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Raquel Ríos @RaquelRiosPhD

Raquel Ríos @RaquelRiosPhD

Raquel Ríos, PhD is an education consultant and author of the book Teacher Agency for Equity: A Framework for Conscientious Engagement (Routledge, 2017). She has worked nationally across the US and internationally in Spain, the United Arab Emirates and Puerto Rico as a professional development specialist and instructional designer. Prior to starting her own consultancy, Raquel worked with New Teacher Center, a national resource on mentoring and coaching for teacher effectiveness located in Santa Cruz, California where she was a key contributor to the design and development of the curriculum.

Posted by on in Education Policy

In 2010 when I lived in the Middle East, I witnessed the Arab Spring. People filled the streets with renewed spirit protesting unfair policies. I remember coming back from visiting the pyramids and getting trapped in a cab in the middle of a perfect storm—hundreds of men, women and children filled the streets that were one by one being blocked off by the police. It was scary and invigorating.

For me, I’m doing a lot of observing and reflecting. Asking questions like, what do educators really want? Is there one, united voice across the country? What about our internal divisions and distrust of reform? What kind of schools do we want for our children? Are contemporary public schools democratic platforms?

As a former classroom teacher who transitioned into the dynamic world of professional development, I have lamented how our system devalues teachers. First there is salary and working conditions, but there is also this issue of access to important decision making; decisions related to policy, curriculum, instruction and funding. I understand real teacher limitations. Teachers work tirelessly managing day-to-day demands and they don’t have the time or the state of mind to contemplate big picture conversations, let alone attend all the meetings. Still, without teacher voice we will never have excellent schools. Without the recognition of the skill, knowledge and time required of the teaching profession, we will never have excellent and equitable public schools.

In the last decade I have witnessed attacks on teachers, unions and public schools. I see schools relying on young, inexperienced teachers and scripted programs leading to teacher burnout and apathy. Veteran teachers are often depicted as being difficult and unwilling to change in spite of the fact that teachers have to be master change agents. Yes, there is a wide range of teacher talent but we know from research that all new teachers need help and support and all experienced teachers are simply better, from experience. After that, after experience, we are a mixed bag, just like every other profession. Some struggle and hop along. Others are authentic magicians and fly high.

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Posted by on in Social Emotional Learning

stessed student

When my son was three and we had just furnished our first house, he took a marker and drew pictures on our new Mexican console. I remember walking into the living room and feeling the rise of heat behind my ears. He was so small and innocent but all I could see were the black marks and the price tag of the furniture piece. I grabbed his hand, yelled a few words and demanded that he scrub the console with me. We scrubbed together for a half hour until it was clean. To this day I regret the severity of my reaction. I have often wondered what damage I might have inflicted on his young psyche and his ability to take risks and learn from mistakes. Seventeen years later with my son in college, I read a lot of articles written for teachers about learning from failure and building a culture of resilience amongst students. In my experience this is a tricky and nuanced topic especially when we consider the social and emotional dynamics of living in an inequitably society.

My parents and my husbands’ parents, for example, were a lot less tolerant of mistakes. For them it was a sign of their time but also a mindset correlated to adversity and fear of scarcity. No one can argue that it is significantly harder to embrace a mistake when we’ve only got one chance, or one item that cannot be replaced. Our parents grew up with one Sunday outfit. Stain it or soil it was a big mistake. The money that came in needed to stretch as far as possible to cover basic needs. If an item broke, or it was lost— that was it. We’d have to do without. There were swift consequences when we failed at an assigned task. Sometimes a slap or a punishment accompanied the pain of failure as a reminder to do better next time. We understood the high stakes of human shortcoming.

Things are better now. We try to be more compassionate, loving, easy-going with our children. But like the incident with the console, it is easy to fall into the trap of anger and fear. As a parent and educator, I feel like the stakes are high. What will we do if our children make a mistake we cannot fix? As members of a flailing middle class, we live with the fear of falling into poverty. Daily life is filled with anxiety and attention to detail. There are so many precarious factors such as rising housing costs, accessing good schools, job stability and healthcare— we find ourselves saying things like, be careful and don’t get hurt because we can’t afford medical bills. Don’t flunk that test because we can’t afford to borrow more for tuition. Don’t forget, don’t do this, be vigilant …. or else. 

