PATHWAYS TO POTENTIAL

Creating Positive Learning Environments for All Students What Turnaround Teachers and Schools Do Differently

Michael McKnight 4 Directions Seminars November 2012 SRI & ETTC at Stockton College mcknightmichael816@gmail.com

Reflective Practice
Here is Edward Bear, coming downstairs, now, bump, bump, bump, on the back of his head behind Christopher Robin. It is as far as he knows the only way of coming downstairs, but somewhere he feels there is another way, if only he could stop for a moment and think of it. A. A. Milne
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Questions Drive Learning

1. How would you describe the students in your classroom that typically cause the most problems? 2. What has been the school history of the students that are not meeting with success? 3. What are the feelings that you experience when having to deal with these students? 4. Think of an adult who has influenced your life in a positive manner. What did they do and how did it make you feel? 5. Think of an adult who did the most personal damage to you. What did they do and how did it make you feel?

Truth Signs

What happened to these kids?

To begin, observe- but on an intuitive level. No checklists, no notes, no histories- just watch him. Watch him watching his world. Go silently behind his eyes to see his world. When you see what he feels, you will have learned all that you need to know Then begin ! ( L. Tobin )
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The Context We Teach In

There can be no keener revelation of a societys soul than the way in which it treats its children. Nelson Mandela

Whats Going On?

Each Day in America
July 2011
2 mothers die in childbirth. 5 children are killed by abuse or neglect. 5 children or teens commit suicide. 8 children or teens are killed by firearms. 32 children or teens die from accidents. 80 babies die before their first birthdays. 186 children are arrested for violent offenses. 368 children are arrested for drug offenses. 949 babies are born at low birth weight. 1,204 babies are born to teen mothers. 1,240 public school students are corporally punished.* 2,058 children are confirmed as abused or neglected. 2,163 babies are born without health insurance. 2,573 babies are born into poverty. 3,312 high school students drop out.* 4,133 children are arrested. 4,717 babies are born to unmarried mothers. 18,493 public school students are suspended.
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*Based on calculations per school day (180 days of seven hours each). Childrens Defense Fund

Moments in America for Children 2011

Every second a public school student is suspended.* Every 8 seconds a high school student drops out.* Every 18 seconds a baby is born to an unmarried mother. Every 20 seconds a public school student is corporally punished.* Every 21 seconds a child is arrested. Every 34 seconds a baby is born into poverty. Every 42 seconds a child is confirmed as abused or neglected. Every 42 seconds a baby is born without health insurance. Every minute a baby is born to a teen mother. Every 2 minutes a baby is born at low birth weight. Every 4 minutes a child is arrested for a drug offense. Every 8 minutes a child is arrested for a violent offense. Every 18 minutes a baby dies before his or her first birthday. Every 45 minutes a child or teen dies from an accident. Every 3 hours a child or teen is killed by a firearm. Every 5 hours a child or teen commits suicide. Every 5 hours a child is killed by abuse or neglect. Every 16 hours a woman dies from complications of childbirth or pregnancy. * Based on calculations per school day (180 days of seven hours each).
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Children in America
Children: Abuse & Neglect An estimated 3 million children were reported as suspected victims of child abuse and neglect and referred for investigation or assessment in 2003; approximately 900,000 children were confirmed as victims of child abuse and neglect. In other words, a child is abused or neglected every 35 seconds.
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Children in America.
Poverty Poverty destroys childhood and can destroy children. In 2009, 15.5 million children more than one in five were poor. Children experienced the steepest single year rise in poverty since 1959.
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Children in America.
Juvenile Justice 1 in 3 Black and 1 in 6 Latino boys born in 2001 are at risk of imprisonment during their lifetime. While boys are five times as likely to be incarcerated as girls, there also is a significant number of girls in the juvenile justice system. This rate of incarceration is endangering children at younger and younger ages.

