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• Grades 6-12
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Learn How to Support Stressed and Anxious Students.

17 Inspirational Videos to Help Remind You Why You Teach

Inspiration is just a click away!

It’s May and we’ve heard a rumor that you might be running low on fuel. You’re not sure how you’re going to make it to Friday, much less the end of the year.

That’s why we’ve rounded up our favorite videos to reference whenever you need a little extra motivation. The ideas in these clips will help reignite that special spark that makes you so good at what you do.

1. The Dot by Peter Reynolds

Help your kids make their mark!

2. Caine’s Arcade

All it takes is a cardboard box and little bit of imagination.

Be sure to watch Caine’s Arcade 2 for even more inspiration.

3. Taylor Mali’s poem “What Teachers Make”

Look for other teacher inspired Taylor Mali poems, such as “Like Lilly, Like Wilson,” “Miracle Workers,” “Any Language, Much Less English.”

4. “The History Teacher” by Billy Collins

This one is not a video, but take a moment to read this poem by the US Poet Laureate dubbed “the most popular poet in America.”

5. Sir Ken Robinson’s TED Talk: “Do Schools Kill Creativity?”

A classic videotaped talk that inspired a radical shift in the way we think about education.

Here is Ken Robinson’s playlist of 10 more TEDtalks about Education

6. Susan Cain’s TedTalk on “The Power of Introverts”

Introverts should be encouraged and celebrated.

7. “What Teachers Do” Speech by Lily Eskelsen Garcia, President of the National Education Association

Insider called this the #1 Best Thing that anyone said in 2015. We agree, darlin’!

[Note: she received some backlash for one phrase in this speech where instead of saying “chronically tardy” she tripped up and said, “chronically tarded.” She totally owned the flub and apologized. She also acknowledged that her made-up phrase medically annoying, meant to be funny, missed the mark as it could have offended some. I still think the speech is great and worth sharing. Your call.]

8. Brene Brown: Empathy vs. Sympathy

“Connection is why we are here. It is what gives purpose to our lives.” Also watch her TEDtalk on The Power of Vulnerability .

9. How to Be an Amazing Teacher

Steve Spangler, America’s Science Teacher

10. The Surprising Truth About What Motivates Us All

Daniel Pink animates his thoughts about the latest research on what motivates us all.

11. Brain Rules

Don’t skip recess and be sure to let your kids get up and move around in class. John Medina has defined 12 Brain Rules, backed by research, that help us understand how kids (or anybody) learns best. Watch the videos. Read the book. Share with colleagues.

12. Rita Pierson: Every Kid Needs a Champion

“Because getting a -18 on a 20 point test sucks the life out of you. Getting a +2 says I’m not all bad! … Every child deserves a champion—an adult who will never give up on them. Who understands the power of connection. And insists that they can become the best that they can possibly be. Is this job tough? You betcha. But it is not impossible. We can do this. We are educators. We were born to make a difference.”

13. Born to Learn

It’s never just play. Darwin’s father said he would never amount to much because he spent too much time playing with insects.

14. Reshma Saujani: “Teach girls bravery, not perfection”

A TED Talk by the founder of Girls Who Code for anyone who has or teaches girls.

15. “Kid President’s Pep Talk to Teachers and Students”

If you liked that one, here’s another Pep Talk from Kid President.

And a whole lot more Pep Talks from Kid President.

16. 12+ Must-See Teacher Movies

If you are up for a feature length film, TeacherHub.com recommends these classics. Also check out The WeAreTeachers A-Z Movie LIst .

Be sure to put To Sir With Love at the top of your list!

17. “Unstoppable Learning”

This last one is not a video. It’s a 50-minute podcast from NPR’s TED Radio Hour , so you can look up at the clouds while listening to these incredible stories from educational experts about the infinite possibilities that exist in the realm of teaching, learning, and the human brain.

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Press play and watch the energy in the room change! Continue Reading

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26 Mini-Films for Exploring Race, Bias and Identity With Students

A conversation with asian-americans on race, asian-americans confront stereotypes about their community..

