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What Students Are Saying About Supporting Struggling Students, Connecting With Their Heritage and Hidden Truths

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What Students Are Saying About Supporting Struggling Students, Connecting With Their Heritage and Hidden Truths

White sandy beaches, tropical bright-colored fruits, and sunny days spent with family used to be my reality. My grandparents’ house in Cebu used to be my second home. Tan lines and sunburn used to be what I complained about — now they’re what I long for. After the Covid-19 virus hit, the distance that stood between me and the Philippines seemed to grow ten times bigger. I had been so close to my relatives in my home country that it hurt to feel so estranged from them in the midst of a global pandemic. With my only contact with them being through a small screen on our Amazon Alexa, I had to get creative with connecting back to my heritage. My aunt is a gifted cook, and I’m so blessed to have someone with so much knowledge about traditional Filipino dishes living with me. She cooks everything from Adobo to Sinigang, with me feeling closer and closer to home with every bite. Appreciating my background and culture through spoonfuls of my favorite foods is just one of the many ways I connect myself with my heritage.

— Annika Marie, Bayonne, NJ

Growing up, I remember those sweet Saturday mornings when the sun’s orange light squeezed through the window sills of my home, and I would awake to the divine aromas of sizzling onions, salami, and mashed plantains. Moments of such nature were when I felt one of the closest connections to my heritage. As a Dominican-American living in a bustling city- where everyone is obliged to prioritize financial entities rather than the pulchritude of life, it can be a strenuous task to feel a connection to one’s culture. With time, I have been able to find that spark within Dominican cuisine. It is truly a force of unity within my family … It is challenging though, especially in a society like the one I reside in where it feels like I never have time. For this exact reason, I love Dominican food immensely because despite my extremely busy life and multiple responsibilities, at the end of the day, I can come home to find a warm meal with its Hispanic flare, reminding me of who I am.

— Alexander, New Jersey

As I reflect upon my younger years of childhood, I can recall the few but special moments I shared with the hundreds of relatives during family reunions. Though these uplifting gatherings no longer occur as much, remembering those family moments comes easy. The crunch of the buttery cannolis filled with sweet cream still lingers between my taste buds. The popular Italian carol, That’s Amore, sung by my Uncle with his thick accent, still persists in my ear. I can even feel the grace of my Pappy’s wrinkly palm while he taught me the correct way to shake a hand. All these simple moments have stayed in one of the warmest parts of my heart. Although I am only partially Italian, I still love learning about my ancestors culture.

— Lil, (Student Block 1)

Coming from a big family and we are really close we would get a lot of story times when we were younger. It could be like scary stories or simply how life was when my parents were our age which I find very interesting. For example I know that my parents struggled as kids and they had to grow up quick because they didn’t really have another option but to grow up. I don’t feel disconnected from my roots because since it’s part of my parents roots it becomes part of me.

I would like to share with my own children the game called ‘La Loteria’. This is a very popular game in our culture and I want it to be part of my children as well. I want my children to know Spanish because it’s nice knowing that you could learn two languages … I want them to go to Mexico and get to know it as well like I did go every once in a while. The way I will connect future generations to past ones is by starting a conversation with someone from a different generation.

— Clarisa, Atrisco Heritage Academy

As a child, I spent my Saturdays at Armenian school learning how to read, write, as well as learn the history. The language I always spoke to my two grandmothers in was Armenian. I associate with my roots by speaking the language because it makes me feel part of the community … When I have kids, I want to teach them to speak, read, and write in Armenian. I will most likely enroll them into an Armenian school just like I went so that they don’t feel excluded from the Armenian community. In addition, I will teach them the same recipes that I made with my mom when I was a kid. At parties, I will encourage them to dance and spend time with their relatives. I never want them to forget where they came from.

