Introduction to Capturing Kids’ Hearts

1. Introduction to Capturing Kids’ Hearts The primary focus of Capturing Kids’ Hearts is to develop healthy relationships between members of a school’s educational community and to teach effective skills that help participants:

2. Develop self-managing classrooms and decrease discipline issues through innovative techniques such as a social contract • Decrease delinquent behaviors such as disruptive outbursts, violent acts, and drug use • Utilize the EXCEL Teaching Model™ and reinforce the role of emotional intelligence in teaching • Build classroom rapport and teamwork to create a safe, trusting learning environment • Develop students’ empathy for diverse cultures/backgrounds • Increase classroom attendance by building students’ motivation and helping them take responsibility for their actions and performance

3. Capturing Kids’ Hearts Primary Skills 1. The EXCEL Leadership/Relationship/Teaching Model™ 2. The Social Contract 3. Four Questions for Misbehavior 4. Four Questions for Disrespect 5. SOLER Listening Skills

4. The EXCEL Leadership/Relationship/Teaching Model™ The steps outlined in The EXCEL Teaching Model™ prepare teachers to effectively impact their students each time they come together, from the beginning of class to the end.

5. EXCEL • E Engage • X Xplore • C Communicate • E Empower • L Launch

6. Step 1. Engage • This first step is essential to the success of the day. It begins when we greet the students at the door with a handshake at the beginning of each class. We draw them into a relationship with us upon which we can build as the class progresses.

7. There are several things we accomplish with this step: we start the day with a positive greeting, affirm each student, welcome the students into our class, and give them our full attention, first thing. • When we start the class with Engage, we are preparing the way for the students to be involved with us in the learning process.

8. Meeting and Greeting Skills : • Facial expression: relaxed, smiling, welcoming • Tone of voice: 38% of what we communicate is through tone of voice • Posture: lean in, turn slightly sideways to be nonthreatening • Handshake: firm, yet comfortable; initiate the handshake • Level of relaxation: be confident, but not stressed or hurried • Dress/grooming: professionally dressed, with good hygiene • Energy: positive and energetic, confident • Eye contact: look other person in the eye and pay attention to the person’s needs

9. Step 2. Xplore • This second step lays the foundation for the content of the class which is to follow. We get in touch with where the students are personally, emotionally, and academically. • Students are our “customers.” We must identify their needs before we can serve them effectively. Do the products/services we deliver meet the needs of our customers?

10. The skills we use when we Xplore with our students are much like those of a counselor: listening, attending, conveying empathy, probing, and asking open-ended questions. • A successful Xploration can take place only in a secure environment. We do not disclose our needs, whether personally or academically, until we feel safe from ridicule and rejection. Learning cannot take place until we are able to discuss what we don’t know.

11. Step 3. Communicate • This step is the Communication of the content of the class. The teacher addresses the needs discovered in the previous step. • A two-way process, it is not simply the passing along of information and material, but instead it is a dialogue between teacher and students. The process is dynamic and experiential, requiring the teacher to be facilitator and resource to the class. Teachers who are powerful Communicators in this model are teambuilders.

12. A certain degree of order is necessary, but flexibility and creativity are essential, as well. Teachers must be able to Communicate the content of their course in a way that is captivating, creative, and responsive to their “audience.” • A very important task in this step is the ability to translate that which is being taught into “real world” benefits. The students must be able to see how their studies will assist them in their future efforts at earning a living and finding meaning for their lives. When students object to the need to learn certain material or skills, the teacher, like a good salesman, must be able to overcome their objections and convey the need for learning to take place.

13. Step 4. Empower • Empowerment occurs when students gain the ability to “use and do” the things they have been taught. Possessing the same skills as the teacher is the goal of education. When we can do what we have been taught, then we are truly Empowered. • The students learn information or a technique in the Communication step, and then in this step they practice and apply what they have learned until it becomes a skill. Teachers who operate from an Empowerment perspective desire that their students know all they can about the subject...that they possess as much skill as possible.

14. Teachers see their students in terms of what they are becoming. They see themselves as the resource to help their students become. • A key to this step is to build an atmosphere of trust in which the students feel free to fail while going through the learning process. With the class social contract in place, everyone knows the rules—what is acceptable and what is not, as well as the consequences. This common understanding provides for the students the foundation for positive interaction with the teacher and with each other. In this environment the students are Empowered because they experience encouragement and support.