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Cycles of Violence- 1997

Kelly, Thornberry & Smith- (1997) In a typical year, about 3 million children in the United States are reported to child protective services as alleged victims of maltreatment. It is no coincidence that 3 million children also come in contact with the juvenile justice system. Often these statistics track the same children at different stages of development.

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Cycles of Violence- 2001

Being abused or neglected as a child increases the likelihood of arrest as a juvenile by 59%, as an adult by 28%, and for violent crime by 30%. Maltreated children were younger at the time of their first arrest, committed nearly twice as many offenses, and were arrested more frequently. (Widom & Maxfield- 2001)
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Children In New Jersey

2012 Childrens defense fund Demographics 2,070,177 children live in New Jersey: 1,082,777 are White, non-Hispanic 315,140 are Black 449,867 are Hispanic 174,936 are Asian/Pacific Islander 5,551 are American Indian/Alaska Native 86,076 are two or more races

In New Jersey: A child is abused or neglected every 59 minutes. A child dies before his or her first birthday every 14 hours.
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New Jersey
School Enrollment in New Jersey New Jersey, public school enrollment is: 57.43% White (non-Hispanic); 18.97% Black (non-Hispanic); 16.79% Hispanic; 6.67% Asian/Pacific Islander; and 0.13% American Indian/Alaska Native. Graduation Rates in New Jersey 62.20% of Black students graduate from New Jersey's high schools 64.40% of Hispanic students graduate from New Jersey's high schools 86.30% of Asian students graduate from New Jersey's high schools 87.30% of White students graduate from New Jersey's high schools 83.30% of all students graduate from New Jersey's high schools
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Children in New Jersey

New Jersey Ranks: 25th among states in percent of babies born at low birth weight. Best state is South Dakota; worst state is Mississippi 13th among states in its infant mortality rate. Best state is New Hampshire; worst is the District of Columbia 3rd among states in per pupil expenditures. The District of Columbia is best; Utah is the worst state [*1st represents the best state for children and 51st represents the worst state for children in the country] Child Poverty in New Jersey Number of poor children (and percent poor) 295,346 (14.5%) Number of children living in extreme poverty (and percent in extreme poverty) 131,256 (6.4%)

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Segregation in New Jersey

New Jersey is the 5th most segregated state for African Americans, with 50.8% of Black students in extremely segregated schools (those with a 90-100% minority student body). New Jersey is the 4th most segregated state for Hispanics, with 41.8% of Hispanic students in extremely segregated schools (those with a 90-100% minority student body).

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NJ Kids Count Rankings 2010-2011

2010 Rank Atlantic Bergen Burlington Camden Cape May Cumberland Essex Gloucester 21 4 11 17 15 20 13 12 2011 Rank 19 3 8 16 18 21 15 12 Mercer Middlesex Monmouth Morris Ocean Passaic Salem Somerset 2010 Rank 9 5 6 1 14 16 19 2 2011 Rank 11 5 6 2 13 17 20 4

Hudson Hunterdon

18 3

14 1

Sussex Union
Warren

7 8
10

7 10
9
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THE SEEDS OF DISCOURAGEMENT

1. DESTRUCTIVE RELATIONSHIPS 2. CLIMATES OF FUTILITY 3. LEARNED IRRESPONSIBILITY 4. LOSS OF PURPOSE
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Pain Based Behavior

The hurt that troubled children create is never greater than the hurt they feel. --L. Tobin

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Leading & Teaching..