Conversation - 07 (Asian-American) Cut 2016-03-09 00:00 ESTHER: I think the conversations I had about race with my family was primarily lead by my dad, and it would just be in little lessons. Like I’d pick up the phone and I’d say hello, and he goes, “I can tell you’re Korean over the phone,” and I was like, “It’s because I am Korean, and I’m on the phone with you,” and he goes, “No, no one should be able to tell you’re Korean on the phone, people should just think you’re American.” 00:24 RINKU: When my parents talked about Americans they clearly meant white Americans, when they meant any other type of Americans they named them, they said Black people, or Latinos, or Native- American Indians was the language they would use for Native people, so I understood early on that a real American was a White American, everybody else had to be qualified. 00:53 MONIQUE: Well, Asian-American to me is um- is a political identification, not like Democratic or Republican, but meaning a way to organize, a group identification that has political implications and meaning, and power and strength. 01:13 ADEEL: Wearing this skin color is a big deal to me, which is why I don’t say I’m just American anymore because America doesn’t see me as just American. 01:26 HASAN: My first experience with race was, when I was six years old I fell in love with this girl named Janis Mallo and I went up to her in the sandbox and I was like, “Janis I love you!” and she was like, “You’re the color of poop!” And that was memory number one with racism, and I didn’t know what that was, I just took that literally and was like, “What? Ahhh it’s not rubbing off,” like it was very terrifying. 01:47 MONIQUE: These children around me already had the racial epithets to use against me. You know it’s the first time in my life of course that I heard, you know, chink, and jap, and gook. 02:03 CHITRA: When I was in 2nd grade I used to walk a little bit to the bus stop away from my school, and there was a boy who used to beat me up, and when he used to beat me up he used to call me the N-word. Which I didn’t quite know what it meant but I knew that it was something negative, and- people who evoke the most fear in me is like 10-year-old white boys, like I will cross the street. 02:25 ESTHER: My dad used to run a small business and I remember people coming in who weren’t Korean and just white customers coming in, and they would just tell my dad to go back to his country. And this was before my dad had a full grasp on the English language and I remember seeing my dad’s hands like being balled up in fists underneath the counter but my dad just saying, “Ok thank you, come back soon.” 03:00 HASAN: My dad he grew up in a very interesting time in Indian’s sort of development and growth. So he grew up when partition happened. During the time of partition there was a lot of aggression, so for him to hear my stories of micro-aggression he just didn’t have a whole lot of room or empathy to understand what it meant, because he’s like, “I’m dealing with full on aggression, like I’ve seen full on riots, people being killed, you know, fine kids call you Saddam Hussein just deal with it, we have an amazing opportunity here. We have freeways, Wi-Fi and Jamba Juice you better go be president, no excuses. 03:34 VISH: I had enough of stereotyping and not knowing who I was that I decided, Ok I wanted to become invisible, I didn’t want any eyes on me. So I took a big step of basically taking off my turban, cutting off my hair, and that worked for a while. 03:50 CHI-HUI: You know on one hand there’s this idea of foreignness of not belonging, and then on the other hand there’s this idea of being a successful minority who has achieved, and who should be modeled after, and there’s not a whole lot of room to work in between these. 04:07 RINKU: Immigration was opened in 1965 to professional Asian families, so we were really chosen and creamed from our countries, that we were meant to occupy a position as the solution to the problem of black-rebellion and of black resistance, and that’s not a good position for us, that we should join the problem, rather than join that false solution. 04:34 ANDREW: Was I ever a model minority? Of course, you know I was a good student, and that’s probably the extent of it. But you know, I had a cousin who had a murder rap. 04:45 CATHY: You know, I was the only Asian kid in Ridgewood, in a working class neighborhood, and I went to high school I hung out with gangs, I got into a lot of trouble, and I barely made it into college. 04:55 CHHAYA: The Bronx is home for me, and I think that, that growing up with black and brown folks, you know, again, determines our political alignment and solidarity work around like BlackLivesMatter and things like that, because we came from the same community, we lived in the same ghettos and we know what it means to be invisible and abandoned in the US. 05:20 KELVIN: Just because I’m Malaysian doesn’t mean I’m exempt from the conversation on anti-blackness, simply because this system was setup in a global setting. And even within Asian countries like Japan, Korea, India, you see colorism as a very wide spread phenomena, because anti-blackness is so entrenched and so just deeply embedded in like the global psyche, and like the global construction of race— yeah. 05:44 CATHY: When you look more deeply within our own community, and how we’re treated even differently within colorism and the spectrum of our skin tone, you know, Vietnamese people are treated differently and better than Cambodians, or Laos people or Hmong people, because we’re lighter. And I think with our own communities we have to acknowledge that, and acknowledge privilege of our skin color, and how we play a role being complacent and not being complacent and fighting back against what the system is between white supremacy and anti-blackness and everything in between the systems that upholds those two. 06:18 ESTHER: And I don’t think this is unique to Asians, I think every racial group is made to feel like their situation is siloed from other groups of people, and it’s very keep your head down, eyes in your own lane, and make sure things are better for us, and I think that I saw that a lot growing up, and I’ve definitely thought that at some point in my life, where I would see injustices happening to other groups of people in this country and I would tell myself, no you have your own things to worry about, make sure things are better for you. But then I realized when I grew up, that it’s not any of us that’s the problem, it’s the system that’s the problem and when the tide rises, all boats rise, so we need to stand by each other and support one another. 07:09

By Michael Gonchar

• March 15, 2017

How do we get students to consider perspectives different from their own? How do we get them to challenge their own biases and prejudices? If, as Atticus Finch famously said , “You never really understand a person until you consider things from his point of view … until you climb into his skin and walk around in it,” how do we get our students to do that?

Teachers traditionally turn to literature, history and current events to open up these conversations, but it’s always helpful to have a bigger toolbox to tackle such important and difficult issues. That’s why we pulled together these 26 short New York Times documentaries that range in time from 1 to 7 minutes and tackle issues of race, bias and identity.

To help teachers make the most of these films, we also provide several teaching ideas, related readings and student activities.

In the comments, we hope you’ll share how you use these films in your own classroom.

The 26 Films

A Conversation About Growing Up Black

In this short documentary, young black men explain the particular challenges they face growing up in america..

