Summary of Theory: Capturing Kids Hearts

Overview
Capturing Kids Hearts (CKH) is a skill intensive, systemic process designed
to develop high-performing school cultures, align organizational and individual
behaviors to outcomes, and increase school connectedness (Holtzapple et al.,
2011). It was created by Flip Flippen of the Flippen Group, a leadership consulting
group based in College Station, Texas (Quillen 2011). A student centered
classroom management plan, CKH encourages a culture in which students [feel]
comfortable taking more risks and teachers [feel] at ease yielding some control
(Quillen 2011). CKH pushes several simple, but purposeful directives (Quillen
2011): social contract, questioning, pro-social behavior skills, and relationship
building. These directives help teachers build relationships with students and,
consequently, helps students see that someone cares about them (Anonymous
2007).
Social Contract
Behaviors in the learning environment are governed by a social contract
created as a collaborative effort by the students and teacher. The social contract
holds all the members of the classroom to a code of respect and makes discipline
consistent (Anonymous 2007). A new contract is built for every class.
Creating a social contract
According to the Flippen Group (Teen Leadership n.d. p. 88-89), first, as a class,
discuss what does a healthy family or team look like? Then begin building the
contract. Divide the class into groups. Each group will discuss and complete the
How Will We Treat Each Other (Teen Leadership, n.d. p.39) worksheet,
answering four questions:
1.) How do you want me to treat you?
2.) How do you want to treat each other?
3.) How do you think I want to be treated?
4.) How should we treat each other when theres a conflict?
Then, pull the class together, allowing groups to share their responses. While
listening to the responses, the teacher needs to affirm and ask questions, bringing
up situations that will arise during the school year. During this time a student scribe
comes to the front of the classroom to write on the board key words or responses
from the groups (Teen Leadership, n.d. p.88). If groups reiterated common words
or phrases, a check mark is placed behind the duplicated idea. As a class,
condense the ideas, making the contract straightforward and simple to reference.

Furthermore, the contract must include:

1.) No put-downs, this means verbal, nonverbal, ignoring, failure to use good
listening skills, talking while someone else is talking.
2.) A statement about effort; doing ones personal best.
3.) A statement about confidentiality with in the classroom.
Next, the class agrees upon three signals to promote self-management:
1.) To correct someone next to you.
2.) To bring attention to someone across the room who is breaking the
contract.
3.) To respond to put-downs.
The signals need to be rehearsed and the contract signed by everyone in the class,
including the teacher, and posted. The contract should be revisited throughout the
year, more often (daily) at the beginning of the year.
The social contract does not negate the need for consequences.
Consequences are clearly defined and included in the contract. The key to a
consequence is not who creates the consequence (teacher or student), but rather
that the consequence is understood by all and there is consistency.
Questioning
When the teacher observes a student who is off task or misbehaving, the
teacher gently poses four questions to redirect behavior:
1.
2.
3.
4.

What are you doing?

What are you supposed to be doing?
Are you doing it?
What are you going to do about it?

If the child does not respond appropriately:

1.) Ask the question twice.
2.) Pause, allowing silence.
3.) Provide genuine affirmation about the student, not related to behavior.
4.) Say, You can answer or choose a consequence.
5.) Ask the question again.

6.) If the child answers, continue to the next question. If the child does not respond
appropriately, give a consequence.
While the approach sometimes involves resolving disciplinary issuesit more often
includes affection and understanding (Quillen 2011). Rather than the misbehaving
student pulling away and feeling scolded, the students attitude has changed. [He
has] a second chance to do things right (Anonymous 2007).
Pro-social behavior skills
Capturing Kids Hearts is considered to be both a character education and
violence prevention intervention because it is designed to strengthen students
connectedness to school through enhancing protective factors and targeting
modifiable risk factors (Holtzapple et al., 2011). The clear rules of conduct stated
in the social contract are an example of a protective factor. A couple risk factors
include inappropriate behavior skills and poor social coping skills. Research shows
school implementing CKH exhibited a 26% increase in pro-social behaviors
whereas students in control schools exhibited a 15% decrease in these behaviors
(Holtzapple et al., 2011). Therefore, the teaching of appropriate behavior, listening,
and coping skills does have a positive impact on the student body and the overall
school culture.
Specifically, students learn to self-manage and hold on another accountable,
so the teacher doesnt have to; at Chandler Woods Charter Academy if a friend
flashes you a thumbs-up signal, that means youre not following directions and need
to be back on track (Estep 2009). Similarly, if a student is fouled for unkind
words or actions, then he has to say two nice things for every put down.
Regarding CKH and pro-social skills one student from urban Norfolk, VA
commented, Its like a tree. We pass it on and it keeps growing (Anonymous
2007).
Relationship Building
The teachers caring attitudes, tough love, and respect help students feel
that their teachers are stakeholders in their education (Anonymous 2007).
Subsequently, students want to reciprocate respect, make their teachers proud, and
come to school. These relationships built on trust, respect, and caring flourish over
time. Making use of the EXCEL (Engage, X-plore, Communicate, Empower, Launch)
Teaching Model, CKH teachers are intentional about their interactions with each
individual student.
Engage: students are greeted at the door with a smile and a handshake. The
teacher stands at the door in the hallway to greet each student as he enters the
classroom. A smile. Eye contact. A handshake(Estep 2009). Then notice - notice