15. Step 5. Launch • In the EXCEL Teaching Model™, Launching has to do with the way we end and send. It is the way teachers end a classroom experience and the way they send their charges forth to face the future. This is vastly different from just having students rush out the door when the bell rings.

16. The teacher prepares the class for “liftoff” by summarizing what has occurred in class that day and by getting commitments from students to follow the “flight plan.” Prelaunch questions would include: • What did we do and discuss today? • What is its relevance to you, both for now and for your future? • How are you going to use these skills before our next class? • What will result if you don’t use these skills? • What will result if you do use these skills?

17. Every great speaker and teacher realizes the importance of ending on a powerful note. We must be able to effectively use quotes, anecdotes, poems, stories from our own experiences, and other motivational stories to drive home the points we want our students to remember. Passion is the thrust we use to propel our students toward their destination. In the words of OgMandino, “My last must be my best.”

18. E Engage: Handshake, Welcome, Affirm, Model • X Xplore: Customer’s Needs, Listening Skills, Safe Environment • C Communicate: Content, Dialogue, Flexibility, “Real World” • E Empower: Use and Do, Develop Skills, Becoming, Encouragement • L Launch: End and Send, Summary, Commitment to Action, Passion

19. The Social Contract • The Social Contract is designed to let all participants in a classroom or school know what behavior is acceptable and what is not. It is an agreement of behavior to promote a self managing class. The primary questions to consider when developing a social contract are:

20. 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 will we handle violations of the contract? Using the Social Contract, the teacher is able to create more self-managing classrooms as each student takes responsibility for his or her own behavior.

21. Create BUY-IN • Remember to sell the contract • How many of you getting tired of the teacher nagging you etc? • Well I am not going to do that because you are all mature young adults. • This is OUR classroom, so we are going to decide how to treat each other and you are going to help each other follow what we decide. • The best part is if you help each other, and I do not have to get involved, there will be no consequences! • Work on team work

22. Building a Social COntract • Put 4-5 students in a group • Each member is assigned a role: facilitator, scribe, spokesperson, timekeeper, on-task person or affirmer • Give each group the 4 questions. After each group answers all 4 questions, reconvene the class, but remain in groups. • Using chart paper and markers ask for a scribe • Get responses for each question from each group • After a group reports out their question responses, teacher picks one to discuss • As answers are given the scribe writes them on the paper (word) and if clarification of definition/example needs to be made it is discussed (definitions are not written but explained and agreed upon) • Go to the next group on the same question. If same answer is called out scribe puts a checkmark next to word or if teacher thinks it could have a likeness to a word already up, use “is this the same as” • A contract varies but should have about 10-25 words/terms, let the words be THEIRS, do not rewrite it for them. • 3 things must be included: 1) effort 2) listening 3)no put downs

23. Signals • Non-verbal • Thumbs up – leader uses with class • Sidewards thumb – students use with eachother to check themselves • A signal for fouls • If it is called it counts • Not a joke or toy • Someone can call a foul for someone else • If foul called no explanation needed and must give 3 put ups

24. In order to work • It must be referred to constantly – not just an chart on the wall (visit at least once a week) • It must be used (expectations, fouls, signals) • It must be modeled

25. Four Questions for Misbehavior 1. Excuse me . . . What are you doing? 2. What are you supposed to be doing? 3. Are you doing it? 4. What are you going to do about it?

26. These questions help the student focus on the behavior, demonstrate that he/she knows what behavior is expected, own up to the fact that he/she is not doing what is expected, and determine what he/she should be doing instead.

27. Four Questions for Disrespect 1. Excuse me . . . whom are you talking to? 2. How are you supposed to be talking to me? 3. Were you doing it? 4. So, how are you going to talk to me?

28. SOLER Listening Skills • The Chinese symbol for the word “listen” involves characters for “ears, eyes, heart, you, and undivided attention”. To listen effectively to another person, you must “listen with your ears, eyes, and heart with your undivided attention”. Sometimes we want to convey that we are listening, but we may not know how to show the other person that we are doing that.

29. SOLER S= Square up to the person you are listening to O= Open posture L= Lean in E= Eye contact R= Relax and Respond