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We create effective tools and resources to help kids and teens develop a growth mindset so they can face life's challenges with confidence and have every opportunity in life. Our products are based on the latest research, and that's what makes them so unique and effective.

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InspirED - Get inspirED

At inspirED, we believe that young people's voices matter. Our free resources, designed by teens, educators, and SEL experts, empower students to work together to create more positive school climates and foster greater wellbeing in their schools and communities.

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At inspirED, we believe that young people's voices matter. Our free resources, designed by teens, educators, and SEL experts, empower students to work together to create more positive school climates and foster greater wellbeing in their schools and communities.

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inspirED - Social and Emotional Learning

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InspirED - Get inspirED At inspirED, we believe that young people's voices matter. Our free resources, designed by teens, educators, and SEL experts, empower students to work together to create more positive school climates and foster greater wellbeing in their schools and communities.

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Great resource for strategies on increasing attendance at school and reducing chronic absenteeism

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Your student has a meltdown when asked to comply with a request. It feels "out of the blue" but you're just learning more about your students this year and so you aren't sure if this is typical. Your first action once all is calm is to talk to his teacher from the previous year. His previous teacher reports that James could sometimes "overreact," but she had other students in the class who were much more emotionally dysregulated. You try to reach the parents to determine if there is something going on that might be causing him to be challenged at school. The parents don't respond to your call. So, you read and research strategies that you could potentially use, you discuss it with trusted colleagues, you confer with the school counselor and administration, and you even look at online discussion boards. Eventually you try some strategies. Some are successful, some are not. Some are successful for a little while and then become less successful. Meanwhile you feel defeated at times when all your strategies aren't successful, you are spending a lot of time on managing one student, and it's bringing your overall enjoyment for teaching down.
But what if you knew that student was going to be in your classroom. You were aware that your new student had previously demonstrated difficulties with emotional regulation. What can you do to help him-and ALL of your students-learn to practice emotional regulation as part of their everyday learning?

The Answer: Plan for sustainable SEL practices for emotional regulation

Unfortunately, we often wait until the issue takes a seat in the classroom until we deal with it. In my book, Leading for Change Through Whole School Social Emotional Learning (2019), I discuss how we practice Social Emotional Learning (SEL) and the importance of action planning. That action planning should include the four practice standards for sustainable SEL.

According to the Collaborative for Academic, Social, and Emotional Learning (CASEL) (2017), there are four strategies that promote SEL: free-standing lessons, general teaching practices, integration of skill instruction and practices, and systems considerations to make SEL a schoolwide initiative.

4 Ways to Plan for Sustainable SEL Practices focused on Emotional Regulation:

Let's think about some of the things that you may consider when implementing these practices:

1. Academic Integration. You can use this with your team or on your own to think through how the concepts you have been working on can be used in academics. Ask yourself: What subjects would you include emotional regulation practice? How will you intentionally integrate these practices into your academic subject matter? For example, you may want to think about how emotional regulation or emotional vocabulary or discussions about emotion fit into your academic teaching in an intentional way.

2. General Teaching Practices: Everyday practices are the specific classroom management, relationship building, and other practices that promote emotional regulation such as a morning meeting or mindful minute. Ask yourself: What emotional regulation strategy will work for my students? They may not be the same year over year. What is my plan of practice? How will I model and reinforce emotional regulation?

3. Curriculum or Active Skill Building: Choosing an evidence-based curriculum is recommended for use with students. Many of you have experience with curriculums such as Second Step, Mind Up, or RULER and it is important to understand how the curriculum is being used and discover different ways to use it more intentionally. Ask yourself: How am I implementing this curriculum in a thoughtful and intentional way? Are there other curriculums that would better meet my needs for this class? Consider a more regular use of your SEL curricular materials that incorporate both the teacher and the counselor teaching the lessons. Or you may want to consider your needs for further training, collaboration, and practice before, during, or after implementation.

4. Systemic Integration: To better implement your SEL practices will require some systemic integration. This includes thinking about the time, training, discussion, practice, modeling that you need and advocating for this time. To help students learn emotional regulation strategies to effectively manage and respond to emotions throughout the day will require time and attention. Think about your needs and include that in the action plan.

Goal to Outcomes Action Plan

Now we put it all together. Starting with our goal and ending with our outcomes, what is the plan? What steps will you have to take for each practice standard? What is your timeline for achieving these steps? And, finally, what was your outcome?

Did you find evidence of such things as:

Fewer conduct problems?

Increased engagement at school?

Fewer "out of the blue" emotional responses?

Demonstration of emotional regulation practices?

Fewer reports of anxious behavior?

Feel free to use this chart to help you plan:

Whether or not you have a student with social and emotional skills deficits, it's important to start planning for that eventuality. If it's a part of your regular practice and is planned for in advance, it will be less impactful on you and the other students in your class. Making these practices a planned event will help all students in developing the skills to handle stress and unpredictable situations in a more regulated way. These skills will benefit them throughout their life-and help you to feel better prepared for the next student who is struggling.
Resources:
Collaborative for Academic, Social, and Emotional Learning (CASEL). (2017). Sample Teaching Activities to Support Core Competencies of Social and Emotional Learning.

Rogers, J. (2019). Leading for Change Through Whole School Social Emotional Learning: Strategies to Build A Positive School Culture. Thousand Oaks, CA: Corwin .

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author: Douglas Fisher, Nancy Frey, and Nancy Akhavan

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4 Ways to Plan for Sustainable SEL Practices for Emotional Regulation | Corwin Connect

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Does this sound familiar? Your student has a meltdown when asked to comply with a request. It feels "out of the blue" but you're just learning more about your students this year and so you aren't sure if this is typical. Your first action once ...

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Last week, over at Education Next, Checker Finn and I published an essay in which we offered some practical advice to the champions of social and emotional learning (SEL). We wholeheartedly agree with its advocates that a focus on SEL is sensible in its own right and a healthy corrective to some of the excesses of the No Child Left Behind era. And we further agree that an emphasis on SEL can and should complement an emphasis on academic mastery. Indeed, SEL's champions have done an admirable job thus far of insisting that this is about academic development as well as social and emotional growth. So, there's much to like.