— Mayda, New Jersey

I try to keep in “contact” with my heritage, but sometimes it feels as though there has been an invisible divider placed in between me and trying to connect with my heritage. I know how to speak and read lots of different words and phrases from my family’s native language, but as Ms. Chang said just how “Mandarin is a lifelong commitment to maintain fluency” it applies to many other languages even if they aren’t the hardest to understand and decipher. I realized that not that many days ago when I went to see my grandparents after many weeks, we were watching a show that was in Turkish so it had subtitles that were translated into the language that I speak. I was trying so hard to say the words but they weren’t coming out as fluently as they should have been and I was astonished with myself in a bad way. Then it dawned on me that I really only speak and read my language whenever I’m around my grandparents. My grandparents are the people that show me and talk to me about my heritage, which I thank them for.

— Lorina, J. R. Masterman School Philadelphia, PA

Comments

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Students in U.S. high schools can get free digital access to The New York Times until Sept. 1, 2021.

What story does this image inspire for you?

Use your imagination to write the opening of a short story or poem inspired by this illustration — or tell us about a memory from your own life that this image makes you think of.

Post it in the comments, then read the related article to learn more.

About Picture Prompts

• Find all our Picture Prompts in this column.
• Have an idea for a Picture Prompt? Tell us about it.
• Teachers, discover more ways to teach with our Picture Prompts and learn how to use our free daily writing prompts for remote learning.

Students 13 and older in the United States and the United Kingdom, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

Finding a sense of community in your online learning journey

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Finding a sense of community in your online learning journey

By Betty Vandenbosch, Chief Content Officer, Coursera

Being a successful online learner takes motivation, resilience, and independence. But during the COVID era, which has profoundly affected the way we live, work, and learn, the sense of isolation can feel particularly daunting. Community is important to so much of our lives. During your online learning journey, don’t forget to rely on your community to maintain focus and stay connected.

So whether you’re starting a new course or embarking on a larger credential, there are several communities in your circle that you can count on. Here are a few:

  • Workplace — Your manager and HR team are invested in your career growth. If you’re considering an online course to upskill or reskill, look into formal programs or assistance that your workplace may offer. In addition to sponsoring your education, your manager can help motivate you to complete your course and apply your learnings to your role. Your colleagues are also great resources. Pick a course such as  Programming for Everybody from the University of Michigan that nearly everyone can benefit from and form a virtual study group. 
  • Friends and Family — Once you’ve committed to an online program, shout it out to the world, and get your friends and family to rally behind you. Share what you’ve been learning in your weekly dinners or virtual happy hours. Ask your loved ones to check on you and your progress. Another resource? Your school-aged children. Chances are they’re facing the same challenges with remote learning. You can offer each other tips, strategies, and support.  
  • Study Buddy — Find a family member, friend, or colleague who will join you in taking an online course. Enroll in something that aligns with both of your personal or career interests, such as Anti-Racism from the University of Colorado, Boulder or the Social Media Marketing Professional Certificate from Facebook. Set schedules to watch videos, discuss the material, and prepare for assessments. Having someone who’s in the trenches with you and can keep you accountable will set you up for success.
  • Mentor or Role Model — If you don’t have one already, find someone you look up to at your workplace or in your network who’s willing to spend some time coaching you. A person who has moved up in their career can not only help you determine what skills to develop through online learning but can also help keep you on track to complete your studies and provide advice on how to apply your newfound skills. 
  • Coursera Learner Community — With more than 77 million learners on Coursera, there are countless learners you can rely on for support. Courses include community discussion forums where you can interact with your peers, ask questions, and get help understanding content. In fact, our recent Drivers of Quality in Online Learning report found that learners who participate in discussion forums are 25% more likely to complete a course. Outside of the course experience, you have access to the Coursera Community, which gives you a chance to connect with learners from all over the world, discuss what you’re studying, and get study tips based on others’ first-hand experience. 

The pandemic may have shifted the way we connect with people, but you’re not alone. The whole spirit of education pervades everything, and there are people around you who care about your development and can motivate you to keep moving forward. 

Looking for inspiration? Check out our most popular courses of 2020 or our collection of courses taught by inspiring women. 

 

Get inspired by Emma’s empowering story of switching to a new career in data science while on maternity leave!

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Get inspired by Emma’s empowering story of switching to a new career in data science while on maternity leave!

