A wonderful resource to share with parents. Dr. Price Mitchell is a evelopmental psychologist and researcher working at the intersection of youth development, education, and civic engagement. She curates by collecting a variety of resources of interest for parents. Updated regularly! Enjoy
This is a great entry by Joe Bower, a progressive teacher from Alberta. He attempts to dispell misconceptions around the purpose and effectiveness of the consequences mentality: "get a bigger hammer and we will change the kid".
"If we really care about character growth and ethical development in children, we have to stop managing their behaviors and start working with them as safe and caring allies. We need to stop seeing misbehavior as this thing to be squashed out and start seeing misbehavior as problems to be solved together."
Ross Greene's Collaborative Problem Solving that asserts "children will do well if they can" is mentioned. This model puts the student in the driver's seat when it comes to identifying and solving the problem from their lens. The teacher facilitates and it is a joint venture borne out of a trusting relationship.
"It takes courage not to punish, and it takes real effort to see misbehavior as an opportunity for the teacher to teach and the student to learn."
Additionally, I'd like to challenge the notion that "consequence" is about what adults DO after problems. Theoretically, this is about whatever happens "after" to either make things better or worse. This is often misunderstood.
The teacher's role, in our highly complex social contexts, is to facilitate learning- math, science and people skills, as well. Proactive measures are most effective. The relationship is the vehicle for problem solving together when snafus arise.
A consistent, effective morning routine sets the tone for the upcoming school day and prepares students for high quality learning. In The First 10 Minutes Steve Reifman describes a three-part routine that reaches and teaches the whole child.
A Practical Guide for Building a Data-Driven Tier 1 Instructional Process | The great promise of RtI is the potential to reach and teach all students. That promise becomes a reality when the heart of an RtI system is a well-designed Tier 1 program.
The 8 Pillars of Trust Clarity:People trust the clear and mistrust the ambiguous Compassion:People put faith in those who care beyond themselves Character:People notice those who do what is right over what is easy Competency:People have confidence in those who stay fresh, relevant and capable Commitment:People believe in those who stand through adversity Connection:People want to follow, and be around friends Contribution:People immediately respond to results Consistency: People love to see little things done consistently
Teachers, administrators and superintendents eager to incorporate response to intervention (RTI) and student-centered learning practices into their curricula flooded the Augusta Civic Center for breakout training sessions at ...
“The proper question is not, ‘How can people motivate others?’ but rather, ‘How can people create the conditions within which others will motivate themselves?’ ” — Edward Deci
All students are good kids – some come to school with more skills than others in certain areas. When we have a student struggling with reading, we find ways to create a support network to teach the skills; this support network also must be developed when children struggle with behaviours.
Create the conditions for students to be successful: back up to where they are, support them through coaching, be patient… and watch them flourish.
How to Build Self-Discipline – The 6 Key Elements. Do you often find yourself procrastinating? Perhaps doing things that you know you shouldn't be doing? Do you find it hard to stay focused and perform at your peak?
Dr. Ross W. Green is Director of Cognitive-Behavioural Psychology at the Pediatric Psychopharmacology Unit in the Department of Child Psychiatry at Massachusetts General Hospital/Harvard Medical School, where he specializes in the treatment of..
."The model sets forth two major tenets: first, that social, emotional, and behavioral challenges in kids are best understood as the byproduct of lagging cognitive skills (rather than, for example, as attention-seeking, manipulative, limit-testing, or a sign of poor motivation); and second, that these challenges are best addressed by resolving the problems that are setting the stage for challenging behavior in a collaborative manner (rather than through reward and punishment programs and intensive imposition of adult will).
CPS is an effective way to teach/learn with students when problems arise. It works well under the PBIS framework as an intervention to support students during conflict.
I have been a Positive Behavior Interventions and Supports coach at the building, district and county level for a decade. I coach teams with three-year implementation plans that include universal, targeted and individual systems. PBIS at the school-wide level is a framework under which schools can create sustainable culture change in their building.
The magic in PBIS, from my perspective, is that it is a teaching model that creates a positive, consistent and proactive system for teaching and acknowledging the "right things" within the highly social context of a school. The kids know what is expected because they are taught. All adults give specific praise when they see positive interactions. There is a coherent and predictable system in place to guide students and teachers when students are off-track. The principal, teachers, bus drivers all teach what they expect and acknowledge when they see it. Kids can also acknowledge peers.
This is about consistency. Culture change. Social competence. Creating consistent routines in common areas and teaching them so kids don't have to learn via trial and error. Implemented as intended- PBIS can produce lasting change and calm, predictable environments.
"Generous quantities of positive adult/teacher attention and other kinds of reinforcement to students for demonstrating positive behaviors, especially specific behavior expectationsl" A smile is reinforcing! : )
Keep in mind that for children from impoverished communities discipline should be instructive. Teaching is paramount.
1. Teach what we want to see
2. Intervene early
3. Use multi-level model (so that suspension/special education are not the only option)
4. Use research based interventions
5. Use data to make decisions
The TA Center on Positive Behavioral Interventions and Supports has been established by the Office of Special Education Programs, US Department of Education to give schools capacity-building information and technical assistance for identifying, adapting, and sustaining effective school-wide disciplinary practices.
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