# data[].attributes.headline
"Students need to be heard and understood." Your final thoughts?

# data[].attributes.subject
"Students need to be heard and understood." Your final thoughts?

# data[].attributes.headline
What role could data collection have in changing behavior in your school and/or your classroom?

# data[].attributes.subject
What role could data collection have in changing behavior in your school and/or your classroom?

# data[].attributes.headline
Whether or not your school is going Restorative Practice school-wide - what role can we play in spreading the "hacks" and ideas to other teachers?

# data[].attributes.subject
Whether or not your school is going Restorative Practice school-wide - what role can we play in spreading the "hacks" and ideas to other teachers?

# data[].attributes.headline
What insights did this chapter give you about your students? What role will empathy take in your classroom? 

# data[].attributes.subject
What insights did this chapter give you about your students? What role will empathy take in your classroom? 

# data[].attributes.body
Below each chapter thread you will see a starting question. Feel free to respond to that question in your own post (use the + you don't need a "title") and/or come back and respond to other people's posts by adding comments. You can also "like" a post or use a post to ask a question of your own.  Add quotes and anything you would like to remember.
I look forward to hearing from other educators digging into this book!

# data[].attributes.headline
Thoughts on teaching mindfulness to your students?

# data[].attributes.subject
Thoughts on teaching mindfulness to your students?

# data[].attributes.headline
What role could a growth mindset play in your classroom? Other ideas to help support this mindset school-wide?

# data[].attributes.subject
What role could a growth mindset play in your classroom? Other ideas to help support this mindset school-wide?

# data[].attributes.headline
What do you think about the author's approach to "rules"? How might "Preview, warn and give consequences" help you -or those that struggle with management? 

# data[].attributes.subject
What do you think about the author's approach to "rules"? How might "Preview, warn and give consequences" help you -or those that struggle with management? 

# data[].attributes.headline
Thoughts on repairing the harm? Any reflections on your school’s current practices you could improve? Classroom implications? 

# data[].attributes.subject
Thoughts on repairing the harm? Any reflections on your school’s current practices you could improve? Classroom implications? 

# data[].attributes.headline
What are your thoughts on the restorative circle? 

# data[].attributes.subject
What are your thoughts on the restorative circle? 

# data[].attributes.headline
Thoughts on this style of communication and mediation? What might it look like in your classroom or school? Potential benefits?

# data[].attributes.subject
Thoughts on this style of communication and mediation? What might it look like in your classroom or school? Potential benefits?

# data[].attributes.headline
Were there any ideas or quotes that jumped out at you from the Introduction? First impressions of the book?

# data[].attributes.subject
Were there any ideas or quotes that jumped out at you from the Introduction? First impressions of the book?

# data[].attributes.body
I don't think you pick this book up unless you've already sort of bought-in. It's nice to have clear strategies, specific scripts, and real-world examples. I feel supported going into the new school year.

# data[].attributes.body
We use Genesis for comments, but I found myself not relying too much on it this year for entering data as much as looking for it. How can I be upset when there are no comments for a student when I haven't added any myself? Next year I'm setting a goal to add clear comments with follow up.

# data[].attributes.body
I think the push back sections of the book have some great ideas for when we talk about these ideas with our peers. Other teachers may scoff until they see the impact it is having in class. I'm guessing that those teachers who never seem to have discipline problems with the same kids others struggle with, are probably already doing something along these lines anyway.

# data[].attributes.body
One particular classroom comes to mind - the teacher focused on the message of "Be a good human" as the foundation for everything. She definitely connected with students and had almost no discipline issues. Teachers modeling how to care about others is KEY!!!

# data[].attributes.body
This chapter included some great questions to have students reflect on while thinking about themselves: "If you were to move tomorrow, how would you want your friends to remember you? What about people who didn’t know you well? What words would you want others to use to describe you to someone you have never met?”

# data[].attributes.body
This goes exactly along with what I tell my new teachers. If we remind a kid 10 times to stop talking (or whatever) and then suddenly give a consequence then the student doesn’t know where that acceptable line was. We have to remind them of expectations, let them know what the next step is and make the choice theirs. Won’t work without follow through though. Sometimes it feels like teachers jump up a hierarchy too fast - again, detentions don’t solve problems.

# data[].attributes.body
This chapter gets at the heart of the issue. When kids are removed from class it helps temporarily, but they come back and nothing has changed. In many cases being removed from class is the reward. I see how consequences should be more linked to the infraction but I definitely think I will need do see/hear this in action.

# data[].attributes.body
Building the community with daily peace circles is key to the use of restorative circles.  The students need to feel like they belong to the community -class, school-before they want to restore.

# data[].attributes.body
I love the idea of school-wide mediations. At my middle school, sometimes the next step in discipline with chronic students is we have a meeting with the teacher and administrator. It can be powerful and usually works, but we don't do it all the time - and we should!!!

