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Building Effective Relationships as a Mean of Addressing “Disrespect”

Building Effective Relationships as a Mean of Addressing “Disrespect”. Dr. Lisa Williams Office of Equity and Cultural Proficiency. Session Outcomes:. By the end of the session Deep Creek Middle School staff will:

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Building Effective Relationships as a Mean of Addressing “Disrespect”

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  1. Building Effective Relationships as a Mean of Addressing “Disrespect” Dr. Lisa Williams Office of Equity and Cultural Proficiency

  2. Session Outcomes: • By the end of the session Deep Creek Middle School staff will: • Operationally define “disrespect” in order to develop and implement a schoolwide plan to reduce the frequency of behavior that is characterized using said definition. • Begin reflecting on the construct of “relationships” and how the strength or weakness of their relationships with students impact teaching and learning in their classrooms.

  3. Using the data describing “who” the Deep Creek Middle School Students are….. What is one of the most stubborn, common challenges students face?

  4. Given that…. In excess of 75% of DCMSS are participating in the Free and Reduced Meals Program (FARM), perhaps we should look a little closer at implications

  5. First a little about us Take this survey… What do these data tell us???

  6. Working with the people at your table • How conversant/comfortable are you with addressing the implications of poverty on teaching and learning?

  7. The environmental circumstances from which students hail…. • Will inform their prism on the schooling process • Will be mediators in teaching and learning (to include demonstrated behaviors/misbehaviors) • Will create circumstance that serve as barriers or opportunities

  8. Let’s talk about it • Working in groups, describe a fairly typical behavior that you collectively agree is an example of disrespectful student behavior: • Describe the behavior • Identify antecedents • Describe general teacher response • How much time is lost from instruction • Describe the students (gender, achievement, race) who are the most chronic offenders

  9. What are the common treads in all the reporting? Building our Operational Definition of Disrespect

  10. Challenges in Changing the Behavior Opportunities to Change the Behavior What do you think the genesis of this issue is?

  11. Forming a systemic response: What can we all agree to do? • What? • When? • How will be communicate? • How will students actively be involved in the solutions?

  12. Finding the time for direct instruction/reinforcement of desired behaviors Research from the book, “WHAT IS IT ABOUT ME YOU CAN’T TEACH”

  13. Teaching Expectations and Student Achievement (TESA) as a means of building relationships • Equitable distribution • Affirm/correct • Proximity • Individual help • Praise • High level questions • Accepting feelings • Wait time • Courtesy • Reasons for praise • Personal regard • Delving • Listening • Desisting

  14. Take a mental note: How many strategies do you use? How often do you use them? How equitable are you in your use?

  15. From the research: hardwired emotional responses • Sadness • Joy • Disgust • Anger • Surprise • Fear • Jenson, 2009 (Teaching with Poverty in Mind)

  16. What are the behavior responses that we most prefer in teaching and learning? • Cooperation • Patience • Empathy • Gratitude • Forgiveness • Patience • Optimism • Compassion Jenson, 2009 (Teaching with Poverty in Mind)

  17. In between now and the next time….. Organize Implement Monitor outcomes

  18. Thanks for your attention

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