When we no longer know what to do we have come to our real work, and when we no longer know which way to go we have begun our real journey. The mind that is not baffled is not employed. The impeded stream is the one that sings. - Wendell Berry
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Education is always a vocation rooted in hopefulness. ( B. Hooks )

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RESILIENCY RESEARCH TURNAROUND SCHOOLS

A school can create a coherent environment, a climate more potent than any single influence- teachers, class, family, neighborhood- so potent that for at least six hours a day it can override almost everything else in the lives of children ( Edmonds, 1986 ) Young people describe turnaround schools and classrooms as being like: a family ; a community ; a sanctuary ; a safe haven.
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Resilience, School Connectedness and Academic Achievement

Resilience is the capacity of an individual to overcome difficult and challenging life circumstances and risk factors. Educational resilience is the ability of children to succeed academically despite risk factors that make it difficult for them to succeed (Benard,1991; Wang, Haertel, & Walberg, 1997, 1998).
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Resiliency Wheel

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Resiliency Literature Turning Points 2000 (Jackson & Davis )

Among youth at risk from health or behavioral problems, family dysfunction, poverty, or other stresses, the most important school factor fostering resiliencedefined as successful adaptation despite risk and adversity (Masten, 1994)- may be the availability of at least one caring adult who can function as a mentor or a role model. ( Miller, 1998 ) research has shown that the degree to which students are engaged and motivated at school depends to a great extent on the quality of the relationships they experience there. ( Eccles & Midgley, 1998. Lee & Smith, 1993 )
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TURNAROUND TEACHERS
A common finding in resilience research is the power of the teacherfor the resilient youngster, a special teacher was not just an instructor for academic skills but also a confidant and positive model for personal identification.. ( Werner & Smith 1989 )
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Turnaround Teachers.
While quality teaching might mean many things, when students, the ultimate consumers of quality teaching, are asked what this means to them, they are unequivocal in their answer; a caring teacher who excepts no excuses and who refuses to let them fail. (Wilson & Corbett, 2001 )
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Children and Youth.

"Every child needs at least one adult who is irrationally crazy about him or her." --Urie Bronfenbrenner

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The secret of Turnaround Teachers

CONNECT- connections are natural emotional bonds. Teachers have hundreds of opportunities every day to provide encouragement and affirmation that lead to positive connections.

CLARIFY- helping students to clarify and think through their problems and difficulties, to reflect on their challenges, THE TEACHER supports and models positive problem solving skills.

RESTORE- resolving conflict in positive ways and meeting students needs creates natural harmony and healing. The goal is to build strength.

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Skills of Turnaround Teachers

Turnaround Teachers Learn and Integrate High Level Caregiver Skills Integrated With High Level Warrior Skills

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What are you Creating?

Define the entrance into your classroom and school as a doorway between 2 different worlds!!

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Creating Systems of Care and Support..

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CIRCLE OF COURAGE (Reclaiming Youth At Risk )

Components of a healthy learning community BELONGING MASTERY INDEPENDENCE GENEROSITY Universal Growth Needs
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Creating Environments of Respect

The 4 Legs of a Positive Classroom Learning Community
1. BELONGING Opportunity to establish trusting connections. Disciplinedo not equate discipline with punishment ! Connect-Clarify-Restore

2. MASTERY- Opportunity to solve problems and meet goals. Instruction- Say---See---Do--3. INDEPENDENCE Opportunity to build self control and responsibility. Motivation Why Should I ? 4. GENEROSITY- Opportunity to show concern and respect. Inspiration My life has purpose.
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CLASSROOM LEADERSHIP & MANAGEMENT Begin With The End-In-Mind

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Reflection Question?
Where did we ever get the crazy idea that in order to make children perform better, we must first make them feel worse? ( Jane Nelson )

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What do we mean by Discipline??

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Obedience vs. Responsibility

Obedient Student Motivated by external factors, fear & coercion. Follows Orders. Waits to be told what to do. Passive. Obeys; may think. Compliant. Orientation to avoid punishment Has difficulty understanding and expressing personal needs. Difficulty predicting outcomes or consequences of actions. Orientation: Do as your told or dont get caught. Responsible Student Motivated by internal factors. Makes choices. Takes initiative. Proactive. Thinks; may obey. Cooperative. Commitment to task. Better able to understand and express personal needs. Learns from the outcomes of choices. Orientation: I cause my own outcomes.
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The Price of Punishment

UPSET AND BURNOUT FOR ADULTS

REJECTION AND ALIENTATION FOR THE CHILD

ALIENATION DESTROYS RELATIONSHIPS AND THUS DESTROYS THE CHILDS MOTIVATION TO COOPERATE.