# data[].attributes.body
“Students are not inherently troubled. Something has happened to cause that trouble.”  The introduction talks about how teachers feel discipline issues have increased, and how we need to change our responses to misbehavior. I feel like we spend too much time punishing that behavior instead of addressing it so that’s why I’m reading this book.

# data[].attributes.headline
Philosophically, this is that the core of who I am.  I would also say that, in general, PEOPLE need to be heard and understood.  I am going to start with "check in circles" for our students and educators alike!

# data[].attributes.subject
Philosophically, this is that the core of who I am.  I would also say that, in general, PEOPLE need to be heard and understood.  I am going to start with "check in circles" for our students and educators alike!

# data[].attributes.body
When you're having a hard time with a student, chances are, the other teachers are too. I think just teaming up and sharing what works, tracking behavior and accountability, could make a big push towards restorative practice.

# data[].attributes.body
The mention of the digital age really caught my eye. We hear a lot of complaints in the faculty room about the kids not making eye contact, no social skills, always on their phones--but we have opportunities here to teach them. (Yes, on top of content, standardized tests, assemblies, etc.) but it's hard to hold them accountable for skills they don't have, and we aren't teaching them. We can complain that they don't get them at home, or we can address it at school.

# data[].attributes.body
I think English class and Physical Education lend themselves to mindfulness! I find myself shying away from using the terminology of growth mindset or mindfulness because the teenagers have caught on and think it's corny (anyone else?).

# data[].attributes.body
Does anyone have any ways their school already helps support growth mindset school-wide?

# data[].attributes.body
I like the firmness of one warning. Kids know right from wrong. As long as the warning is clear and the consequence is established, I look forward to being more firm with my consequences next year.

# data[].attributes.body
I’m thinking this is what PBIS is supposed to be doing...the whole idea of not just punishing or giving consequences but making the student aware of what his behavior had caused to others. I am really liking the idea of having students come together as a community to say/offer what could be done to make things better.

# data[].attributes.body
I was thinking about starting this as a check in for 3rd graders. Especially after our weekends (4 day weeks) Mondays can be rough for some. Would I need to do them every day?  I like the idea of involving the whole community if necessary, as I find a lot I come across interrupts class time and causes major distractions for others.

# data[].attributes.body
I love the idea of mediations too. Not sure how they would look as school-wide practice at my HS, but I think it would be wonderful if teachers added this step to their hierarchy of consequences with the goal of getting to the root of a student’s misbehavior.

# data[].attributes.body
"Every day is a new chance to connect with your most difficult students. They are used to people giving up on them." - I was drawn to this book because I think too many times we jump to punishment - which doesn't work anyway.

# data[].attributes.headline
There is so much power in being mindful.  We live in such an instantaneous world that, often times, we don't slow down to be present and aware of how we are doing (and how that impacts ourselves and others).  Much like emotional regulation, these skills need to be taught and coached.  We have to teach them HOW to identify what they are feeling and how it can impact our lives.  Then, we have to MODEL it.

# data[].attributes.subject
There is so much power in being mindful.  We live in such an instantaneous world that, often times, we don't slow down to be present and aware of how we are doing (and how that impacts ourselves and others).  Much like emotional regulation, these skills need to be taught and coached.  We have to teach them HOW to identify what they are feeling and how it can impact our lives.  Then, we have to MODEL it.

# data[].attributes.body
This chapter also includes a discussion on re-evaluating grading practices. I’m glad to see it as it falls in line with my district’s support of teachers moving towards Standards Based Grading. Anyone out there have experience with that?

# data[].attributes.body
I feel like in our school we have traded out the rules and given out school wide expectations with our school identity, we are the RAMS, respect, accountable, motivated and safe. So in our classrooms, hallways, bathrooms, cafeteria and at recess we as a school discuss what being a RAMS looks like and sounds like. I think this addresses the "not behaviors" and sets the stage for expectations of their behaviors.
I'm also having trouble with some of my colleagues and their choices to overlook some behavior as "That's just so and so" or "It's their time, let them be". That's not fair to those who are trying to encourage those good behaviors and work with those choosing not to follow the set expectations.

# data[].attributes.body
Love the idea of repairing the harm with the whole class and holding students accountable.  Again, I feel at my school, teachers "jump the gun" too quickly and call for an adminstrator to take care of the student.
Like the "iceberg perspective."

# data[].attributes.body
Love th idea of starting the school year off with check in circles.  We have used "Good Things" at my school which still could be used during the circle time.

# data[].attributes.body
I enjoy how this book already addresses pushback I may feel. I do wonder about where I will find the time for these conversations - but I can see how valuable they could be. I also feel like many teachers will need more modeling or help on what this looks like in action - myself included.

# data[].attributes.body
"Every behavior is a form of communication—even behaviors that require disciplinary action."
I heard someone say this in a PD session and it makes sense. These kids that are acting up are trying to tell us something.

# data[].attributes.body
I really like the PLAN acronym. Some of the social workers in my district also use the Zones of Regulation. I think these could work together.  I think that presenting and using this as a whole school would be powerful in giving a common language.