I think a lot about the literature on learning from failure and building resiliency in kids. I love the idea and the thinking is certainly in line with what we know about teaching and learning but it feels disconnected and out of touch with the reality teachers, students and families face every day. Such as high stakes standardized testing. Or school admission and application requirements. What is the real cost associated with academic failure in society? This weekend, I read about the recent outrage of parents from an Upper West Side public school when they were told about the city’s integration plan requiring that they reserve a quarter of its seats to “low-performing” students. Parents protested loudly. They believe such a plan will diminish their own children’s chances of getting accepted to the city’s most desired schools. Is their fear justifiable or are they bad, intolerant people? The issues involved are hard to unpack especially when we are beholden to a system that is driven by high-stakes testing, evaluations and inequitable funding. How is it possible for any of us to embrace failure or be tolerant of anything less than perfection and ‘high performing’ in an environment such as this?

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Posted by on in Social Emotional Learning

person painting person mixing colors on the peace of paper paint art static by photographer

Often we are required to take time out in our lives to move into sacred space. For many, these moments are forced upon us in the form of illness, change of jobs, having to take care of a child or aging parent, managing a trauma. Sometimes, we have to muster up the courage to demand sacred space for ourselves and we put in a request for a sabbatical, ask for a leave of absence, walk out from a toxic situation, schedule a vacation. Regardless of the circumstances, finding sacred space is necessary for personal and social transformation. It is also necessary for learning.

The last time I experienced sacred space was when I moved to the country and I was unemployed. During that two-year period of time, I discovered myself and the world around me through nature and painting. Currently, I am in sacred space again. This time, I find solace in fiction writing, meditation and painting. Applying colors on a canvas seems to be an integral part of my sacred space experience. In doing so, I access the right side of my brain where imagery and our ability to see new things lives.

What can we learn from sacred space? During these moments of deep introspection, perception of time is warped. Everything seems to go slow and daily life routines appear dreamlike and upside down. In this warped time and dream-like experience there is deep inner work happening. The Ego is acting out, belligerent. The heightened duality of the self, as well as our detachment from routine leads to a sense of discomfort and novelty--both essential in learning and initiating transformation.

Eventually, we come back onto the world stage, taking with us whatever metamorphosis occurred. We have learned that we can manifest our inner selves outwardly and this manifestation may take the form of art, altered states of being, modified behavior, a new home, a new work environment, a change of heart. However it happens, we emerge new and rejuvenated. We have altered our vibrational energy and now we are ready to pour ourselves into the outside world to impact the totality of our collective experience.

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Posted by on in Education Policy

Repentance: A radical change in mindset and heart, a promise to do better, surrender, a confession filled with remorse

In every school or education organization there must be people you can trust. In spite of bureaucracy, complacency, high-stakes political frenzy, we must guarantee a safe space, a place where anyone can find the rhythm and pulse of our collective humanity. Maybe it takes the form of a kind eye, a warm embrace, a second glance or a genuine asking. Or maybe it’s a kind individual who quietly finds clever ways to make things fair, who listens to truth, who reminds us of the right-minded pathway.

When a tragic incident occurs such as the Ash Wednesday school shooting in Broward County, Florida I think about all the inside people who were perhaps too busy, preoccupied or turned the other way. How could a teenage child be so lost and unfound, so unseen? How could there be such a wide open, emptiness of space for such violence to occur when schools are so micromanaged, organized and contained? What are we looking at in our schools if so many children are lost, lonely and afraid, left to slip away in the fury of desperation, hate and insurmountable shame?

There is something to be said about the loss of humanity inside our schools and education organizations. There is something to be said about our stubborn blindness. This is yet another cry out for change, a desperate plea for us to reconcile with ourselves, our true purpose in education and our moral obligation to design schools that are responsive and sensitive to the inner lives of children and adults.

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Posted by on in Social Emotional Learning

fish

“The pressures of inequality and of wanting to keep up are not confined to a small minority who are poor.”

~Wilkinson & Pickett, The Spirit Level, 2010

“While preparing for a presentation, I start a conversation with the custodial worker assigned to our room. He tells me that my type of work is important, but no matter how much we try to perfect the school and the teacher, nothing will change until we realize that a perfect school in the middle of an impoverished ghetto can never amount to anything. I look up from my neat binder and pile of handouts. The African American man leans over with a squint in his left eye and asks, “What message are we giving a child when we invest in the school but neglect his parents and his community?” I think about this for a long time and I am transformed.” 

~Ríos, Teacher Agency for Equity, 2017

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