A workshop for using some of most powerful, practical tools in documented prevention science

1. Welcome back for Day 2. A workshop for using some of most powerful, practical tools in documented prevention science By…Penn State University, PAXIS Institute and Johns Hopkins University

2. Use Tootles • Tootles are the opposite of tattles • Teach and use written Tootles • Post, promote, and announce Tootles • Option: Use school-wide, at events, conferences, etc. PRACTICETootles Now Teacher’s Guide: p. 51-6; Form 108: www.hazeldenbookplace.org/paxgame

3. Calvin and Hobbes

4. Triune Brain - Three PATHS to PAX Adapted from Paul M. Clean, “A Mind of Three Minds: Educating the Triune Brain.” in Education and the Brain edited by J. Chali and A. Mirsky (Chicago University of Chicago Press).

5. Ancient Brain PATHS to PAX • Enables us to dodge hazards, seize opportunities, and live to see another day, and is a PATH to PAX • By PAX Cues • The language of PAX (US instead of Them) • Playing the Game • Neutral reactions by adults and peer • Imitative models of PAX Lieberman, P. (2000). Human Language and Our Reptilian Brain. Cambridge, MA: Harvard University Press Also see http://members.aol.com/nonverbal3/reptile.htm.

6. Limbic PATHS to PAX • Humans have the largest limbic system of any animal, making them the most emotional animals yet to walk the earth, and this is a PATH to PAX by: • Learning Turtle • Learning Control Signals • Lessons on feelings • OK and Not OK Cues • PATHS Stoplight • Tootles and compliments • PAX Cues • PAX Promise • PAX Jobs

7. Neo-cortex PATHS to PAX • The neo-cortex provides planned reasoning toward a goal, a PATH to PAX by: • Relational frame language of “How would a PAX Leader do that?” • PAX Promise • After calming down, engaging in problem solving. • Asking for the PAX Game • Writing Tootles • Developing cognitive flexibility • Developing attention ability

8. Brain Ruts & Routes Higher Road or Lower Road

9. Building Blocks of The Higher Brain Path

10. High Road Brain Strategy Increase & Reinforce PAX behaviors Stop Emotional dysregulation and increase self-regulation Reduce uncertainty, stress and threats

11. “A” Steps on Brain Path

12. “B” Steps on the Brain Path

13. “C” Brain Pathways to PAX

14. “D” Brain Pathways to PAX

15. “E, F & G” Brain Pathways to PAX

16. Practicing PATHS to PAX Game Day 1 Breakout

17. Create Shared Language & Vision What kind of a PAX Leader do you like? Setting up idea of a Wonderful Classroom & School Day 1 Breakout

18. How to play the PAX Game • 3 times per day • A secret game several times per week • Using brain science on the Stop and Go circuits in the brain for PRACTICE • Building student self-control Day 1 Breakout

19. What to do in between games Go-getters, please collect PAX sticks for class leader. Day 1 Breakout

20. How to spread lasting PAX • Spread to home • Make it work for children of different needs • Build a lasting legacy Day 1 Breakout

21. Are You Ready to Learn a Path To PAX? Try not. Do, or do not. There is no try. –Master Yoda Ah, future PAX Leaders, now you do. 12 minutes Day 1 Breakout

22. Watch the PAX Game PAX Good Behavior Game Video Day 1 Breakout

23. In 10 words or less in the next one minute, summarize why the PAX Good Behavior Game works. If stick is drawn, stand up and give summary for all to hear. Summary Activity Day 1 Breakout

24. 1-2 Shared Vision Who likes to have fun? • Are you a PAX Leader activity • Sets the stage • Makes children heroes of doing good QuickStart: p. 3-4 Teacher’s Guide: p. 17; p. 50 Day 1 Breakout

25. 1-2 Shared Vision My Wonderful School Story QuickStart: p. 6-7 Teacher’s Guide: p. 18; p. 121-128 Day 1 Breakout

26. 1-2 Shared Vision Tell Dramatically or Paraphrase Story • Make the children heroes. • Set the stage for them making the world, school, and their homes a better world. • Adapt to suit ages, culture or language. • Interact with kids Teacher’s Guide: p. 18; p. 121-128 Make or use puppets if you wish Day 1 Breakout

27. 1-2 Shared Vision Create the Vision & Language QuickStart: p. 6-7 Teacher’s Guide: p. 19-21; 94-95 Day 1 Breakout

28. 1-2 Shared Vision Define PAX and Spleems What will happen MORE? What will happen LESS? Teacher’s Guide: p. 19-21; 94-95 SPLEEMS = Anything that gets in the way of PAX PAX = peace, productivity, health & happiness Day 1 Breakout

29. 1-2 Shared Vision Using the PAX Language • Ask was that “PAX or a Spleem.” Or, what would a PAX Leader do? • Use the PAX motto, “I better my world, and I better my self.” • Use the promise. QuickStart: p. 7 Teacher’s Guide: p. 28; 101 Day 1 Breakout

30. 3 Play PAX Game Step 3: Play the PAX Game • Learn steps for starting the Game • Define Spleems • Baseline Spleems • Teams • Play 3 times per day • PAX Wins & Prizes • Schedule (when & how long) • PAX Jobs • Secrete Game • Rule 101 and 102 • List questions Day 1 Breakout