# data[].attributes.body
I’m liking the idea of using the new skills I’m teaching as a jumping off point about growth mindset. I want to have the Zones of Growth up so we can reference as a class any time. With 3rd graders I’m hoping that by knowing others are challenged and in the same boat, others are okay and can be an “expert” on the skill, or even some who are completely spooked by a skill will invite a sense of togetherness and community.

# data[].attributes.body
My school uses pbis so we try to focus more on the positive when developing classroom expectations.  One thing I considered as a school though is how our office discipline referrals are written.  They are a list of classroom and office managed violations.  Rewriting this as a list of positive behaviors that were not followed would certainly be better aligned to how we teach behavior,  but I feel like some of our parents need the violation list as a rationale.  Thoughts?

# data[].attributes.body
Out of school suspension for a high school student is really just a day off. In school suspension is removal from the classroom to a room where you can pretty much sleep or play games. Often, students who get in trouble are not the strongest students and have trouble keeping up/making up work when they're absent.

# data[].attributes.body
In my new school, there was a recent focus on class meetings. I'm wondering how using the proactive check-in circle strategy could be incorporated into class meetings. I think it would be really important to spend a lot of time practicing getting into the circles quickly and understanding the norms for this group. I like discussing the conflict with the whole class for some issues, but I think we have to be careful to make sure we're not broadcasting others students' poor behavior choices. Maybe I'm just not understanding.

# data[].attributes.body
Loved the Rabbit and the Hole analogy! I can hear some of my teachers now, "I don't have time for this." I hope they use mediations at least once to see the power of it.

# data[].attributes.body
"Emotional regulation isn't instinctive; it's learned." (Intro) Students do not know HOW to control their behaviors and/or responses & must be taught. Just as with everything we do in the classroom, they must be TAUGHT how to regulate their emotional responses.

# data[].attributes.body
In teaching elementary students, I think it's important to teach mindfulness. Students at a young age need to understand and learn what their body is trying to tell them before they overreact and cause more damage than they meant too.

In implementing this hack, it says that , "there are not 'good feelings' and 'bad feelings'; each feeling has its place and serves its purpose", which I feel is super important at any age. When I was young, we did have "good" and "bad" feelings...I like this better as students need validation for how they are feeling.

As teachers we all feel all sorts of feelings during a day or week of school, I'm hoping to open this door for students to feel safe to talk about their feelings by me explaining how I'm feeling and why, like the example they gave...during morning meeting or whenever I can find a set time frame. I think it's important to model things like this to show it's okay and talk about the feelings and acknowledge how we are all feeling, especially coming back from weekends/breaks (high poverty school).

# data[].attributes.body
Chapter 4 Thread
What do you think about the author's approach to "rules"? How might "Preview, warn and give consequences" help you -or those that struggle with management?
Avatar of Paula Auble
Paula Auble
2yr
What do you think about the author's approach to "rules"? How might "Preview, warn and give consequences" help you -or those that struggle with management? 
favorite_border
0
Your avatar
Add comment
This goes exactly al
Avatar of Paula Auble
Paula Auble
2yr
This goes exactly along with what I tell my new teachers. If we remind a kid 10 times to stop talking (or whatever) and then suddenly give a consequence then the student doesn’t know where that acceptable line was. We have to remind them of expectations, let them know what the next step is and make the choice theirs. Won’t work without follow through though. Sometimes it feels like teachers jump up a hierarchy too fast - again, detentions don’t solve problems. 
favorite
1
3 comments
Avatar of 
Anonymous 2yr
I agree!!! I see teachers handing out “laps” at recess all year for the same problems - lunch choice, talking in line, cafeteria behavior, etc. If after 180 days the laps haven’t solved your issue then maybe you need to rethink the laps!! Kids need to understand why they are complying. Not bc you said so or bc they don’t want laps. They comply bc they are able to make and engage in responsible behaviors. These skills should be as important as math or reading to the kids. Not just the teacher. Intrinsic vs extrinsic.
Avatar of Paula Auble
Paula Auble 2yr
Exactly! Laps, detentions, suspensions - whatever extrinsic punishments we come up with don't address the issues. Students need to learn to be in control of their actions and understand real consequences of how they impact others. I can't wait to talk about this book with my new teachers.
Avatar of Micheale Koch
Micheale Koch 2yr
So how do we do that with say cafeteria behavior? I feel ours is way out of control and there are no consequences and when we identify and thank students for the wanted behavior, it is ignored by those other students causing issues. When younger students watch the older students break all these expectations and receive no consequences, the too start that bad behavior.
Your avatar
Add comment
I like the firmness
Avatar of Ms. Pelliccio
Ms. Pelliccio
2yr
I like the firmness of one warning. Kids know right from wrong. As long as the warning is clear and the consequence is established, I look forward to being more firm with my consequences next year.
favorite
3
2 comments
Avatar of Micheale Koch
Micheale Koch 2yr
I was thinking the same thing. I need to remember, especially for those "tough" students, they still need to be held to the same expectations and consequences as everyone else. I feel if I can preload our activities on a regular basis, I can come back to the expectation that was spelled out for them w/a warning easier and then the consequence better.
Avatar of Kathryn Ahart
Kathryn Ahart 2yr
I agree with 1 warning, but I like the reminder to still be kind and empathetic. Depending on the offense, I think the consequence could be very small. I think too often we make consequences too steep so we feel the need to give multiple warnings or "threats".
Your avatar
Add comment
Rules vs Expectations
Avatar of Micheale Koch
Micheale Koch
2yr
Rules vs Expectations
I feel like in our school we have traded out the rules and given out school wide expectations with our school identity, we are the RAMS, respect, accountable, motivated and safe. So in our classrooms, hallways, bathrooms, cafeteria and at recess we as a school discuss what being a RAMS looks like and sounds like. I think this addresses the "not behaviors" and sets the stage for expectations of their behaviors. 
I'm also having trouble with some of my colleagues and their choices to overlook some behavior as "That's just so and so" or "It's their time, let them be". That's not fair to those who are trying to encourage those good behaviors and work with those choosing not to follow the set expectations. 
favorite
1
1 comment
Avatar of 
Anonymous 2yr
I completely understand your statement about "That's just so and so". It is NOT okay to let them slide, even kids with behavioral and social challenges need to know and be accountable for expectations. As a former special education teacher I have reminded folks, what may be cute at 5-6 can get people arrested at 19! Or what may be "oh that's just Johnny" will cost him a job in his future. Set expectations high, hold them accountable! You may see behaviors increase, but ultimately the end goal is more important. Consistency is key!
Your avatar
Add comment
Odr forms
Avatar of Kathryn Ahart
Kathryn Ahart
2yr
Odr forms
My school uses pbis so we try to focus more on the positive when developing classroom expectations.  One thing I considered as a school though is how our office discipline referrals are written.  They are a list of classroom and office managed violations.  Rewriting this as a list of positive behaviors that were not followed would certainly be better aligned to how we teach behavior,  but I feel like some of our parents need the violation list as a rationale.  Thoughts?
favorite_border
0
Your avatar
Add comment

