GORE HIGH SCHOOL

1. GORE HIGH SCHOOL Changing Our Culture

2. 2007 Green and White Forms Term One: 437 Term Two : 553 Term Three : 540

3. Previously Green Forms White forms Meeting with the dean Lunchtime detentions After school detentions Demerit System SMT and parents Stand Downs External Agencies Suspensions Other Schools – Alt Ed

4. The Future?

5. ERO September 2007 School strategies for managing student behaviour are not always effective Well coordinated pastoral care network Structured level based behavior based management programme High stand down and suspension rates (necessary to maintain school’s high standards and expectations Data collected and analysed to see where improvement needs to be made

6. The Next Step: Look at the way HoDs’ staff classes Teachers’ skill in managing behaviour Support for teachers Students’ sense of ownership in managing behaviour Suitability of class teaching practices Appropriateness of interventions for some students

7. 2008 Fortnightly deans and form teacher meetings PD Kevin Knight and Bill Rogers Department Parking SCT support The Withdrawal Room Rector Assemblies – STANDARDS and EXPECTATIONS RC meeting (where possible) with every family before a stand down or suspension teaching

8. Punitive Discipline? Does not ease the feelings of hurt, anxiety and frustration Lectures, warnings, removal of students from class, detentions, phone calls to parents may be effective in the short term, but fail to address the emotional damage to the teacher or the class mates

9. Punitive culture Disengaged students and their families Victims needs not often addressed No responsibility by offender for their harmful actions No understanding of the impact of their actions is asked for

10. How some students view punishment “… and punishment allows boys to successfully avoid any guilt feelings for bad behaviour by setting up a cycle where punishment cancels the crime, and having paid for the crime, he is free to offend again without attendance guilt feeling. A boy who does all possible to provoke some form of punishment is carrying a secret debt on the sin side of the ledger, which the teacher is invited to wipe out by means of punishment. Punishment is just what the boy doesn’t need.” William Pollock, citied in Lillico(2000) Boys and their schooling

11. Gore High School’s Journey The two prong approach RJ fixing the mistakes TET – the base line - RELATIONSHIPS

12. Giving the students the opportunity to be fully responsible for their actions Improvement of behaviour Improvement in academic attainment Dealing with bullying Reduce number of stand downs

13. The Principles of RP Crime and Misconduct is a fundamental violation of people and interpersonal relationships Violations create obligations and liabilities Restorative Justice seeks to heal and put right the wrongs

14. Where it comes from Village councils in Anglo Saxon England Maori Practice Don't Steal the Conflict Re-integrative Shame and Remorse

15. Re-integrative Shame and Remorse John Braithwaite (Australian National University) Why do people commit crime ? WRONG QUESTION why so many who don't commit crime? Fear of being caught and consequent shame of being found out by people they love friends and families

16. Conflict as Properties 1977 Nils Christie (Norwegian)- Owning the conflict – The people whose conflict it is need to solve it NOT the authorities Authorities telling people what to do – Not Effective DP film case study

