CNCSP 112 (9-1) Chapter 15 Positive Schooling. Tuesday, November 20, 12

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1 CNCSP 112 (9-1) Chapter 15 Positive Schooling 1

2 Poor Teachers Some teachers are bad Bad teachers can do harm: low quality of teachers undermine learning negative effects are additive & cumulative can lead to self-fulfilling processes difference = full grade level of achievement 2

3 Remember a Great Teacher What grade were you in? What did the teacher do that made them great? Where they great just for you? How do you recall that they talked with you? What do you recall about inclass and out-of-class interactions? Ohs did they make you a better person? 3

4 No Child Left Behind Passed in 2001 Emphasis on accountability of teachers and school systems Unequal distribution of high-quality teachers More low quality teachers in non-white & lower SES schools 4

5 Components of Positive Schooling An approach to education that consists of a foundation of care, trust, and respect for diversity, where teachers develop tailored goals for each student to engender learning and then work with him or her to develop the plans and motivation to reach their goals. 5

6 Components of Positive Schooling 6

7 Components of Positive Schooling, Teachers who: Care: Consistently responsive/available 7

8 Components of Positive Schooling, Teachers who: Are trustworthy Developmental discipline 8

9 School Discipline Preventing and Correcting Common Behavior Problems George Bear, Ph.D. Patricia Bear, M.A. Symposium of the Advances and Practices of Mental Health Education in Schools South China Normal University June 16 & 17, 2011

10 Classroom teachers play a much greater role in children s mental health than do school psychologists.

11 Prevention Addressing serious and chronic behavior problems Correction Self-Discipline

12 Developing Self- Discipline Correcting, Preventing, and Addressing Behavior Problems

13 One of the greatest current debates in school discipline in the U.S. concerns the emphasis placed on each of these 4 components, as seen in the 3 most popular approaches to school discipline: 1. Zero tolerance approach emphasis on safety and correction: students are removed from school for misbehavior. 2. Schoolwide Positive Behavioral Interventions and Supports (PBIS) emphasis on prevention, especially by rewarding good behavior, and on addressing serious behavior problems (see 3. Social and Emotional Learning Approach emphasis on developing self-discipline, positive relationships and school climate (see CASEL.org)

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15 Overall, research most strongly supports the social and emotional learning approach. Not only does research show that this approach promotes positive mental health, but it also promotes academic achievement (Durlak et al., 2010). The PBS approach is best for correcting everyday behavior problems and treating the more serious behavior problems. We combine techniques from both approaches.

16 Component 1: Developing Self-Discipline/Promoting Individual Assets Mental Health Assets Most Related to Self-Discipline Responsible decision making and behavior Self-management of emotions and behavior, including coping with stress Social awareness and relationship skills Self-awareness Autonomy Competence Self-worth

17 Think Feel Act Research-based Strategies that Focus on Developing Self- Discipline and Individual Assets

18 Curriculum Lessons that Directly Teach Social, Emotional, and Behavioral Competencies. Typically, integrated into existing curriculum (e.g., social studies, language arts) Some schools use a packaged curriculum In general, this receives much less emphasis in the U.S. than in other countries, especially in regular classrooms.

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20 Extracurricular activities (e.g., music, clubs) Helping others in the community ( service learning ) Sports

21 In developing self-discipline and other assets, one helps prevent behavior problems and reduces the need for correction or treatment. Likewise, when done wisely, many techniques for preventing and correcting behavior problems help develop selfdiscipline and other mental health assets. Self-Discipline (and other MH Assets) Prevention Correction

22 Prevention Correction Developing Self- Discipline (and Other MH Assets)

23 Components of Positive Schooling, Teachers who: Respect for Diversity Highlight commonalities Normalize differences 23

24 Components of Positive Schooling, Important Teacher Behaviors: Avoid cynicism about students Listen to students Attend to cultural context Spend time with students Encourage inclusivity 24

25 Components of Positive Schooling WE/ME viewpoint Jigsaw Classroom teaches cooperation learn content & respect for others 25

26 Components of Positive Schooling Compensatory programs for those with learning difficulties Importance of nurturing gifted students 26

27 Components of Positive Schooling, Goals: Provide a means of targeting learning efforts Agreed upon by teacher & student Stretch goals Understandable and concrete High Expectations 27

28 Components of Positive Schooling, Plans and Motivation: Careful planning of activities Make material relevant to personal lives Model enthusiasm Sensitive to student needs & reactions 28

29 Components of Positive Schooling, Plans and Motivation: Take risks; try new approaches Use humor Increase student accountability Delivery of praise 3+:(-1) 29

30 Components of Positive Schooling, Hope Student believes that she or he will continue to learn long after class ends Societal Contributions: Students see selves as part of larger society 30

31 Proposed Model Participation Attachment Commitment Membership P!A!C!M School Engagement UCSB 46 31

32 Teaching as a Calling A strong motivation in which a person repeatedly takes a course of action that is intrinsically satisfying Teaching as a privilege: a chance to make a positive difference 32

33 Giving Back to Teachers What you can do to make teachers better: Work with teachers toward improvement Work with kids outside of school Teach children respect of other views Volunteer at school Show gratitude 33

34 Example of Positive Schooling StrengthsQuest Program To engage high school/college students Donald Clifton Clifton StrengthsFinder StrengthsQuest workbook 34

35 Optimistic Classroom Aussie Optimism Program: Goldie Hawn Foundation: St. Peter s College: 35

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37 What were the Key Topics? What are your clarification questions? 37

38 Key Terms (Chapter 15) Developmental Discipline Positive Schooling 38