up in the worst case scenarios. A bilingual person has a very strong brain from knowing 2 languages. Due to this strength in certain sections of the brain, it is easier for bilinguals to recover from brain injuries. In addition, it can delay the onset of Alzheimer's and dementia. While this may not be the happiest topic to discuss, it is extremely impressive.

When should we start?
As soon as possible! It's true what they say about kids brains being sponges - they learn so fast! Sure, my program would be implemented into a middle school, where it would succeed, but why not start earlier? Not only will it be easier for a child to learn a language at a younger age, but it will prove to have even more benefits later on. If your child is enrolled in a dual immersion elementary school, it is crucial to continue that form of teaching to retain knowledge. For example, for students leaving Mistral Elementary, a dual immersion school in California, parents fear their children's success in middle level education. The students enroll in Crittenden and Graham middle schools after Mistral, neither of which incorporate dual immersion programs. Parents are taking a stand to try and convince administration to add it into the curriculum. One parent, Trish Gilbert, who took measures as far as teaching immersion classes to students within her home, stated: "'It's a disservice to all the kids (who) could benefit from continuing their bilingual education'" (Forestieri, K, 2017). If formerly dual immersion students are not supplied with these courses at the middle level, their skills will diminish. However, if more courses are offered, they will flourish due to the abundant amount of new material covered in middle school. This information serves to prepare students for high school, so it is more advanced than the introductory information relayed in elementary environments. 




Sources:American Councils for International Education “WHY THE DUAL LANGUAGE IMMERSION APPROACH WILL CHANGE ACHIEVEMENT IN AMERICAN PUBLIC SCHOOLS.” American Councils for International Education, www.americancouncils.org/news/why-dual-language-immersion-approach-will-change-achievement-american-public-schools.

Language and Identity in a Dual Immersion School

Potowski, Kim. Language and Identity in a Dual Immersion School, Multilingual Matters, 2007. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/smcvt/detail.action?docID=282690.

Mountain View Voice
Forestieri, Kevin. Bilingual Students Miss Out in Middle School, Mountain View Voice, 2017. https://www.mv-voice.com/news/2017/11/28/bilingual-students-miss-out-in-middle-school

North Clackamas Schools
Middle and High School Dual Language Immersion Information, North Clackamas Schools. http://www.nclack.k12.or.us/instructional/page/middle-and-high-school-dual-language-immersion-information

School District of Beloit

“Dual Language Immersion Programs.” School District of Beloit News, 19 Aug. 2013, beloitschools.org/dual-language-immersion-programs/.

The Unique Skills and Traits of Principals in One-Way and Two-Way Dual Immersion Schools

Rocque, Ryan, et al. “The Unique Skills and Traits of Principals in One-Way and Two-Way Dual Immersion Schools.” EBSCO Discovery Service, 1 Dec. 2016

Windom Dual Immersion School “Benefits of Dual Immersion.” Windom Dual Immersion School, windom.mpls.k12.mn.us/benefits_of_spanish_dual_immersion.