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Greene, R. W. (2009). Lost at school: Why our kids with behavioural challenges are falling through the cracks and how we can help them. New York, NY: Scribner.

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Greene, R. W. (2009). Lost at school: Why our kids with behavioural challenges are falling through the cracks and how we can help them. New York, NY: Scribner.

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This course has introduced us to the theories, perspectives, and issues surrounding curriculum.

Curriculum has evolved and continues to evolve.

Using a critical approach to curriculum helps us understand how we, as individuals, work together with our students, families, fellow educators, and communities to make a lived curriculum that has relevance and meaning to our students.

Based on our individual understandings of curriculum, we can now move forward and examine the provincial learning outcomes in our provinces and consider how we may implement the lived curriculum in our schools.

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A tension exists between our willingness to allow students to make their own decisions and our willingness to let them experience the positive or negative consequences.

A student's ability to make decisions is related to their life circumstances and will be different for each child, therefore, our relationship with and knowledge of them as individuals affects how we support them in their choices.

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Our classroom routines and expectations, our interactions with both students and their families, and our response to student behaviour are all instrumental to the development of trusting relationships.

Students behave the way the do for a reason.  Disruptive or negative behaviour stems from a student's inability to handle the situation.  Our role as educators is to identify where the student needs skill development (academic or social) so we can strategize together to build a plan for development of the lacking skill.  "Kids will do it if they can" (Greene, 2009). The willingness to try to do this stems from our relationship with the student.

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Karen - Building predictable routines and consistent expectations for our most vulnerable students provides them with a safe environment where they can focus on their learning, rather than their outside lives.

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Karen - Building predictable routines and consistent expectations for our most vulnerable students provides them with a safe environment where they can focus on their learning, rather than their outside lives.

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What new routines could you introduce to provide more predictability so students know what to expect?

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Joe -  Children need the opportunity to participate in a way that is healthy and meaningful for themselves, and this will be different for each student.

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Joe -  Children need the opportunity to participate in a way that is healthy and meaningful for themselves, and this will be different for each student.

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In what ways can we provide time and space for students to make choices about their participation so they can grow as individuals?

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Adam - The best way to create an environment where students can make real choices is to create a place where they feel safe and supported when making bad decisions.

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Adam - The best way to create an environment where students can make real choices is to create a place where they feel safe and supported when making bad decisions.

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When is it appropriate to allow a student to make a choice that we believe is wrong?

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Amy - Students with challenging behaviours are lacking in a skill be it academic or social, and as educators it is our responsibility to identify the missing skill and work with the student to fill in the gaps.

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Amy - Students with challenging behaviours are lacking in a skill be it academic or social, and as educators it is our responsibility to identify the missing skill and work with the student to fill in the gaps.

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How does reframing challenging behaviour as a lacking skill change our approach and response to the behaviour?

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Breanna - Culture, environment, politics, and economy affect opportunities for children to make decisions.

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Breanna - Culture, environment, politics, and economy affect opportunities for children to make decisions.

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How do these different factors affect students at your school? In what ways have you acknowledged the differences in your students' ability to make choices?

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Kimberly - Balancing our responses to students with challenging behaviours with the needs of the rest of the class is difficult.

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Kimberly - Balancing our responses to students with challenging behaviours with the needs of the rest of the class is difficult.

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Can you think of one change you can make in your pattern of responses to challenging behaviour and commit to that change?

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Rhonda - Education is a partnership between school and family, and positive communication helps keep parents actively involved in their child's learning.

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Rhonda - Education is a partnership between school and family, and positive communication helps keep parents actively involved in their child's learning.

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What can we do when things aren't going well with a student to keep parents engaged and willing to support at home? How does our approach affect their feelings about school and the teacher?

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Anna - Students have a sense of our attitudes towards their parents, and the relationships we build with families affect their sense of acceptance and motivation to learn.

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Anna - Students have a sense of our attitudes towards their parents, and the relationships we build with families affect their sense of acceptance and motivation to learn.

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What unspoken messages or value judgements are we sending to our students regarding their families, and in what ways does this influence our relationships?

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Jacquie - Our role as educators includes helping students change patterns of coping behaviour, so they can deal with stressful situations in a healthy way.

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Jacquie - Our role as educators includes helping students change patterns of coping behaviour, so they can deal with stressful situations in a healthy way.

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What resources and strategies could you use when you have a student with a pattern of unhealthy coping behaviours? How can you help them start a new path?

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Emily - To create a lived curriculum, we must provide children with opportunities to make real decisions and not be threatened by them.

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Emily - To create a lived curriculum, we must provide children with opportunities to make real decisions and not be threatened by them.

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How do we reconcile the tension created when the decisions students make are not what we would choose for them?

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Paul - Relationships can be accelerated when one person takes the initiative to work on building trust.  

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Paul - Relationships can be accelerated when one person takes the initiative to work on building trust.  

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When we, as adults, hold the power in the relationship and work to build trust, how can we at the same time transfer the power in the relationship back to the student?

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Wanda - It is important to reframe the bigger picture of the factors affecting student behaviour, and strategize with them about the importance of connection, belonging, and relationships.

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Wanda - It is important to reframe the bigger picture of the factors affecting student behaviour, and strategize with them about the importance of connection, belonging, and relationships.

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What is different about our attitude when we look at the 'big picture' of a student's life as opposed to behavioural incidents?

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Mary Lynn - Allowing children to become decision makers, when done with care, can transform the school culture (in reference to starting the day).

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Mary Lynn - Allowing children to become decision makers, when done with care, can transform the school culture (in reference to starting the day).

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What lessons can be learned from this experience to be applied to other parts of the school day?

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My mirrors (my understanding of one of your main points) and windows (questions to ask for further reflection):

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My mirrors (my understanding of one of your main points) and windows (questions to ask for further reflection):

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Heather - Students do their best given their particular set of circumstances, and behave the way that they do for a certain reason.

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Heather - Students do their best given their particular set of circumstances, and behave the way that they do for a certain reason.

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How can we meet students where they are at with empathy and accountability?

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Charney - Trusting relationships don't just happen - they are intentional.

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Charney - Trusting relationships don't just happen - they are intentional.

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What opportunities can we use and create to rebuild student relationships when we have made mistakes?

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Sheldon - There are still unanswered questions about curriculum "as a program of studies."

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Sheldon - There are still unanswered questions about curriculum "as a program of studies."

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We have begun to unpack who decides what to teach and how they should do it - what do you think?

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Lisa - Our relationships have effects that we will never understand or know about.

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Lisa - Our relationships have effects that we will never understand or know about.

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This can be a positive or negative factor depending on the tone of the relationship - what can we do keep it positive?