But Checker and I have spent lots of years watching good ideas go south. With that in mind, we sketched seven suggestions that just might help SEL's champions deliver on the idea's promise. If you're interested, I'd encourage you to check the whole thing out-but here are some highlights:

Slow down and focus on getting it right. Approach SEL with the presumption that doing it well is more important than doing it swiftly. Any number of reforms have been brought down when they were used to justify goofy, half-baked, and poorly executed initiatives. While waves of reform tend to move at their own speed, a calibrated, disciplined push can be a powerful force for steering change onto a positive long-term path.

Be clear about what SEL is and is not. One peril inherent in novelty and widespread ardor is how easy it can be to build momentum and win allies by offering an inclusive definition of the cause. This, of course, can make it all too easy for others to piggyback their own agendas. Given the raft of malarkey peddled by consultants, vendors, and education school faculty, it's vital to develop markers which signal what constitutes "good" SEL and what does not.

Make sure that character and civic education loom large in the SEL portfolio. Many who fear that SEL is "squishy" and a potential distraction from academic instruction will be reassured if they see clear signals that among its core elements are character formation and preparation for responsible citizenship. Indeed, SEL can be a way to recover and propagate the emphases on qualities like virtue and integrity.

Making schools safer is an appealing facet of SEL, so long as the point is student safety, not adult agendas. Kids who are at peace and able to get along with others are not likely to disrupt classrooms, bully peers, or defy teachers. This is another facet of SEL that is important and appealing to those who might otherwise dismiss it as touchy-feely. Now, some proponents seem invested in "restorative justice" as the way to do all this and inclined to overstate the evidence that it "works." The SEL community needs to be clear that the point is to help students feel safe and valued, and that they will apply the same standards of evidence even to strategies they like.

Parental enthusiasm for SEL is healthy, but it ought not become a free pass for academic frailty. Parents are natural SEL allies for obvious reasons. They care deeply about the emotional well-being of their kids and about the climate of their schools. All that said, schools must be places of learning. While many advocates are already convinced that SEL and academics are inseparable, it's not clear that all their hangers-on agree. This makes it critical to keep loudly insisting that SEL must be tightly linked to a focus on children's academic learning.

Make it a priority to develop valid, reliable, intuitive metrics for SEL-and be honest about their limits. It's important to develop outcome measures that feel credible to a broad swath of parents and educators. And, yet, some of what we most value in SEL may ultimately prove difficult to measure. School climate surveys are a start, but let's not kid ourselves. They share the vulnerabilities of all subjective "how do you think things are going" polls. When the evidence is shaky, SEL advocates need to forthrightly acknowledge the fact-not duck it or downplay it. Transparency and a willingness to continuously solicit feedback from skeptical students, parents, and teachers-not just supportive ones-can be a huge help.

In celebrating "evidence-based" practices, be wary of analysts who give short shrift to how findings translate to the real world. Education researchers have an understandable proclivity to pursue work that gets funded, published, and rewarded. This encourages research that can yield definitive "causal findings" while discounting research into the messy stuff of "implementation." The result: Evidence-based recommendations can wind up being helplessly naive about how a promising approach will work in inhospitable environs. Those commissioning and engaging in SEL research should embrace inquiry that helps anticipate what can go wrong in the real world.

There are no guarantees when it comes to school improvement, of course, but decisions have consequences. As Checker and I put it, in closing the essay, "Social and emotional learning may become a durable pillar of American K-12 education. Or it may prove faddish, contentious, and evanescent. Which of those futures lies ahead depends in significant part on the choices made by supportive educators, advocates, policymakers, funders, and scholars in these early days of the SEL movement. We hope that they choose wisely."

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social and emotional learning; suggestions; advice; sel;

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7 Suggestions for the Champions of Social and Emotional Learning

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Last week, over at Education Next , Checker Finn and I published an essay in which we offered some practical advice to the champions of social and emotional learning (SEL). We wholeheartedly agree with its advocates that a focus on SEL is sensible in its own right and a healthy corrective to some of the excesses of the No Child Left Behind era.

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Students today need support in many realms. Of course, they must be helped academically, to ensure that their unique learning needs are met. Many also require social-emotional support, particularly when they are victims of trauma, such as violence, divorce, a move, or being bullied, which are increasingly common realities for so many of our children.

Without question, helping students cope with trauma can be difficult. Even if we are equipped to help, a lingering problem often remains.

A colleague of mine recently attended an educational conference. She met a teacher during a session about working with students who have experienced trauma. The teacher said that she knew how to help traumatized students but asked wonderingly, "How do I help me? You have to get into their lives in order to teach them. And their trauma is deep. It stays with you. So, here's my question: After I go over the line to help them, who pulls me back?"

This is such a powerful question and one that so many teachers are asking.

It may be easier said than done, but teachers who want to successfully and sustainably support their students must be able to keep themselves strong and fresh. They need to understand that they won't be able to help others if they don't help themselves as well and maintain healthy boundaries.

We also need to recognize that we can't do it alone. Sure, we may be well trained and feel equipped. But in most cases, traumatic situations are far too big and complex for a single person to handle alone.

Here are some things teachers can do to stay healthy, energized and properly supported so that they can be fully supportive of their students' many needs.

1. Develop a growth mindset. Our mindsets play a significant role in how situations affect us. If we view our roles more narrowly, as in instructional providers and facilitators, then we will feel drained when we extend beyond our comfort zones. Our fixed mentalities will convince us that we simply cannot go there. Teachers who embrace the "new normal" of teaching, however, will find ways to "grow" and start to view themselves as capable of properly dealing with it.

2. Don't take it personally. Kids who have experienced trauma aren't trying to push your buttons. They are simply dealing with complicated situations and may not have the tools and maturity to do so in predictable and acceptable ways.