Meet Emma, a data scientist and mother who successfully switched careers from technical sales to data science—while pregnant with her first child. She completed the IBM Data Science Professional Certificate while on maternity leave, seeing it as an opportunity to continue her personal learning and career growth even while caring for a newborn. As she was completing the program, Emma interviewed for and received a data science internship. This turned into a paid part-time role. Now, she continues to pursue her passion for problem-solving as a data scientist and working mother. Read Emma’s full story of resilience, intellectual curiosity, and empowerment below!

My name is Emma, and I work as a data scientist at Recurring Insights, a platform that helps nonprofits gather and visualize data. I haven’t always worked in data science. In fact, I have a background in zoology, and before I got my current role, I was working in sales for scientific equipment.

After I got pregnant with my first child, I started trying to imagine how I’d manage the travel requirements of my sales job with a small child. I decided—possibly recklessly—that I wanted to learn something new while I was on maternity leave so that I could change careers and work from home. It sounds like a really good idea before you have a baby, but then you have the baby, and you realize that actually it’s harder than having a regular job!  

I started working on the IBM Data Science Professional Certificate anyway, and I really loved it. It was really interesting, and really easy to learn. I had never really thought of myself as a data-oriented person, but the way that the program was taught was easy to understand. Even in my sales role, the problem-solving was the part I really enjoyed, which is what data science is all about: finding the data, asking the right questions, and using the data to answer. Once I realized that data science just really clicked with my personality and interests, I was even more excited about potentially pursuing it for my career.

By enrolling in this program, I was able to get real, practical experience with lots of in-course projects. Later, when I interviewed with the team at Recurring Insights for my first data science role, I felt really comfortable answering all of the questions that they had because of the foundation I’d built in the IBM Data Science Professional Certificate program. I got the internship with Recurring Insights, then moved to a part-time data science position—which was exactly the outcome I was hoping for!

I remember reading a lot of articles about how to get into data science, and whether you needed to do a master’s, and at the time, I felt unsure about whether I’d be able to enter the field. I didn’t have a master’s, and I wasn’t in a position to enroll in that kind of program. However, as it turned out, having the credential on my LinkedIn profile made all the difference. I was contacted by a recruiter who helped me get my current role in data science. It’s really about the necessary skills, and being able to demonstrate that you can do the work. That’s what I achieved by completing this program and earning my credential.

As if learning new skills and changing careers while caring for my first child wasn’t challenging enough, I started my internship in early 2020, so I had to build my new career in the middle of a pandemic! But, earning my IBM Data Science Professional Certificate made me feel really confident about my ability to continue learning for my new career. 

I think it is really important to be able to take time for yourself while you transition to becoming a parent. Taking the IBM program was very much a way for me to focus on my pre-baby self and my career goals in the midst of this big life change. It was quite scary, thinking, “Can I change careers now?” But the course gave me enough confidence to proceed. The IBM program is an accessible way to learn new job skills, especially for women who are looking to change their careers.

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SQ3R or Read, Recite, Review

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SQ3R or Read, Recite, Review

What is SQ3R?

SQ3R stands for survey, question (or query), read, recite, review. It is a method designed in the 1940s to improve reading comprehension. Here is the brief overview of each step:

Survey: First, go through and get a lay of the land. Look at headings and subheadings, graphics, highlighted words, maybe summary paragraphs. Get an overview.

Question/Query: Generate questions about the text that you can answer as you read it. These can be general (e.g. What is this section about?), more specifically targeted at the content of, say, the subheadings, or targeted at how the knowledge might be useful for your purposes.

Read: Start actually reading, but as you do, use the questions that you generated above to create a more active reading process.

Recite: Describe what you have just read. This could be done out loud or in written format, but try to recall everything in your own words.

Review: Come back to the material again to review, trying to answer the questions that you generated before.

Ok, so, if you use this method you may have just read my descriptions and said, “Uh, that’s not what that means.” Here’s the kicker: There is wide disagreement on not only what each letter stands for, but how it is appropriately applied. In doing some research, I found one place that said this was “Survey, Question, Read, Reread, Recheck” and lots of others that described “Recite” as going back through and answering the questions while looking at the passage and others that describe “Review” as rereading. This is already leading us into bad news territory; a lot depends on how you’re using SQ3R.

