Week 6 Term 3 - The Last Dance

There are series on Netflix that I like to watch over and over again. 'The Crown', 'The Fresh Prince of Bel Air', 'Modern Family' and 'The Last Dance'. The drama, the scandal, the comedy, the journey are just some of factors that I find attractive about each series. In particular 'The Last Dance' - a 10 part-documentary that follows the career of Michael Jordan and the last season he played with the Chicago Bulls (1997-1998) is a series that I have on rerun. The series follows the entire team as they go into their last successful campaign in the late nineties. Michael Jordan is the focus in the series, documenting the 'Jordan phenomenon' as well the team players and other associates who were part of the dream team. An aspect of the series that I was really drawn to was the leadership and direction of the head coach of the Chicago Bulls, Phil Jackson. Coach Jackson coached the Bulls from 1989-1998 and for each season he would use a theme or a concept to help drive his leadership. The theme would include the different plays and strategies that he would implement in the team but more importantly the theme would focus on the culture of the team. For his last season he used the concept of 'The Last Dance'. "I talked to the players about particularly how important it was for us to really be together in this last run that we were going to have,” Jackson said. “So I called it The Last Dance." (Sports Chicago 2020). This concept was adopted into the team dynamic, driving the team to really work together and to give their best in their last season with coach Jackson. 

The 'behind-the-scenes' interviews and footage that ESPN captured during the 1997 season highlighted the mass appeal of Michael Jordan but moreso the leadership of coach Jackson. He believed that everyone brought something special to the team and that the team culture was just as if not more important than the results, the championship. Winning was a bonus, the focus was to create a momentum and dynamic in the team that allowed everyone to contribute and succeed together. 

The most recent lockdown has been much easier than the first. What we learnt from the first time has now been reviewed and the approach to find a balance between work and family has been the focus. The English Department have met regularly in the last two weeks, focusing particularly on the achievement for our NCEA Level 1, Level 2 and Level 3 English students. Part of unpacking the achievement data is to review and reflect on the areas that need attention as well as celebrating the wins. We could easily focus on the victories that each cohort has shown in their achievement shift - which is a huge testament to the team and the work and commitment to their students. But we also know that our job is not done yet and that we need to understand WHO is not achieving, WHY are they not achieving and WHAT can we do to help. In the first lockdown during Term 2, this was a the immediate response to the data analysis. We identified the students who were at risk of achieving and then unpacked why. This was a vital part of the process as we had to take time to figure out the bigger picture for the student and see what we could do to support them. This approach was taken up again when we went into lockdown in Term 3. This approach has worked for the English Department in that it highlights the student's needs and it empowers us to think about our position and what we can do to support our learners. 

As we enter the last leg of 2020, our 'last dance' with our senior learners for the 2020 season - I am confident and super grateful that our team are committed to pushing through with our learners especially those who are underachieving. The approach is about facing the truth, designing a plan to move forward and taking the necessary steps to action it. Like the mindset of coach Jackson, our focus is about the work and the effort to try and minimize failure. It is about getting the team of teachers on board and to talk about what is going on. Building a culture in the team that is grounded in trust and respect. We certainly enjoy the wins and understand the work and time required, for that we are grateful to our department. It has certainly been an interesting learning journey and season for all learners in New Zealand. My hope is that all educators can use their position as leverage to build collaboration and work ethic not just within their classes but also with their colleagues. 

Week 3 Term 3 - Climate Change

 CLIMATE CHANGE

Climate change describes a change in the average conditions such as temperature and rainfall. Human activity is increasingly influencing climate change through activity such as the cutting down of rain forests and the burning of fossil fuels like natural oils, gas and coal. 

NASA states that "Increased heat, drought and insect outbreaks, all linked to climate change, have increased wildfires. Declining water supplies, reduced agricultural yields, health impacts in cities due to heat, and flooding and erosion in coastal areas are additional concerns." It is evident that climate change has and is a global issue that continues to have an impact on how we live and what we live in.

CURRENT CLIMATE IN PACIFIC EDUCATION

The Government have released the Action Plan for Pacific Education 2030 Vision. This plan follows from the Tapasa document. 

There are 6 objectives for the education system and each system has 5 key shifts that is needed to meet the goals of the plan. The overall vision of the action plan is to align objectives with school's strategic plan, goals and vision. 

