Issue link: http://educator.cta.org/i/1156982
"A new generation is arriving at your doorstep, and its members might not be what you expect." Here's what educators should understand about their Gen Z colleagues. THEY'RE NOT MILLENNIALS Miyuki Manzanedo once considered herself a mil- lennial because people called her that. en people called her a "post-millennial." Now she strongly iden- tifies with Gen Z. Gen Z entered school after standardized testing became part of the state accountability system in 1998. "No Child Left Behind [in 2001] created a lot of anxiety among us because there was always testing, testing, testing." says Manzanedo, former president of Student CTA. "I think that's one reason why we have more anxiety and need more reassurance." According to Twenge, while Gen Z is generally cre- ative and tech-savvy and advocates for social change, they're also stressed out and anxious. ey're more practical and cautious than millennials. ey have a good work ethic and want job security, having seen the economy collapse when they were youngsters. Saddled with debt, they worry about the future. While millennials were labeled the "entitled" generation, Gen Z doesn't feel entitled to anything, says Manzanedo. Twenge's research shows that Gen Z is experienc- ing high levels of depression, anxiety, loneliness and suicide. It began in 2007, coinciding with the sky- rocketing usage of smartphones and social media. Gen Z members are growing up more slowly than millennials did, with adolescence an extension of childhood instead of an entryway into adulthood, reports Twenge. Younger Gen Zers are delaying dat- ing, getting their driver's licenses and working. Older ones are delaying getting married, having children and moving away from their parents. THEY CONNECT WITH STUDENTS AND THE WORLD Gen Z teachers can relate to their students, because they are also Gen Z. For example, Support Generation Z educators • Treat them as colleagues. Explains one Gen Zer: "Sometimes veter- ans have a deficit way of looking at younger people as if we were blank slates that needed to be filled up, rather than looking at what we know." • Keep an open mind to their new ideas. Give them a voice. • Offer lots of feedback. Give careful instructions and expect that they will need more guidance. • Let Gen Z educators know they are in a safe environment and that you want to help them succeed. • Reduce the time at formal meet- ings and increase virtual and informal learning encounters. Text or communicate electronically for little things. • Offer them the professional devel- opment (such as CTA conferences and trainings) and technology resources they need to succeed. • Allow time for collaboration. • Go visual. They prefer image- based information and would rather see than read about an issue. FAQs and YouTube-style tutorials are among their favorite ways to learn, along with prob- lem-solving. • Don't automatically expect them to be the "technology person" on-site. Make sure they are not too overwhelmed themselves before they are tasked with help- ing others. • Don't assume that if they are on their phones, they aren't working. It's very likely they are. • Communicate that their local CTA chapter supports and appreciates them. Ask if their needs are being met. Explain what CTA has to offer. From a variety of online sources and Gen Z members. 37 A U G U S T / S E P T E M B E R 2 019 Erin Githens Jean Twenge We use an egalitarian style of teaching, treating them as if they are equals instead of making powerful demands." — Aasha Trosper, Oakland Education Association Comfortable with tech: Edith Alvarez Garcia at Hidalgo Elementary School.