Is SQ3R supported by science? The theoretical answer…

Theoretically, this method looks pretty good. The survey method helps to produce some overarching organization for the reader before they start reading and we know that organization is an important aspect of understanding and retaining information (1).

Using questions sounds very similar to elaboration, which is an effective way to connect new knowledge with information you already know and aids in organization. If they’re answering these questions during the read portion, then they’re engaging in the second half of the elaboration process.

Recite is essentially retrieval practice and checking for understanding.

Review seems to either incorporate feedback for the recitation OR involves spacing (depending on when the review is taking place).

All in all, that bodes pretty well for the SQ3R method. But here’s the bad news…

Lesson of the Day: ‘Dr. Seuss Books Are Pulled, and a “Cancel Culture” Controversy Erupts’

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Lesson of the Day: ‘Dr. Seuss Books Are Pulled, and a “Cancel Culture” Controversy Erupts’

6. What is your reaction to the article? How does it affect your views on Dr. Seuss and his books? Does reading the article change any of your views from the warm-up activity? How do you think we — the public, book publishers, libraries, educators — should respond to classics that are “out of step with current social and cultural values”?

Option 1: Share your thoughts and opinions.

Choose one of the following writing prompts:

  • Do you have a favorite Dr. Seuss book? What do you think accounts for their enduring appeal? The playful rhymes? The fantastical characters? The positive themes and messages, such as in “The Lorax,” about protecting the environment, or “The Sneetches,” about prejudice and acceptance? Do you have a memorable childhood memory of reading or being read Dr. Seuss?

  • Ms. Alter and Ms. Harris write, “For many people, regardless of their politics, there is a disconnect between books that feel cozy and familiar from their childhood, and accusations that they could be offensive or hurtful.” What do they mean by that statement? Have you ever seen a book you loved as a child come under scrutiny for being offensive or hurtful? If so, how did it feel? Did your childhood feelings affect how you critically re-evaluated the book?

  • In 2019, before the current controversy, Gabriel Smith wrote for Learning for Justice (formerly Teaching Tolerance): “Two things can be true at the same time: Dr. Seuss is a prolific children’s book author and global icon. And Dr. Seuss has a history of racial baggage that educators should understand when introducing his writing to their students.” Do you agree? Can both things be true? How should educators, parents and siblings talk to younger children about Dr. Seuss? How would you describe Dr. Seuss’s legacy? Do you think you would read his books to your own children one day?

To learn more about Dr. Seuss’s work and legacy and the charges of stereotyping, visit The Times’s Theodor Seuss Geisel topic page or read some of these articles from beyond The Times:

Option 2: Explore the impact of stereotypical and offensive children’s books on readers.

In “Six Seuss Books Bore a Bias,” Charles Blow, a Times Opinion columnist, writes about the insidious and harmful affects of racism in children’s books and culture:

As a child, I was led to believe that Blackness was inferior. And I was not alone. The Black society into which I was born was riddled with these beliefs.

It wasn’t something that most if any would articulate in that way, let alone knowingly propagate. Rather, it was in the air, in the culture. We had been trained in it, bathed in it, acculturated to hate ourselves.

It happened for children in the most inconspicuous of ways: It was relayed through toys and dolls, cartoons and children’s shows, fairy tales and children’s books.

At every turn, at every moment, I was being baptized in the narrative that everything white was right, good, noble and beautiful, and everything Black was the opposite.

It concludes:

Racism must be exorcised from culture, including, or maybe especially, from children’s culture. Teaching a child to hate or be ashamed of themselves is a sin against their innocence and a weight against their possibilities.

Read the entire piece and then tell us what you think: What aspects of Mr. Blow’s essay resonate with you? Have you seen or experienced that children’s books and popular culture can have a harmful impact on young minds — especially about what it means to be Black or white? Do you agree with his contention that “racism must be exorcised from culture, including, or maybe especially, from children’s culture”? Why or why not?

Which children’s books, if any, have you read that you found problematic, offensive or hurtful? Do you believe that any children’s books had a negative impact on you? If so, explain why.

Option 3: Read a children’s book aloud to someone.

Read Across America Day was March 2, the same day as Dr. Seuss’s birthday. Started in 1998 by the National Education Association, Read Across America Day was created as a way to encourage children to read. Did you participate?