I can only speak on my view on the current state of Pacific education. I believe that the current system for Pacific learners in secondary education is one that is working for some but at the same time needs to change. The needs of our Pacific learners is changing and the demands to improve literacy is one particular need that is increasing. In my experience I have seen the literacy gap widen with many of the Pacific learners starting college well below the national average in literacy. The current system in the way it tests our Pacific learners needs to change (the writing prompts and topics for the test in particular). The education system needs to be one that is inclusive of the needs of not just the Pacific learners but also of their families and communities. 

The action plan will only function well if all are on board. The current climate in society is divided with the Black Lives Matter movement. The movement is based on the advocating and protesting against police brutality and racial motivated violence against Black people. There are differing perspectives on this movement with people for or against it. The concept of 'black lives matter' has created a division in society where for some people they believe that all lives matter. 

In the same light when it comes to the action plan for pacific education - one may question - what about the rest? The rest do matter. Their needs, values and communities are just as important. Ayana Lage says "No one's saying that your life doesn't matter. What we're saying...is all lives matter until black lives matter." Pacific education is an area that is in crisis and it is vital that this crisis is addressed and that all involved are on the same page and work towards bringing a solution to the problem. 

Tamaki College's student body is 64% Pacific (Tonga, Samoa, Cook Island, Niue, Fijian, Tuvalu, Tokelau). As an educator, a Pacific educator - my pedagogy is based on the cultural system and values that I was born into. The key value of respect and hierarchy (knowing your place) are two values that I bring into my practice. I hope to see that the action plan will help bring those core values into the classroom, that the Pacific students can work and experience a system that is inclusive of what they know, who they are and what they need. 

Week 1 Term 3 - TRAITS

I spent this morning taking my Year 9 students through our film study for 'The Freedom Writers'. We were discussing character and in particular character traits for the four main characters in the film. To get them to understand what a character trait is I put up images of different people (fictional characters, world leaders, celebrities and athletes) and asked the students to describe the person's personality. This was my Segway into getting my class to identify character traits for the film characters and to then explain how this trait is shown in the film. This was an interesting exercise in that our perception of others is grounded in what we think, see and know. Usually what we think and see (when it comes to knowing others) can influence what we know or want to know. 

Returning from school holidays and getting back into the swing of things is always a case of finding my feet, getting motivated and inspired again. Today's exercise with my Year 9 students made me think about Term 2 and the characteristic traits that it carried. As I settle into back into school life and plan ahead for Term 3 I am hopeful that this term will be characterized by the following traits (for both myself and my students). 

MOTIVATIONAL: 

Designed to promote the desire or willingness to do or achieve something

When discussing the main character in the film 'The Freedom Writers', my Year 9 students were quick to describe Ms Erin Gruwell as 'motivational'. She is exactly that. She was determined and willing to connect with her students, she wanted her students to feel confident and comfortable with who they are. She saw the potential in them even when they were unable to realize or understand their own potential. 

Much of my time throughout each day is spent trying to 'motivate' students to do something. The message shared throughout Term 2 (during lock down and post lock down) was that 'doing nothing is not an option'. Creating a space where the students feel motivated to work, to learn, to achieve is a goal for me this term. For my senior classes, this term is crucial as it is the only full term left where they have to complete their internal assessments. I know that in order for this to happen - it starts with me and how prepared I am. But even more so how I motivate them (through discussion, meetings etc) is just as if not more imperative. This term is important for all senior students as this is the term where the final push in completing internal assessments is the priority. I hope to motivate and inspire my students to complete their internal assessments well. 

PARTNERSHIP:

An association of two or more people as partners

In the film 'The Freedom Writers' Ms Gruwell understood (very quickly) that she had to know her learners and understand what their needs before she could implement her teaching program. By investing time in getting to know her class, she was able to understand them and get an insight to who they are. This helped her design a teaching program that was custom fit for her students. 

On the first day of Term 3 I spent my first lesson with my Year 9 students reviewing the learning and achievement from Term 2. One student in particular was very vocal and honest about what they did not enjoy about English and I asked him 'why?' He explain that he needed specific things from me as his teacher but was to afraid to ask. This was a sobering moment for me because I knew that I did not support him in English. I asked him what he felt he needed from me as his teacher and he was shocked at first but soon shared what he felt he needed from me. I do not usually spend time in 'partnership' with my junior classes - typically it is a very traditional teacher/student relationship. What I have learnt from this conversation is that 'partnership' is an important piece in our student's learning journey. In order to be a part of the journey, leading from all sides - from the front but especially beside each other - is powerful. Like Ms Gruwell, this conversation is one that I hope to continue to have with my junior class. It has made me rethink what I am doing with them this term. 

