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I am going to set aside more time at the end of each academic block for the class to restore structure through organization. We spent the afternoon organizing and helping each other have a clean working space. We can use the time to reconnect with our care and consideration for ourselves and each other by organization being a team effort--it takes all of us to be successful.

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I'd like to do better with restorative conversations in which a student is not receptive at making amends, yet. Sometimes students need more time or may not know how to process their emotions and actions. I'm unsure what to say to help facilitate a rekindling of student-to-student relationships; I allot more time but usually one student still feels badly.

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Some students struggle in the cafeteria or recess as there's less structure and more students. It seems like the breaking point tolerance is lower because students don't know what to do. We usually have students sit out for a few minutes to rethink and reflect, at recess. Is there something we could implement in the cafeteria? For PYP, maybe a student could be called upon to share their zone of regulation and/or a strategy for everyone to try together to be ready for transition time. Like, take 3 deep breaths; count to 5; say a kind word to someone at your table; thank your table for having lunch together; think about your favorite person; and so forth.

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As a parent of a child on the spectrum, I learned LONG AGO to observe, notice patterns, and adjust my responses to behaviors. I am always willing to share my experiential knowledge but recognize that many staff members may not know that I have personal experience with behaviors related to social delays/challenges. I am always willing to be a sounding board, so feel free to reach out!

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As a parent of CFI kids (several years ago), and as someone who CHOSE to move into education because of the CFI program, I have many mixed feelings about EXPECTATIONS and REWARDING EXPECTED BEHAVIOR.

I love hearing the positive office referrals - yet I struggle to praise someone who is honestly just demonstrating common decency. Is this really where we are as humans? I BELIEVE in setting expectations - I have seen classrooms meet agreed upon expectations... but I have also seen that our kiddos who experienced isolation for two years don't have the same social skill set, and struggle to understand the concept of, let alone meet, verbally agreed upon expectations.

All this said, I am uncomfortable with rewarding expected behavior, so incentives (like the cafeteria Tiger Paw) make me uncomfortable - why do I, as a classroom teacher, have to spend my classroom time rewarding behavior for a time (lunch) that is outside of my control? This is frustrating and causes some resentment for this incentive-based initiatives.

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I concur. I would like more training in restorative conversations and actually see one in action. 

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I concur. I would like more training in restorative conversations and actually see one in action. 

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3rd quarter is when I typically find myself becoming impatient. Now is when I need to take time to pause, to breathe, to be mindful of how I respond to my students.

Pause - breathe - mindful.

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I would like to be able to teach my students more strategies to manage their emotions and self-control than just breathing exercises. I'm constantly looking for new ideas.

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With my caseload, staying calm is key to helping students de-escalate. It is easier said than done, but I have figured out what works for me and would be willing to share with anyone who needs help in this area.

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I think consistency is key with expectations. Students should know what is expected of them at all times, no matter what. Rewards should only be for those who go above and beyond what is expected of them, and redirection should be given to those who are not meeting expectations.

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Being consistent with my actions and words, no matter the student or situation. Even though I do not have a classroom, students need to see all staff engaging in the same system that is being implemented in their classroom as well as RA. Consistency is key!

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I second that! I also need to find a way to teach my students strategies that they feel comfortable implementing. Not because I'm teaching them, but because they truly feel it works. 

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I second that! I also need to find a way to teach my students strategies that they feel comfortable implementing. Not because I'm teaching them, but because they truly feel it works. 

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I would like to be more consistent with documentation so that I am able to better assess patterns of behaviors as well as triggers. It can be really hard to remember to document behaviors in the moment but I would like to be better.

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I understand that there are a lot of behaviors to be dealt with daily and not always a surplus of staff. However, it would be appreciated if when a student was removed for behaviors, teachers were reported back to about the consequence that student received, or what action was taken place. It sometimes seems as if the student returns an hour later with no consequence (even if that is not the case).

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This is something I am not the best at and think that it could really help with behaviors. Documentation is great for figuring out triggers. I need to at least start making notes in the moment so I remember to go back later and document it.

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Yes! I consistently hear that when you send a student out of the room, you lose control of that situation. I understand that, but knowing what the outcome was, would be helpful to be on the same page. It's also part of having good communication with all staff. 

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Yes! I consistently hear that when you send a student out of the room, you lose control of that situation. I understand that, but knowing what the outcome was, would be helpful to be on the same page. It's also part of having good communication with all staff. 

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I would like to grow in my skills for restorative conversations, especially with classes that have a high amount of peer conflict.

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I have a predictable and firm structure for my classes. I also have multiple behavior reminders posted around the classroom. I try to remain consistent with consequences and parent phone calls as well. MYP is a team that needs to work together for the growth of our middle school scholars.

