Read on Twitter
Last week @SchleiderJustin & I collaborated on a talk about equity and justice in everyday #PhysEd. For me, equity conversations have become routine when we think about forming fair teams for a game. Two highlights from today: A 
https://abs.twimg.com/emoji/v2/... draggable="false" alt="đ§”" title="Thread" aria-label="Emoji: Thread">1/
Today& #39;s conversation with 4th graders was similar to others. 2/
Students: Would *you* please make the teams?
Me: I could, but what would you be learning?
Students:https://abs.twimg.com/emoji/v2/... draggable="false" alt="đ" title="Grinsendes Gesicht" aria-label="Emoji: Grinsendes Gesicht">
Me:https://abs.twimg.com/emoji/v2/... draggable="false" alt="đ" title="Leicht lĂ€chelndes Gesicht" aria-label="Emoji: Leicht lĂ€chelndes Gesicht">
Students:
Students: Would *you* please make the teams?
Me: I could, but what would you be learning?
Students:
Me:
Students:
We confirmed that there were two big things involved:
1) They wanted to play a game with fair teams
2) They know that friendship bonds tend to get in the way of making fair teams.
Then I asked them: How much of this is under your control? 3/
1) They wanted to play a game with fair teams
2) They know that friendship bonds tend to get in the way of making fair teams.
Then I asked them: How much of this is under your control? 3/
The student who made the request answered for the group: All of them? https://abs.twimg.com/emoji/v2/... draggable="false" alt="đ€" title="Denkendes Gesicht" aria-label="Emoji: Denkendes Gesicht">
From there I could argue on behalf of them training up their individual agency and group efficacy (in more kid-friendly terms) and let them know that this is actually my master plan for our #PhysEd year. 4/
From there I could argue on behalf of them training up their individual agency and group efficacy (in more kid-friendly terms) and let them know that this is actually my master plan for our #PhysEd year. 4/
In a 5th grade class (the one where I assign working groups each time), I had a different talk with a team about equity. Within their 7 person group, they formed 2 teams for a mini softball game. The teams were lopsided and a student complained. 5/
When I called the students together, they could agree that an imbalance existed and they suggested a few options for correcting it. I left them to figure out a solution on their own. 10 minutes later, another complaint about unfair teams.
Me:
6/
Me:
6/
Turns out, the teams have remained the same but they tweaked the rules: no outs, everyone gets 2 times at bat. I asked the unhappy students how they chose to stick with the lopsided teams.
The dominant group didn& #39;t want to split up.
Aha.
7/
The dominant group didn& #39;t want to split up.
Aha.
7/
Me: Friends, let& #39;s talk about equity. Do you know what that means?
All of them nod.
In a nutshell I said, you can& #39;t leave the dominant group to create fairness on their own. They& #39;ll shift a few things but they& #39;ll keep their advantage.
They nod in recognition.
All of them nod.
In a nutshell I said, you can& #39;t leave the dominant group to create fairness on their own. They& #39;ll shift a few things but they& #39;ll keep their advantage.
They nod in recognition.
I can tell that they& #39;ve been talking about injustice in their classrooms. The terms dominant and non-dominant make sense to them. I can practically see them making the connections in their heads. I don& #39;t need to hold a lecture, just lead them to a familiar junction. 8/
They changed their game again to a 1 v all which was a very creative solution. Each person gets to keep batting until they get around all the bases. I wondered why someone was batting from 1st and then 3rd base! 9/
So much of #PhysEd comes down to building sound decision-making models. That& #39;s time consuming and patience-grinding work. Deciding in favor of equity requires sacrifice (i.e., parting from your bestie) which can make it tough. 10/
That said, it gets better with practice. In this year of interruptions, building effective, pro-social decision-making has been a little more challenging, although the reception feels greater. Kids really want school to work; to make it a place they want to be. 11/
There& #39;s a different urgency around being happy together. Our challenge becomes putting the work into our wishes. That& #39;s true for the students and me every lesson. I& #39;m very grateful that this is what I get to do for a living. https://abs.twimg.com/emoji/v2/... draggable="false" alt="âșïž" title="LĂ€chelndes Gesicht" aria-label="Emoji: LĂ€chelndes Gesicht">12/12
