Behavior System & Curriculum Integration Workshop

1. Behavior System & Curriculum Integration Workshop

2. About the Workshop • Behavior System • Purpose: To create conditions in the classroom for optimal learning by providing ACE faculty with a common framework and consistent set of tools that • Encourage positive behavior • Address disruptive behavior Curriculum Integration • Purpose: To support learning by providing ACE faculty with approaches to coordinate individual course content Segment 1: Opening

3. Acknowledgements Jim Knickerbocker Ann Kimball-Endris Cathy Diaz Chris Lebo-Planas Dianne Sigman Evelyn Seth Gail West Gayle McCallum GeneffaJonker Gerlinde Brady Lisa Simon Marcella Laddon Rachel Van Dessel Rod Norden Sadie Reynolds Steve Hammond Victoria Banales Yazmina Porter-Honicky You! Segment 1: Opening

4. Agenda Segment 1: Opening

5. Part 2: Inside-Out Philosophy

6. Central to the ACE approach • Inside-Out means what is going on inside the person has significant bearing on what happens outside the person • If we want to improve the outside situation we need to START with the inside situation • Inside-Out is central to ACE program design • • Student curriculum (e.g., Foundation Course, Team Self-Management Course) • • Faculty curriculum (e.g., FELI) • • Behavior System Segment 2: Inside-Out Philosophy

7. WhatdoesInside-OutmeanfortheBehaviorSystem? • What we are attempting to teach students about self-management must be modeled by faculty • Incongruity & inconsistency causes confusion & impedes learning • Fundamental assumption: Managing the classroombegins with managing ourselves • It is vital to work with the class non-judgmentally • Faculty need to separate • What is happening in the classroom (external) vs. • What is going on within themselves personally (internal) • Pre-existing personal issues (e.g., boundaries, authority) may be triggeredby students & classroom situations Segment 2: Inside-Out Philosophy

8. Comments from Experienced ACE Faculty “What has worked well for me is to focus on myself, and not on the students” “I need help with balancing the need to be compassionate about students with extreme circumstances with the need to have fair standards for attendance and assignments” “Since we ask students to do their own history paper, maybe we as faculty should do our own ‘discipline & authority history paper’ and reflect on our own issues” “I need to do my own ‘inner work’ so I can model appropriate ‘firmness,’ i.e., being firm without judging the student or worrying about being judged.”

9. This is not about a bias for inaction or avoiding action… …it’s about action that is grounded and more likely to succeed. Why is this so hard to do? When something challenging happens in the classroom, a typical instructor response may be: • “Something must be done OUT THERE” • “I must be the ONE to do it” • “I must do it NOW” The “inside-out” approach encourages us to ask ourselves: • Is the first place I should look to take action OUT THERE? • Do I need to be the ONE to do it? • Does it really require that I do something RIGHT NOW? • Instead shift to: “I must do something IN HERE FIRST… then I may choose to do something OUT THERE (now or later)” Segment 2: Inside-Out Philosophy

10. Some ways to work inside-out Zen & the Art of Doing Nothing Consider the option to take no action (this time) and instead consider what I will do if it happens again Some students’ history of issues with authority & control create expectation loops Not getting hooked into a “predictable response” is itself a powerful intervention Avoid judgment by going into inquiry to check your perceptions Self-care Means different things to different people, e.g., meditation, mind-body work, stress management Comment from an experienced ACE instructor: “Taking care of yourself (releasing stress, not taking on painful student histories, getting enough rest) is absolutely essential to creating a safe & supportive classroom environment -- if the teacher is stressed & in bio-reaction, the students will do the same” Segment 2: Inside-Out Philosophy

11. Some ways to work inside-out (continued) Focus on our own inner calm & groundedness Your most important first act to make the right decision is centering yourself, e.g., breathing, body scan, anchoring, etc. No matter what is going on with the students (their internal drama) remain stable & consistent Avoid power plays & arguments with students (which will set off bio-reactions in both parties) Seek third-party support Could be faculty cohort members, new ACE mentoring sessions, friends, family or counselor Not being able to do this perfectly is understandable Not seeking the support you need is unacceptable ACE may develop additional faculty training based on mindfulness & self-care practices Want to participate in a future pilot test? Send an email to jim@my-ace.org Segment 2: Inside-Out Philosophy