haircuts, new outfits, shoes and establish a personal connection with each and
every one (Estep 2009).
X-plore: Inside the classroom teachers explore their students needs, model
and teach listening skills, and ensure that the classroom environment is safe by
developing expectations for behavior. If not every day, a few times a week as
class begins, teachers ask students to volunteer something good that is
happening in their lives, a step instructors say has prompted students to open up
beyond what they could ever have expected (Quillan 2011).
Communicate: conversations and discussions in the classroom are a two-way
dialogue; students participate in real world discussions. School faculty is
equipped with the skills they need to model and teach relational skills,
communicative competencies, problem-solving skills, citizenship, and consequential
thinking (Anonymous 2007).
Empower: providing effective feedback, and identifying and addressing
conflict (Anonymous 2007) students are encouraged and able practice their
listening skills.
Launch: at the end of class, the teacher is positioned at the door to give each
child a passionate high-5 or fist bump and, perhaps, impart a few words of
encouragement. Fostering stronger relationships, teacher to teacher, teacher to
student, and home to school (Estep 2009), is part of a daily routine.
Impact
When implemented with fidelity, the Capturing Kids Heartsmodel increases prosocial behaviors in students and decreases the number of discipline referrals
[Continuing the CKH model] will help sustain the behaviors that enhance the
learning environment and equip students for success in school and after
graduation (Holtzapple et al., 2011). Ultimately, Capturing Kids Hearts is a schoolwide intervention model that impacts student behavior by enhancing school
climate through improved relational and conflict management skills (Holtzapple et
al., 2011). When student absenteeism and behavioral referrals are down, teachers
devote less time to dealing with kids in the hallway, documenting misbehavior and
attendance problems; teachers can bestow more time and energy doing what they
do best: teaching children. Teaching is not just about what we teach, its how we
teach (Estep 2009); once you capture a kids heart, you can teach him anything
about academics, life, and relationships (Estep 2009).
References
Anonymous. (2007). Controlling their own destinies. Principal Leadership, 8(3), 4043. Retrieved from
http://search.proquest.com.exproxy.gvsu.edu/docview/234991418

Estep, D. (2009, February 2). Capturing kids hearts is goal of more West Michigan
school districts. The Grand Rapids Press. Retrieved from
http://www.mlive.com/news/grandrapids/index.ssf/2009/02/bobbie_fletcher_a_science_teac.html
Holtzapple, C. K., Griswold, J. S., Cirillo, K., Rosebrock, J., Nouza, N., & Berry, C.
(2011). Implementation of a school-wide adolescent character education and
prevention program: Evaluating the relationships between principal support, faculty
implementation, an student outcomes. Journal of Research in Character Education,
9(1), 71-90. Retrieved from
http://search.proquest.com.ezproxy.gvsu.edu/docview/1014264691
Quillen, I. (2011). Capturing kids' hearts initiative focuses on relationship building;
Teachers take personal approach in class. Digital Directions 5(1), 16. Retrieved from
http://go.galegroup.com/ps/i.do?id=GALE
%7CA271241006&v=2.1&u=lom_gvalleysu&it=r&p=AONE&sw=w
The Flippen Group, (n.d.). Teen Leadership Course Leaders Guide. 88-89.
The Flippen Group, (n.d.). Teen Leadership Student Manual. 39.