This year, the N.E.A. is focusing on diverse children’s books and has provided a list of recommended reading for the year.

If you could choose any children’s book to read aloud to a young child, what would you choose and why? Consider the N.E.A.’s goal of diversity in children’s literature. Will children of different races, genders and cultural backgrounds see themselves in a positive light in this book? Does this book perpetuate harmful stereotypes or disrupt them? What messages and values will your book choice teach young children?

Word of the Day: intrepid

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Word of the Day: intrepid

: not intimidated by fear, intimidation or circumstances that require endurance

_________

The word intrepid has appeared in 92 articles on NYTimes.com in the past year, including on Jan. 9 in “Asia’s Weather Was Frigid, but the Pictures Are Nice” by Youmi Kim and Mike Ives:

In Beijing, the temperature reached minus 3 degrees Fahrenheit on Thursday — the lowest since 1966, state-run news media reported. People on the Twitter-like platform Weibo said it had taught them what it must feel like to live at the North Pole.

Even China’s official forecasting website cracked a joke, releasing a map that rendered the nation of 1.4 billion people as a freezer.

… In Beijing, some intrepid swimmers dove into a lake, despite strong winds and freezing temperatures.

Can you correctly use the word intrepid in a sentence?

Based on the definition and example provided, write a sentence using today’s Word of the Day and share it as a comment on this article. It is most important that your sentence makes sense and demonstrates that you understand the word’s definition, but we also encourage you to be creative and have fun.

Then, read some of the other sentences students have submitted and use the “Recommend” button to vote for two original sentences that stand out to you.

If you want a better idea of how intrepid can be used in a sentence, read these usage examples on Vocabulary.com.

If you enjoy this daily challenge, try using multiple Words of the Day in a 50-word story that you submit to our Monthly Vocabulary Challenge.

Students ages 13 and older in the United States and the United Kingdom, and 16 and older elsewhere, can comment. All comments are moderated by the Learning Network staff.

The Word of the Day has been provided by Vocabulary.com. Learn more and see usage examples across a range of subjects in the Vocabulary.com Dictionary. See every Word of the Day in this column.

Film Club: ‘How a Gen-Z Disney Star Wrote a Runaway Hit’

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Film Club: ‘How a Gen-Z Disney Star Wrote a Runaway Hit’