12. Part 3: Core Behavior System

13. ACE Behavior Core part of larger system Supplementary Tools ACE Behavior System Core Principles Instructor Responsibility Cohort Responsibility Core Practices Individual College Policies & Procedures Part 3: Core Behavior System

14. Individual Instructor Responsibility Inside-Out Bonding Quality Feedback Student Reflection Faculty Cohort Responsibility Engaging Curriculum Composite Behaviors Progressive Consequences Consistency Core Principles Segment 3: Core Behavior System

15. Individual Instructor Responsibility 1: Inside-Out • What it means • Managing the classroom begins with managing ourselves • Working with the class non-judgmentally • Faculty separate what is happening in the classroom (external) vs. what is about themselves (internal, personal) • Pre-existing issues with boundaries or authority can be triggered by students • Example or Tool • Going into inquiry to check your perceptions • Mirroring • Self-care (e.g., meditation, mind-body work, stress management) Segment 3: Core Behavior System

16. Individual Instructor Responsibility 2: Bonding • What it means • Create bonds with students • When we are connected to other people we feel responsible for our behavior with them and are more willing to take risks (e.g., sharing, trying new behaviors) • Example or Tool • Sharing your story during the Foundation Course • Sharing part of yourself appropriately during other courses (to support the learning, not as venting or group therapy) Segment 3: Core Behavior System

17. Individual Instructor Responsibility 3: Quality Feedback • What it means • Provide students with both positive & negative information about their behaviors • For the feedback to be of QUALITY it must be CLEAN, i.e., not polluted with personal judgments and projections (see Inside-Out) • Example or Tool • Conversation meter • Mirroring to raise awareness of what is happening • Catching them doing something RIGHT Segment 3: Core Behavior System

18. Individual Instructor Responsibility 4: Student Reflection • What it means • Empower students to reflect about their own behavior • In most cases students already KNOW (at some level) what they are doing, or are readily capable of noticing it. We don't need to patronize or explain their faults • We usually just need to provide opportunities for reflection • Example or Tool • Self-assessment • Polling • Attendance self-reporting chart • Ask class to talk about the effect the behavior is having on them personally Segment 3: Core Behavior System

19. Individual Instructor Responsibility Inside-Out Bonding Quality Feedback Student Reflection Faculty Cohort Responsibility Engaging Curriculum Composite Behaviors Progressive Consequences Consistency Core Principles Segment 3: Core Behavior System

20. Faculty Cohort Responsibility 1: Engaging Curriculum • What it means • Create integrated & compelling curriculum • The central project (e.g. SJRC or CTE) provides a common goal, supports group cohesion, and provides urgency for students to learn curriculum elements • Example or Tool • Faculty cohort meetings to discuss curriculum integration (before and during semester) Segment 3: Core Behavior System

21. Faculty Cohort Responsibility 2: Composite Behaviors • What it means • Identify & address disruptive composite behaviors (those displayed in multiple courses) • There are different ways to do this • Example or Tool • Review attendance across multiple courses at Faculty Cohort meetings • Discuss specific disruptive behaviors to see if multiple faculty are seeing the same patterns or trends Segment 3: Core Behavior System

22. Faculty Cohort responsibility 3: Progressive Consequences • What it means • Provide a variable set of consequences • Avoid a single black & white response (except for clearly unacceptable behaviors such as violence or threats) • Example or Tool • Traits of Successful Students • Free Pass & Red Cards • Ask for commitment to not engage in further distraction & confirm understanding of likely consequence Segment 3: Core Behavior System

23. Faculty Cohort responsibility 4: Consistency • What it means • Provide students a safe & stable “container” for their work through consistent application of the Behavior System (across courses & over time) • Example or Tool • Instructor follows through on consequence as agreed • Faculty cohorts agree on coordinated responses Segment 3: Core Behavior System

24. ACE Behavior System Core Practices Supplementary Tools ACE Behavior System Core Principles Instructor Responsibility Cohort Responsibility • Core Practices • Traits of Successful Students • Faculty Cohort Meetings • Student Meetings Part 3: Core Behavior System