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For MYP it would be helpful to have more presence in the hallways at the beginning and end of the day. A lot of times MYP students are unsure of who people in the building are and what their role is. Also, parent shadowing and behavior meetings with parents need to be utilized more to help students be kept accountable.

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I need to revamp and redo my calm corner. I need to be better at utilizing it and offering a space for the students.

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I would like to see less of removal of recess. Recess is a time of day, consistently, where students in all age groups are able to move their bodies and get time outside. It saddens me when teachers are taking that away from students, or the whole class when a few students are messing up. I would like us all to expand our minds to other ways of regulating behaviors in the classroom and/or small groups.

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I know that consistency is key with expectations. Students should always be aware of the expectations in every place they go within the school (classroom, RA, outside, lunch). Staying consistent throughout the building (tiger paw, chime), students will always see the expectations in action and know right and wrong. Once students notice that there are staff that do not consistently, those students know how to find loopholes.

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Yelling at the students only deregulates them more, as someone who does not respond well to raised voices myself. When you approach these students who may be feeling sad or angry calmly and caring, they are more willing to cooperate with you and they recognize that you are trying to help them. They want to be able to trust you and let you in.

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I try to be as consistent as possible. We talk about expectations and what it means to be at school each day. If something happens in another space, I want to follow up with the adults so I can address the group. I want the students to know we are all working together for their success and well being.

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I was weary of this at first but I really enjoy working with the students to talk about what is expected. I can't be at lunch and I feel that we are working together to work towards an incentive (not a reward). We look at our chart each day, talk about what went well, and how to improve. I asked for their input on what we should do when we get all of our "Tiger Paw Points" and we came up with a celebration. This has given me the opportunity to cheer them on, to do their best and be principled outside of our own space (especially in the cafeteria). This kind of reflection transfers over into our classroom. We all need to work together.

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This was something I was also weary about upon its conception. However, I have seen a lot of good come out of it. The students in our class are identifying the IB traits (and beyond) in others and giving specific examples. This is building vocabulary. When we see the good in others it helps us see the good in ourselves. I think some of the recognition reasons are developmental depending on age, so this is why we may hear some that say "so and so picked up pencils" etc, this is coming from students and not just adults.

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I agree, consistency and following through are very important to get students in a routine. It also helps them understand expectations and when those expectations are not met, there will be consequences to their behavior. 

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I agree, consistency and following through are very important to get students in a routine. It also helps them understand expectations and when those expectations are not met, there will be consequences to their behavior. 

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I need to be more consistent with expectations and consequences. Students need that structure and consistency to truly understand limits. I have found that I tend to make too many allowances over time (get worn down by MANY student needs) and then need to reel it in at a moment's notice. This lack of consistency is confusing to my students and results in a grumpy teacher.

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I need to continue to follow the guidelines set forth by the administration on the protocol for referrals. I feel that I have been a good example of this. I also tend to handle a majority of behavioral concerns myself by communicating with families of students who struggle. This is done preemptively to avoid overuse of admin intervention.

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I like the reminder to double check the expectations of what a positive office referral looks like. This should be something truly exemplary that a student does that is above and beyond normal expectation. If there is a student who wants to recognize another for doing a simple kindness, then a learner profile trait certificate at the classroom level seems to work for my class. They get to staple these on our classroom bulletin board.

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Something that I would like to improve is learning how to facilitate restorative conversations. This would be helpful for both peer relationships as well as supporting students gaining skills to talk with their teachers to restore relationships.

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Staying non-anxious in the midst of conflict is important. Conflict is understanding that there is a difference of thoughts or opinions. It can be difficult not to take things personally so being calm in the midst of the storm would be incredibly important for students along with the staff.

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I think it is very important that all teachers are consistent with expectations for behaviors as well as procedures. This helps to create a culture of accountability for staff and students. It also helps us reinforce to students the expectations we hold for them.

This also builds in the expectation that all of us are called to a communal expectation of what it means to be part of the community at CFI 27. In this regard, we do this not by calling out people, but rather calling all of us in to be the kind of community we hope to become.

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As an IB school we should have a focus on the learner attributes, but when the students reach MYP levels many of the are not familiar with them. I appreciate the beginning of the month announcement and the addition of the examples in the community meeting. Could we have a display outside each room, or main area with pictures all month to bring more of a focus on them?

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Restorative Conversations and More Inquiry

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Restorative Conversations and More Inquiry

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I would like to practice more restorative conversions that involve more effective language. Also, would like to build more inquiry into instruction.