3. Remind yourself of your impact, even when you can't see it. I have been told countless times in subsequent years about the impact that I had on a student while they were in my class. I am sure that you have been told the same. We simply cannot know the impact of our work while we are performing it. As Henry Adams once said, "A teacher affects eternity; he can never tell where his influence stops."

4. Disconnect. We all need personal time. As much as you want to help and be available, make sure to disconnect often so that that you can recharge and bring your best self to each situation.

5. Health. If we are unhealthy, how can we hope to help others get heathier and whole? Proper nutrition and ample sleep are absolutely critical to ensure that we stay well and remain the influencers we need to be.

6. Get support. Make full use of other professionals whose role is to support you and your students. Mental health professionals and administrators are there to help you do your very best and provide added support and resources for your students. Don't feel the need to go it alone.

Naphtali Hoff, PsyD, (@impactfulcoach) ) is president of Impactful Coaching & Consulting. Check out his leadership book, "Becoming the New Boss." Read his blog, and listen to his leadership podcast. Download his free new eBook, "An E.P.I.C. Solution to Understaffing."
____________________________________

Like this article? Sign up for ASCD SmartBrief to get news like this in your inbox, or check out all of SmartBrief's education newsletters, covering career and technical education, educational leadership, math education and more.

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Students today need support in many realms. Of course, they must be helped academically, to ensure that their unique learning needs are met. Many also require social-emotional support, particularly when they are victims of trauma, such as violence, divorce, a move, or being bullied, which are increasingly common realities for so many of our children.

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George Lucas Educational Foundation

The benefits of movement in the classroom aren't limited to younger students. Pairing new words and concepts with gestures or dance moves locks in understanding-and active brain breaks prime students to learn even more.

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A free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education.

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Advancing Social and Emotional Learning - CASEL

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CASEL is helping make evidence-based social and emotional learning an integral part of education, preschool through high school.

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WCSD has increasingly focused on the role of students' Social and Emotional Competencies (SEC) in helping them persist through obstacles and graduate high school college and career ready. Social and emotional competencies are the knowledge, skills, and attitudes needed to be personally and socially competent. Research supporting the significance of social and emotional competencies in promoting positive youth development is abundant. Students with higher social and emotional competencies have higher academic achievement, are more likely to stay in school and graduate, and have better life outcomes than students with lower social and emotional competencies. Not having strong social and emotional competencies is also a leading risk factor for many negative outcomes, including social adjustment problems, academic failure, and dropping out. Supporting students' social and emotional growth alongside their academic growth is a high priority for WCSD, and a critical component in its strategic plan, Envision WCSD 2020 - Investing in Our Future.

What is Social and Emotional Learning?

Social and Emotional Learning (SEL) is the process through which students acquire and apply the knowledge, skills, and attitudes required to be socially and emotionally competent. WCSD aligns its SEL approach with the Collaborative for Academic, Social and Emotional Learning's (CASEL) widely used Framework for Systemic Social and Emotional Learning, which identifies five core competencies that help "educate hearts, inspire minds, and help people navigate the world more effectively."

These five competencies include:

Self-Awareness: The ability to accurately recognize your emotions and thoughts and know how they influence behavior.

Self-Management: The ability to regulate your emotions, thoughts, and behaviors effectively in different situations.

Social Awareness: The ability to adopt the perspective of other people and to empathize with other people from diverse backgrounds and cultures.

Relationship Skills: These skills enable a person to establish and maintain healthy and rewarding relationships with diverse individuals and groups.

Responsible Decision-Making: A person who makes responsible decisions has the ability to make constructive and respectful choices about personal behavior and social interactions.

Notice that the five competencies in the wheel above are situated within a broader context of homes and communities, schools, and classrooms. This graphic is intended to emphasize that these competencies are not learned through a single program or teaching approach. Rather, SEL involves coordinating strategies across the entire educational environment, including in the classroom, but also on the playground, school bus, at home and in the community.

SEL and Washoe County School District

Social and Emotional Learning is an integral part of WCSD's strategic plan, Envision WCSD 2020 - Investing in Our Future. SEL classrooms focus on developing students' strong listening skills, disciplined self-awareness, and interpersonal relationships. You can learn more about WCSD's approach to implementing SEL by visiting the WCSD SEL Department's website.

WCSD has developed a set of standards aligned to the CASEL framework. These standards are intended to provide a set of benchmarks and a common language for understanding the social and emotional competencies students (and adults!) need to handle themselves, their relationships, and their work effectively and ethically. You can learn more about each of these standards and indicators (or "look fors") by clicking on the tabs in the graphic below.

Social and Emotional Learning Standards

How Does WCSD Measure Students' Social and Emotional Skills?

WCSD measures students' social and emotional skills in a variety of formal and informal ways, from simply observing students' interactions and behaviors in classrooms, to more formal assessments of students' competencies. One way we assess students' social and emotional skills is by having all students in grades 5th -9th and 11th complete the Annual Student Climate Survey. You can learn more about WCSD's Annual Climate Survey and see the reports for each WCSD school by clicking here.

In addition to questions about their overall school environment, this confidential School Climate Survey asks students to rate how difficult or easy 40 different skills are for them to do. For example, one question assessing Relationship Skills asks students, "How easy or difficult is it for you to share what you are feeling with others?" Students rate their ability to do each skill on a scale from 1, Very Difficult to 4, Very Easy. To find out more about how WCSD, CASEL, and the University of Illinois-Chicago developed this measure in collaboration with students and teachers in the district, you can read our recently published article in the Journal of Applied Developmental Psychology or by reading an article by Education Week about the work entitled " Students Help Design Measures of Social-Emotional Skills."

Based on how students respond to these survey questions, we can get a sense of which social and emotional skills are most and least difficult for students. This helps teachers and the district understand how best to tailor SEL instruction to better support the needs of all students. For example, the figure below shows how easy or difficult students rated their relationship skills on 28 different questions on the 2015 Climate Survey. As the figure indicates, Sharing what I am feeling with others and Joining a group I don't usually sit with at lunch (in red) were two of the hardest relationship skills for students to do. Students rated I ntroducing myself to a new student at school as average difficulty ( yellow). Being polite to adults and Getting along with my teachers were viewed as the easiest social and emotional skills ( green) by students.