25. Core Practice 1: Traits of Successful Students • Faculty told us repeatedly that the Traits are a very important part of the Behavior System • Must be listed in every syllabus, reviewed in every class & consistently followed; they need to hear the same message from all faculty in the cohort • Tips to develop students buy-in: • Discuss “why are these Traits important?” • Ask students to talk about their own frustrations with class behavior issues (gives more dedicated students an opportunity to vent about disruptive behaviors) • Follow-up to reinforce the experience, e.g., flipchart or email to all students summarizing the discussion Segment 3: Core Behavior System

26. Core Practice 2: Faculty Cohort Meetings • Many faculty said the Faculty Cohort approach was one of the strongest aspects of the ACE model • Dual purposes: For discussion and action planning related to the Behavior System, as well as for curriculum coordination • Faculty should discuss & agree at the beginning of the semester about how they want to implement the Behavior System, i.e., what strategies do you want to employ as a cohort, how strict do you want to be about common issues: • Assignment due dates • Attendance & tardiness • Behavior issues (e.g., cell phone use, talking in class) • Once you agree, it is important to follow the agreement and implement the system consistently within your cohort: • Students will notice (and may exploit) your inconsistencies Segment 3: Core Behavior System

27. Core Practice 3: Student Meetings • Faculty cohort meets with student to discuss a behavior issue or support need • Some cohorts mandate student attendance, some do not • Before the meeting the student is asked to complete a form to reflect on his/her behavior • Each reflection form is tailored to a different issue • Frame the meeting with a supportive tone (“this is something to help you be more successful”) tone rather than a punitive or confrontational tone • A student support plan may be created as a result of the conversation Sample pre-meeting reflection forms & a post-meeting student support plan are in the online tool kit Segment 3: Core Behavior System

28. Core Practice 3: Student Meetings Sample pre-meeting reflection form Segment 3: Core Behavior System

29. Emphasizing Behavior System:Early is better Percentage of Class Time Elapsed Time Segment 3: Core Behavior System

30. What the ACE Behavior System IS and IS NOT • IS an integrated system of behavior-shaping activities, rewards and consequences to help Academy students learn the behaviors required for success in knowledge-work careers • IS NOTintended to address student support needs such as housing, health or serious drug issues • Your college needs to provide referral options, e.g., psych counselor, community resource broker • IS NOTintended to address students engaging in physical violence, e.g., throwing chairs and making others feel unsafe • Traits of Successful Students are clear that such behaviors are not acceptable and that the consequence is removal from the program • The Behavior System is not a substitute for knowing (and using) your college’s policies & procedures • IS NOTintended to be a “cookie cutter” model that prescribes consistency in a rigid or pre-determined way • The needed consistency comes from the faculty cohort coming to agreement and implementing those agreements in a consistent way Segment 3: Core Behavior System

31. Part 4: Supplementary Tools

32. A - Review the Foundation Course • May be needed as a mid-semester intervention • Group the class in a circle (like in the Foundation Course) • Review the Traits • Reinforce tools such as “hand in air” What other FC aspects would you review? Segment 4: Supplemental Strategies & Tools

33. B - Enlist the class to address an entire session with a lot of distractions • Useful at the middle or end of class • Ask students to rate (using a 1-10 scale): “How conducive was today’s class environment to your learning?” • Ask low raters to comment on what caused the low score • Helps students see the impact of their behavior on others What would you do? Segment 4: Supplemental Strategies & Tools

34. C - Enlist the class to address a single distraction • Comment to the class: “I’m feeling distracted by X behavior, could anyone else who finds this distracting raise your hand?” • May also ask: “What do you think we should do about this situation?” • Don’t use this if a dominant/bully person is creating the distraction (students may feel too intimidated to respond) What would you do? Segment 4: Supplemental Strategies & Tools

35. D - Catch them doing something right • Look for opportunities to provide positive reinforcement • Example: After a good day make a comment like “today felt like a real college class” • Example: “I’ve seen a real improvement in assignments turned in on time!” • If you have trouble remembering to do this, set a “kudos quota” for yourself (“I want to do this 2 times a day”) What would you do? Segment 4: Supplemental Strategies & Tools

36. Tools that require planning ahead of time Vote now for the tool you would most like to explore: • A - Silent reinforcement with Free Passes & Red Cards • B - Public attendance tracking • C - Buddy support system • D - Mid-semester self-evaluation Segment 4: Supplemental Strategies & Tools

