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Things besides college flags and graduate names along the walls. Sometimes college isn't an option for our students and it could be discouraging to have to walk in and see a reminder of "what will never be" every single day. 

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Things besides college flags and graduate names along the walls. Sometimes college isn't an option for our students and it could be discouraging to have to walk in and see a reminder of "what will never be" every single day. 

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What we put on the walls lets kids know what we value. We need to reimagine where students are allowed to express themselves in the building whether TVs, bulletin boards, and classroom walls. We also should potentially consider decentering college as the universal pathway after graduation and the messages that flags on the wall may send to our students that don't see themselves on that path.

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Create advisory space for this to live in. Have scenarios to discuss in that environment where it's not about academics. EMPATHY-what is it? How can we foster it in our students? Have students take the lead "I think we need a calm classroom right now." Staff leads by example. Biggest takeaway: "why does student x have their head down?" everyone needs something different at different times-respect that! -Orlowski

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We need to learn to hear the social-emotional feedback behind student responses.  14 year olds generally don't have the emotional maturity to express deep emotions in words, so we need to learn to hear what they are saying when they are upset and to focus on the content of the message instead of the tone.

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We need to rethink the purpose of our what we do. Why do we stand in the hallway? Why do we greet in the front of the building?Why is the first thing we say, "tuck in your shirt" what should it be?-DMP

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We've had successful (and not successful) versions of this in the past. However, every iteration has been a mentorship exchange focused on academics. It'd be great to see a revised program focusing on the humanity, identity, and socio-emotional aspect of student lives. (Like what Quincy has done with MBK but expanded in other ways).

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Our group talked about engaging in "fun" activities more frequently throughout the year rather than waiting till end of year to celebrate.

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Our group talked about engaging in "fun" activities more frequently throughout the year rather than waiting till end of year to celebrate.

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How do we celebrate student skill, talent and voice in all our spaces, including online? Can we utilize not only the traditional spaces like bulletin boards, televisions, and walls, but also social media and other outlets like YouTube and how can we hand over more ownership to students and their families? Maybe a student-led "channel" for announcements or daily texting/messaging for check-ins, affirmations, reminders. 

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How do we celebrate student skill, talent and voice in all our spaces, including online? Can we utilize not only the traditional spaces like bulletin boards, televisions, and walls, but also social media and other outlets like YouTube and how can we hand over more ownership to students and their families? Maybe a student-led "channel" for announcements or daily texting/messaging for check-ins, affirmations, reminders. 

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- teachable moments w/respect and love.
- safe and nonjudgmental space
- individualize interventions with support of parents and staff

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Talked about centering in what is fair isn't always equal so they have an awareness that students need different things at different times.

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Talked about centering in what is fair isn't always equal so they have an awareness that students need different things at different times.

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Restructuring advisory as a place to leverage teaching about SEL etc.

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Restructuring advisory as a place to leverage teaching about SEL etc.

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Building relationships with students is so essential. When you know the student, you know when their behavior is not normal, which will allow you to be able to intervene with SEL as opposed to demerits.

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Human interaction first and Academics second.  Our kids are going to have difficulty interacting with each other.  I see it with my own kids.

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Must include parents and students voices in whatever discipline policy we create.

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Must include parents and students voices in whatever discipline policy we create.

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It is racist not to do so!  Thanks for that SAM!

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Seek to understand before issuing a consequence. The students who are most disruptive often struggle with the material, have low lexiles and their confidence about school and learning is low. Learning where our students are coming from is more important than a demerit.

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Focus on teaching empathy of ones culture, and how to communicate with students in way where we as staff do not get defensive, but instead, reflect.

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Using SEL to see why there are discipline issues in the first place

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Discipline as a teachable moment and discipline as love.  

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Discipline as a teachable moment and discipline as love.  

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Make sure we see students as people first and that they understand we are also people.  We are working towards the same goal!

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We need to address the root cause behind a behavior. punishing a student whose head is down doesn't address why their head is down. Punishing a student who is hiding in the bathroom doesn't address why they chose to smell feces vs. go to class.

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I think remotely we try to engage students by providing them multiple modes of expression (private chat, collab board, etc) and we need to figure out a way to do that in our physical spaces as well.

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In my experience, my students have really appreciated talking about life, lessons, who they are becoming, how they want to be portrayed to others, what kind of mark they want to leave in our society, etc.

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How do we celebrate students and/or alumni that are not on a college path both in our building and in the way we communicate about achievement as a school/network to the larger community?

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How do we celebrate students and/or alumni that are not on a college path both in our building and in the way we communicate about achievement as a school/network to the larger community?

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The necessity of mindset shifts of all of us; the necessity of everyone in our school to buy-in to those culture shifts; we want our students to ENJOY being at school

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Subjectivity in Discipline System Implementation

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Subjectivity in Discipline System Implementation

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There has to be consistency in implementing discipline systems. Students MUST have the same experience in how discipline systems are implemented regardless of what space in the building they are in or what teacher/staff member they are interacting with. There MUST be a consistent experience for students. There is not other option.

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historically, we've trained teachers to give demerits. we do what we are trained. instead, we need to train people in how to holistically respond to issues in class.

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How can we scaffold in the opportunity for students to reflect and develop their own identity/narrative (with their families as well) as that narrative changes over their four years in high school and afterwards as alumni? How can we capture and share those stories in our school?

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How can we scaffold in the opportunity for students to reflect and develop their own identity/narrative (with their families as well) as that narrative changes over their four years in high school and afterwards as alumni? How can we capture and share those stories in our school?

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I think in the past we have missed or not even considered the fact that our students are people first and foremost. They are KIDS! And kids who have a lot going on. I think there is a tendency to shrug off the fact that "they are just a teenager, they don't have real issues." Yikes. We need to get rid of that thought now and forever.