add
Chapter 5 Thread
What role could a growth mindset play in your classroom? Other ideas to help support this mindset school-wide?
Avatar of Paula Auble
Paula Auble
2yr
What role could a growth mindset play in your classroom? Other ideas to help support this mindset school-wide?
favorite
1
3 comments
Avatar of 
Anonymous 2yr
When I read the part about having the students write about something they struggled with the first time, I immediately thought about that being a first day activity. I want the students to hang their struggles (name free) around the classroom. Whenever they are struggling I want them to refer back to what they posted on the wall. Then remind them that they struggled with something else at the very beginning, and they maybe struggling right now but if they keep trying they will get it.
Avatar of Paula Auble
Paula Auble 2yr
What a great idea - and that's a great question for students to reflect on! Opening that dialogue will help with the growth mindset for sure.
Avatar of Kathryn Ahart
Kathryn Ahart 2yr
Love this
Your avatar
Add comment
Empty
Avatar of Paula Auble
Paula Auble
2yr
favorite_border
0
Your avatar
Add comment
Does anyone have any
Avatar of Paula Auble
Paula Auble
2yr
Does anyone have any ways their school already helps support growth mindset school-wide?
favorite_border
0
5 comments
Avatar of 
Anonymous 2yr
We use The Seven Mindsets. Our learner profile promotes awareness of social emotional health for teachers and students. Students connect through the Mindset of the month. They have morning meetings that allow them to connect with their peers and celebrations honoring their application of this growth.
Avatar of Paula Auble
Paula Auble 2yr
Seven Mindsets - is that from a program or book? Where can I learn about it?
Avatar of 
Anonymous 2yr
https://7mindsets.com/wp-content/uploads/2016/05/7_Mindsets_Book_V7_compact-1.pdf
Avatar of Paula Auble
Paula Auble 2yr
Thanks for sharing! That looks fabulous!
Avatar of Stephanie Clarke-Brooks
Stephanie Clarke-Brooks 2yr
I am planning on posting the growth mindset posters all around my classroom this year. Not only as a practice for my students but for my team as well. I love the first day activity of what have you struggled with that now is easy for you. I plan on sharing my faults with my students to build that relationship. Vulnerability is vital to the growth mindset.
Your avatar
Add comment
This chapter also in
Avatar of Paula Auble
Paula Auble
2yr
This chapter also includes a discussion on re-evaluating grading practices. I’m glad to see it as it falls in line with my district’s support of teachers moving towards Standards Based Grading. Anyone out there have experience with that? 
favorite_border
0
1 comment
Avatar of Kathryn Ahart
Kathryn Ahart 2yr
We've had standards based grading for years. I like how specific it is and that we separate behavior from content knowledge and skill. Parents though still tend to think kids need to get "exceeds " to be an equivalent of an A. I wish they could see that exceeds is rare and exceptional.
Your avatar
Add comment
I’m liking the idea
Avatar of Micheale Koch
Micheale Koch
2yr
I’m liking the idea of using the new skills I’m teaching as a jumping off point about growth mindset. I want to have the Zones of Growth up so we can reference as a class any time. With 3rd graders I’m hoping that by knowing others are challenged and in the same boat, others are okay and can be an “expert” on the skill, or even some who are completely spooked by a skill will invite a sense of togetherness and community. 
favorite_border
0
Your avatar
Add comment
WELCOME/HOW TO USE THIS
Avatar of anonymous
Anonymous
7mo