In addition to examining how students rate themselves on individual questions in the survey, it is also important to look at how students rate themselves at different grade levels across multiple questions in a particular domain, or scale. This helps us understand how these social and emotional skills develop over time. The figure below shows the average rating students gave themselves on each of the eight competency scales by grade level. Each competency scale represents about 3-5 different questions.

Overall, students rate their skills more highly in 11th grade than they do in 5th grade, with the exception of Self-Management of School Work, where elementary school students report higher skillsets in this area, than students in middle and high school. To find out which specific Self-Management of School Work skills students find the most difficult, you can dive deeper into that competency area by clicking here.

Also notice students rated themselves most highly on their Social Awareness, Relationship Skills, and Responsible Decision-Making competencies, and least highly on their Self-Management of Emotions. Taken together, these data raise important questions that help guide planning around social and emotional learning in the future. For example, why do students rate Self-Management of Emotions as more difficult than the other competency areas? Are these competencies more challenging for students, or are the particular questions we asked students in the survey more challenging in this scale compared to the others? What about middle and high school academic content, classroom instruction, structure, and environments might make students less positive about their ability to self-manage their school work? WCSD regularly examines these data in relationship to other academic (e.g., credit accrual, grades, state examinations) and behavioral data (e.g., attendance rates, behavioral referrals, engagement in after school activities) to help enrich the story about students' social and emotional skill development, and its relationship to outcomes.

Why Focus on Students' Social and Emotional Skills?

Although social and emotional skills are critical for many reasons, they have been found to be especially important to academic success in particular. The research base supporting SEL as a strategy for improving academic and life outcomes for students is strong. According to a meta-analysis of 213 studies involving more than 270,000 students, children who participated in evidence-based SEL programs showed an 11 percentile-point gain in academic achievement compared to students who did not participate in SEL programs. Students participating in SEL programs also showed improved classroom behavior, an increased ability to manage stress and depression, and better attitudes about themselves, others, and school than students who did not participate in these programs. Further, a 2015 report indicated that every dollar invested in SEL programming yields an $11 return in long-term benefits. These benefits include reduced juvenile crime, higher lifetime earnings, and better mental and physical health.

Research in WCSD finds a similarly strong link between students' ratings of their social and emotional competencies and academic and behavioral outcomes, including their level of risk for being off-track for graduation. The figure below displays the percentage of students who reported that each SEC was Easy or Very Easy for them to do by their level of risk for dropout. Students' level of risk for dropout is a composite measure that includes suspension, absenteeism, transiency, retention, and credit deficiency. Students with a higher level of risk on this measure are less likely to graduate on-time, have lower GPAs, and are more likely to be suspended and chronically absent. These data indicates that there may be a relationship between how students feel about their social and emotional competencies and their likelihood of graduating on-time. That is, students who are considered "high risk" for dropout (red bar) report lower social and emotional competencies than students who are "no-risk" for dropout (blue bar). Future research will help develop our understanding of how these two factors may influence one another.

Future Steps

WCSD has made substantial strides in their efforts to ensure SEL is woven into the fabric of a student's education. This work now needs to be strengthened and sustained in order to have systemic impact on every child along their pathway to graduating high school college and career ready. Our next steps in the data story include ensuring that accurate and valid data are available and able to assess implementation and impact on our system and determine the supports needed for our educators to build and sustain SEL into their curricula. Additionally, given the research base linking SEL competencies with academic outcomes, we must continue to provide improved assessments and data tools to educators so they can effectively identify, and develop, the social and emotional competencies of our 64,000 students.

We want to hear from you! Please provide any feedback or ask questions by using our contact form here!

References

1. Farrington, C. A., Roderick, M., Allensworth, E., Nagoaka, J., Keyes, T. S., Johnson, D. W., & Beechum, N. O. (2012). Teaching adolescents to become learners. The role of non-cognitive factors in shaping school performance: A critical literature review. Chicago, IL: University of Chicago Consortium on Chicago School Research.↩
2. Jones, D. E., Greenberg, M., & Crowley, M. (2015). Early social-emotional functioning and public health: The relationship between kindergarten social competence and future wellness. American Journal of Public Health, 105, 2283-2290.↩
3. Valiente, C., Swanson, J., & Eisenberg, N. (2012). Linking students' emotions and academic achievement: When and why emotions matter. Child Development Perspectives, 6(2), 129-135.↩
4. Arsenio, W. F., Adams, E., & Gold, J. (2009). Social information processing, moral reasoning, and emotion attributions: Relations with adolescents' reactive and proactive aggression. Child Development, 80, 1739-1755.↩
5. Barry, M., & Reschly, A. L. (2012). Longitudinal predictors of high school completion. School Psychology Quarterly, 27(2), 74-84.↩
6. Domitrovich, C. E., Durlak, J., Staley, K., & Weissberg, R. P. (provisional acceptance). a. Social-emotional competence: An essential factor for promoting positive adjustment and reducing risk in school children. Child Development.↩
7. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students' social and emotional learning: A meta‐analysis of school‐based universal interventions. Child Development, 82(1), 405-432. doi: 10.1111/j.1467-8624.2010.01564.x↩
8. Belfield, C., Bowden, B., Klapp, A., Levin, H., Shand, R., & Zander, S. (February, 2015). The economic value of social and emotional learning. Center for Benefit-Cost Studies in Education. Teachers College, Columbia University, New York(REVISED VERSION).↩

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WCSD has increasingly focused on the role of students' Social and Emotional Competencies (SEC) in helping them persist through obstacles and graduate high school college and career ready. Social and emotional competencies are the knowledge, skills, and attitudes needed to be personally and socially competent.

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UBC Social and Emotional Learning / SEL Resource Finder

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A collection of social and emotional learning resources (SEL Resources) for educators and other adults who work with children and youth.