[dial tone] “Hey.” “Hi. Oh my gosh, this is so exciting. Can I just say before we start, I’m so honored to be on here. I watch these religiously, so thank you so much for having me. Singing: “I got my driver’s license last week, just like we always talked about. Because you were so excited for me to finally drive up to your house.” “It’s been the absolute craziest week of my life.” “Wait, so you’re second semester senior year, and you just released your first single?” “Yeah, first semester. I’m not even second. I’m dying over here.” “Is this your first number one single?” “Yes, by far, yes.” Singing: “Today, I drove through the suburbs because how could I ever love someone else?” “I grew up in the suburbs. I grew up in Temecula, Calif. I would sing at talent shows and stuff. I sang ‘Don’t Stop Believin’,’ which I think is on YouTube, somewhere in the depths of the internet. Singing: “Don’t stop believin’.” “I’ve always been obsessed with country music.” Singing: “Please don’t take my man.” “I’m obsessed with Taylor Swift.” Singing: “Devils roll the dice. Angels roll their eyes.” “I moved to L.A. when I was 12 years old to start filming a show that was on Disney Channel.” “One, two, three, four. Bizaardvark. We like to keep it weird. We make crazy videos and we look good in a beard.” “That’s actually where I first learned how to play guitar, which is a skill that has become very useful to me. And then after that show, I went right to ‘High School Musical: The Musical: The Series,’ which is the show that I’m filming right now.” “The cast list is posted. We have our Gabriella.” “The biggest blessing from that show is that I actually got to write a couple of the songs for the show.” Singing: “All I want is love that lasts. Is all I want too much to ask?” “I’ve been writing original music since I could speak. I just never showed anyone, ever, until recently.” “Somebody was like ‘Hey, you got to check out this girl, Olivia Rodrigo’ and I went on to her Instagram.” Singing: “And I hope you’re happy.” “There was a song called ‘Happier,’ and I listened to it and I was like ‘Oh my God. This song is incredible.’ She’s amazing.” “That’s how he found me and he DM’ed me and he was like Yo.” “Had you ever seen ‘Bizaardvark’ or ‘High School Musical?’” “No, no. I still have not and Olivia tells me I’m not allowed to watch any of it. It’s like a separate world for her.” “Actually, I truly had just gotten my driver’s license, and I had gone driving around my little suburban neighborhood, listening to music, and crying. I was listening to ‘Minor,’ by Gracie Abrams.” Singing: “M-I-N-O-R I’m minorly a star.” “There was so many intense emotions in my head and I was going through so much. And there’s so many thoughts, and so many different aspects of this breakup. So when I got home, I sat down at my piano.” Singing: “I got my driver’s license last week, something we always talked about.” “And I was looking through my diary, actually recently, and I literally wrote, ‘I got my driver’s license last week.’ And that was the opening of my diary entry and it’s the opening of the song. And then I took it to my producer Dan, who is like my favorite person to collaborate with, and I was like ‘Hey, Dan, can I play something for you? I think this might be the best song I’ve ever written.’” “And I was like, ‘OK, cool.’ And so she sat down and she played it for me on that piano.” “I haven’t taken a piano lesson in a really long time, but I think it’s called suspension, where you hit one note. And then you create different melodies with your other hand, that like — just this note over and over again. I feel like it’s kind of heartbreaking and it draws you in.” “Did you think about how it sounded like the door open signal on a car?” “No, I actually did not. I remember thinking about putting a car sound in it and I almost didn’t say it because I was like, ‘He’s going to think that’s stupid.’” “She had her mom go and literally —” “Mom, can you record your car? Open the door and have it beep?” [slamming car door] “And she was like, ‘Sure.’ And so she sent me a voice note of it and we put it into the song.” “Once we did it, I was like, ‘Oh, this is awesome.’ And then she hated it. And then she was like ‘I don’t like it. I don’t want the car sounds in there anymore,’ and I remember being like, ‘Nope, I think we’re not going to keep these car sounds in here.’” “I wanted it to go — I wanted it to be a little thing in it because I wanted people to make TikToks where they could transition into it. And I thought that if there’s a little thing, there would be a cue, and people did make it TikToks like that. So I’m really happy about that. But it goes — I love that, sort of, ascending. You keep going up with the chord. And I love seventh notes, and so I tried to put that in there. And it felt really powerful, and I thought if I went up with my voice —” Singing: “I know we weren’t perfect, but I’ve never felt this way.” “She originally wanted to sing it all falsetto, and I was like, ‘You need to belt it.’” Singing: “And I just can’t imagine how you could be so OK now that I’m gone.” “And I think that was the best decision ever. It feels so emotional. Throughout the whole song, it almost feels like I’m going to break.” Singing: “Guess you didn’t mean what you wrote in that song about me.” “It’s so desperate, like pining, and I think that essentially made the song what it is.” “There were a few other lines that you’ve changed the lyrics on.” Singing: “I bet you’re with that brunette girl, the one I always thought about. And you’re probably with that blonde girl, who always made me doubt.” “Yeah, I think that was the fun part about finishing up the song with Dan, is getting his opinion on little things like that.” “On that one word —” Singing: “Today, I drove through the suburbs.” “It’s that one reverb tremolo throw on ‘suburbs’ was my one moment of, ‘can we get one production trick in the second verse?’ We ended up recording the song, like, the initial version was 15 B.P.M. faster than what the version is that is out in the world.” Singing: “Yeah today I drove through the suburbs, and pictured I was driving home to you.” “It was way too fast.” “We liked the movement of it all, but we felt like it was more emotional when it was slower.” “She came into the studio on the third day, and she just looked at me — she’s like, ‘Dan, I’m really sorry, but I think we did it wrong. And we have to do it all over again.’ And I was just so sad. ‘Oh no, we have to do this’ — but she was right. I knew she was right” Singing: “ ’Cause you said forever, now I drive alone past your street.” “And then, with the bridge, he was like we have to make this a huge bridge. And I was like, ‘I’m hella down.’” “The word stop signs. I think it needs to be visual and stop signs. And all the sudden, Olivia was like, ‘Red lights,’ and we were like ‘Oh.’” Singing: “Red lights, stop signs.” “OK, it’s all the things you’re seeing when you’re driving we were like ‘Oh yeah.’” Singing: “White cars, front yards.” “I felt like we were on fire. We wrote it so fast.” “Dan was like, ‘What if we say I still [expletive] love you?’ And I’m like, ‘That’s brilliant. Let’s do it.’” Singing: “ ’Cause I still [expletive] love you, babe.” “I don’t like to curse in songs, but I’ll take credit for it if she wants to give it to me.” “And I think it’s actually really cool — that I did swear in my first song. It’s a nice, ‘Look, I’m an adult, I can say’ — I’m not an adult, but I’m 17.” Singing: “Sidewalks we crossed, I still hear your voice in the traffic. We’re laughing.” “First of all, people are so talented. And all of their covers and their dance videos just blow my mind. My favorite ‘Drivers License’ TikToks are the dog TikToks. They’re just my favorite thing ever. It was just crazy. My entire life just shifted in an instant. It was weird.” “The label is like, ‘Wow, the numbers are — everything’s great.’” “It’s No. 1 in the world on all streaming platforms and breaking all these records. But I haven’t left my house.” “When did you get your driver’s license?” “I think six months ago. I got my driver’s license, and I also got a song out of it. So I say, all in all, it was worth it.” “Are you a good driver?” “Yeah!” [car honks]