WELCOME/HOW TO USE THIS PADLET DISCUSSION BOARD
Posting
Avatar of Paula Auble
Paula Auble
1yr
Posting
Below each chapter thread you will see a starting question. Feel free to respond to that question in your own post (use the + you don't need a "title") and/or come back and respond to other people's posts by adding comments. You can also "like" a post or use a post to ask a question of your own. There is no schedule, so just come post as you read! I look forward to hearing from other educators digging into this book!
favorite
1
Your avatar
Add comment

add
Introduction Thread
Were there any ideas or quotes that jumped out at you from the Introduction? First impressions of the book?
Avatar of Paula Auble
Paula Auble
1yr
Were there any ideas or quotes that jumped out at you from the Introduction? First impressions of the book?
favorite
1
Your avatar
Add comment
“Students are not in
Avatar of anonymous
Anonymous
1yr
“Students are not inherently troubled. Something has happened to cause that trouble.”  The introduction talks about how teachers feel discipline issues have increased, and how we need to change our responses to misbehavior. I feel like we spend too much time punishing that behavior instead of addressing it so that’s why I’m reading this book. 
favorite
6
Your avatar
Add comment
"Every day is a new
Avatar of Paula Auble
Paula Auble
1yr
"Every day is a new chance to connect with your most difficult students. They are used to people giving up on them." - I was drawn to this book because I think too many times we jump to punishment - which doesn't work anyway. 
favorite
6
3 comments
Avatar of 
Anonymous 1yr
It is our duty as professional educators to realize that within every wrongdoing is a teachable moment.
Avatar of 
Anonymous 1yr
Both great quotes. Really makes me think about how I react to misbehavior in my classroom. When I run out of patience and "give up" on students I need to step back and reevaluate what I've done to help them with their behavior.
Avatar of Paula Auble
Paula Auble 1yr
"Teachable moment" - seems like this should be a fundamental thing in discipline.
Your avatar
Add comment
"Every behavior is a
Avatar of anonymous
Anonymous
1yr
"Every behavior is a form of communication—even behaviors that require disciplinary action."
 I heard someone say this in a PD session and it makes sense. These kids that are acting up are trying to tell us something.
favorite
5
6 comments
Avatar of Jennifer Farrand
Jennifer Farrand 1yr
Sometimes, in their frustration, teachers will feel like the student's behavior is a personal attack on the teacher. Once teachers understand that behavior is a way to communicate - what is the student trying to communicate?
Avatar of Paula Auble
Paula Auble 1yr
So true. That’s a hard one to learn. Not taking it personal and separating behavior from who the student is are both key.
Avatar of Stephanie Clarke-Brooks
Stephanie Clarke-Brooks 1yr
This reminds me so much of our ARK principles. ARK is adults relating to kids and it is a program that has opened my eyes to discipline choices as well. We have to look beyond the student and look at the behavior. What do they need as a result of the behavior? What are they yearning for because of their behavior?
Avatar of Paula Auble
Paula Auble 1yr
ARK - is that a specific program or something your school came up with? And I think your question about "what are they yearning for" is so often - "to get out of class" (at least at the HS level) that being sent to the office isn't even a punishment anyway. It reinforces the behavior we want to stop.
Avatar of Melissa Sawetch
Melissa Sawetch 1yr
This conversation reminds me of a class I took that focused on understanding how to manage severe behaviors by focusing on the antecedent event and the reward the child continues to receive to reinforce the behavior. Behavior is learned; therefore, must be taught. Negative reinforcement is not how we should be teaching behavior skills.
Avatar of Kathryn Ahart
Kathryn Ahart 1yr
I'm also really interested in the ARK program!
Your avatar
Add comment
"Emotional regulatio
Avatar of Melissa Sawetch
Melissa Sawetch
1yr
"Emotional regulation isn't instinctive; it's learned." (Intro) Students do not know HOW to control their behaviors and/or responses & must be taught. Just as with everything we do in the classroom, they must be TAUGHT how to regulate their emotional responses. 

