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School Climate Workshop Julia A. Stark School December 3, 2012

School Climate Workshop Julia A. Stark School December 3, 2012. Fostering a Positive School Culture. Responsive Classroom Positive Behavioral Intervention Supports (PBIS). Responsive Classroom. Teaches students to take ownership of their behavior through self-monitoring and self-control

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School Climate Workshop Julia A. Stark School December 3, 2012

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  1. School Climate Workshop Julia A. Stark School December 3, 2012

  2. Fostering a Positive School Culture • Responsive Classroom • Positive Behavioral Intervention Supports (PBIS)

  3. Responsive Classroom • Teaches students to take ownership of their behavior through self-monitoring and self-control • Emphasis on teaching and acknowledging positive behaviors • Meaningful consequences rather than punishment • Positive reinforcement rather than praise • Language focused on academic and respectful behavior • Logical consequences that are directly related to misbehavior • Morning Meeting: to set a tone for a friendly and productive day • Guided Discovery: to teach the proper use of classroom materials • Time Out: to reflect and calm down

  4. Positive Behavioral Intervention Supports (PBIS) • Explicit, School-wide Teaching of Expectations • Stark Stars Expectations Matrix • School Climate Committee • Stark Stars Incentive Program (Essentials Teachers) • Adoption of SPS Behavior Incident Form

  5. Stark Stars Expectations Respect Ourselves Respect Others Respect Our Environment / Things

  6. School Climate Committee • Meets Monthly • Plans Use of Expectations Matrix • Analyzes Referrals • Discusses Behavior Trends

  7. Other Initiatives to Foster a Positive School Culture • School Governance Council • Mentoring Program • After-School Volunteers (Parents and HS Students) • Leadership Opportunities for Students • Stark Ambassadors (Grade 5) • Pre-Kindergarten Partnership (Grade 4)

  8. Reading and Discussion “Brainology” by Carol S. Dweck National Association of Independent Schools www.nais.org

  9. Discipline and Consequences Ladder of Consequences: 1. Reminder 2. Time Out 3. Buddy Room 4. Referral to Main Office

  10. Submitted Questions I don’t know if my question is technically a question. I just wonder how effective the consequences are. It seems like the kids who end up in the buddy room don’t seem to mind it. Same for the kids who get sent to the office. Otherwise there wouldn’t be so many “repeat offenders” (so to speak). I seem to see the same kids receiving the same punishments over and over. But perhaps I don’t fully understand what the consequences are. I wonder if it would be more effective to take away privileges as a consequence. For example, maybe after three warnings a child loses his/her recess time. It seems like the teachers probably know each of their students well enough to know what would be an effective consequence. (A social butterfly sits by herself in the office at lunch, for example).

  11. I'm not sure if there is an answer to this question but I do wonder what can we do about kids that don't care about the matrix?  There are many kids that don't seem to care about the consequences we do have already (time out, buddy teacher etc.) just because they have different expectations at home for behavior.  The kids and parents that do care about the plan are not really the ones we have trouble with sometimes.

  12. In the last four years, I have noticed a significant decrease in appropriate student behavior. I can remember classes being commended by strangers during field trips and now when I’ve been on field trips, I’ve had the opposite experience. I don’t see field trips addressed in the matrix. Will that be addressed and how?

  13. It seems that children are suspended far more than I would have thought at the elementary level. What are grounds for suspension? It's an extreme step for students so young and I wonder if there are approaches that would be more impactful and less disruptive to the student's day and learning process.

  14. Can you outline the differences between consequences in the younger grades vs. the older grades? Do the older grades use buddy rooms? To me, that is more of a punishment to a 4th or 5th grader because of the embarrassment factor but for a K student, just an opportunity to wave and smile at their friends.

  15. I’m sure consequences for students who do not meet expectations will be addressed in the workshop and I imagine parent intervention is part of that. What happens if administration and teachers don’t get the support of parents?

  16. Consistency is very important in educating kids. Are there ways for parents to reinforce discipline at home the same manner it is handled at school?

  17. Other Questions

  18. Closing Discussion • How can parents partner with school staff to foster a more positive school culture? • Next Steps

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