Never Stop Educati ng

1. Never Stop Educating

2. Bad behavior is never an excuse to stop Educating • Interventions made in response to problem behavior should continue to be educational in nature.

3. Most Common Reasons for Problem Behvior • -Skill deficit with respect to the required activity (very important) • -Student need not being met

4. Hierarchy of Response • 1. Environmental Assessment-The frustration and anxiety factor-"What am I doing?“ (Volleyball) • 2. Student involvement in resolving the issue • (How is the student viewing the situation?) • 3. Punative Actions as a last resort

5. 1983 National Research Council • Punative approaches were generally ineffective in fostering behavior change • -Priority should be placed on laying a foundation of the student feeling cared for or valued. • Priority should be placed on helping them to understand that if they violate the rights of others, that they have to take responsibility for their behavior (On the Defensive)V

6. What skills are needed to accept Plan A? • A sense of personal confidence to not feel threatened by adult authority. • The (skill) to not see an authority as negative • The skill to handle not getting their way • The ability to have respect-home influence • Awareness of the impact of their actions • Peer pressure seeing getting in trouble as positive. • Bring the student into a problem solving process

7. Primary Questions • What can be changed in the environment to prevent a re-occurrance/ What needs to be done to repair the personal/physical damage?

8. Students View of Authority • At one time, authority was associated with stability • This generation views authority differently • Students are far more aware of their rights (Have DCFS on speed dial) • Students are more likely to associate authority with abuse • Authoritarian approaches become less effective as students get older.

9. Important Correlation • There is a direct correlation between referrals and dropping out • V

10. What are possible messages that are sent by referring students? • They can internalize the idea that they are a ‘bad kid’ • They are not being treated fairly and that the system is no fairly • Another adult has given up on me • The trust with a teacher has been broken • Getting referred is a victory • Desire to escape class

11. What is being taught in the carding system? • Getting attention for misbehaving • Progressive discipline-Understanding the importance of being in the game Attempting to help them to make better decisions about their behavior -There needs to be a communicative component that reinforces the meaning of the system -Uses sports to provide a meaningful association with consequences Provides a more subtle way to convey that the behavior is problematic Potentially proactive

12. Academic vs. Social Problems • Social problems are responded to with more punative measures than academic problems. Teachers need to begin to respond to social problems in the manner similar to academic problems -Skill deficit

13. Impact of Home • In the same way that students who come to school without basic alphabet or decoding skills need additional instruction to acquire those skills, students who come to school without necessary social or interpersonal skills are going to need additional instruction in those domains.

14. What skills are the little children learning in the approach? • Collaborative Problem solving • Collaboration • Learning the boundaries • Communicating feelings • Communicating what you want to happen • Manipulation • What kinds of questions are you asking • Too many choices

15. "I Messages" • Instead of simply informing students that they are wrong, and putting them on the defensive, "I messages" provide students with very useful information regarding how their behavior impacts others.

16. Australian Teacher Survey • 3,500 Teachers surveyed • Non embarrassing, discussion-based responses to problem behavior are more associated with behavior change than punative approaches

17. What does the misbehaving Student learn from the TAB approach? • Provides an opportunity to reflect on their behavior right after it happened • Teacher can dialogue briefly with the student about the experience • They have to go back to doing their work. (They remain accountable for their work) • The teacher remains a part of the discipline experience

18. What do the rest of the students learn from the TAB approach? • They learn that there are immediate consequences-No Reward • More work to get in trouble • Learn how to react to what is going on in class • The teacher is preserving the dignity of the student

19. What do Students Learn from Peer Mediation? • They have the opportunity to work through their problems without adult pressure • They are learning values such as compromise which make communities effective • Hearing the problem solving suggestions from a peer is receive differently

20. Why do so many schools not use Peer Mediation? • Time factors—The system might be difficult to set up-Peer Counselor Training.

21. Student Expectations • Students expect to be treated harshly by authorities and to have their perspectives dismissed.

22. Teachers of the Year • An analysis of strategies used by "Teachers of the Year" found that they were more likely to see response to problem behavior as a personal, discussion-based instructional practice

23. Provide Students with Choices • Instead of issueing a threat or punishment, a choice is not experienced as an attack and better preserves students dignity

24. Priority #1 Remain Calm and Respond in a Polite Manner

25. Is Plan B Doable? Why/Why Not? • The context is very important, especially in a one-on-one setting • Influence for a win-win situations. What are we prepared to commit to resolve this situation? • Pacing yourself with respect to the process. Commit to the “empathy”

26. Make an Appointment • A way of communicating to the student that his/her concern will be addressed. (They expect to be blown off)