17. PURPOSE OF TEACHER EFFECTIVENESS TRAINING To increase and enhance teaching/learning time in the classroom.

18. An internationally renowned programme to improve human relationships • Adolph CoorsAdvance Input SystemsAgilent TechnologiesAgriBankAlcan Sheet & PlateALCOAAmerican AirlinesAmerican Commercial LinesAmerican ExpressAmicorpArmstrong BankArmtecAstraZeneca PharmaceuticalsAT&TAutomobile Assoc. of AmericaAuxitrolAVISTAAvery LabelB&G FoodsBankPlusBell Telephone LaboratoriesB.F. GoodrichBlue Cross/Blue ShieldBMWBindviewBlue Hornet NetworksBoironBorden ChemicalBorg WarnerBoston Public SchoolsBrockway SmithCabot MicroelectronicsCalgonCalifornia Dept. of JusticeCanadian Patient Safety Inst.Carhartt, Inc.CenteonCentral Bank of IrelandChaco USAChemical Bank of NYChicago Mercantile ExchangeChryslerCitibankCitizen’s and Farmer’s BankCitizen’s Security BankCity of Danville, VACity of Klamath FallsClark County Sheriff’s Dept.Coach LeatherwareCoca ColaCochlearColonial Electronic ManufacturersCommunity First Credit UnionCon EdisonCooper SurgicalCoreFirst Bank & TrustCounty of Sacramento – OCITCrandall PartnersCrown ZellerbachCSX TransportationDel WebbDiamond ShamrockDigital EquipmentDurkee-FrenchEaston Bank and TrustEDS NuclearEducational Comm. Credit UnionElectrochemEnerpacEphrata National BankErnst & YoungEsterlineEsterline KorryFAAFarmland IndustriesFederal ExpressFedex Freight EastFedex Freight WestFerguson EnterprisesFirst Natl. Bank of ArizonaFirst Natl. Bank of Chester Cty.First Natl. Bank of NevadaFirst Natl. Bank of OmahaFirst Natl. Bank of Southern CAFlorida DOTFoodmakerForest Lawn Memorial ParkFort JamesFORUM Credit UnionFrance TelecomGallatin Gateway SchoolGeneral AtomicsGeneral DynamicsGeneral ElectricGeneral MotorsGenstarGeorgia-PacificgkkworksGood Samaritan Med. Ctr.Goodyear AerospaceGordon Food ServiceGrundigHastings Mutual InsuranceH.E.B. GroceryHeineken-Amstel BreweriesHoliday Inns of AmericaHolland GroupHome DepotHoneywellHuman Productivity CenterHytek FinishesIBMIKEAInland ContainerInsight TechnologiesJames RiverJantzen PharmaceuticalsJim Walter ResourcesJockey InternationalK & L MicrowaveKorry ElectronicsKimberly-ClarkKinetic Solutions LLC  Kirkhill-TAKurt Salmon AssociatesLaboratoire Glaxo WellcomeLandmark BankLeach InternationalLevi StraussLittle Blue Valley Sewer DistrictLoews HotelsLouisville BeddingLouisville WaterLubbock National BankLycoming Housing AuthorityMagna DonnellyMaine Dept. of TransportationMassachusetts MEPMeijerMedtronicMedtronic ShanghaiMedtronic Sofamor DanekMemorexMemtronMerck & Co., Inc.Merck FrosstMerck, Sharp & DohmeMerck, Sharp & Dohme IdeaMethodist Medical CenterMicrosemiMiles LaboratoriesMiller-Valentine GroupM&M-MarsMonadnock PaperMuirhead AerospaceMutual of OmahaMotorolaNama ChemicalsNeptune Food ServiceNestleNextel PartnersNimbus Business DevelopmentNorwich Aero ProductsODLOld Kent Financial CorporationOld Smith PrintingOregon Air National GuardOtis ElevatorPage 1 BookstorePalomar ProductsPCL Constructors, Inc.Peninsula Regional Medical CtrPeugeotPhilip MorrisPhilipsPirelliPolo/Ralph LaurenPresmet CorporationProctor & GamblePrimavera SystemsQuaker OatsRacal AcousticsRadford UniversityRedwood Capital BankRenoir StaffingRepublic BankRight to PlayR.J. Reynolds TobaccoRoche LaboratoriesRockwell InternationalSan Diego Police DeptSchwan’s Sales EnterprisesSecond WindSecurity BankSecurity Pacific BankSeroka & AssociatesShell OilSierra Pacific MortgageSouth Co.Southwestern Bell TelephoneSpartan FoodsState of Maine-Dept. of HealthSt. Joseph’s HealthcareStickler LearningSturm RugerSuburu-IsuzuSunflower BankSun Refining & MarketingTA AerospaceTap Air PortugalTechnical GraphicsTektronixThe People’s BankTiara YachtsTioga State BankTommy BahamaToyota Motor ManufacturingTower AutomotiveTri-County Telephone Assn.U-CareUnileverUnisysUniversity of Western OntarioUpshaw ManagementU.S. Air Force, Ft. McClellanU.S. Army Chaplains SchoolU.S. Court So. District of TexasU.S. Dept. of AgricultureUS GypsumVale IncoVermont National BankVirginia MEPVision EuropeVolvoW.L. Gore & AssociatesWalt Disney ImagineeringWaypoint BankWebvanWearGuard-CrestWelch State BankWestern AutoWeyerhaeuserWorcester EnvelopeYMCA-SeattleZurich Insurance

19. BLOCKS TO TEACHING AND LEARNING • Problems that prevent students from learning • Problems that prevent teachers from teaching • Problems that prevent teachers and students from teaching and learning

20. THE SEVEN SKILLS OF T.E.T. • Observing Behaviors • Identifying Problem Ownership • Active Listening • Self-Disclosure • Confrontation • No-Lose Conflict Resolution • Values Collision Skills

21. THE 12 ROADBLOCKS 1. Ordering 7. Praising 2. Warning 8. Name Calling 3. Moralizing 9. Analyzing 4. Advising 10. Reassuring 5. Arguing 11. Probing 6. Judging 12. Being Sarcastic

22. ENLIST SUPPORTThis is not a journey to go alone

24. An emotional connection iscrucial No one can persuade another to change. Each of us guards a gate of change that can only be unlocked from the inside. We cannot open the gate of another, either by argument or by emotional appeal…” Nathan S. Collier, Guarding the Gates of Change, Marilyn Ferguson April 7, 2008 www.nscblog.com/?p=239