CNVS 02_NYT Final Script_150429 Transcript Start time: 00:00:00 Rakesh: Racism means basically like... Miles: A large, a large part of uh...a race feels that they’re superior to another race and so and so not only do they believe that but they act on it. Malik: Examples would be in class sometimes I’d be the only black kids and we’d read a book like, I don’t know, Huck Finn and then there’s that uncomfortable moment...the “magic” word would come up and people look at you like “What’s his reaction?” Things like that. Miles: I was walking home from school with this one white girl and we had just gotten off the bus and we were about to, we were almost home and there were these groups of black kids that had just gotten out of school. She was like “Oh, let’s cross the street, there’s a group of black kids. I don’t want to run into them.” And so she told me...which, I don’t even know why she would do that. Marvin: I used to wear a sweatband like just to reinforce my wrist and I had a teacher come up to me and say, “You should take it off because it looks gang affiliated.” Shaq: I’ve been in situations you know where I’ve had to cross the street because I didn’t want to scare the white lady that was walking. Marvin: I would actually, it would get to the point where I would start to count how many times a woman would clutch her bag. Bisa: When I was 16, I was leaving my mom’s house in my pajamas, which had snowmen on them um, with my brother and we were actually stopped by the police rather aggressively. Jumoke: I’ve been stopped by the cops on my way between classes, because we have two separate buildings, walking from one building to the other building. As my white students in the same class walk by me. Malik: It’s kind of upsetting because we live in a world where my mom has to be afraid when I walk outside from the people that are like meant to protect me and I just, I don’t like when my mother feels like that you know, I love my mother. She should always, I want her to always be happy... Bisa: You know I walk tall, I keep my head up, very you know, try to be very articulate and and polite...um and so of course I was like “Okay I’m going to be fine because I act a certain way.” And of course that has absolutely nothing to do with it. Um, people, the way people perceive you you know, is not up to you. 00:02:06 Jumoke: My parents taught me oh you know, “Cops are your friends, you’re supposed to, you know they’re here to protect you.” But all I’m seeing is the opposite. So how can I not be afraid when I feel like I’m being hunted? When I feel like I’m there to fill a quota? Shaq: We are in a so-called free society and as a black man we literally don’t feel free. We don’t know “freedom” is. Jumoke: Every time we’re killed, the first thing you see on the news is: criminal record. Or something like that. So from the second the bullet hits us, already we’re starting to be dehumanized. Malik: Black people like myself, we don’t get as many chances as they do so you have to be aware and you have to watch out and you can’t mess up. Bisa: This was an extremely emotionally taxing process for me in terms of coming to terms with maybe...the nature of of racism in my own life and in this country and in this world and if you wait until somebody is 12, 13, 14 to put that on them...it’s...it’s really, it can be really difficult. Malik: My dad, he’s just like the honest one he’s like “Listen son, like, there are things in this world that you have to, you kind of have to watch out...” He doesn’t want me to live in fear, but he wants me to be aware. Maddox: I want people to know that I’m perfectly fine and I’m not going to hurt anybody or do anything bad. Rakesh: I should be judged about like who I, who I am and like and what kind of person I am. Marvin: My parents would tell me, especially my mom, she would tell me, you have to endure. You have to muscle through it. And like, this is no different, it’s a part of being a person of color in America. Bisa: And there’s a certain comfortability associated with that because if I know that something is inevitable then I know how to deal with it. Fortunately, I’ve had parents who have said “this is what you do.” 00:04:00 Marvin: Mom and dad, I’ll be fine because you did a good job raising me. You gave me all the resources and the time and the blood, sweat and tears to make a good man, an honorable man and the foundation to survive in this country. Myles: I want you to know that I will act in an appropriate manner and do everything that you told me to do because I do love you and I know that everything you say is for a reason and not just to talk the talk. And I love you. Credits DIRECTED & PRODUCED BY: Joe Brewster / Perri Peltz DIRECTOR OF PHOTOGRAPHY: Rudy Valdez SOUND: Chase Horton EDITORS: Geeta Gandbhir / Clare Vance CONSULTING PRODUCERS: Blair Foster / Geeta Gandbhir / Michele Stephenson ASSOCIATE PRODUCER: Clare Vance THANK YOU: Rakesh / Miles / Malik / Marvin / Shaq / Bisa / Jumoke / Maddox / Myles NYTIMES CREDITS End time: 00:04:57 Music: “Rolling Emotions,” Composed by Adam Dennis (PRS) and Bob Bradley (PRS), Library: Bruton TV Series (BTV). Track ID: BRU_BTV_0146_01301

These films come from four different series published on Nytimes.com from 2015 to 2017.

A Conversation on Race — This series of short films features everyday people as they discuss issues of race and identity in America.

• A Conversation With My Black Son (5 min.) • A Conversation About Growing Up Black (5 min.) • A Conversation With White People on Race (5 min.) • A Conversation With Police on Race (7 min.) • A Conversation With Black Women on Race (6 min.) • A Conversation With Latinos on Race (7 min.) • A Conversation With Asian-Americans on Race (7 min.) • A Conversation With Native Americans on Race (6 min.)

Who, Me, Biased? — This series takes a closer look at the unfair effects of our subconscious.

• Peanut Butter, Jelly and Racism (2 min.) • Check Our Bias to Wreck Our Bias (3 min.) • The Life-Changing Magic of Hanging Out (2 min.) • Why We’re Awkward (3 min.) • Snacks and Punishment (2 min.) • High Heels, Violins and a Warning (1 min.)

Confronting Racist Objects — Millions of racist objects sit in the homes of everyday Americans. What is their place today? This series features stories about reconciling, reclaiming and reinterpreting racist objects.

• The Collector “We Are Not That” (2 min.) • The Activist “They Think We’re Just Historical” (3 min.) • The Seller “It’s Weird to Me, but It Sells” (2 min.)

Hyphen Nation — What makes someone American? How do you define American identity? In these films, nine American citizens describe their struggle to belong in a nation that both embraces and rejects them.

• Mallika (2 min.) • Jason (2 min.) • Amanda (1 min.) • Roy (1 min.) • Russell (2 min.) • Wendy (1 min.) • Ayman (2 min.) • Armando (2 min.) • Michaela (2 min.)

The latter three series were produced in collaboration with “ POV ,” television’s “longest-running showcase for independent non-fiction films.” For more educational resources from “POV,” visit its website .

Teaching Idea #1: Ask Open-Ended Questions for Reflection and Discussion

Sometimes the best way to prompt reflection and discussion after watching a film is simply to let students share their personal reactions. The four open-ended questions we use in our weekly Film Club are intended to encourage thoughtful and honest dialogue. Students might write a response first, or meet in partners or small groups before discussing with the class as a whole.

• What moments in this film stood out for you? Why? • Were there any surprises? Anything that challenged what you know — or thought you knew? • What messages, emotions or ideas will you take away from this film? Why? • What questions do you still have?

While students watch the film, they can take notes using our Film Club Double-Entry Journal (PDF) to help remember specific moments.

Teaching Idea #2: Offer Students Choice

Different film topics might appeal to different students and classes. If you plan to watch one or more of these films as a class, you can do a quick survey to decide which film in a series to watch. Or, if students are watching on tablets or laptops, you can let them decide individually or as small groups which film or films they’ll watch.

If students do end up watching different films, you can have them share their observations and reflections with the rest of the class in a jigsaw activity or class share.

Teaching Idea #3: Go Further With Short Activities

Peanut Butter, Jelly and Racism

What is implicit bias nyt/pov's saleem reshamwala unscrews the lid on the unfair effects of our subconscious..

These 26 films raise all sorts of questions about how we see other people, how they see us, and even how we see ourselves.

Extending classroom discussions with formal activities can help push the conversation forward and help students draw connections between their own lives and the ideas expressed in these films. Here are just a few possibilities that can be used before, between or after watching.

• Identity Charts — graphic tools that help students consider the many factors that shape who we are as individuals and as communities (from Facing History and Ourselves) • Write a biopoem or a “Where I’m From” poem — poetic formats that emphasize how personal experiences shape identities. (from Facing History and Ourselves) • Checking on Stereotypes — an activity in which students identify stereotypes they’ve experienced or heard and share specific ways to break down these preconceptions (from Teaching Tolerance).