I look forward to more learning, creating and sharing this term! 

Week 12 Term 2 - It's done

Finally. 

This term has been unique to say the least. The last day of term is always a blur - as a teacher and I am pretty sure for our students it is the same, but you wait and work for this day and when it finally arrives it can become a mixture of exhaustion, excitement and relief. 

Review

It has been a long term (12 weeks in total) with the first five weeks of term 2 working online with the students. Online learning, online meetings, online hangouts with students - it was 5 weeks of venturing out into the digital world, recreating the face of our online platforms and walking through a different space with the students. As mentioned in my earlier posts, this time working from home and online was great because it allowed me to focus on my subject area. I was able to research different texts to use for my Level 2 students, revamp my Google sites and use my Google calendar properly. The English Department were able to regroup and refocus together - online (ironically). We were able to review what we had done in Term 1 and collectively work together on what we needed to do for Term 2. The beginning of Term 2, although different and challenging was also a refreshing for me. I enjoyed time with my family, working with the English Department and redesigning my online learning. 

The last seven weeks has been interesting. Returning school was not going to be the typical and familiar return as there were obvious restrictions and guidelines that we had to met in response to COVID 19. The return to school was marked by a hygiene routine (hand sanitizer before and after the lesson, surface sanitizer and a seating plan for each class). Students and staff were happy to be back. As the term progressed things seemed to fall back into place and the normal routine of pre-COVID slowly came back into play. 

Work Ethic 

the principle that hard work is intrinsically virtuous or worthy of reward

One of the blessings to come out of this term was regaining my focus with my core job, teaching. My work ethic over the last few years has been largely driven by my pastoral role as Dean. My focus and priority (back then) was trying to meet the demands that came with pastoral care. One of the biggest blessings from Term 2 was having the time to reconnect with my subject area and online learning. My work ethic now is now focused on both my core job as an English teacher and in my pastoral role as Year 11 Dean. I have never really invested equal time and effort in both roles, one has always trumped the other. 

I think overall the principle of hard work and the reward that comes from this has resonated with me. I think for me the reward is that I am managing my time and trying to be smart with it. I am understanding that time is more than precious, it is vital and how you use it is important. 

The break has been a blessing. I have enjoyed the down time and having a break from work. My Aunt has been in hospital since the beginning of the holidays and I have spent most of my break with her and my family. It is times like this that I really do understand and appreciate the importance of family. It does not matter how hard I work or what I achieve professionally, family and the connections that I am blessed with is something that requires the same if not more attention and effort. 

Week 11 Term 2 - Proactive > Reactive

REACTIVE:

Acting in response to an issue rather than creating or controlling it

Academic

When the achievement of our students is in a crisis something needs to be done. When there is no response to the need then the gap, the disengagement and the achievement can implode. As teachers, we have a responsibility to work with the data, whatever the current climate with our students and try and implement change. I mentioned in my earlier post about what the English Department were able to do (and continue to do) with the Student Achievement Data. This response that we have used as a collective is one where we are less reactive and more proactive with the changes that we need to make and what we need to do for our learners. Different strategies have been trialed since 2019 (student choice - student's choose the teacher who they want to work with/teacher intervention - teachers work with their students and closely monitor their progress, contacting home and talking parents about their child and teacher-teacher discussions around student achievement) - all of these strategies have been adopted within the English Department. I guess my point in this is that if we only REACT to the concerns with learners and their academic progress then we are not able to fulfill our job as their teacher and their potential as a learner. I am not saying that reacting is something that we should cancel - it is in our nature as humans to react especially when life seems to be in turmoil. But if the reaction is the only place where we move and function, how can we affect change and make an impact?