FAILURE TO BUILD POSITIVE CONNECTIONS WITH STUDENTS..

YOU WILL BE FORCED TO GAIN COMPLIANCE IN ANOTHER WAY. COERCION AND PUNISHMENT WILL BE SEEN AS THE ONLY WAY TO GAIN CONTROL!!!!

ANY DISCIPLINE TECHNIQUE THAT IS WORKING WILL SELF-ELIMINATE!!! IT WILL DISAPEAR! (Fred Jones )

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Student Behavioral Model

( Adapted from the National Crisis Prevention Institute )
Student Behaviors Staff Responses

0. Calm
1. Anxiety/Stress- change in behavior 2. Defensive- (verbal)- challenging, REFUSAL

0. Teach- classroom system- design incentive systems

1. Supportive- de-escalation skills 2. Directive-setting limits, choices centered around incentive system & classroom back-up system. May flow into crisis response. 3. N-V-C-I- CRISIS RESPONSE * Medium & Large Back-up Systems

3. Acting out Person-danger to self & others. Total Disruption to educational process.

4. Tension Reduction- begins to regain control

4.

Therapeutic Rapport- teachable moment!!

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Classroom Leadership and Management & CRISIS RESPONSE!?!?

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STRESS.
Kids in stress create in adults their feelings, and if not trained and conscious of this, the adult will mirror their behavior!!

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Building a Balanced System

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The BE Choice.
The purpose of the be choice strategy is to teach the idea that we all have the power to choose to bring out our best qualities. We all can learn to choose how we want to be in our world..
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Consider this. BE Choice for Teachers

BE a thermostat, not a thermometer ! !

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1. CREATING BELONGINGS
Positive relationships are the fundamental human incentive system! YOUR WORDS MATTER!! NEVER DO DISCIPLINE IN PUBLIC! RULES WITHOUT RELATIONSHIP = RESISTENCE/REBELLION
*Control is not your most pressing concern! What you need more than control.. COOPERATION!
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4 Legs of Classroom Leadership and Management

DISCIPLINE INSTRUCTION MOTIVATION INSPIRATION

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Discipline
DISCIPLINE IS DONE WITH YOU BODY NOT YOUR MOUTH!! NEVER GO PUBLIC!!!
Many teachers mistakenly focus most of their attention on responding to unwanted behaviors after they occur. Years of classroom management research is clear about one thing- negative sanctions can only restore order. Classroom Leadership and Managementhow you organize and manage your class to provide student SUCCESS is how you CREATE ORDER!
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Your Words influence the weather in your classroom..

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Replace the tactics that don't work with ones that do

Things that do not work NAGGING BEING SARCASTIC SCOLDING YELLING THREATENING TURNING REQUESTS INTO QUESTIONS IGNORING NOT LISTENING TOO MANY WORDS OTHER.
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Seeing and Noticing!!

I SEE YOU..I SEE EVERYTHING NOTICING . Seeing behaviors and individuals Commenting positively on what you see using the 3 Rs
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Words Matter !!
REINFORCING I notice the way you remembered to bring all your materials to class, thanks. I notice that you have taken the time to read the directions and now you are figuring out the next thing to do. I notice the way you remembered where to turn in your work so I can find it. I notice.
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WORDS
REMINDING Before we go to our next period, remind me what you will need to do. Who remembers what we will need to get together for our history project? If someone asks you to play a game, what are friendly ways you might respond? Remind me. Remind me what happens in this class if someone makes a mistake. George, I see you walking around the room, remind me what we are supposed to be doing now. REMINDING CAN BE USED AS A SET-UP OF EXPECTATIONS PRIOR TO DOING ANY TRANSITIONS.
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WORDS
REDIRECTING Pencils are for writing, Sam.. I hear a lot of talking. This is your time to get your projects together. I hear conversations about T.V. shows. What do we need to be thinking about now? I want to hear quiet voices. I see this table is unsettled. I will hold your papers for now. Tell me when you are ready to begin work. Remember we all to have be finished before we________ this afternoon.
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Words
I've learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel. Maya Angelou
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Power Plays.
Think.
TUG-OF-WAR Do not pick up the rope!!!