In addition, specific films might lend themselves to particular activities. You might want to pair Project Implicit’s Implicit Bias Test , a test designed to measure unconscious bias, with the series “ Who, Me, Biased? ”

Or, you can match the film “ They Think We’re Just Historical ” with our Student Opinion question, “ Is It Offensive for Sports Teams to Use Native American Names and Mascots? ”

Teaching Idea #4: Pair with Short Readings

A Conversation With White People on Race

This short documentary features interviews with white people on the challenges of talking about race..

[chord] [beep] It’s very uncomfortable to talk about race. It’s not something — it’s not something I do. I am — I am feeling apprehensive, because I think there’s a lot of reasons why I feel like I should be able to talk about race. I don’t want to say anything, you know, that would offend anyone. It’s a very touchy subject. It’s still difficult, even if you feel like you’re on the right side of it, you know, to have a dialogue about it. Especially for white people, because we don’t want to see if the racism that we may be holding onto. I don’t know. Maybe I am racist. I certainly don’t like to think that I am. And I think that’s, too, because the perception — in this society, perception of a racist is a guy in a robe. Now I understand that it’s a system of advantages and disadvantages based on race. So as much as there’s the disadvantage piece of it, there’s the advantage piece of it, which is what I experience as a white person. I want to bring up race, and I want to bring it up in a frame that helps my children think that there’s no difference. But the mere fact that I might be bringing it up could suggest that there is a difference. I remember asking a friend of my father’s, who was black, why he was called black, because his skin was brown. And I’ve learned that lots of people that are white ask this question, and maybe they also received the answer that I got from my parents, which was like, oh, my gosh, we’re so sorry that she asked that. And it’s just a term. Like, move on. One of my third grade students seemed pretty rocked after the Eric Garner case, or death, and came up to me and said, you know, why — when you were little, like, were you worried about this stuff too? And I knew what he was talking about before — I mean, I didn’t say, what do you mean, what stuff? I didn’t want to, you know, play dumb. And I said, no. I didn’t have to be. And that’s not fair. And that was really hard, because he just kind of sat there. And it honestly seemed like the first time that he had considered the fact that not everyone had to think about race all the time. I know that I’m white, and I guess I’m part of that collection. But I don’t think about being white. I don’t. I really did not know that I had a racial identity. I knew I was white. I had no idea what that meant, how that had shaped my outlook on life, how that had shaped my sense of optimism, sense of belonging, sense of safety, sense of feeling entitled to go help children that I thought were part of a community that couldn’t figure out how to help themselves. I think that impulse, that kind of colorblindness impulse, comes mostly from white people. Like, I’ve never heard — I mean, I don’t know. I’m sure it comes from all people of all kinds. But I’ve heard it most from white people who are saying like, let’s do this as a way of getting past this racism thing. And I think, in part, it comes from a sense of shame and guilt about what racism has done, and kind of how racism was built by white people. I don’t want to be ashamed of being — and plus, I’m a male. It’s like, every group out there can be pissed off at me because I’m white and a male. And that’s a weird kind of burden that some people do feel. And I certainly feel it sometimes from people, that I’m privileged, I get stuff that other people don’t get. I think we’re all implicated in a racist system. And I play my part in it as a white person. So I do have individual responsibility and accountability. I mean, I’m part of the system, and I do things that both perpetuate, and I try to certainly do things that challenge it. I realize I’ve never said anything. When I’ve heard racist jokes, when I’ve heard racist comments, I’ve never said anything. I’ve never spoken up and said, hey, that’s racist. Not once. In my mind, there’s no — I’m not involved in any conflict that involves race. I’ve only been the beneficiary of it, so. To talk about it is — I don’t think I would sound very wise. Being white means that I have the privilege to think that I’m not affected by racism. Or that I don’t even have a race, because I have all these other things like a gender and a sexual orientation, and those are pretty neat, so I don’t have a race. But I do, and I’m white. [music]

Short readings that provide additional perspectives or entry points for exploring issues of race, bias and identity can also deepen the conversation. We selected the following from Facing History and Ourselves’ collection of resources:

• “Little Things Are Big” by Jesús Colón (also used in our Text to Text lesson plan ) • “The Bear That Wasn’t,” an illustrated children’s book by Frank Tashlin • “The Danger of a Single Story” by Chimamanda Adichie • “Orientation Day” , a short personal essay by a 17-year-old student, Jennifer Wang • Defining Race , short readings about “race” as a shifting social construct • The Blink of an Eye , short readings about unconscious or implicit bias • Words Matter , an interview with Niin, an Anishinaabe woman of both Cree and Ojibway descent • The ‘In’ Group , a reflection by Eve Shalen, a high-school student • Street Calculus , a cartoon by Garry Trudeau

For most of these readings, Facing History provides connection questions or even a related lesson plan.

Teaching Idea #5: Take Action

The Activist

A native american in ohio has waged a decades-long struggle against a baseball team's racist logo..

A native American in Ohio has waged a decades-long struggle against a baseball team’s racist logo.

These films naturally raise questions about the daily choices we make, consciously or unconsciously, to treat others with respect and dignity. They also push us to think about the lengths we should go to as schools, communities, a nation and as a world to make sure that all people are treated fairly — so, as Dr. Martin Luther King Jr. stated, people “will not be judged by the color of their skin but by the content of their character.”

Students can brainstorm:

• What can we do in our individual lives to make sure others are treated with respect and dignity, and not based on stereotypes and prejudice?

• What can we do as a class or as a school to make sure our community is welcoming of people from different backgrounds — different races, ethnicities, religions, disabilities, gender and sexual orientations?

• And what about as city, state, nation or world? What can we do to make a difference in promoting equality and understanding across divides and in the face of intolerance?

Then, as individuals or as a class, students can come up with their own plans of action to challenge stereotypes and fight against discrimination.

How antiwar student protests are spreading across U.S. universities

The arrest of 100 antiwar protesters at Columbia University on last Thursday sparked a new wave of campus unrest. Demonstrators set up encampments at colleges spanning the nation, with students demanding that their universities cut ties or reveal their involvement with corporations doing business with Israel or profiting off the war in Gaza .