Pastoral

As a Dean, my day is consumed with different types of scenarios and situations that involve my year group (Year 11). Everyday is different and everyday carries it's own set of issues, dramas, victories and celebrations. I have been in the role as 'dean' since 2016 and in my short time in this role I have learnt very quickly that reacting to every situation and scenario is not always the best approach. I can remember my first year in my role as dean quite well. I spent majority of the year (as in Term 1, Term 2, Term 3 and most of Term 4) reacting to every classroom behavioral issue, pastoral concern - my reaction to the problem was a problem in itself. The problem being that I did not foresee or prepare myself (knowing the learner, understanding what works or does not work for them, speaking to staff) and instead I was reacting to the situation itself. By the end of the year I was tired and my energy/motivation tank was running on E. 

PROACTIVE: 

Creating or controlling a situation rather than just responding to it after it has happened

Academic

When the student achievement data was released at the beginning of Term 2 we decided that we needed to respond. The numbers were not great and we knew that as a department, we had to intervene as best as we could. At the time this was a particularly difficult because we were in lock down and had to prepare for online learning. Nonetheless addressing the results (or lack thereof) was and still is a priority. We had to, as a collective team, agree that the results were not great and that we had to do something about it. Being proactive is not always about the action before or after the fact. It is about looking at the whole picture - the good, the bad and the ugly - understanding what it is, how it came to be and where it can go. It is solution focused. Having that conversation - both as a department but also individually - was great because we had an opportunity to reflect on what we could have done better but more importantly what we CAN do going forward. As a result - the early intervention from our department - has meant that we were to able to identify who our students were (at the time) at risk of achieving and start working with them (albeit slow for some) towards achieving in English. 

Pastoral

Since returning from lock down I knew that there were a number of students that I needed to talk to. As the Dean for Year 11, I am understanding that there are many hats to wear - the pastoral hat, the counsellor hat, the relationship expert hat, the academic monitor hat - it is full on. But this is part of the package with deaning. In early May there were 34 students who had 0 credits in NCEA Level 1. Of the 34 students with 0 credits, 15 were current students who had on-going attendance issues and were becoming increasingly disengaged with their learning. I knew that this was something that I could not ignore or just react too (which is easy to do - get angry when you see them, question them about their lack of credits). But this approach would not bring the change that the students needed. I knew that the situation for these students in particular could get worse. So I shared progress reports, spoke to the students about the report and shared the feedback. In meeting with the students I encouraged them to speak openly and honestly about WHY they are in their current situation at school. All of this was helpful and useful in making me understand their whole picture, not just the snapshot that I see. The progress is promising (attendance, credit and attitude shifts are good and getting better). 

I have learnt a lot about leadership in the last couple of years. I have learnt how I want to lead and I have seen (from myself especially) how I do not want to lead. Leadership is not just a title but it is an action. Action is about doing as well as understanding. Being more proactive and less reactive is important especially with student achievement. Understanding this and applying this to how I lead has given me some much needed perspective. 

Week 10 Term 2 - #Trending

Trends come and go. We only have to revisit some of the trends that once saturated conversations, print media and social media - from the trendy bell bottoms in the 70s to the 'categorizing everything into a hashtag' trend that exploded on social media - trends continue to have influence the way we relate to other and to ourselves. Trends come and go, some trends I am sure most would rather see the back of (personally I am over the trend of 'social influencer'). Nonetheless the idea of a trend especially in the education sector is something that teachers are constantly analyzing and unpacking.

#LosingTime #Negotiate

Returning to school in Alert Level 2 was exciting and daunting. Exciting in that I was able to break out of my bubble, see my colleagues and work with the students. It was also daunting in that I knew that there was a huge task ahead of me, reintegrating my students back with the learning.

One class in particular that I was concerned about was my Level 2 English class. All through the lock-down period my online classes for my Level 2 English class would usually consist of 2 to 3 students. Most days I had 1 dedicated student who would show up to every class. It was disheartening and frustrating. I knew that when that when we had to return to school that this particular class (Level 2 English) would be the class where I would need to intervene, a turn around and acceleration for achievement was needed.

In my attempt to understand WHY there was disengagement from my Level 2 students, we had a open discussion in our first face-to-face lesson. The most common trend that I noticed from their feedback was that they did not have a working device and were waiting for a loan device. A small percentage of my class did a have a device but chose not to engage with online learning. The findings from the discussion (I wish I had created an online survey so I could have a record of it) although disappointing was important for me to know. Understanding the trend, whether it is favorable or not to what you are working with, is important because it help you understand the context, highlight the areas of improvement and what I have learned to understand and enjoy in that it can show you what is working. This here is where you can capitalize on the strengths and use that to drive what is needed.