25. Secondary Teachers’ reflections on ‘T.E.T.’ – held at Gore, New Zealand – 2009 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Teachers can feel frustrated and unsupported with TET encourages teachers to be more TET focuses on student- difficult students. This programme allows teachers careful about interaction with pupils, needs in a positive way to reflect on what works, what doesn’t work and the colleagues and the parent community. which ultimately enables reasons why some methods ultimately fail. The It provides concrete strategies to use teaching and learning. It course develops the teacher’s ability to help kids in both classroom and individual also provides the time to engage with them and get them back on track with contexts. TET encourages a desire learn the skills their learning. | - - - - - - - - - - - - - - to move students into a positive and - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - TET embraces the ‘moving forward’ state of mind. TET changed my way of If you want to stop the cycle, teacher-student - - - - - - - - - - - - - - - - - - - - - - - - - - - thinking and the way I deal if you always do what you do, relationship: quality The Course has opened up a huge with issues and students. you will always get what you and meaningful to range of possibilities when dealing Definitely worthwhile for always got. TET teaches you both parties. Gets with students. How to identify the real the way I have been oper- how to change. It is about to the root of the problem, how to develop a solution, ating and how I will finding out the real issue and issue rather than and implement a solution in such a endeavour to change to in- not dealing with the problem just skimming the way as to win/win both for myself and corporate this method. you perceive it to be. surface. the student - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - TET provided me with TET has highlighted my anger threshold and how to I think the skills learnt were quite another tool to help me deal avoid it from rising further. It has helped me to think valuable and even if I wasn’t able to with students’ problems. I about my approach, and my response to students in use them fantastically, I feel more liked learning about the the classroom. Understanding that student behaviour, prepared to face the issues that pupils Rectangle and the diagrams responses, attitude, etc. is not necessarily unique to bring to school, instead of passing drawn were very helpful. I me and personal. That with the correct tools that them on to someone else. I enjoyed enjoyed this course and TET offered, these skills will help me to understand practicing the skills with the realistic would recommend it to any and help students as the need arises. scenarios provided. teacher regardless of how - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - many years s/he has taught. TET provides a HUGE Why should teachers do TET? Well, it provides another - - - - - - - - - - - - - - - - - - - - insight into what ‘kids’ insight into the way one communicates with students. TET has given me a ‘formula’ to open are thinking and what The reasons for listening to students’ opinions has conversations with ‘difficult’ students is important to them become more important for me. I now realize that is and to respond less aggressively or - - - - - - - - - - - - - - - - - not always appropriate to give advice at the beginning negatively towards them. The formula TET broadened my skill of conversations. Students will often come up with their gives me more confidence to persevere base to enlighten and own solutions. TET allows for this. This course offered - - - - - - - - - - - - - - - - - - - - - - - - - - - assist me to enjoy my me the opportunity to develop as an effective teacher The best personal development ever! job, by understanding & - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - The skills are transferable to all aspects enjoying my students. Teachers will find TET useful in helping them be more of life. - - - - - - - - - - - - - - - - - aware of considering and finding out the real problem - - - - - - - - - - - - - - - - - - - - - - - - - - - - It was one of the very behind student behaviours. TET teaches us how to It is important to children that the few times I have seen really listen. I also realized that there is a mid-way teacher will listen to them and in so a group of teachers as approach between the authoritarian and the other end doing, know where they are coming engrossed in their own of the spectrum. (permissiveness). from. This will enable teacher and learning, that they forgot - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - student to resolve conflict. to have little side conversations !! - - - - - - - - - - - - - - - - - - Teacher Effectiveness Training (TET) – Dr. Thomas Gordon, PhD (Founder-1918-2002) - a Teacher-student relationship enhancing Course that will be relevant throughout a teacher’s teaching career, irrespective of Year Level or cultural context. Effectiveness Training Courses are present in over 75 countries worldwide.

26. Over 50 staff have attended the full four day TET course including all SMT (past and present Rectors included) and nearly all the deans • All deans and SMT have attended 3 day Marg Thorsbourne Restorative Practice Course • Our dean teams are now all very experienced with specific training in research based conflict resolution skills • Margaret Ross has worked with our PRT staff and also led a day whole staff PD on people’s needs based on Glasser’s Choice Theory, encouraging staff to recognise student’s needs and how to respond to them. • In house PD on RP. TET during Wednesday morning staff sessions • Follow up whole day PD sessions with our core group of pastoral staff reviewing and refreshing themselves on skills to use with staff/students • Need to become self sustaining at what we want to build: Negotiated with TET USA and Australia so we could train TET instructors at GHS to deliver are own PD

27. NZCER JUNIOR STUDENT SURVEY2010

29. Staff feedback comments Concerns about no consequences Basics such as uniform, lateness need whole school approach Too much RP, no consequence No withdrawal room Kids wagging Time Drop in standards Lack of realism when students leave for work place Lack of support and discipline action from SMT Difficult transition, confusion about what approach to take

30. ERO 2010 GHS Students generally have a very high regard their teachers. They feel respected and their culture is respected too ERO 2010 commented about the “welcoming and calm learning atmosphere in the school” and the skill teachers have at managing challenging behaviours. Approximately 500 Yellow Forms in 2010 ERO 2010 learning conversations in classrooms New enrolments

31. Our mistakes • – not explained how and why to do RP well enough and not got TET into appraisal? • The rocks…. • Our successes • The deans, SMT, BOT and many staff • better relationships with families, greater inclusion • A calmer and more caring school

32. Dr. Haim Ginott       “I've come to the frightening conclusion that I am the decisive element in the classroom. It's my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humour, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or de-humanized.”