This is how the burgeoning protest movement started, escalated and spread — and where it might go from here. Commencements for the class of 2024 begin in weeks.

An ongoing protest at Columbia

Last Wednesday, protesters set up tents on the South Lawn of Columbia University and flew Palestinian flags. They held demonstrations in which they chanted, banged on noise makers and denounced the “genocide” in Gaza.

But around midafternoon the next day, New York police began breaking up a protest at Columbia, arresting demonstrators who had occupied a campus lawn in support of Palestinians.

This came at the request of Columbia President Minouche Shafik, who had written to the New York Police Department earlier in the day to tell them that protesters had been trespassing on the South Lawn of the university’s Morningside Heights campus and represented “a clear and present danger to the substantial function of the University.”

She requested that the department send officers to campus to remove them. In total, 108 were arrested.

The protest came a day after Shafik testified before Congress, pledging to lawmakers during a hearing on antisemitism to balance students’ safety with their right to free speech.

Shafik told members of the House Committee on Education and the Workforce that balancing the free speech rights of those who want to protest with the rights of Jewish students to be free of harassment and discrimination at Columbia has been the central challenge on campus. Her hearing followed one in December in which three other university presidents — from Harvard, the University of Pennsylvania and MIT — were scrutinized over their testimony before Congress, during which they declined to say calls for the genocide of Jews would violate campus policies. The leaders of Harvard and Penn later resigned.

After the arrests last week, protesters reconvened on the West Lawn and have been camping there ever since.

Late Tuesday, administrators set a midnight deadline for them to clear out but extended it by 48 hours early Wednesday, citing “important progress” in negotiations with protest organizers.

More student antiwar protests

Starting Monday, protests sprang up at college campuses across the country, including at New York University, the University of North Carolina at Charlotte and the University of Michigan.

At Yale, 47 students were arrested. Officers gave one warning around 6 a.m. and within minutes began arresting protesters who had been camped out on Beinecke Plaza.

Those students were charged, processed and released — and almost all of them reconvened at an off-campus intersection near Beinecke to join hundreds of others to continue their protest as New Haven police blocked the intersection and looked on.

Meanwhile, on Monday night, 120 protesters were arrested at NYU’s campus.

And on the West Coast, students at California State Polytechnic at Humboldt barricaded themselves inside a building, the campus went on lockdown, and administrators eventually closed the campus through Wednesday; the university urged people to stay away from the “dangerous and volatile situation” at the hall and said it was “deeply concerned about the safety of the protesters.”

Where will the antiwar protests go next?

The drumbeat of antiwar protests has not been steady. Tuesday was relatively quiet compared with Monday, but with protests in Texas and California on Wednesday, it’s possible that encampments won’t be leaving college campuses anytime soon. In fact, more could be cropping up.

Columbia’s protests and the ones that followed inspired Merlin Van Alstine, a University of Minnesota student and an organizer with the school’s chapter of Students for a Democratic Society, and about 30 other students to set up their own encampment. By Tuesday morning, nine of her fellow demonstrators were arrested and charged with trespassing.

Meanwhile, students at the University of California at Berkeley set up an encampment Monday that continued to grow into Tuesday. They hung up a banner spanning building columns that read: “An injury to Gaza is an injury to all.”

The movement also made its way to the District. On Tuesday, hundreds of American University students marched to the president’s office building to demand that the administration divest from Israel.

The protest came a day after the school’s undergraduate senate passed a nonbinding resolution calling for divestment, to which President Sylvia Burwell said in a statement that the resolution “does not represent American University’s position and will not be implemented.”

On Wednesday, protests broke out at Brown University in Rhode Island, the University of Texas at Austin and the University of Southern California in Los Angeles.

On Wednesday afternoon, law enforcement officers and protesters clashed during demonstrations at USC.

Also on Wednesday, protesters at the University of Texas at Austin began demonstrating at the behest of the Palestine Solidarity Committee, which had called on students to walk out of class at 11:40 a.m. and occupy the university’s South Lawn. They cited demonstrations at Columbia, Yale and “countless others across the nation” as inspiration.

In the afternoon, Texas state troopers moved in on the demonstration and began arresting protesters who chanted, “The whole world is watching!”

Ellie Silverman, Susan Svrluga, Frances Vinall, Danielle Douglas-Gabriel, Kyle Melnick, Jennifer Hassan, Maham Javaid, Dan Rosenzweig-Ziff, Reis Thebault and Niha Masih contributed to this report.

Opinion Columnists | Armstrong Williams: the decay of education |…

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Opinion columnists | armstrong williams: the decay of education | staff commentary.

The decay in American education is an alarming national security threat. Many high school or college graduates know little more than their sexual orientation or Taylor Swift’s juvenile lyrics and strutting. They are unable to write a single, succinct, evocative sentence, like the magnificence of a “rosy-fingered dawn.” They could not pass the civics test required for naturalization.

They do not know the fundamentals of citizen duties, including informed voting and participation in politics, eternal vigilance over their government servants, and petitioning for redress of grievances.

They do not know the majestic, inspiring gospel of the Declaration of Independence.

They do not know the United States Constitution or the separation of powers, its crown jewel finding expression in judicial review.

They do not know The Federalist Papers, the greatest assemblage of political wisdom in the history of mankind.

They do not know President George Washington’s Farewell Address or President Thomas Jefferson’s First Inaugural Address, both warning against the bane of extreme partisanship.

Parents should be complaining about what’s not in school libraries and classrooms more than what is there.

They do not know the unhappy history of the Alien and Sedition Acts, the Missouri Compromise, the Trail of Tears or Alexis de Tocqueville’s “Democracy in America.”

They have not mastered the Bible, the Holy Koran, Buddhism, Hinduism, Confucius, Seneca or Epicurus.

They are clueless about Aristophanes, Sophocles, Homer, Virgil, Dante, Plutarch, Chaucer, Shakespeare, James Baldwin, Zora Neale Hurston, Langston Hughes, John Donne, John Milton, Samuel Johnson, Balzac, Washington Irving, James Fenimore Cooper, Ralph Waldo Emerson, Henry David Thoreau, Walt Whitman, Frederick Douglass and countless other literary giants.