I had little to work with the feedback I was given so my next point was to negotiate. I sat with each student and asked them to share their assessment, went through each assessment and highlighted the areas that they needed to work on and then negotiate a date and time that they would like for me to review their work and to give my final feedback. This negotiation was good for me because I felt that I needed to give the responsibility to the students and enable them to feel empowered to drive the assessment - I will facilitate. Once I complete my final feedback we would then negotiate again to confirm a final date for the student to submit their final draft.

Throughout week 6, 7 and 8 the students were able to turn things around and complete their first Level 2 English internal assessment. Out of a class of 20, 18 have passed. Reflecting on this increase in achievement, I believe that my student's respond best to the face-to-face learning. Online learning has been a part of our school for the last 10 years and I think going forward students and teachers need to buy in and engage. I also believe that my students responded well to the negotiation process as it gave them something to be accountable to and work towards. The one-on-one feedback discussions - both in person and online - was helpful for them and for myself.

#UnpackingTheData: 

Since the beginning of the term 2, SLT share the achievement data for the week. Every Friday night I go through the Level 1, Level 2 and Level 3 English achievement data and do my best to analyse and count the data (I struggle with the counting part - math is definitely not my strong point!)

In Week 4 (May 4 - 8) the break down of our results looked like this:

Level 1 English

• Students with 0 Credits - 62
• Students with 3 Credits - 11
• Students with 4 Credits - 29
• Students with 6 Credits - 1
• Students with 7 Credits - 12
• Students with 10 Credits - 6
• Students with Level 1 Literacy - 34

Level 2 English

• Students with 0 Credits - 88
• Students with 3 Credits - 11

Level 3 English

• Students with 0 Credits - 63
• Students with 3 Credits - 4

Once this data was released it became a discussion point within our department. Unpacking the data, trying to see WHY the gap across all three levels were significant, what are the trends, what is working and not working and what can we do to support the students. Ms George and I met with each department member individually and we had a lengthy discussion around the students who were at risk of achieving. An intervention plan was put in place and we were going to monitor the progress each week. 

In Week 9 (June 8 - June 12) our most recent data break down looks like this: 

Level 1 English

• Students with 0 Credits - 34
• Students with 3 Credits - 14
• Students with 4 Credits - 6
• Students with 5 Credits - 1
• Students with 6 Credits - 10
• Students with 7 Credits - 22
• Students with 10 Credits - 22
• Students with 13 Credits - 3
• Students with 17 Credits - 2
• Students with Level 1 Literacy - 64

Level 2 English

• Students with 0 Credits - 45
• Students with 3 Credits - 45
• Students with 4 Credits - 1
• Students with 5 Credits - 3
• Students with 7 Credits - 1
• Students with 17 Credits - 1

Level 3 English

• Students with 0 Credits - 53
• Students with 3 Credits - 16

The trend shows that the intervention worked. The shift is noticeable and it is promising. The English Department have invested a lot of time and energy with their students, we are very grateful for this. The turn around in the last 5 weeks has been great and we are hoping to continue to build on this into term 3. There are many factors to consider but I believe that the silver lining in this is that early intervention is needed. This will help accelerate momentum, confidence and achievement. The trend shown above is the type of shift and acceleration that we would like to see for our students. Identifying trends and making an attempt to understand what is going well and what is not is important. Too often we can get caught up in what is failing that we can oversee the pockets of success. 

#FinalThoughts

Our young people live in a society where the need to fit in with the 'trend', follow the 'trend' and create a 'trend' is evident. The selfie trend is one that has had a huge impact on everyone - at one stage everyone has taken a selfie. This trend is defined as "A photograph that one has taken of oneself, typically one taken with a smartphone or webcam and shared via social media." For our young people the act of taking a selfie and applying a hashtag to a saying is a normal and automatic habit that they have become accustomed to. It is ingrained in how they interact socially and at times the trend itself can have a negative influence on not just how but who they interact with. What I have learnt about trends - whether it is academic focused or a social media trend - is that behind every trend there is a story. There is something on which the trend is standing on. There is an audience and a purpose. How you use or understand the trend is entirely up to you. How you understand the trend can influence how you see it and use it. 

Changing the narrative

NARRATIVE

A spoken or written account of connected events; a story. 

