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during advisement seems the best time because the students can talk about it in a small group situation

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during advisement seems the best time because the students can talk about it in a small group situation

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This needs to be done during advisory. Must be teacher lead but have student buy in. Must be realistic and relevant to the students.

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One way we could get students involved with this is to have a group of students to be in a leadership role then allow them to present this to their class in an assembly with the focus that the students need to be accountable for their acts. The admin and the NVC team/teacher can monitor and approve the presentation. Also, invite parents to the assembly. To help split the time frame up there could be a morning and afternoon assembly, this could also help with parents schedule. Students and parents need to be held accountable for the actions of their student. The school needs to adhere to the rules and enforce them constantly, even the little things. The school board needs to back the educators.

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Time: one grade level, select a period or academic content area.
Place: Unfortunately- I still don't think enough people buy into advisement (student and staff).
I think the best way to help students understand what we are doing with NVC is to spend time directly teaching it. I also understand that teachers will worry about not having time to teach this. I think this skill will be more valuable to them than any other academic content we can offer. I know teachers have their own way of dealing with things but this is a skill that will serve our students well in their lives after high school. It can be used in conflict situations at college, work, and home.

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It might be too much of a stretch, but it is possible to teach non-violent communication through some of the fiction in ELA classes.  Not in every case or every work of literature, but I can imagine for example in A Raisin in the Sun talking about universal needs, feelings, and compromise requests as a way to explore characterization and conflicts between characters, especially Lena/Beneatha, Lena/Walter, Ruth/Walter.  (What universal need of Walter's is not being met in X circumstance?) That could be a way to explore the relevance/pertinence of these things in their own lives as they have conflicts similar in some ways with their parents/guardians, teachers, friends, etc.

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Teacher to student conference with first observation....move student to eliminate the humor...create opportunity for teacher to student interactions...
Model behavior by picking up paper that's on the floor and place it in the trash. Explain people make ghetto by trashing the area where they live and where others live.
Remember they are made!!

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A series of little (20 minute) shots in advisement.

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A series of little (20 minute) shots in advisement.

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The big thing is teacher buy-in.

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Time: The first 15 minutes of one period, revolving over a 7 week time frame
Place: In classrooms where students already have a relationship with the teacher.
Strategies: Incorporate this type of training in conjunction with the literacy initiative.
Grade Levels: All grade levels.
Peer to Peer: It would be ideal if there were a program in place that would empower higher functioning students to try and infiltrate the student body from within.

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Tone of voice and being genuine will go along way otherwise they won't buy into it and call us fake.

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Start implementing it with 9th and 10th.  Ask Seniors and Juniors for ideas on how to implement the non-violent communication.  Have them discuss how they think we can get it to work with younger students and this also introduces them to the concepts without forcing it on them.  Once we get the ideas then we can get it going with 9th and 10th graders in advisement.

Coach S. Smith and Coach David Perno

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Advisement is a good time. In order to get students to buy in to this, they need to see immediate consequences for their actions. Currently, students are acting out because they can. We have to make them more accountable for what they are doing. Put them out if they don't want to be here.

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Ideally it should be done in advisement. Another option is teaching a day or two mini-lesson in health class. The reason health class is a good place to teach this is because all 9th graders are supposed to take health. 9th grade is the best time to teach NVC because they get it from the beginning

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Students want to feel loved and appreciated. NVC teaches us to communicate that we truly care about our students and what may be happening to them.

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1. During Advisement 2. Each time admin addresses conflicts students should be required to go through the process and talk about ways they could have handled the situation differently, 3. In class when addressing student conflicts

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Teacher-to-Student interactions: model a pre-planned scenario with a student who may actually do the behavior that the scenario is about. Discuss the process with the class as you are handling it or after the scenario has been played out.

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Judith, Mary Ann, Elana, Jillian, Jennifer, Rebecca

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Judith, Mary Ann, Elana, Jillian, Jennifer, Rebecca

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Time/ Place: Advisement
*MUST be something that promotes buy in. Discuss scenarios that they actually see or have been a part of.
Strategies: Use student created scenarios, small and whole group discussion, reflection

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Do it during Advisement if we're doing the big lesson.
But if it's just small ideas and strategies here and there you can address in the beginning of the year and address it again every time something happens.

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Pool, Scott, McCullough, Cavin, Swain, Scholle 

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Pool, Scott, McCullough, Cavin, Swain, Scholle 

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Time and Place: as the situation arises or specifically in Advisement
Strategies: Scenarios were helpful for us, would just need to do it from their point of view
Grade levels: Setting tone with 9th grade, maturing will take care of some of it for upperclassmen
Peer to peer: peer mentor groups - thinking about motivated mentors like Jasia Clark
Staff to student: should have a trusted relationship already started