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Power Plays
Fact: nobody wins when a student and a teacher get into a power struggle. Fact: it takes two to struggle. If the adult stays composed there is no power struggleinstead there is a student making poor choices and there is a calm adult. Fact: a power struggle is worse than useless when it comes to helping students learn how to make better behavior choices. Offer Student Choice- remove yourself.

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There is no struggle when the teacher refuses to engage in battle!!

Goals in Defusing Power Struggles The student is comfortable with outcome. The teacher is comfortable with outcome. The student remains in class The student has learned an alternative to fighting and aggression!! It has been modeled.
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Power Struggles Calm is Strength.Upset is Weakness

Methods for Defusing Power Struggles Agree with student Excuse Me, But______ I- Message + I Need I- Message + I Need + Choice Humor Power Talk I need you to____ or ___.
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BENIGN NON-PUBLIC CONFRONTATION

You need to find a better way to speak to someone when they arent sure of an answer. Show me a better way and think if you need to apologize. I need you to stop _____or remove yourself from the group. I wont be able to believe what you say, or trust you to follow routines for finished work. You will have to show me your finished work for 2 days. You are not taking care of yourself in the hallways, so you will not have the privilege to go by your self for 2 days. When you cheat you make the game less fun for others. You will need to leave the game until you are willing to play by the rules. You are making it hard for others at your table to concentrate. Please stop or leave the group. Other.??????
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4 Key Principles in Classroom Management

( Teaching With Love and Logic- Fay & Funk)

1. A students self-concept needs to be either maintained or enhanced. 2. Control is a shared commodity. 3. Consequences need to be served up with compassion, empathy, or understanding, rather than anger. 4. Thinking needs to be shared.
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Creating Classroom Structure

Structure is like the guardrails on a highway bridge. Classroom Structure is made up of your: Classroom Rules Classroom Procedures and Routines Incentive System (s) Back-up Systems
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Classroom Structure
A well structured classroom means not only do the students know what is expected of them but also that they have been taught and motivated to do it! Classroom Proceduresteaching procedures that make up your academic and behavioral standards are never completed. You teach/ re-teach procedures ( Teaching ) You protect rights and uphold responsibilities ( Discipline )

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Formally Teach Your Defined Expectations

Turnaround teachers have their students see, feel, and experience each routine/ procedure. 1. Explain 2. Rehearse/ Role Play 3. Reinforce - Remind - Experience
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DEFINE YOUR EXPECATIONS- SETTINGS

. Matrix of School Wide Classroom Hallways Expectations Playgroun Media d& Center & Washroom Bus Indoor Computer Recess s Assembly/ Arrival& Field Trips Dismissal Other

Be Safe Be Helpful

Be Respectful

Be Responsib le
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Rights and Responsibilities

I have a right to hear and be heard in this school. This means that no one will yell scream shout or otherwise disturb me. I have a right to learn and be given assistance to do so. I have a right to express my ideas, feelings, and thoughts without being interrupted or punished. I have a right to expect all these rights will be mine in all circumstances so long as I am exercising my full responsibilities. I have a responsibility to help maintain a calm and quiet school. This means I will not yell scream shout or otherwise disturb others. I have a responsibility to honor the right of others to learn in this school. I have the responsibility to listen to others, consider their ideas, and allow others to be heard. I have a responsibility to protect my rights and the rights of other by exercising my full responsibilities in all circumstances.