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Hi! It's Agee! I totally agree that there should be much more emphasis on the Learner Profile Attributes! I agree they should not only be mentioned during PORs or on the Friday recorded Community Meeting. How can each teacher highlight the LP traits? Some ideas: connect your curricular concepts to the traits; highlight when a kiddo demonstrates one in your room; discuss them during your Morning Meeting/Closing Circle; break your class into 10 groups and have each group make a poster for one of the traits; connect the characters in your stories to the LP; ask about the LP as you're watching CNN10; discuss how YOU are demonstrating a LP... as you can see, the list is endless and it really is up to each of us to have them at the forefront of our minds. :)

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Hi, it's Agee! I know I can seem pretty chill most of the time, but ask the MYP teachers - I recently had to text them after hours to apologize for how short-tempered I was with the kids one day recently. I found myself barking about hall passes, hoods, hats, etc... so exhausting! I can remind myself that they might respond to silliness or song. If I can melodically ask them to "pLeAsE tAkE oFf YoUr HOOOOOOOOD!!!!," then they might think I'm pretty weird, and it makes me laugh and maybe just maybe they'll follow instructions. I need to remember we're all human, we all like to laugh, I can't take myself too seriously, and making a fool out of myself might just work sometimes.

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Hi, it's Agee! I, too, want to build my capacity for Inquiry opportunities. The good news is, I think we'll have a great chance for this on Feb. 20! We're still working on that schedule, but know that understanding Inquiry better is definitely at the forefront of my mind. For the time being, just remember: Student Agency and Student Questions can be featured components of your classroom. And don't be afraid to say "I don't know, but if you find out the answer, please tell me!" There is such power in admitting to a young person that I absolutely do not know everything (or, really, anything).

Also, I need to be better about checking my Outlook calendar each night so I stop missing the morning meetings for Leadership and Wellness (so sorry guys!!).

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In the moment when I am redirecting behavior or having a restorative conversation with students, I say in my mind (or out loud to the student) it is a good time to call home and get a parent on board with correcting disruptive behavior (like frequent cussing). But by the time I have a break in my schedule to call a parent, I am over it and move on to the next task. Then when the behavior continues, I kick myself for not calling home. I want to be more intentional with calling home consistently for both positives and negatives!

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That's the tea. I need to use PS and document behaviors I am seeing so we have accurate data on student behavior across all subjects.

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I would like to spend some more time reading about the calming corner resources, lap book, etc. I would also like to learn more about how to help students self-regulate.

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I need to learn more about all the initiatives that you have implemented here and become proficient in implementing them myself.

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I would like to begin each transition throughout the day with a reminder of what is expected for students be it level of voice, how we move from one point to the next, or what materials are needed to avoid interruptions and distractions.

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I would like to look at the resources provided and create a calming corner in my room. It's currently a crash pad and some calming strategies posted on my wall. I can do better.

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The best thing I can do for my students is to model calm when they are anxious, upset, or frustrated. Consistency is also extremely important. Students need to know what to expect when they behave a certain way. The consistency should carry across people too. Common language and responses will further reinforce expectations and prevent students from going to another adult to get a different response.

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I love this idea! It takes something that has a negative connotation and makes it positive.

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Definitely something to help me with the Use my calm down corner. Sometimes students just want to go there and not Begin the lesson.

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Using the proper age level vocabulary For so many different grade levels.

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I believe that having constant consistency throughout all grade levels, and subjects is extremely helpful. Not only for us as the educators, but for the students as well.

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I would also Agree with the regulation outside of the classrooms.

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Having non-negotiables. Making sure I am clear about it and my students know it every day in my class. If I have these and then follow it, I feel like I could have a better dynamic in my class. 

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Having non-negotiables. Making sure I am clear about it and my students know it every day in my class. If I have these and then follow it, I feel like I could have a better dynamic in my class. 

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I need to make sure I am consistent. Making sure I follow up with consequences or anything. Students will know I am not that serious if I do not do what I say. 

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I need to make sure I am consistent. Making sure I follow up with consequences or anything. Students will know I am not that serious if I do not do what I say. 

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I'd like to become more aware of how brain breaks can help students avoid breaking points. I have one particular class that begins to go a little awry about halfway through, and a really good brain break really helps.

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What I can be proactive about, I should. A simple reminder at the beginning of class to grab and sharpen a pencil if needed can mean that 5-10 students avoid being a distraction to others 15 minutes in when I ask them all to get their pencils out. Pointing to the communal agreements and asking students to reflect for a minute on which one they will especially focus on today can help students be more goal oriented and focused on their own choices as well.

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I really think MYP needs to move more. I don't know what happened to their recess. I don't think they do, either. It's unfortunate that the behavior of some ended up ruining a great thing for everyone. I'm wondering if there was or is some other way....