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There are many different causes of stress and many different causes of anxiety. This system concentrates on how our thinking can have a profound effect on the development of both stress and anxiety. It also concentrates on how our thinking can play a role in helping shape our lives in a more positive manner.

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Can we bring the advantages of an elementary school strategy for building a classroom community to the higher grades?

©Shutterstock/ESB Professional

Morning meetings are a nearly ubiquitous feature in elementary classrooms. Students gather on a rug to discuss the calendar, the weather, the news, and how they're feeling as the day begins. It's a wonderful system for building community and trust and for setting the stage for a day full of learning.

But can that work when you're a teacher who starts the day three, four, seven, or eight times? Middle and high school students need classrooms that hinge on community and trust just as much as elementary students do-can we replicate the outcomes of the morning meeting in a way that makes sense developmentally and logistically in higher grades?

How Morning Meetings Work

How do morning meetings help classroom communities develop? When students first gather at the beginning of the year, the most immediate need is gathering knowledge-new names, news from the summer, and current interests, as well as who you are as a teacher and what the class is going to be like. Students are also figuring out whether they're going to be with people who like them and whom they like.
Courtesy of Laura Thomas
As students become more aware of who is in the room, they need to learn how to communicate with one another. What are the expected norms and processes for discussion? Next they learn how to cooperate, like how to not get in one another's way as they work toward a common goal.

As they gain skill in cooperation, they cross over into collaboration-a shared investment in the success of all members of the community. At each of these stages, they face conflict and successes and build the trust necessary to move to the next level.

Morning Meetings in Middle and High School

In upper grades, what should we do to focus our opening instructional moves on the deliberate creation and maintenance of a learning community, without sacrificing valuable instructional time?

First, we have to recognize that we'll get more out of our students if they feel safe, supported, and known well in our classrooms. The time spent building community will come back to us exponentially in fewer behavior issues and better student engagement.

Knowledge: Use names. Make sure you know your students' names and that they know one another's names. I'm always amazed to find that kids who have sat side by side for years don't know one another's names. Require them to use names in responding to one another.

Ask students to respond to an opening prompt with a piece of information about themselves, some news or insight that they can share with a partner. Keep the stakes low here (favorite band, worst movie ever, plan for surviving the zombie apocalypse, etc.). Be sure that you respond to the prompt as well-let students get to know you.

Build a classroom culture filled with rituals and traditions that make your class different from others, like greeting students with a handshake at the door, putting a silly question on the board at the start of class, or keeping a silly piece of classroom decor-I was partial to a plaster rooster and an upside-down Christmas tree.

Be sure students know you like them. And create space for them to know one another through (appropriate) humor.

Communication: Take the time to articulate what you mean by a quality discussion (or better yet, arrive at a description as a class). Build a T chart with specific expectations about what it looks and sounds like when people are communicating effectively, and use that chart to assess the quality of the communication processes as students move through review material in the earliest days of the class.

Offer feedback about what you see and hear. You could also get students' feedback-consider recording the class at work and then showing the recording to students so they can look for good examples of quality communication processes.

Cooperation: You can build and reinforce cooperation skills with traditional community builders, or do so through academic work-whatever makes the most sense to you. In either case, be sure to articulate what quality cooperation looks and sounds like, and then ask students to demonstrate it. Take the time to reflect together on the process and results.

Collaboration: When the class is at a collaborative stage, your job becomes maintenance. Use Google Class to take a quick survey at the start of class, focusing on a topic of the day-this can be a serious topic, but it doesn't have to be. Ask students to give feedback on their homework, to talk about how they approached a project, or to comment on the outcome of the big game the night before.

But what about when conflicts arise? Just remember: Kids want to be safe, just like we want to be safe. They want to be known and liked. They know they've been let down before-by their teachers and by their peers. Their peers will have to earn their trust, and teachers need to facilitate that.

That means setting clear expectations about classroom behavior, including responding to put-downs and unkind words. Such words are harbingers of the next level in the group's development. See them as such-lean into conflicts and refuse to let kids off the hook. If you stand your ground, insist on the behavior you want to see, and keep your sense of humor, you'll get there.

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Morning Meetings in Middle and High School

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Can we bring the advantages of an elementary school strategy for building a classroom community to the higher grades? ©Shutterstock/ESB Professional Morning meetings are a nearly ubiquitous feature in elementary classrooms. Students gather on a rug to discuss the calendar, the weather, the news, and how they're feeling as the day begins.

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ASCD Shorts: Climate and Culture with Todd Whitaker

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Homepage for the Association for Positive Behavior Support

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We still have free materials for you to download, including the sensory chapters. We now have online training modules for professional development. We offer a wide variety of prices and purchasing licenses for individuals and institutions. There are free overviews of each seminar available at www.teacheropedia.com, or you may link from the descriptions below.

As always, you may contact Dr. Riffel at caughtyoubeinggood@gmail.com for any questions. WE have a new blog at www.flippingthescriptonbehavior.com - hope you will check it out as well.

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Welcome to Behavior Doctor Seminars. We have a new look, a new teaching platform, but the same great content. Take a look! LEARN TECHNIQUES ESSENTIAL To YOUR STUDENTS' SUCCESS. arrow-icon-down Discover Courses Quick tidBits We still have free materials for you to download, including the sensory chapters.

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Schools across the country have been using homegrown videos to support school-wide PBIS (SW-PBIS) initiatives in elementary, middle and high schools for a number…

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Are you looking for some PBIS books to expand your knowledge of PBIS? Making plans to start a PBIS initiative? This PBIS books reading list resource is for you!

It's often been said that teachers are lifelong learners, and there there's more than a grain of truth in that statement. Just observe any educator on vacation, enjoying a school break, or even on an average weekend. In many ways, large and small, teachers are always seeking out new information and skills they can use in the classroom.

Lifelong learning is a mindset common to individuals who view their career as a calling. Whether it's attending an educational conference, taking a class, or reading a book, many educators use their personal time to improve their professional knowledge. The benefits this brings to a classroom can be immeasurable.

