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Lenawee Christian School. A CHRIST-CENTERED “SAFE AND NURTURING” ENVIRONMENT. Prevention. New updated policy Increase adult supervision during high-risk times. Discuss “hot spots” with a partner. When and where? Clearly communicate behavior expectations. Model Christ-like behavior
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Lenawee Christian School A CHRIST-CENTERED “SAFE AND NURTURING” ENVIRONMENT
Prevention • New updated policy • Increase adult supervision during high-risk times. • Discuss “hot spots” with a partner. When and where? • Clearly communicate behavior expectations. • Model Christ-like behavior • Strength the bond between you and your students • Positive behavioral referrals • Student-of-the-month • Greet every student by name at the door every day. • Provide SFIA (sustained focused individual attention to at-risk students. (Positive verbal interaction, smile, eye contact). • Send brief notes and email home to parents. • Attend students’ co-curricular activities. • Consider interventions in your PLC team to meet the students’ needs
Problem Solving • David is one of the biggest boys in fifth grade. He also is notorious for being mean to other students, particularly Mark. Mark is shy and afraid of David. Walking into school one day, David took Mark’s book bag and dumped out all of the books. When David noticed Mark’s arithmetic homework on the ground, he said, “How dare you litter.” He then ripped the homework assignment into little pieces and three it into the trash. At least five other students in Mark’s class witnessed what happened. When the teacher collected the homework assignment, she asked Mark why he did not turn his in. Mark said, “I guess I forgot.” None of the other students who saw what had happened said a word. Mark received an “F” for that assignment.
Mark’s Case • What should be the proper course of action? Can we create an environment where this doesn’t happen? How? • What should the target do? • What should the bystanders do? • What should adults do? • What consequences, if any, are appropriate? What is just? • What should the bully do to make amends or make the situation right?
Lee’s Story • Lee is terrible at sports. He is small, he is not well coordinated, and he seems afraid of getting hurt by the other boys who play rough. Even kids in the lower grades are better at sports than Lee. He sits alone during free time and never is asked to be included in any of the games on the playground. In fact, one of the boys started to call him, “The Wimp,” and now the whole school knows him by that name. Lately, some of the boys have been saying that Justin is really “a girl in disguise.” They have modified his “nickname” and are now calling him “The Gay Wimp.” No one seems to take notice or be offended by such comments. None of the teachers are aware of Lee’s situation.
Lee’s Case • What should be the proper course of action? Can we create an environment that this doesn’t happen? How? • What should the target do? • What should the bystanders do? • What should adults do? • What consequences, if any, are appropriate? What is just? • What should the bully do to make amends or make the situation right?
How Should We Handle Mean Behavior? • Gray behaviors require staff intervention, discussion, and discouragement from repeating the behavior. All staff members need to “sweat the small stuff” by using the 15 second verbal intervention for all gray behaviors.
How Should We Handle Mean Behavior? • Yellow behaviors require an immediate 15 second intervention, a write-up by the staff member who saw/heard the behavior or had it reported to them by a student, and a mild consequence from the rubric which escalates gradually if the behavior is repeated. Yellow behaviors may involve a phone call home to parents made by the student in an administrator’s presence, and a possible silent supervised recess or lunch with a Time to Think Form.
How Should We Handle Mean Behavior? • Red behaviors require an immediate 15 second intervention, a write-up by the staff, and a consequence on the rubric. These behaviors may involve more than one day silent supervised lunch/recess where a Time to Think Form is completed, classes only, in-school suspension, a face-to-face parent conference, and possible legal involvement.
FORCED CHOICE Is this behavior gray, yellow or red?
Key Components The 15 Second Intervention • I saw you __________ • This behavior is mean/hurtful. • I would never let someone do that to you, and it’s not okay that you did it to ________ • We don’t do that here. • This needs to stop. • I will be writing this up, and there will be consequences form the rubric. W’s for Bystanders • Who was involved? • What happened?Where at school did it happen? • When did it start? How long has it been going on? How often? • Witnesses (Who saw heard what happened?) *Reporting form available
Promises when someone reports • I will not tell the mean student who told. I will keep your name out of it. • I will document this and there will be an investigation. • Don’t go back and tell your friends. One of them might tell the student who is being mean. • Come back to me immediately if the mean behavior continues or worsens. I need to be the first to know if it hasn’t stopped. • Thank you for coming to me. It took courage and you did the right thing.
RATTING AND TATTLING • Telling an adult about a • small problem that you could solve yourself. • problem when you really just want your own way. • problem when you just want to make yourself look good. • small problem because you want to get someone into trouble that you don’t like.
REPORTING • Telling an adult about a problem when either you or a classmate is getting hurt: someone’s body, feelings, friendships, reputation, or property are being hurt. • Telling an adult about a problem that is dangerous or destructive.
Unhelpful Responses • If a child is clearly “ratting” or “tattling”, these are UNHELPFUL Responses: • Are you ratting or reporting? I think you are ratting. Please sit down. • You are tattling. This isn’t a big deal and no one is getting hurt. • It’s not your business. • This isn’t your problem. • You take care of yourself, and let him take care of himself. • If there’s no blood, I don’t want to hear about it. • Keep your nose out of it. Mind your own beeswax.
Helpful Responses If a child is clearly “ratting” or “tattling”, these are HELPFUL Responses: • Thanks for letting me know. (Give brief attention and eye contact, and then change the subject and focus your attention on other students – “Hey you guys are really doing a good job taking turns on the swing!”). • Thanks for letting me know. I think there are some things you can do to solve it. Here are some ideas …. If nothing works, come back to me and I’ll help you. • Write it down and put it in our Notes Of Concern/Positive Strokes Box.
Empowering Students • Keep eye contact. Calm voice - no whining or yelling. Poker face - no frowning, glaring. • "That's bothering me. Please stop. (Keep eye contact and wait for them to stop). Thank you." (If they don’t stop, look away from them and count slowly to five.) • Repeat - "That's bothering me. Please stop. (Keep eye contact and wait for them to stop). Thank you." (If they don’t stop, look away from them and count slowly to five. • If they still don’t stop, say "Stop or I'll report it." (If they don’t stop, approach the teacher. See below.) • Say to teacher: I need your help. I've politely asked (name) to stop (behavior) three times. They still keep doing it. It’s really bugging me. Can you help me?
Empower students • Speak up in the moment and tell the mean kid to stop • Privately tell friends who are being mean to stop, in a respectful way. • Make an excuse to get the target away • Change the subject • Disagree with the mean kid, in a polite way. • Distract the mean kid: ask a question, • Be friendly to the target, talk to them, and make an effort to include them. • Support the target at a later time; privately help them feel better, tell them they didn’t deserve it, • Encourage the target to get adult help; offer to go with them if they seem nervous • Quietly and privately tell an adult yourself what is happening
Time to Think Form (e.g., Did you want attention or want to impress someone? Did you want to be left alone? Were you trying to have fun? Did you want your own way? Did you want someone to listen to you? Were you already mad about something?) How will you solve that problem or reach that goal the next time without hurting anyone? Please list three ways to solve the problem or reach the goal. • What did you do? Please be specific. Start with “I.” Tell me later what the other student did. • What was wrong with that? Who did you hurt? How do you know you hurt them? • What problem were you trying to solve or what goal were you trying to reach?
Rubrics • Elementary School • Secondary School
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