37. A – Silent reinforcement with Free Passes & Red Cards • Create printed cards and hand them out (without comment) as needed during class • Free Pass (positive reward): • Free pass to skip a class, turn in a late assignment or get extra credit • Explain how this is like the work world where the boss provides benefits to good workers (e.g., comp time, promotion, working from home, leaving early) • Red Card (warning or sanction): • No points deducted (if first warning) or • Points deducted (if not first warning) • The advantage of this approach is you don’t have to stop the lecture to provide the reinforcement Segment 4: Supplemental Strategies & Tools

38. Free Pass Sample Segment 4: Supplemental Strategies & Tools

39. Red Card Sample Segment 4: Supplemental Strategies & Tools

40. B - Public attendance tracking • Attendance poster used by students to self-report attendance • Make a large format (2’x3’) print of the attendance poster file at your local copy shop • Students self report using red, yellow, green dots or markers • They see their own attendance patterns (and know that others are seeing it as well) • Peer pressure and self-awareness promote increased self-regulation & self-correction • If attendance declines later, your cohort can grant an “amnesty” • If the situation improves the poorer attendance record is deleted See examples on next slides & blank forms in online tool kit Segment 4: Supplemental Strategies & Tools

41. Completed Attendance Poster

42. Attendance/Tardy Amnesty Segment 4: Supplemental Strategies & Tools

43. C - Buddy Support System • Pair a student who is doing well with one who is not doing as well • You don’t need to tell them why they were paired • Provide them with a written document of expectations • Give buddies check-in time in class every week • Faculty may provide additional discussion questions specific to that week’s class • Example: Ask your buddy “How is your draft coming for Paper #2?” • If someone is missing, ask the buddy who is present in the class: “Where is your buddy?” • Introduce the system mid-semester once you know each student’s performance • A more informal alternative is to encourage students to pick their own support person: • Explain how picking a support person is different than picking a friend • Propose selection criteria (complementary learning style; academic strengths; ability to provide emotional support, coping strategies, or study hints) • Note that the ability to ask for help (and asking the right person) is an important skill to develop See example on next slide & in online tool kit Segment 4: Supplemental Strategies & Tools

44. New ACE Buddy Support System

45. D - Mid-semester self-evaluation • At mid-semester provide students a form for self-evaluation of their class behavior & performance • Instructor reviews completed form & hands it back with supportive comments • Experienced ACE instructor notes: “I find that the students know EXACTLY what they need to work on, as a teacher I don't need to patronize or explain their faults or issues.” Segment 4: Supplemental Strategies & Tools

46. Mid-semester self-evaluation Segment 4: Supplemental Strategies & Tools

47. Part 5: Scenarios

48. A - Attendance/Tardiness problems This is one of the most frequently reported problems You can use some of the tools described in the prior sections: • Attendance poster • Buddy system • Faculty cohort meeting with student On days when attendance & tardiness are NOT a problem, be sure to praise An experienced ACE instructor reports: “We've been using a policy that ramps up to a zero-tolerance contract. Three tardies equal one absence. Two absences prompts an individual check-in, three a contract, after that weask them to leave the program.” “There is some flexibility around this, depending on the reasons - some reasons, like homelessness, health, or work, are handled case-by-case, factoring in other aspects of the student's performance.” How would you handle the situation? Segment 5: Scenarios

49. B - Reports of a student using drugs and alcohol before coming to class • Don’t make accusations based on a rumor from another student: it can harm the students’ sense of trust with each other • Collect your own data & observations • Have a one-on-one meeting outside of class • Raise it as a class performance issue, i.e., how the substance abuse is noticeably impacting their learning • Or talk about the impact it has on the cohort or how it distracts other students • Ask the student to read aloud the Traits of Successful Students section concerning substance abuse How would you handle the situation? Segment 5: Scenarios

50. C - Students repeatedly interrupting class with unrelated comments and side chatter In one case you suspect it could be due to ADHD or another psychological issue: • Redirect the student to a more appropriate time for such comments • Be authentic with your feelings about the interruption • Meet with thestudent one-on-one; you may need to refer the student for evaluation of learning disabilities or psych counseling For the rest of the students you believe they may be able control the cross-talk but are choosing not to: • If there are a number of students doing this, may need to stop class to talk about it • Sit in a circle (like in the Foundation Course), review the Traits, explain why review is needed • This may be a good time to introduce the warning cards How would you handle the situation? Segment 5: Scenarios