Perhaps the best source for year-round lifelong learning is reading. Read on your own or as part of a larger study group, books are portable and typically inexpensive, and their ideas and concepts can often be applied immediately in the classroom. With the help of your fellow educators, we've compiled a list of great PBIS books to get your PBIS initiative off to a great start or to take it to the next level!

PBIS Books Reading List

The Servant
by James C. Hunter

The Culture
by James C. Hunter

"They've been the backbone of an education servant leadership model that we've used to roll out CharacterStrong and PBIS Rewards this year at EMS. We've used both books this year for staff book studies. Mr. Hunter is a fantastic author and speaker. His stories, analogies, and examples help schools, businesses, and teams create a culture of excellence. Highly recommended!"

- Hans Appel, Counselor
Enterprise Middle School

The Energy Bus
by Jon Gordon

"This is a great book that has both a grown-up and a kids' version to support choosing positivity and how to handle challenges along the way. We love how it fits with our focus on positive behaviors."

- Ginger Prewitt, Principal
Prado View Elementary

The PBIS Team Handbook: Setting Expectations and Building Positive Behavior
by Beth Baker M.S.Ed. and Char Ryan Ph.D.

"Full of engaging material. It also offers solutions to implement during the school year. It plays an important part for the teacher and students."

- Bridgette James, ISS
WGN Elementry School

"A great book for a school that is just getting started with PBIS. It lists key responsibilities and tasks for a team to ensure success. I love the tips that are included and the checklists to make sure you are on the right track."

- Kelly Tarr, School Counselor

How to Talk So Kids Will Listen
by Adele Faber & Elaine Mazlish

"Resolve Conflicts Peacefully. Cope with your child's negative feelings, frustration, anger, and disappointment."

Pilar Baldera, Student Engagement
The Bronx Urban Community School

The PBIS books included in this PBIS resource are recommended by other educators just like you. The links to Amazon are NOT affiliate links.

Do you have a PBIS book that would be a great addition to our PBIS books reading list? We'd love to hear about it.
Share Your PBIS Book

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PBIS Books To Build Your PBIS Library | PBIS Rewards

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Are you looking for some PBIS books to expand your knowledge of PBIS? Making plans to start a PBIS initiative? This PBIS books reading list resource is for you! It's often been said that teachers are lifelong learners, and there there's more than a grain of truth in that statement.

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The home of Positive Behavioral Interventions and Supports (PBIS). FInd more information on PBIS, how to implement PBIS, get resources and materials, and how to get support. Funded by the U.S.

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PBIS World | A Complete Tier 1 Through Tier 3 Positive Behavior Interventions & Supports System

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PBIS World is in no way affiliated, associated, or connected with any other website, entity, organization, or federal, state, local, or other government agency, department, program, policy, organization, or initiative.

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Todd Whitakker You Tube Principals - Bing video

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YouTube Josh Todd YouTube John Todd Big Head Todd YouTube Amanda Todd YouTube Sweeney Todd YouTube Thank You Todd You Made Me Josh Todd Todd We Can't Stop Want U Back Todd Todd Top 10 Best Song in the Shadows Todd Todd White Its Not About You Todd in the Shadows Best Songs of 2012 Top 10 Best Songs in the Shadows Todd Todd Wrecking Ball

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Posters
Make sure you refresh your posters. Students and staff can become blind to what is hanging on the wall. The posters are meant to be environmental cues to the replacement behavior you taught. Using real students and changing the pictures up will really help the students cue into the message. Ross Ziegler had the idea to make the poster and leave a big blank space on the poster. Laminate it and then put Velcro on the blank spot. Weekly, catch students exhibiting the behaviors and then take a picture and laminate them and put them on the poster. The kids will look to see if their picture is on the poster. When the week is over, the students can take home their laminated picture.
Matrix
Look at your matrix and make sure you are still happy with it. Are there behaviors that need some updates on the matrix? If the adults do not look at it and use it to teach the students, it needs revamping. Remember, the reason for the matrix is so all students and staff know the expectations in each area. What does the behavior look like, sound like, and feel like to exhibit those behaviors in the non-classroom areas?
Replacing the Behavior Teaching the Behaviors
We cannot assume the students remember the behaviors from last year. We need to do the behavior carnival and take them around the school in groups hearing the expectations in each area. The students need to practice and the praise needs to be more frequent and more consistent in the beginning. Booster shots will need to be given during the year.
Video Modeling
Videos of appropriate behavior should be made to be used for teaching, re-teaching, booster shots, and intensive support for students who failed to learn the appropriate behavior from universal and tier two trainings. For samples on video modeling please go to www.pbisvideos.com - there are tons of samples here.
Reframing the Response Gotchas
In the beginning, schools were asked to give behavior specific praise to students who exhibited excellent behaviors. We found everyone was really good at doing this in August, by October- not so much. We needed something tangible as a reminder to the adults. We had to put a value on it, so the students would remind the adults to give the behavior specific praise. We do ask schools to give "gotchas". The word is a generic term meaning a piece of paper with the expectations written on them. When a student is caught exhibiting expectations, they are given a gotcha. The expectation they exhibited is extolled and circled on the gotcha with a quick explanation of what it was they were witnessed doing. It is signed by the person who gives the ticket.

My rule is that gotchas are written on triplicate NCR paper. This is to continue with the consistent communication around the school and between home and school. We give the top copy to the student to take home. We train parents what to say when their child comes home with a gotcha. We want them to help the student generalize the behavioral expectations at school to what they look like at home. We ask the parents to compliment their children and then ask them what the behavior looked like at school. Then help them know what that behavior would like at home and in the community.

The second copy goes to the homeroom teacher. The homeroom teacher shares what the student did to earn the gotcha. This helps the other students learn appropriate behaviors. This is the copy that is saved for the token economy system (more about that in a minute).