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Rights and Responsibilities

My Rights:

I have the right to be treated with dignity and respect at all times. This means no one will laugh at me, tease me or hurt my feelings.
I have the right to be safe in this school. This means that no one will hit me kick me push me threaten me hurt me.

My Responsibilities: I have the responsibility to treat others with dignity and respect. I will not laugh at others, tease others, or try to hurt the feelings of others. I have a responsibility to make the school safe by not hitting anyone kicking anyone pushing anyone threaten anyone hurt anyone. I have a responsibility not to take or destroy the property of others.

I have a right to expect my property to be safe in this school.

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Teach What You Want to See

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Make Your Intention Concrete

To move toward selfdiscipline children and youth need to reflect on their own behavioral choices!!
This connection needs to be made visible!!

( CONNECT-CLARIFY-RESTORE)

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Weekly Habits of Learning Logs

Habits of Participation
1. I worked cooperatively with others

Habits of Work
6. I followed directions and asked questions when I did not understand.

Habits of Discipline
11. I sustained my effort and my focus and paid attention even when work was difficult or seemed boring.

Habits of Communication
16. I listened and I spoke respectfully to others.

Habits of Mind
21. I approached tasks with an open mind and positive expectations.

2. I kept the goals of the group in mind and did not let others distract me.

7. I brought all necessary materials to class and was ready and organized to learn.

12. I persisted in my effort until I got it. I did not give up.

17. I shared my thoughts and ideas in positive ways.

22. I accepted challenges, took academic risks, and pushed to excel.

3. I volunteered to take on leadership or more responsibility in the group.

8. I followed classroom guidelines, routines and procedures.

13. I worked silently when required and independently without bothering others. I allowed others to do the same.

18. I explained, restated, questioned, and summarized what I heard, viewed or read.

23. I took initiative to ask questions, ask for help, or probe for deeper understanding.

4. I was friendly, helpful, courteous, and good humored with others.

9. I attempted each part of the question, task, assignment or test. If unsure, I asked.

14. I handled mistakes, setbacks, anger, and frustration constructively.

19. I used positive non-aggressive language to express myself, ask for help, and get what I need.

24. I used evidence or data to inform and support my thinking.

5. I did something positive to make class a good place to learn.

10. I corrected, proofed, revised and completed my work.

15. I accepted helpful feedback, correction or consequences with out a fuss.

20. I accepted other viewpoints, and resolved differences or conflicts in a positive manner.

25. I had some fun! I expressed enthusiasm, personal interest in what I am learning. I connect it with what I know.

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Student Self-AssessmentHABITS OF LEARNING

__________ Period Habits of Learning = I did it 0 = I didnt do it 1. I arrived on time 2. I started the Do Now immediately and completed it Mo Tu Wd Th Fr

3. I brought all necessary materials to class; I was ready and organized to learn
4. I followed classroom guidelines and procedures 5. I worked silently when required and worked independently without bothering others 6. I participated in all assigned activities 7. I turned in all assigned work 8. I worked cooperatively with other and did my fair share of the work in a group 9. I used positive, nonaggressive language to express myself, ask for help, and get what I need 10. I did not allow other peoples behavior to distract me from the task

11. I handled mistakes, setbacks, anger, and frustration constructively

12. I accepted help, feedback, correction, or consequences without putting up a fuss

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Consistency!?!?
CONSISTENCY is the key component when working with kids. But consistency is far more than just a rigid application of rules. What children need consistently is to feel your openness and caring, your heart touching theirs. ( L. Tobin )
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Generating Cooperation
The difficult thing about managing cooperation is that cooperation is voluntary. It is a gift. You cannot force someone to cooperate. If you try, you get coercion, the opposite of cooperation. Cooperation requires a decision to cooperate on the part of the student. The management of cooperation in the classroom, therefore, focuses on supplying students with a good reason to make that decision.
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Motivation!?!
Motivation answers the simple question..

WHY SHOULD I ?