One of the dilemmas when it comes to teaching students how to craft a text is that they cannot see whole the picture. The lack of perspective and attention to detail - whether it is through creative or formal writing - and understanding of the 'who, what, where, when and why' in a narrative can suffocate student's in their writing. I am certain that all English Literature/Language teachers can relate and understand this. Assessment feedback is usually marked by repetitive guiding questions, highlighting grammatical errors - it can seem like an endless and tedious list of 'corrections to be made.' But without this (correction and order), students would not be able learn and amend what needs to be corrected.

An assessment that I am currently marking is AS 91480 (Close Viewing) for Level 3 English. At times I feel like I am rehashing the same feedback and it can be draining going through the same content BUT there is a silver lining in all of this. The dialogue online and in person with my students around the feedback has helped to improve their narrative writing, their opinion and take on the assessment. For some the result is immediate and for others it takes time to sink in, nonetheless this conversation around the correction needed with their narrative is important. Without it the students would not have the right tools to make the improvement that is required. It isn't rocket science, this is a give-in with all teachers. Constructive feedback results in better learning outcomes.

Students would not be able to develop and build on their argument without the guiding questions. Students would not be able to understand that their perspective is needed and important in understanding their topic without the questioning or challenging their opinion. When crafting a text conversational teaching and learning is important to nurture the narrative. This is all part of a healthy discourse in a teacher/student relationship that ultimately is geared towards providing a favorable outcome for the student. In order for the desired outcome to come to light (to be more engaged with writing, to be more critical when analyzing a text - just to name a few) - constructive feedback, correction and order is needed from teachers. It needs to be authentic and specific to the student's needs and ability. The students need to be able to understand the expectation and the teacher needs to communicate this effectively.

This lack of perspective and awareness of 'who, what, when, where and why' is not just an isolated issue in the English literature classroom. This is an issue and concern that is ingrained in behavioral issues outside of the classroom. Our youth live in a world where the culture around them (no I am not referencing their heritage) but the youth culture - is a space where the need to prove and publicize every move and every event is as teenagers say 'Bible'. The urbanized definition of 'Bible' is not associated with the stories of God and faith but is a term where it is 'used to express ultimate honesty, or to show that you are not playing around. Derived from the act of swearing on the Bible.' Our young people are impressionable and influenced by behavior and attitudes that at most times can have a negative impact on their perspective and understanding of the world and their place in it. Their ability to make sound decisions - decisions that show a degree of compassion towards others - is measured by this culture that dictates otherwise. When they are corrected or reminded that this attitude is unacceptable, they struggle to understand 'how' or 'who' they have affected.

The narrative that our young people write for themselves can be incredibly frustrating especially when educators, mentors and the community are trying to push them to drive a new narrative. With my students the gaps in their written narrative are gaps that have been addressed before but the 'correction' provided does not seem to stick. From the classroom to world, this gap is often seen in the poor behavior and choices that our young people fall for time and time again. The narrative at some point becomes a resurgence of the same story, same plot, same antagonist, same protagonist, same villain and the ending - well, much of the same. What will it take to change the narrative?

ALTERNATE ENDING

An alternate ending is an ending of a story that was considered or even written

Changing the narrative is needed with every draft of a text. Reviewing, reevaluating and reflecting on what you have written (does it make sense? Does it flow? Is there a variation of sentence length? Is there a link to the author's purpose?) is a necessary and important step in the crafting of a text. That is the beauty with writing and with creating a narrative. The beauty is that it CAN change, a writer's perspective and angle can change. That is one of the great and powerful acts in writing and word culture. We can shape, demolish then rebuild our writing narrative through the power of words.

Changing the narrative for the behavior of our young people is a process. It is an ever evolving process that requires patience, vision and leadership. It is an undertaking but like constructive feedback with writing, young people need constructive feedback with their behavior. They need to understand that there are consequences for their actions. Correction and order is needed in order for the change in the narrative to be effective. If we aspire of an alternate ending, the road to getting there may require hard truth and consequences to be implemented. In the written narrative, the power of WORDS can influence the shift in the plot and in the development of the character. How we correct and speak to our young people can have a lasting impression on how they see themselves. With writing it is easy to accelerate the outcome and to see the end the result. In dealing with young people, I cannot say that this result will act immediately. However WORDS do have power and it is important that not just teachers but all those in influential roles and those who are responsible for young people, that they use their words well to correct what needs to be corrected. To help alternate the ending and change the narrative.