Parents should be complaining about what’s not in school libraries and classrooms more than what is there.  Indeed, if education was made vastly more demanding in reading, writing and arithmetic, there would be no school time remaining to squander on obscenity or sexual orientation.

The survival of the United States is more and more a race between education and ignorance. Many in the new generation are incapable of self-government. They do not understand the importance of process over personality.  They are easily swayed by demagogues because their cerebral faculties have left their innate hormonal urges undomesticated. They are lonely, feel worthless, lack faith and believe in little beyond themselves. They crave being part of a cult more than marching to their own drummers. and searching for truth without ulterior motives and acting accordingly.

Thomas Jefferson advised , “If a nation expects to be ignorant and free, in a state of civilization, it expects what never was and never will be.”

President George Washington’s first State of the Union address elaborated:

“Knowledge is in every country the surest basis of public happiness. In one in which the measures of government receive their impressions so immediately from the sense of the community as in ours it is proportionably essential.

To the security of a free constitution it contributes in various ways – by convincing those who are entrusted with the public administration that every valuable end of government is best answered by the enlightened confidence of the people, and by teaching the people themselves to know and to value their own rights; to discern and provide against invasions of them; to distinguish between oppression and the necessary exercise of lawful authority; between burthens proceeding from a disregard to their convenience and those resulting from the inevitable exigencies of society; to discriminate the spirit of liberty from that of licentiousness — cherishing the first, avoiding the last — and uniting a speedy but temperate vigilance against encroachments, with an inviolable respect to the laws.”

We desperately need a new birth of education. No student should be permitted to graduate from high school or college without passing an exacting civics test and writing a lucid essay about the principles of natural law and government enshrined in the Declaration of Independence and Constitution.

During the regular school term, students should be required to devote at least eight hours per day to reading or writing. Debate contests should be preferred to athletics, the thinker to the armored knight. Parents should be required to visit teachers monthly and be tasked to encourage and monitor the study habits of their children. They should read with them at least one hour each evening an age-appropriate book.

Self-government without education and critical thinking is a fantasy.  Aristotle advocated state-supported public education for all to foster good judgment and wisdom. But education should not end in the classroom.  It should be with us every moment of the day like inhaling and exhaling. It is our deliverance from an animal, hormonal existence.

Armstrong Williams ([email protected]; @arightside) is a political analyst, syndicated columnist and owner of the broadcasting company, Howard Stirk Holdings. He is also part owner of The Baltimore Sun. This column is part of a weekly series written from “The Owner’s Box.”

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Ad watch: fact-checking a video about biden’s academic record.

Sen. Joe Biden (D-Del.) gestures at a news conference on Capitol Hill, Sept. 17, 1987. (AP)

If Your Time is short

A video posted on Facebook by Brad Parscale includes an old clip of Joe Biden listing his academic accomplishments, followed by news reports refuting the claims.

The clip of Biden comes from a campaign stop he made in April 1987 in New Hampshire. C-SPAN published the footage, which shows Biden confronting a voter.

Biden misled on a variety of claims about his academic career, including his law school class rank and how many undergraduate degrees he had. He issued a statement in September 1987 after news reports corrected his record.

President Donald Trump’s reelection campaign is digging up old footage of Joe Biden’s past misstatements to make a point about the presumptive Democratic nominee’s current accuracy.

On May 5, Brad Parscale, Trump’s 2020 campaign manager, published a video on Facebook that includes an old clip of Biden talking with voters about his academic record. It’s followed by several television news reports that refute the former United States senator’s claims.

"Joe Biden has been lying about his personal life for decades," Parscale wrote in the caption of the video, which has been shared tens of thousands of times.

Trump shared the video on his own Facebook page May 5. And it was published as Biden continues to face scrutiny for sexual assault allegations made by his former aide, so we wanted to check it out.

Parscale’s video pulls clips from real newscasts about a misstatement Biden made in the run-up to the 1988 election. But his caption — that the former vice president has been "lying about his personal life for decades" — is unproven. We found no reports that Biden repeated the claims after 1987.

We emailed Parscale asking for the source of the video. In response, a spokesman for the Trump campaign sent us a video from the Media Research Center, a conservative nonprofit organization, from September 2019.

That video pulls footage from an April 1987 C-SPAN clip and archived news reports . In the C-SPAN footage, Biden, who was running for the Democratic presidential nomination in the 1988 election, answers a question about his academic record during a campaign stop in New Hampshire.

"I went to law school on a full academic scholarship, the only one in my class who had a full academic scholarship," Biden said. "The first year in law school, I decided I didn’t want to be in law school and ended up in the bottom two-thirds of my class. And then decided I wanted to stay, went back to law school and, in fact, ended up in the top half of my class."

Biden also claimed he "graduated with three degrees from undergraduate school."

"I’d be delighted to sit down and compare my IQ to yours if you’d like, Frank," he said.

Biden graduated from Syracuse University’s law school in 1968, but not in the top half of his class. He also did not receive three undergraduate degrees. And, according to a September 1987 Newsweek report , Biden didn’t attend law school on a full academic scholarship, either.

In a statement published in response to the Newsweek story, and covered by the New York Times, Biden said his "recollection of this was inaccurate.''

"I graduated from the University of Delaware with a double major in history and political science. My reference to degrees at the Claremont (N.H.) event was intended to refer to these majors — I said 'three' and should have said 'two,’" Biden said in the statement, according to the Times.

Biden graduated 76th of 85 students in his law school class, and Newsweek reported that Biden had attended Syracuse on a half scholarship based on financial need. The Democratic candidate did not directly dispute the reporting, but he said that he also received money from the school itself and the Higher Education Scholarship Fund of Delaware.

"I exaggerate when I'm angry, 'but I've never gone around telling people things that aren't true about me," Biden told the Times.

We reached out to the Biden campaign for a comment, but they did not provide one on the record. 

In his 2007 autobiography "Promises to Keep," Biden addressed his comments on the 1988 campaign trail. He said he lost his temper because he was getting sick with the flu, and "it sounded to me as if one of my own supporters doubted my intelligence."