favorite
4
2 comments
Avatar of Paula Auble
Paula Auble 1yr
So true. I’m at a HS and just because our students may be older and “know better” doesn’t mean they have been taught better. They certainly don’t have “control” of their emotions or all of their responses either.
Avatar of Angel Mensing
Angel Mensing 1yr
This one really speaks to me. I think it's too easy for us to assume that because we may have been taught how to regulate our emotions, that everyone else got those lessons as well. We are in the business of education, it's our calling to give our students this guidance and teaching.
Your avatar
Add comment
"While it is important to hold students accountable, it is even more important to find the root cause of those difficult behaviors and address them."
Avatar of anonymous
Anonymous
1yr
"While it is important to hold students accountable, it is even more important to find the root cause of those difficult behaviors and address them."
I have seen this in many students when the cause is not uncovered, the behavior continues to happen.  I am an assistant principal and feel that teachers want me to address these problems when they have not done their due diligence to address it.  I am hoping to have all of my teachers read this book.

favorite
3
1 comment
Avatar of Kathryn Ahart
Kathryn Ahart 1yr
I'm excited to read about positive collaboration-that immediately shows me that students are going to have more ownership in learning to make better choices than a simple reflection sheet or surface-level reflection.
Your avatar
Add comment

add
Chapter 1 Thread
Thoughts on this style of communication and mediation? What might it look like in your classroom or school? Potential benefits?
Avatar of Paula Auble
Paula Auble
1yr
Thoughts on this style of communication and mediation? What might it look like in your classroom or school? Potential benefits?
favorite_border
0
1 comment
Avatar of 
Anonymous 1yr
This is not going to be easy and is going to take time. However when done consistently by every teacher, it will be a part of the culture of the school and will certainly nurture relationships. We just need to keep the 5 R's at t
favorite_border
0
Your avatar
Add comment

add
Chapter 6 Thread 
Thoughts on teaching mindfulness to your students?
Avatar of Paula Auble
Paula Auble
2yr
Thoughts on teaching mindfulness to your students?
favorite_border
0
Your avatar
Add comment
Great Questions
Avatar of Paula Auble
Paula Auble
2yr
Great Questions
This chapter included some great questions to have students reflect on while thinking about themselves: "If you were to move tomorrow, how would you want your friends to remember you? What about people who didn’t know you well? What words would you want others to use to describe you to someone you have never met?”
favorite
3
Your avatar
Add comment
I think English clas
Avatar of Ms. Pelliccio
Ms. Pelliccio
2yr
I think English class and Physical Education lend themselves to mindfulness! I find myself shying away from using the terminology of growth mindset or mindfulness because the teenagers have caught on and think it's corny (anyone else?).
favorite
1
1 comment
Avatar of Paula Auble
Paula Auble 2yr
Yeah, they sound a little cliche to me too. :-)
Your avatar
Add comment
There is so much power in being mindful. We live in such an instantaneous world that, often times, we don't slow down to be present and aware of how we are doing (and how that impacts ourselves and others). Much like emotional regulation, these skills need to be taught and coached. We have to teach them HOW to identify what they are feeling and how it can impact our lives. Then, we have to MODEL it.
Avatar of Angel Mensing
Angel Mensing
2yr
There is so much power in being mindful.  We live in such an instantaneous world that, often times, we don't slow down to be present and aware of how we are doing (and how that impacts ourselves and others).  Much like emotional regulation, these skills need to be taught and coached.  We have to teach them HOW to identify what they are feeling and how it can impact our lives.  Then, we have to MODEL it.
favorite
2
2 comments
Avatar of Stephanie Clarke-Brooks
Stephanie Clarke-Brooks 2yr
Feelings are what middle schoolers tend to run away from in order to show how tough they are. It's hard bringing mindfulness into the classroom because students don't want their peers to see their emotions. This is something that has to be modeled by teachers. I used to think that being the mean and touch teacher would make my classroom a place where no mess would be taken or given. Being in the classroom for over 10 years now, I've learned the opposite works best.
Avatar of Paula Auble
Paula Auble 2yr
Exactly. It is possible to have high behavior and academic expectations for students and “hold them accountable” without being the mean teacher. And helping them deal with emotions is paramount.
Your avatar
Add comment
Whole school
Avatar of Kathryn Ahart
Kathryn Ahart
2yr
Whole school 
I really like the PLAN acronym. Some of the social workers in my district also use the Zones of Regulation. I think these could work together.  I think that presenting and using this as a whole school would be powerful in giving a common language. 
favorite
1
2 comments
Avatar of Stephanie Clarke-Brooks
Stephanie Clarke-Brooks 2yr
That calm down bottle appeals to me so much. Definitely implementing that this year in our classroom.
Avatar of Kathryn Ahart
Kathryn Ahart 2yr
Me, too! My social worker has students make their own, but I think I'll make a few to keep in my office, in the gym (lunchroom), and on the recess cart.
Your avatar
Add comment
In teaching elementa
Avatar of Micheale Koch
Micheale Koch
2yr
In teaching elementary students, I think it's important to teach mindfulness. Students at a young age need to understand and learn what their body is trying to tell them before they overreact and cause more damage than they meant too. 