Teenagers in The Times: February 2021

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Teenagers in The Times: February 2021

Here is the February edition of Teenagers in The Times, a roundup of the news and feature stories about young people that have recently appeared across sections of NYTimes.com. We publish a new edition on the first Thursday of each month.

For ideas about how to use Teenagers in The Times with your students, please see our lesson plan and special activity sheet, both of which can be used with this or any other edition.

_________

Education

The Lies Hollywood Tells About Little Girls

“Britney Spears and I learned the same lesson growing up: When you’re young and famous, there is no such thing as control,” writes the author of this Opinion essay.

In ‘Summer Brother,’ Sibling Bonding During a Season of Turmoil

In Jaap Robben’s “Summer Brother,” a 13-year-old finds himself the default caregiver for his severely disabled brother. His dad’s a swindler. The bills are due. Disaster is inevitable.

They Were Black. Their Parents Were White. Growing Up Was Complicated.

“Raceless,” by Georgina Lawton, and “Surviving The White Gaze,” by Rebecca Carroll, follow two Black women who discover their racial identity after a childhood separated from their heritage.

These Young Podcasters Are Growing Up on Mic

The precocious hosts of “Tai Asks Why” and “The Show About Science” have matured along with their industry. For them, listening to their early episodes can prove a bit painful.

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What’s Going On in This Graph? | March 10, 2021

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What’s Going On in This Graph? | March 10, 2021

4. After you have posted, read what others have said, then respond to someone else by posting a comment. Use the “Reply” button to address that student directly.

On Wednesday, March 10, teachers from our collaborator, the American Statistical Association, will facilitate this discussion from 9 a.m. to 2 p.m. Eastern time.

5. By Friday morning, March 12, we will reveal more information about the graph, including a free link to the article that included this graph, at the bottom of this post. We encourage you to post additional comments based on the article, possibly using statistical terms defined in the Stat Nuggets.

We’ll post more information here on Thursday afternoon. Stay tuned!

More?

• See all graphs in this series or a slide show of 60 of our favorite graphs.

• View our archives that link to all past releases, organized by topic, graph type and Stat Nugget.

• Learn more about the “Notice and Wonder” teaching strategy and how and why other teachers are using this feature from our on-demand webinar.

• Sign up for our free weekly Learning Network newsletter so you never miss a graph. Graphs are always released by the Friday before the Wednesday live-moderation to give teachers time to plan ahead.

• Go to the American Statistical Association K-12 website, which includes teacher statistics resources, professional development opportunities, and more.

Students 13 and older in the United States and the United Kingdom, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

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