"At a small campaign event in Claremont, N.H., I lost it. I shouldn’t have been there in the first place," Biden wrote. "I didn’t feel any better afterward; what I’d said was a quick and stupid rant that I wished I’d never said. Worse than that, without realizing it I’d exaggerated my academic record."

"Thank God, I thought as I left the event, there weren’t many people in the room to see my outburst."

Our Sources

Facebook video from Brad Parscale, May 5, 2020

Facebook video from Donald Trump, May 5, 2020

Newsweek, " Biden's Belly Flop ," Sept. 28, 1987

The New York Times, " Biden Admits Errors and Criticizes Latest Report ," Sept. 22, 1987

PolitiFact, " Tara Reade has accused Joe Biden of sexual assault. Here’s what we know ," April 30, 2020

" Promises to Keep: On Life and Politics ," 2007

Syracuse University College of Law, Joseph R. Biden Jr, Class of 1968

Vanderbilt Television News Archive , accessed May 6, 2020

Video from C-SPAN, April 1987

Video from the Media Research Center, Sept. 17, 2019

Browse the Truth-O-Meter

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Media Center 4/25/2024 11:00:00 AM Michelle Brutlag Hosick

NCAA selects Teamworks to provide NIL services

Disclosure system, education services for college athletes to be available by aug. 1.

The NCAA has selected Teamworks to provide name, image and likeness services to student-athletes and member schools. The national office will offer this new service to Division I institutions to facilitate seamless disclosures of NIL activities to Division I schools and the NCAA. Additionally, it will provide valuable education and insights into the evolving NIL environment. 

Under the agreement, Teamworks will develop a process to collect disclosures of NIL activities and create and provide educational materials to all NIL stakeholders. It also will build and maintain a registration process for agents and other professional service providers offering NIL services and make that registry available to student-athletes.

"We look forward to collaborating with Teamworks to bring some transparency to the NIL landscape and directly benefit student-athletes," said Dave Schnase, NCAA vice president of academic and membership affairs. "The company already has a broad presence beyond NIL within the NCAA membership, and we will capitalize on that presence to help student-athletes better navigate and make informed decisions in the NIL environment."

The @NCAA selected Teamworks to drive NIL innovations and advancements and help student-athletes better navigate and make informed decisions in the NIL environment. Read the official release here: https://t.co/yESApjbLs0 pic.twitter.com/C3dletUDED — Teamworks (@Teamworks) April 25, 2024

"Teamworks is excited to work with the NCAA to support student-athletes with their management of NIL," said Zach Maurides, CEO of Teamworks. "Since our inception, Teamworks has been focused on empowering the student-athlete by providing the most user-friendly and intuitive technology on the market. With this partnership, we are able to provide every NCAA student-athlete and their families with the education and tools they need to navigate their NIL journeys successfully." 

The registry will be voluntary and serve as a central repository for those interested in providing services to enrolled and prospective student-athletes. The registry will include both a ratings and a dispute resolution system, as well as background information about the third parties.

To support new Division I rules encouraging student-athletes to disclose NIL agreements that provide income of at least $600, Teamworks will offer a mobile-friendly, web-based solution to collect the information in an aggregated, de-identified database. The application will be available to student-athletes and their families, though some aggregate, de-identified data may eventually be used to inform policymaking.

The educational materials must reach a large number of stakeholders and facilitate national consistency in both electronic and in-person formats. Included topics will be NCAA legislation, tax implications, intellectual property, selecting professional service providers, responsible social media engagement and business startup strategies.

The new benefits will be available to student-athletes by Aug. 1.

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Dozens of UT protesters arrested during pro-Palestine rally on the Austin campus

Hundreds of students at the university of texas at austin walked out of class to protest the war in gaza and demanded the university divest from investments in weapon manufacturers..

By Marcela Rodrigues and Aarón Torres

1:18 PM on Apr 24, 2024 CDT — Updated at 9:45 PM on Apr 24, 2024 CDT

AUSTIN — Arrests were continuing into early Wednesday evening at the University of Texas after hundreds of students walked out of class to protest the war in Gaza and demand that the university system divest from companies that manufacture machinery used in war.

Dozens of state troopers and police officers in riot gear — many carrying zip ties and pepper spray — were on the Austin campus shortly after the pro-Palestine protest began around midday.

The Texas Department of Public Safety issued a statement saying that as of 9 p.m., 34 individuals had been arrested at the state’s flagship public university. However, later in the evening, George Lobb, an attorney with the Austin Lawyers Guild, said at least 54 people were arrested.

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Officials had said that many faced charges of trespassing. A post from DPS also noted that state troopers responded to campus at the request of Gov. Greg Abbott.

Students began walking out of class just before noon, meeting outside the Gregory Gym. They eventually made their way to the South Mall, in front of the UT Tower, advancing even as officers tried to stop them.

Some state troopers carried assault rifles and others were stationed on horses. Periodically, officers could be heard ordering students to leave or face arrest.

Students chanted back to the officers, “Off our campus!”

Abbott posted on social media late Wednesday that “arrests being made right now & will continue until the crowd disperses. These protesters belong in jail. Antisemitism will not be tolerated in Texas. Period.”

He went on to say, “Students joining in hate-filled, antisemitic protests at any public college or university in Texas should be expelled.”

In addition to protesters, a video journalist was arrested while covering the events.

Student organizers of the UT rally shared on social media that they planned to walk out of class, “reclaiming our space as we demand divestment now.”

Huzi Sid, 23, a senior studying business, said today’s protest was about bringing awareness to the fact that people in Gaza are being “killed and massacred for just existing, for being born into a certain place.”

Sid said what is happening in Gaza is genocide and that he wants the killing to stop.

“Imagine leaving your house to go to work every single day and one day you come to the barricades there and you have to pass through a checkpoint,” he said. “[Palestinians] have been discriminated against nonstop in the West Bank, in Gaza, in Israel itself.”

UT President Jay Hartzell issued a statement late Wednesday noting that the university “held firm, enforcing our rules while protecting the Constitutional right to free speech. Peaceful protests within our rules are acceptable. Breaking our rules and policies and disrupting others’ ability to learn are not allowed.”

Hartzell said that the student group leading the protest made clear ahead of time that they were going to “occupy” the campus, which violates rules of the institution.