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Steps Toward Change.

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Formal Incentive Systems

Performance Agreements
1. Define desired results. WHAT ARE YOUR EXPECTATIONS ??

State what you want to see behaviorally. **Set the Standard- remember you are looking to improve an area of concern. Do not begin with a standard of 100%!!!
2. Teach the group your expectations up front. Avoid being vague. Use concrete examples. 3. Create a system to monitor your expectations. 4. Design a way to allow students to see how they are doing. 5. Define what student receives upon meeting their responsibilities. 6. Decide your time frame- Daily-Weekly-Monthly 7. Monitor and adjust your performance agreements.
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Encourage and Shape what you want to see more ofCelebrate !!

All long-term learning takes place in the context of relationships.
Maurice Elias

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Discipline or Instructional Problem?

Reducing Learning + Behavior Problems

Cognitive Overload: Too much talking.After a few minutes kids experience overload. Imagine the overload from a teachers presentation that lasts 15-20 minutes.
The mind begins to wander quickly! Forgetting: When the teachers presentation comes to an end after 15-20 minutes, where is the information from the first minute? Remember: in one ear.out the other. Passivity: When students sit for minutes on end with nothing to do except listen, thoughts wander, and entertaining themselves come to mind! Will it be texting a friendtapping a pencil??? What ever. Their goofing off becomes your DISCIPLINE PROBLEM!

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2. Creating Mastery
REMEMBER. YOU HAVE NOT TAUGHT UNLESS THEY HAVE LEARNED!!!

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Scaffolding for Success..

Scaffolding: A teaching strategy in which instruction begins at a level encouraging students success and provides the right amount of support to move students to a higher level of understanding.

Are You in The Zone??

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RememberJust Measuring Student Achievement Data Does not do anything!!!

PERFORMANCE MODELS
Fred Jones- Positive Classroom Instruction Reduce the likelihood of error Reduce the need for corrective feedback Reduce the duration of corrective feedback Promote independent learning habits. (Forced Success)
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SAY---SEE----DO
Types of Prompting: Verbal ~ Tells ~ Least Effective Visual ~ Shows. ~ Clarify Input Physical ~ Guides. ~ Felt Sense To Simplify: SAY ~ ~ SEE ~ ~ DO
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Making Your Teaching Visual-

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Think.Visual Instruction Plans

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Use--- THINKING MAPS!!

Learners construct knowledge as they build cognitive maps for organizing and interpreting new information. Effective teachers help students make such maps by drawing connections among different concepts and between new ideas and learners prior experience. Linda Darling-Hammond ( 1997)
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Use Graphic Organizers

Graphic organizers are tools that help your brain think!! If you want to show... series of items a comparison then use lists or sequential framework, cycle diagram parallel lists, Venn diagram, t-charts

super ordinate/subordinate
classification data reporting part to whole cause and effect

branching, web diagram

web diagram, matrix, t-chart graphs/tables pictures, branching fishbone, cycle diagram, flow charts, matrix

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Questions..
There are one-story intellects, twostory intellects, and three-story intellects with skylights. All fact collectors who have no aim beyond their facts are one-storymen. Two-story men compare, reason, generalize, using the labor of fact collectors as their own. Three-story men idealize, imagine, predict--their best illumination comes from above the skylight. -- Oliver Wendell Holmes
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TEACHING WHAT YOU WANT TO SEE MORE OF

If a child does not know how to read, we teach. If a child does not know how to swim, we teach.

If a child does not know how to multiply, we teach.