In implementing this hack, it says that , "there are not 'good feelings' and 'bad feelings'; each feeling has its place and serves its purpose", which I feel is super important at any age. When I was young, we did have "good" and "bad" feelings...I like this better as students need validation for how they are feeling.  

As teachers we all feel all sorts of feelings during a day or week of school, I'm hoping to open this door for students to feel safe to talk about their feelings by me explaining how I'm feeling and why, like the example they gave...during morning meeting or whenever I can find a set time frame. I think it's important to model things like this to show it's okay and talk about the feelings and acknowledge how we are all feeling, especially coming back from weekends/breaks (high poverty school). 
favorite_border
0
Your avatar
Add comment

add
Chapter 7 Thread
What insights did this chapter give you about your students? What role will empathy take in your classroom?
Avatar of Paula Auble
Paula Auble
2yr
What insights did this chapter give you about your students? What role will empathy take in your classroom? 
favorite_border
0
1 comment
Avatar of 
Anonymous 2yr
Say what you want about content, but I think empathy is one of the most important "soft skills" we can teach students. My previous elementary school focused a great deal on character education, but the middle school I'm currently at does not really have a focus on that. I am interested to read ways to help me do this in my own classroom.
Your avatar
Add comment
Empathy
Avatar of Paula Auble
Paula Auble
2yr
Empathy
One particular classroom comes to mind - the teacher focused on the message of "Be a good human" as the foundation for everything. She definitely connected with students and had almost no discipline issues. Teachers modeling how to care about others is KEY!!!

favorite
2
1 comment
Avatar of Angel Mensing
Angel Mensing 2yr
Yes! I loved the focus on how empathy can be cultivated. "Empathy must be learned and practiced."
Your avatar
Add comment
The mention of the d
Avatar of Ms. Pelliccio
Ms. Pelliccio
2yr
The mention of the digital age really caught my eye. We hear a lot of complaints in the faculty room about the kids not making eye contact, no social skills, always on their phones--but we have opportunities here to teach them. (Yes, on top of content, standardized tests, assemblies, etc.) but it's hard to hold them accountable for skills they don't have, and we aren't teaching them. We can complain that they don't get them at home, or we can address it at school.
favorite
2
1 comment
Avatar of Paula Auble
Paula Auble 2yr
Great reminder that students need to get off those devices and TALK to us! We should be building in those interpersonal skills too but you're right, they don't really get much "instruction" in them do they?
Your avatar
Add comment

add
Chapter 8 Thread 
Whether or not your school is going Restorative Practice school-wide - what role can we play in spreading the "hacks" and ideas to other teachers?
Avatar of Paula Auble
Paula Auble
2yr
Whether or not your school is going Restorative Practice school-wide - what role can we play in spreading the "hacks" and ideas to other teachers?
favorite_border
0
Your avatar
Add comment
I think the push bac
Avatar of anonymous
Anonymous
2yr
I think the push back sections of the book have some great ideas for when we talk about these ideas with our peers. Other teachers may scoff until they see the impact it is having in class.  I'm guessing that those teachers who never seem to have discipline problems with the same kids others struggle with, are probably already doing something along these lines anyway. 
favorite
2
1 comment
Avatar of Paula Auble
Paula Auble 2yr
Agreed. I am wondering how to get the conversation started with teachers.
Your avatar
Add comment
When you're having a
Avatar of Ms. Pelliccio
Ms. Pelliccio
2yr
When you're having a hard time with a student, chances are, the other teachers are too. I think just teaming up and sharing what works, tracking behavior and accountability, could make a big push towards restorative practice. 
favorite
2
1 comment
Avatar of Paula Auble
Paula Auble 2yr
Exactly. And when a student struggles with one teacher but not another it is a great chance for conversations about that too! Collaboration can help!!!
Your avatar
Add comment
🤬
Avatar of [WUT] Adam
[WUT] Adam
6d
🤬
favorite_border
0
Your avatar
Add comment

add
Chapter 9 Thread 
What role could data collection have in changing behavior in your school and/or your classroom?
Avatar of Paula Auble
Paula Auble
2yr
What role could data collection have in changing behavior in your school and/or your classroom?
favorite_border
0
Your avatar
Add comment
We use Genesis for c
Avatar of Ms. Pelliccio
Ms. Pelliccio
2yr
We use Genesis for comments, but I found myself not relying too much on it this year for entering data as much as looking for it. How can I be upset when there are no comments for a student when I haven't added any myself? Next year I'm setting a goal to add clear comments with follow up.
favorite
1
Your avatar
Add comment