The third copy goes to the principal. This is the copy that is used to see who is receiving gotchas, who is giving gotchas and to ensure no one is being overlooked. We have a free tool that tallies gotchas. It is an excel spreadsheet http://behaviordoctor.org/materialdownload/Data%20Collection%20Tools/2015gotchatracking.xls

The principal also draws several gotchas a day to broadcast over the morning announcements highlighting the behaviors that earned the gotchas. Many of our principals draw three or four names a day as well to eat lunch with them or for other special privileges. The principal can also reinforce appropriate behaviors of adults by recognizing them for giving gotchas.

My other rule on gotchas is that they are given on a more frequent ratio to other students (not your own). If you can give gotchas in your own classroom, that is the only place you will give them. It is more important that the students learn that this is a consistent effort for the whole school. Receiving a gotcha from a staff member that is not your immediate supervisor has more meaning. I've not been very popular with this rule, but if you think about it- it just makes good sense.

There are not any quotas on gotchas. If the school gives quotas like "You must give out 10 gotchas a day", staff may panic at the end of the day and just start handing out gotchas to anyone who is breathing. It is important to only give gotchas for the expectations. For this reason, many of our schools make booklets showing what constitutes a gotcha worthy behavior.

Here is a sample page with pictures of booklets made by some of our schools: http://behaviordoctor.org/gotcha-expectation-booklet/

What happens many times in schools, the students who always exhibit the correct behavior never receive a gotcha and the students who usually swing from the chandeliers finally walk correctly down the hallway and 17 people swoop in and give them a gotcha. This is another reason we keep track of who is receiving gotchas and who is not.

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Posters Make sure you refresh your posters. Students and staff can become blind to what is hanging on the wall. The posters are meant to be environmental cues to the replacement behavior you taught. Using real students and changing the pictures up will really help the students cue into the message.

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Dina Al Hidiq Zebib (Author & Certified Coach)

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What is PBIS? The BEST Intro Video! By Author & Coach Dina Hidiq Zebib

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Positive reinforcement leads to school-wide change

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As the largest middle school in the state of New Jersey, Lincoln Middle School has struggled at times with student discipline. Chronic tardiness and fights on campus have been a problem for this sc...

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Published on

1. 1. DISCIPLINE NOT PUNISHMENT An Introduction to Corporal Punishment and Positive Discipline

2. 2. Discipline and Punishment ____________________________ Is there a difference?

3. 3. DISCIPLINE PUNISHMENT Discere - to learn Punire - to inflict a Discipere - to penalty on, or cause comprehend pain for some Discipere - to teach offense

4. 4. Discipline Discipline aims to teach, mentor, guide, help learn... Role of the "teacher" or "mentor" is to explain well and demonstrate/ model good behavior Discipline is part of child rearing and is not limited to situations when there is a mistake or offence

5. 5. Punishment Penalty for doing something wrong Controlling or "correcting mistakes through the use of pain Teaching a (painful) Rosselle Arenas, 14 "lesson" so that the San Pedro, Laguna mistake will not be repeated

6. 6. What is Corporal Punishment? Punishment or penalty for an offence - imagined or real. It involves the use of force, power, authority or intimidation to inflict some pain or discomfort on the child for purposes of training or control. It is usually administered by an adult who has the authority or responsibility for looking after or caring for the child. It has two forms - physical and emotional/ humiliating or degrading punishment.

7. 7. What is Corporal Punishment? Hitting children with the hand or with an implement Kicking, shaking or throwing objects at children, scratching, pinching, burning, scalding or forcing them to ingest substances

8. 8. What is Corporal Punishment? Using power, authority or threats to force children to perform physically painful or damaging acts, e.g. holding weights for an extended period, kneeling on pebbles, squatting, asking them to stand under the heat of the sun, etc.

9. 9. What is Corporal Punishment? Threats Shaming Cursing Verbal assault Emotional or humiliating punishment: degrades, belittles, humiliates, denigrates, threatens, scares or ridicules the child.

10. 10. Why End Corporal Punishment? Of the many forms of violence that a majority of children experience, corporal punishment is the: Most common, Most pervasive and yet Least reported and Least recognised as a form of violence. Jan Christian Chu, 7 Mandaluyong City

11. 11. Why End Corporal Punishment? It is widespread - cutting across cultures, geography and social class... 80-98% of the world's children experience physical punishment in their homes, with a third more experiencing severe physical punishment with the use of implements. (World Report on Violence against Children 2006)

12. 12. Why End Corporal Punishment? 85% of Filipino children said they are punished in the home 82% said they were hit on different parts of their body; of this number, 65% reported that spanking is the most common form of punishment they experienced. (Save the Children Sweden 2005)

13. 13. Why End Corporal Punishment? It is hurting children. In the short term, corporal punishment "...kills thousands of children each year and injures and handicaps many more." "In the longer term...it [is] a significant factor in the development of violent behavior, and it is associated with other problems in childhood and later life." (WHO's World Report on Violence and Health 2002)

14. 14. Why End Corporal Punishment? Children want it to stop. Children all over the world say they do not want to be hurt, and that they wish there are other ways of disciplining them. Filipino children say they will learn better if their parents and teachers: (1) Talk to them in a calm and understanding way; (2) Explain to them what they have done wrong or how they should do things the right way; and (3) Make them feel that they are still loved and accepted.

15. 15. Why End Corporal Punishment? It has harmful effects on children. It can cause serious physical and psychological harm to children. Injury, disability, even death Fear, anger, anxiety Low self-esteem Displaced anger and aggression Rebelliousness and resentment Depression or intense loneliness Weak decision-making skills and self-control

16. 16. Why End Corporal Punishment? It has harmful effects on families and cultures. It damages a child's relationship with his/her parents/adults. It perpetuates a culture of violence.

17. 17. Why End Corporal Punishment? It violates children's rights. States have the obligation to fulfill the United Nations Convention on the Rights of the Child (UNCRC). Say NO to corporal punishment

18. 18. Positive Discipline

19. 19. DISCIPLINE = TEACHING Positive discipline is part of an education process, a way of thinking and an approach to teaching that: Helps children develop appropriate thinking and behavior in the short and long-term. Helps children develop self- discipline and confidence. Guides children to be in harmony with self and others.

