P.M. Forni Michele Borba Diane Gossen

1. P.M. ForniMichele BorbaDiane Gossen By: Alisa Snider

2. P. M. Forni • Author of Choosing Civility: The Twenty-Five Rules of Considerate Conduct and The Civility Solution: What to Do When People are Rude • Co-founder and director of the Civility Initiative at John Hopkins University. • Examines and promotes improvement in civility, manners, and politeness in contemporary society

3. Civility in the Classroom • Civility: a way of behaving in which individuals show respect and consideration for others • Values/behaviors of civility: consideration, courtesy, the Golden Rule, niceness, politeness, kindness, good manners, fairness, decency, concern for others, justice, equality, sincerity, morality, honesty, awareness, trustworthiness, compassion, friendliness, helpfulness, good citizenship, and abiding by rules.

4. Rules of Considerate Conduct • Acknowledge others. • Think the best of others. • Listen. • Speak kindly. • Accept and give praise. • Respect others’ opinions. • Respect other people’s time. • Apologize earnestly. • Refrain from idle complaints.

5. Michele Borba • Author of 21 books including Nobody Likes Me, Everybody Hates Me: The Top 25 Friendship Problems and How to Solve Them • Presents on moral education and other topics throughout North America, Europe, Asia, and the South Pacific.

6. Developing Moral Intelligence • Moral Intelligence: ability to distinguish right from wrong, the establishment and maintenance of strong ethical convictions and the willingness to act on those convictions in an honorable way • Teachers need to target and address behaviors that damage respectful classrooms and student character such as: vulgarity, cruelty, bullying, and disrespect.

7. When Students Misbehave… • Respond: What happened? Why did you do that? What did you think this would accomplish? • Review: What are the rules in class? Does this solve our problems? • Reflect: What do you think others think of you? Was this the right thing to do? • Make right.

8. 7 Virtues of Goodness • Empathy: capacity to relate to others • Conscience: ability to sense rightness or wrongness of one’s actions • Self-control: ability to restrict oneself to behavior that is proper • Respect: showing acceptance and tolerance of others • Kindness: showing consideration for the well-being of others • Tolerance: showing acceptance for the conditions and behaviors of others • Fairness: treating others evenhandedly without showing partiality

9. Diane Gossen • Self-restitution: process in which students who have misbehaved inappropriately • Reflect on their misbehavior, • Identify the need or condition that prompted it and, 3. Create new ways of behaving that are in keeping with the kinds of persons they want to be. • This process does not dwell on mistakes, but helps students learn how to make things right within themselves and with whomever they have offended.

10. Restitution Triangle • Stabilize the offending student by removing fear or anger so learning can take place. • “It’s ok to make a mistake.” • Help students understand that people always do things for a reason, usually doing the best they know how in a situation. • “Is there a worse thing you could have done?” • Encourage the student to think about more ideal kinds of behavior. • “Think about the kind of person you want to be.”

11. The Least Coercive Road • Maximize Freedom: Reduce teacher interventions on student behavior so students make choices and learn from their decisions. • “Does it really matter?” and “Yes, if…” • Social Contract & Building a Sense of Belonging: Students should discuss what they believe in and what kind of person they want to be. Ask students how they think class should be conducted so they can experience the qualities/beliefs they identified. • Establishing Limits & Clarifying Personal Power: Discuss what to do if students don’t obey the social contract. Specify the roles of the student and the teacher (my job, your job). • Restitution