Issue link: http://educator.cta.org/i/1156982
they understand that Momo — a scary-looking cartoon figure linked to a viral hoax — evokes terror in young people. They understand the pressure of tr ying to look perfect on social media, cyber bullying, FOMO (fear of missing out), and other stressors their students face. "We bring a level of empathy and compassion to the profession," says Manzanedo. "We draw on our own experiences." "We relate to the kids and understand their jokes and pop culture references," says Trosper, an Oakland Education Association member. "And we use an egalitarian style of teaching, treating them as if they are equals instead of making powerful demands." Gen Z sees things from a global perspective and is socially conscious, says Erin Githens, Student CTA secretary-treasurer, who recently graduated from CSU Fullerton. "We see how issues overlap each other and try to find a successful solution. For example, the issue of systematic racism overlaps with pub- lic education's institutional racism. And if we want our students to do well, it's best to address both issues and not one over another." Hav i n g g r o w n u p w i t h t h e G re a t R e c e ssi o n , c li m a t e c h a n ge and school shootings, Gen Z teachers want to make a dif ference, says Githens. "I've always felt that public schools were a way to transform commu- nities, and that through teaching, I can be an agent of change." THEY FACE ECONOMIC HARDSHIP College is more expensive than it was for previous generations, and Gen Z is paying the price. Moving out of their family's home, driving their own car and dining out are among the top expenses that they are willing to sacrifice. In more expensive areas of the state, new teachers live dormitory-style in apartments with roommates or with their parents. "It's a very hard time to be a teacher economically, polit- ically and emotionally," says Trosper. "Most of us disregard the idea of owning a house any time soon. Most of us are living with roommates." Brandon Giovannoni, vice president of Student CTA at CSU Stanislaus, wakes up early to attend class, even when he has worked past midnight the night before. "Most of us are broke, even if we have a degree," says Giovannoni, who will receive his credential in 2020. "I live with my parents. I don't rely on them for financial help. But I have bills that don't allow me to live on my own." He resents that Gen Z is labeled as lazy or only concerned with social media. " We get a bad rap for being us. We just need time to figure out life. Ideas have changed, and are still chang- ing rapidly. It's scary to think that in a year, I am going to be teaching young minds. So we just need all the support and feedback we can get." THEY SEE TECH AS THE SOLUTION Gen Z teachers are engaging students with technology in the classroom. Trosper's students use Minecraft, a game where students overcome obstacles, and cre- ate a storyboard on how to solve problems. " We believe in project-based learning, gamification of curriculum, and getting kids to interact with technology in a purposeful way," says Trosper, who earned her master's degree with a focus on digital learning. Te c h n o l o g y a l l o w s h e r t h e f r e e d o m to scaf fold her lessons. Instead of creat- ing three dif ferent lesson plans or worksheets, she can build different levels into lessons on iPads and Chromebooks, instantly assessing student progress. Integrating technology and differentiating instruction Witter Elementary's Francisco Garcia says his generation "brings efficiency with the utilization of technology." 38 cta.org special report Brandon Giovannoni We are not afraid to jump in and learn. We try to be as productive as possible. And it's all for the benefit of our students." — Francisco Garcia, Brawley Elementary Teachers Association