20. 20. Positive discipline is not... Permissive parenting An absence of rules, limits or expectations Short-term reactions or alternative punishments to slapping or hitting

21. 21. Positive Discipline and Children's Rights Respect for the human dignity and physical integrity of children Recognition of children's capacities and their right to participate Ensuring children's best interests at all times

22. 22. Positive Discipline Principles Problem-Solving Positive & healthy Supportive learning relationship environment (Warmth) (Structure) Understanding how children think and feel Long-term goals

23. 23. Planning * Long-term goals

24. 24. What kind of people do we want our children to become? Respectful & has empathy for others Disciplined & responsible Can make wise Goal-directed decisions Analytical Able to form healthy Life-long learner relationships Honest Confident & has a Has faith solid self-esteem

25. 25. What can we do? Reflect on the values and life skills we want to teach children Make day-to-day problem situations an occasion for teaching these values and life skills Model these values and life skills (respect, taking responsibility, wisdom, handling conflict, empathy) to children

26. 26. Knowledge ** Long-term goals * Long-termLong-term goals Long-termgoals goals Long-term goals Long-term goals Understanding how children think and feel Long-term goals

27. 27. Understanding How Children Think and Feel Children at different ages need different kinds of support and information. Children's developmental stage and other extenal factors affect how they think, feel and behave.

28. 28. Tools for Understanding How Children Think and Feel Typical development Empathy Observation Listening Specific context or situation

29. 29. Typical Development Pre-adolescent period Start of physical and hormonal changes at puberty Establishing independence Forming opinions about parents/authority figures and about what is going on around them

30. 30. The Role of the Adult Pre-adolescent period * Continue building trust by listening to the child's stories * Letting the child express his/her emotions and teaching him/her how to manage these * Show that you accept the child even if he/she has made a mistake * Continue to help the child see the consequences of his/her negative action

31. 31. Typical Development Adolescence Establishing identity Setting long-term goals for oneself Challenging authority Establishing intimate relationships

32. 32. The Role of the Adult Adolescence Respectful monitoring of activities Engaging the adolescent in discussions about identity, intimate relationships and risky behaviours Listening to and respecting the child's opinion Be firm and consistent about non-negotiables

33. 33. Understanding Temperament Temperament - child's specific way of interacting/reacting to the environment Dimensions - activity level, regularity, response to new situations, adaptability, distractability, persistence, intensity Important for parents to recognise similarities and differences between one's own and the child's temperament to be able to identify the child's specific needs and the appropriate responses.

34. 34. Specific context: living on the street Lack of adult support and structure The child becomes street smart Experience of violence in the streets Need to build trust Gently reintroduce structure Teach non-violence in conflict resolution Redirect behaviour toward positive goals

35. 35. Specific context: child abuse Low of self-esteem Difficulty in making friends; shyness Aggression Need to rebuild trust Consistency in providing structure

36. 36. Specific context: the working child Need for support to manage the demands of work and school that creates pressure on the child Need for protection: check conditions of work Listen to the child's stories/observe physical and emotional changes Respect: giving the child his/her share of income

37. 37. Specific context: the child in conflict with the law Rebuild trust by listening to the child's opinions Rebuild respect by challenging negative notions but also recognising good ideas Help the child understand the long-term consequences of his/her actions on self and others

38. 38. Understanding How Children Think and Feel

39. 39. Tools Positive & healthy Supportive learning relationship environment (Warmth) (Structure) Understanding how children think and feel Long-term goals

40. 40. A Positive and Healthy Relationship with Children Children learn best when they feel respected, understood, trusted, safe and loved.

41. 41. We can demonstrate respect and empathy by... Showing children that they are still respected and accepted even when they do something wrong or when they commit mistakes Listening to them Looking at their situation from their point of view Laughing with them Supporting them when they are facing challenges Encouraging them when they have to do something difficult Telling them that they believe in them Recognizing their efforts and successes Showing them that they trust them

42. 42. Creating a Supportive Learning Environment A supportive environment provides children with appropriate information and guidance to facilitate learning, decision- making and problem solving.

43. 43. We can build a supportive learning environment by... Explaining the reasons for rules Helping them find ways to fix their mistakes in a way that helps them learn Teaching them about the effects of their actions on other people Being fair and consistent Controlling anger; manage frustration and anger in a healthy way

44. 44. Skills Problem-Solving Positive & healthy Supportive learning relationship environment (Warmth) (Structure) Understanding how children think and feel Long-term goals

45. 45. Problem- Problem-Solving Remember your long-term goals Think before you act. Transform the challenging situation into a constructive learning event for both the child and the teacher. Most actions that adults oftentimes label as "misbehaviors" are but a natural part of children's development and should not be seen as threats to adults' authority. It is therefore helpful to think ahead, anticipate problems that may arise, and plan a response.

46. 46. Positive discipline... Is about finding long-term solutions to everyday parenting challenges that will develop a child's self- discipline Involves building mutually respectful relationships with children, clearly communicating expectations, rules and limits; and increasing children's competence and confidence to handle challenging situations Is all about teaching life-long skills among children and at the same time respecting their rights as human beings.

47. 47. Positive discipline... Is about finding long-term solutions to everyday parenting challenges that will develop a child's self-discipline Involves building mutually respectful relationships with children, clearly communicating expectations, rules and limits; and increasing children's competence and confidence to handle challenging situations Is all about teaching life-long skills among children and at the same time respecting their rights as human beings.

48. 48. Using positive discipline is a process. It will take time and needs family support.

49. 49. Let us support Anti-Corporal Punishment Bill! Let us END Corporal Punishment on Children Now!

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Published on 1. DISCIPLINE NOT PUNISHMENT An Introduction to Corporal Punishment and Positive Discipline 2. Discipline and Punishment ____________________________ Is there a difference? 3. DISCIPLINE PUNISHMENT Discere - to learn Punire - to inflict a Discipere - to penalty on, or cause comprehend pain for some Discipere - to teach offense 4.

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