If a child does not know how to drive, we teach. If a child does not know how to behave, we..
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Teach Pro-Social SkillsSOCIAL/EMOTIONAL LEARNING

What is Social and Emotional Learning (SEL)? SEL is a process for helping children develop the fundamental skills for life effectiveness. SEL teaches the skills we all need to handle ourselves, our relationships, and our work, effectively and ethically.
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Components of SEL

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Omission Training Individual or Group ( **there is no penalty in omission training)

WHAT ARE YOUR EXPECTATIONS ?? 1. Pick 1 Behavior you want to see less often. 2. State what you want to see behaviorally. **Set the Standard3. Time- pick a time frame that you know the student (s) can manage Frequency of Behavior- Pick a number of allowable times the student may demonstrate this behavior and still earn the incentive. Remember- Force Success Early 4. Teach the Student or Group your expectations up front. Avoid being vague. Use concrete examples. 5. Create a system to monitor your expectations. 6. Design a way to allow students to see how they are doing. 7. Define what student receives upon meeting their responsibilities. 8. Monitor and adjust your performance agreements.
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3. Creating Independence
Many behaviors that irritate adults are landmarks on the road to independence.
( Brendtro, Larson, 2006 )

What Choices do I have here? Where in this school do I feel important? How do I learn best? What is my gift? What am I responsible for here? What can I make happen in my life?

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4. Generosity
Positive values develop in a climate of mutual concern where individuals treat others as persons of value. Living in mutual concern with significant others gives life meaning and purpose.
( Brendtro, Larson, 2006)

In what ways am I given opportunities to give back in this school community??

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Back-Up Systems
Definition- A back-up system is a systematic arrangement of negative sanctions. It is designed to stop behavior and can not be used to start a behavior!!! Function: 1. To put the lid on 2. Buy time- to make a plan to change the behavior and start a new behavior. Back-up Systems* are a stop gap measure * are a short term solution * are a temporary containment of a problem RULE: YOU MAY VISIT YOUR BACK-UP SYSTEM BUT .. YOU CAN NOT LIVE THERE!!!

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Back-up Systems
Objective: to simply put the lid on. Quick suppression of intolerable behavior. Rule: Back up systems work best with those students that need them the least and they work the least with those students who need them the most. Function: 1. Put the lid on 2. Buy Time.. TO MAKE A PLAN TO CHANGE STUDENT BEHAVIOR.
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Arrangement of Back-Ups
SMALL- IN CLASS NON-PUBLIC
Goal- to have student stop inappropriate behavior, still save face, and have no penalty.

* Examples: Cool out Place- a designated prearranged area in the classroom where students can be asked to go and get it together and think about their next choices. This is taught as a classroom procedure, taught, rehearsed and rewarded!!
Go to the_____ to have some space and I will signal you in____ minutes. Then I would like you to return to the group ready to work.
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Back-Up Systems
Medium Back-up*Public and will involve use of people outside of your classroom. * Pre-arranged place where student will be sent and will be required to stay there with supervision until teacher and other adult make arrangements concerning re-entry. WHAT DOES YOUR SCHOOL HAVE? Document the use of medium backup system and office should be made aware of its use. Contact with home should be considered.

Mat be time for Formal individualized incentive system to be designed to monitor behavior. Omission training may be considered. Other
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THINK SHEET

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Medium Back-up Systems..

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Back-up Systems
Large
Large back up responses require administration. **These are negative sanctions that need administrative action. They will also require family contact. To be used only in cases of safety/security or severe and ongoing disruption to the educational process. Remember- negative sanctions do not change behavior time to make a formal incentive plan!!!

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Back-up Systems
Extra-LargeThese involve people outside of the school community. Directed by administration Examples: Crisis Mental Health Police What is the Plan?? What does this child need?
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The Path to Connecting With Students At-Risk

Recast all problems as learning opportunities. Provide fail-safe positive relationships. Increase dosages of nurturance. Do not crowd. Forced success. Learn to decode the meaning of behavior. Be authoritative, not authoritarian. Model Respect to the disrespectful. Notice small things. Keep positive expectations alive. Give seeds time to grow. ( Seita & Brendtro )
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Being With- Children & Youth

"The visions we offer our children shape the future. It matters what those visions are. Often they become self-fulfilling prophecies. Dreams are maps. -Carl Sagan
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