31. Defining Spleems • Review • Select • Delete Spleems • Add Spleems • Splats Teacher’s Guide: p. 14-16; 94-95

32. 3 Play PAX Game Baseline Spleems • Let somebody else teach or supervise your class for a bit • Score Spleems for 15 minutes • Do not use teams • Get reliability if possible Use Figure 2 in handouts Teacher’s Guide: FORM p. 139 Day 1 Breakout

33. 3 Play PAX Game Teams & Wrist Bands • Team structure and rotation • Teams have identifiers such as names, colors, buttons, or wristbands (which they often enjoy picking with supervision) QuickStart: p. 8-9; Teacher’s Guide: p. 22-25; 29-30 Day 1 Breakout

34. 3 Play PAX Game Counting & Scoring Spleems • Notice Spleems NON-EMOTIONALLY • “That was a Spleem for the XYZ team.” • “Was that Spleem?” • “Spleem for ___.” • Whisper, “Spleem.” • Mark on sheet on wall, board or carry sheet Use Figure 2 in handouts Teacher’s Guide: FORM p. 96

35. 3 Play PAX Game Counting & Mark PAX Wins • Have kids count their team spleems with you • Ask if they are a winner (3 spleems or less) • Optional • Ask them what Spleems they might need to do LESS of in the future • Ask which Spleems they did well NOT doing • Mark Wins, Time & Details on Winners sheet Teacher’s Guide: FORM p. 97, Replaced in JHU study

36. 3 Play PAX Game Use PAX Prizes • Granny’s Wacky Prizes • Teacher’s Prize Selection • Student Recommended Prizes • 180 Day of PAX Prizes • Moving up delay of Prizes Have fun withmy wackyprizes. Seemy list offun things todo that don’tcost anymoney.P. 36-37. Usewhat you want. Day 1 Breakout

37. 3 Play PAX Game Game Schedule • Play 3-times per day • Follow the column for age group • Choosing time level • Advancing time level • Using timer Teacher’s Guide: p. 48-51 Plus handout Day 1 Breakout

38. 3 Play PAX Game Give PAX Jobs for Better Game • Assure many children get roles • Assure that high-risk kids get roles, because it is powerful in changing their behavior. • More roles/jobs increase achievement. • Builds intrinsic motivation. Teacher’s Guide: p. 32-33; FORMS 98-100 Day 1 Breakout

39. 3 Play PAX Game When Kids Spoil the Game • Rule 101 states that a team member may be removed from a team by a teacher for committing deliberate Spleems, also known as “Splams.” The offending team member must play solo for several days up to a week. Teacher may reinstate him or her to a team. • Rule 102 states that laughing, giggling, or encouraging a person who is splamming is a Spleem against one’s team. Teacher’s Guide: p. 30-1 Day 1 Breakout

40. 3 Play PAX Game Role Play Game • Items needed • Timer • Place to mark spleems • Scoreboard • Optional: wristbands or team identifiers • Prize selections

41. Rapid Questions • Take 60 seconds to write down a major question you have about the Game. • Scribe helper takes down rapid questions • Course leader(s) review Day 1 Breakout

42. Sustaining Paths to Pax More on self control, PAX everywhere, integration activities

43. The Game is a brain builder • Cannot play the game 100% of the time • Other procedures help build sustainable, lasting effects based on the brain building by the PAX Game • Start your second week of implementation Video; Teacher’s Guide: p. 38-51; FORMS 102-107

44. Secret & Transition Games • Why Secret Game • Playing Game in classroom and hallways, restrooms, lunchroom, playground • Play with Substitutes and Visiting Teachers

45. Use Thumbs Signs • Use on desks to cue PAX and Spleems walking through room • Use on walls when teacher led instruction • Optional: use in hallway or similar transitions & school wide QuickStart: p. 13 Teacher’s Guide: p. 39-40; Forms 105-7

46. Teach & Use • Use for attention & quiet. • Teach directly • Use poster form • Praise fast attention and quiet • Occasionally give rewards for good PAX Quiet • Optional: Adopt school wide Teacher’s Guide: p. 41-42; Form 102

47. Teach & Use • Use in hallways • Teach from the true story • Use poster form • Praise PAX Hands • Occasionally give rewards for PAX Hands • Optional: Adopt school wide QuickStart: p. 14 Teacher’s Guide: p. 42-44; Form 103

48. Teach and Use • Use in hallways • Teach from the true story • Use poster form • Praise PAX Voices • Occasionally give rewards for PAX Voices • Optional: Adopt school wide Teacher’s Guide: p. 45-48; Form 104

49. Teach & Use Sticks & Timer • Directly teach and use; do not allow kids to decorate their sticks. • Praise quick responses • Occasionally reward fast times or good responses • SHOW TIMER OR STICKS Teacher’s Guide: p. 48-51

50. Give PAX Jobs NOT as rewards • Use job cards • Rotation • Use children to REMIND you to play the game Teacher’s Guide: p. 32-33; FORMS 98-100