Hacking School Discipline by #beesilly #beesweet #beekind

Were there any ideas or quotes that jumped out at you from the Introduction? First impressions of the book?

tsadler — 2021-06-13 14:41:02 UTC

“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.

tsadler — 2021-06-13 14:41:02 UTC

"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.

tsadler — 2021-06-13 14:41:02 UTC

"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.

tsadler — 2021-06-13 14:41:02 UTC

"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.

"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."

tsadler — 2021-06-13 14:41:02 UTC

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.

Thoughts on this style of communication and mediation? What might it look like in your classroom or school? Potential benefits?

tsadler — 2021-06-13 14:41:02 UTC

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!!!

tsadler — 2021-06-13 14:41:02 UTC

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.

tsadler — 2021-06-13 14:41:02 UTC

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.

L

tsadler — 2021-06-13 14:41:02 UTC

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.

Lo

tsadler — 2021-06-13 14:41:02 UTC

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.

tsadler — 2021-06-13 14:41:02 UTC

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.

Rephrasing during mediation

tsadler — 2021-06-13 14:41:02 UTC

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.

XSS

tsadler — 2021-06-13 14:41:02 UTC

What are your thoughts on the restorative circle?

tsadler — 2021-06-13 14:41:02 UTC

Circles

tsadler — 2021-06-13 14:41:02 UTC

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.

Circles

tsadler — 2021-06-13 14:41:02 UTC

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.

tsadler — 2021-06-13 14:41:02 UTC

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.

Class meeting vs circle up?

tsadler — 2021-06-13 14:41:02 UTC

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.

Thoughts on repairing the harm? Any reflections on your school’s current practices you could improve? Classroom implications?

tsadler — 2021-06-13 14:41:02 UTC

Repairing Harm

tsadler — 2021-06-13 14:41:02 UTC

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.

tsadler — 2021-06-13 14:41:02 UTC

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.

tsadler — 2021-06-13 14:41:02 UTC

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."

tsadler — 2021-06-13 14:41:02 UTC

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.

Helping kids reflect

tsadler — 2021-06-13 14:41:02 UTC

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.

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?

tsadler — 2021-06-13 14:41:02 UTC

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.

tsadler — 2021-06-13 14:41:02 UTC

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.

Rules vs Expectations

tsadler — 2021-06-13 14:41:02 UTC

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.

Odr forms

tsadler — 2021-06-13 14:41:02 UTC

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?

tsadler — 2021-06-13 14:41:02 UTC

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

What role could a growth mindset play in your classroom? Other ideas to help support this mindset school-wide?

tsadler — 2021-06-13 14:41:02 UTC

Does anyone have any ways their school already helps support growth mindset school-wide?

tsadler — 2021-06-13 14:41:02 UTC

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?

tsadler — 2021-06-13 14:41:02 UTC

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.

Thoughts on teaching mindfulness to your students?

tsadler — 2021-06-13 14:41:02 UTC

Great Questions

tsadler — 2021-06-13 14:41:02 UTC

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?”

tsadler — 2021-06-13 14:41:02 UTC

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?).

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.

tsadler — 2021-06-13 14:41:02 UTC

Whole school

tsadler — 2021-06-13 14:41:02 UTC

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.

tsadler — 2021-06-13 14:41:02 UTC

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).

Posting

tsadler — 2021-06-13 14:41:02 UTC

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!

What insights did this chapter give you about your students? What role will empathy take in your classroom?

tsadler — 2021-06-13 14:41:02 UTC

Empathy

tsadler — 2021-06-13 14:41:02 UTC

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!!!

tsadler — 2021-06-13 14:41:02 UTC

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.

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?

tsadler — 2021-06-13 14:41:02 UTC

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.

tsadler — 2021-06-13 14:41:02 UTC

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.

🤬

tsadler — 2021-06-13 14:41:02 UTC

What role could data collection have in changing behavior in your school and/or your classroom?

tsadler — 2021-06-13 14:41:02 UTC

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.

"Students need to be heard and understood." Your final thoughts?

tsadler — 2021-06-13 14:41:02 UTC

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.

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!

tsadler — 2021-06-13 14:41:02 UTC

tsadler — 2021-06-14 01:08:37 UTC

"Within every wrongdoing is a teachable moment."

tsadler — 2021-06-14 01:10:37 UTC

Wear them down with relentless kindness.

Never hold a grudge!

tsadler — 2021-06-14 01:11:09 UTC

tsadler — 2021-06-14 01:12:07 UTC

Shared investments in the school climate

tsadler — 2021-06-14 01:12:44 UTC

Healthy relationships among ALL stakeholders

Better than Carrots or Sticks

tsadler — 2021-06-17 16:22:48 UTC

http://www.ascd.org/Publications/Books/Overview/Better-Than-Carrots-or-Sticks.aspx