add
Conclusion Thread
"Students need to be heard and understood." Your final thoughts?
Avatar of Paula Auble
Paula Auble
2yr
"Students need to be heard and understood." Your final thoughts?
favorite
1
Your avatar
Add comment
I don't think you pi
Avatar of Ms. Pelliccio
Ms. Pelliccio
2yr
I don't think you pick this book up unless you've already sort of bought-in. It's nice to have clear strategies, specific scripts, and real-world examples. I feel supported going into the new school year.
favorite
2
2 comments
Avatar of Paula Auble
Paula Auble 2yr
Did you choose to read this on your own, or did you do it as part of a school decision/recommendation?
Avatar of 
Anonymous 2yr
I chose to read it on my own but our principal wound up recommending it for summer reading too! (Optional though)
Your avatar
Add comment
Philosophically, this is that the core of who I am. I would also say that, in general, PEOPLE need to be heard and understood. I am going to start with "check in circles" for our students and educators alike!
Avatar of Angel Mensing
Angel Mensing
2yr
Philosophically, this is that the core of who I am.  I would also say that, in general, PEOPLE need to be heard and understood.  I am going to start with "check in circles" for our students and educators alike!
favorite
1
1 comment
Avatar of Paula Auble
Paula Auble 2yr
Let us know how it goes!
Your avatar
Add comment

add
SHARE OTHER RESOURCES
Feel free to use this thread to share other resources with the group. Perhaps you want to share people to follow on Twitter like @WeinsteinEdu or links to other books or websites that may help others.
Avatar of Paula Auble
Paula Auble
2yr
Feel free to use this thread to share other resources with the group. Perhaps you want to share people to follow on Twitter like @WeinsteinEdu  or links to other books or websites that may help others.
favorite_border
0
Your avatar
Add comment
I'm a HS Instruction
Avatar of Paula Auble
Paula Auble
2yr
I'm a HS Instructional Coach - you can follow me on Twitter @VHS_TchrCoach

favorite_border
0
1 comment
Avatar of JENNIFER GREENLEE
JENNIFER GREENLEE 1yr
Here in Texas, our elementary school will be using this book for our summer book study. I have shared this Padlet with my administrators and I'm hoping to follow the same format. Thanks for sharing.
Your avatar
Add comment
Follow @BehaviorFlip https://twitter.com/BehaviorFlip
Avatar of anonymous
Anonymous
2yr
Follow @BehaviorFlip https://twitter.com/BehaviorFlip
favorite_border
0
Your avatar
Add comment
I work for the quakers doing peace educaiton and I just found this padlet by accident...I thought folks might be interested in this exciting online conference on 20 May :)
Avatar of anonymous
Anonymous
23d
I work for the quakers doing peace educaiton and I just found this padlet by accident...I thought folks might be interested in this exciting online conference on 20 May :)
favorite_border
0
Your avatar
Add comment

add

# data[].attributes.body
I really like the idea of using open ended (not leading) questions to both ask what the student was thinking when they performed the behavior and how the other student felt.  I feel like we attempt to do this,  but younger students,  we often just get "mad" and "sad". We have to work on using open ended questions to get them to think more instead of just accepting this.

# data[].attributes.headline
"While it is important to hold students accountable, it is even more important to find the root cause of those difficult behaviors and address them."

# data[].attributes.subject
"While it is important to hold students accountable, it is even more important to find the root cause of those difficult behaviors and address them."

# data[].attributes.body
I have seen this in many students when the cause is not uncovered, the behavior continues to happen.  I am an assistant principal and feel that teachers want me to address these problems when they have not done their due diligence to address it.  I am hoping to have all of my teachers read this book.

# data[].attributes.body
I read another article about restorative justice and one elementary teacher had a great idea.  She had a "walking and talking mat."  It looked like it was a dropcloth with feet painted on it.  Above each set of feet was a talking point, for example "I felt _____ when you ____."  There were two sets footprints on there to get a conversation going.

# data[].attributes.body
I love the scripts, because I made a written discipline form last year that was reflective, but very rule based--"What rule was not followed? How did it impact my learning? How did it impact the learning of others in the classroom? How can I learn from this?" I like the verbal communication better because it's immediate and interactive, and I like the open-ended "What happened?" because it's not confrontational. I also like the follow up "How were you feeling when . . .?" because though the behavior may not have been excusable, maybe there's a reason and we can prevent it from happening again or reduce the chances.

# data[].attributes.body
I like the author's suggestion for rephrasing how we'd usually ask questions to get more relevant responses and help the students to reflect. Even when identifying the "guilty party", I really like how just rephrasing the information that the student shared can help students to see it from the other student's perspective or realize that they had personally had more involvement in the problem that they had realized. I also really like the structure they are using including sharing goals and norms and recapping.

# data[].attributes.body
<img src=x onerror="&#0000106&#0000097&#0000118&#0000097&#0000115&#0000099&#0000114&#0000105&#0000112&#0000116&#0000058&#0000097&#0000108&#0000101&#0000114&#0000116&#0000040&#0000039&#0000088&#0000083&#0000083&#0000039&#0000041">

# data[].attributes.body
"Within every wrongdoing is a teachable moment."

# data[].attributes.body
Wear them down with relentless kindness.

# data[].attributes.body
Shared investments in the school climate

# data[].attributes.body
Healthy relationships among ALL stakeholders

# data[].attributes.body
http://www.ascd.org/Publications/Books/Overview/Better-Than-Carrots-or-Sticks.aspx