“The protesters tried to deliver on their stated intent to occupy campus. People not affiliated with UT joined them, and many ignored University officials’ continual pleas for restraint and to immediately disperse,” Hartzell said. “The University did as we said we would do in the face of prohibited actions.”

Erick Lara, 20, a sophomore studying mechanical engineering, said he was on his way to the gym in the afternoon when he ran into the protest. He said it seemed to transform within minutes from a peaceful rally to one in which he saw people being arrested.

“I didn’t think it would escalate this far,” he said. “And I didn’t think there would be this much police intervention from what’s supposed to be a peaceful protest. Not very peaceful when there’s a bunch of aggressors around, especially on horses.”

UT officials sent out a letter earlier saying they would not tolerate disruptions “like we have seen at other campuses.” A spokesperson for the university’s division of student affairs said in the statement that, “This is an important time in our semester with students finishing classes and studying for finals, and we will act first and foremost to allow those critical functions to proceed without interruption.”

Lara added that students have been upset with UT President Jay Hartzell for not speaking up about the war in Gaza, which is part of the reason why they were protesting.

KXAN news reported that a letter sent to the student organization Palestine Solidarity Committee from UT’s Office of the Dean of Students informed the group on Tuesday that the students were not permitted to hold their event on campus.

“Refusal to comply may result in arrest,” the letter read. It went on to note that the group had “declared intent to violate our policies and rules, and disrupt our campus operations” with Wednesday’s planned rally.

Meanwhile, in North Texas, dozens of students at the University of Texas at Arlington also walked out at that school on Wednesday, gathering in front of the campus library. Social media videos showed students with signs and a banner that read “Stop arming Israel.”

On Tuesday, about 100 students at UT Dallas occupied the administration building for several hours also calling for officials to pull university investments from companies that are supplying weapons to the conflict in Gaza.

At that gathering, students were seen singing, writing to school officials and even doing homework as the night went on before an announcement was made that the campus president would meet with them. The UTD students had noted they were also protesting against Abbott’s executive order that the governor said was aimed at fighting antisemitism, charging schools with updating their free speech policies.

In the order, issued in early April, Abbott noted that he wants college officials to establish punishments — including expulsion — and to “ensure that groups such as the Palestine Solidarity Committee and Students for Justice in Palestine are disciplined for violating these policies.”

The Texas protests this week come days after students at Columbia University in New York were arrested and charged with trespassing.

Campuses nationwide have had protests since Oct. 7 when Hamas attacked Israel, killing some 1,200 people and taking around 250 people hostage, according to the Israeli government . In the months following, Israel bombed the Gaza strip multiple times, killing over 34,000 people, according to the Ministry of Health in Gaza . The Dallas Morning News cannot independently verify these numbers.

At UT, many students wore keffiyehs — a scarf that has been a symbol of support for Palestinians. Some students began setting up tents on the south mall.

“You don’t scare us,” the student crowd chanted, facing the officers. “We are the people!” “We pay your paychecks.”

Related: Abbott’s order targeting antisemitism on Texas colleges violates rights, students say

Jasmine Santilla, 20, a sophomore studying accounting, said she saw students protesting peacefully when law enforcement showed up.

“They weren’t throwing anything around, not harming anyone,” she said. “And the cops came in and arrested a good amount of people. For what?”

Meanwhile, dozens of students with Israel flags and signs watched from the sidelines, among them freshman Corey Taitel, 19.

“It’s great that [the police] are on our side,” the business major said. “They see the things happening in the Ivy League, and it’s extremely scary. So I feel overall safe.”

Taitel said his mother has been calling him worried for his safety as a Jewish student.

“Today three girls started screaming at me. They told me I need to burn my flag,” he said of the small Israeli flag he had. “I don’t think they should be arrested if they’re just standing there. But everybody that’s been arrested has [done something].”

By the early evening, the south mall was cleared off with a wall of officers prohibiting access.

Organizations and politicians across the country are watching the protests evolve at UT and other campuses.

“Though we fully respect the need for the campus to maintain security and keep individuals on the campus safe, what we saw today was far beyond that and caused fear and intimidation to many people on the University campus,” Gary Bledsoe of NAACP Texas and Brian Evans of American Association of University Professors Texas said in a joint statement.

“This is a deeply alarming and sudden escalation at UT-Austin, seemingly on the basis of the behavior of students on other campuses,” said Kristen Shahverdian, campus free speech program director at PEN America, in a statement Wednesday afternoon.

Law enforcement must prioritize deescalation tactics and constructive dialogue during peaceful demonstrations, Shaimaa Zayan, operations manager of the Council on American-Islamic Relations chapter in Austin, said in a statement.

“Arresting students advocating for peace sends the wrong message and only exacerbates tensions further,” Zayan said.

When asked by a reporter whether the White House has any concern regarding police response during protests, spokeswoman Karine Jean-Pierre said that since events at UT were happening as she spoke, she didn’t know how it was being dealt with on the ground.

“But, look, we’ve been very clear we want to see this be peaceful. We understand it’s deeply concerning,” she said. “It should not be violent.”

Philip Jankowski and Sue Ambrose contributed to this report.

The DMN Education Lab deepens the coverage and conversation about urgent education issues critical to the future of North Texas.

The DMN Education Lab is a community-funded journalism initiative, with support from Bobby and Lottye Lyle, Communities Foundation of Texas, The Dallas Foundation, Dallas Regional Chamber, Deedie Rose, Garrett and Cecilia Boone, The Meadows Foundation, The Murrell Foundation, Solutions Journalism Network, Southern Methodist University, Sydney Smith Hicks and the University of Texas at Dallas. The Dallas Morning News retains full editorial control of the Education Lab’s journalism.

Marcela Rodrigues , Staff writer . Marcela is a reporting fellow for the Education Lab at The Dallas Morning News. She has previously reported for The Chronicle of Higher Education, Chalkbeat, and The New York Times.

Aarón Torres , Austin Bureau Correspondent . Aarón is an Austin native who previously covered local government for The Kansas City Star and high school sports for the Knoxville News Sentinel. He is a University of Texas graduate, and Spanish is his first language.

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