Building an Ecology for Non-Violence

1. “WHAT ALMOST ALL FAIL TO UNDERSTAND IS THAT BEING AN EFFECTIVE TEACHER MAY BE THE MOST DIFFICULT JOB IN ALL OF OUR SOCIETY”- Dr. William Glasser

2. Building an Ecology for Non-Violence Phase 6 Life Space Crisis Intervention Phase 1 Self-Awareness and the Conflict Cycle Choice Theory And A Quality School Phase 5 Effective Communication Phase 2 Difference between behavioral management and behavioral change Phase 4 Surface behavioral management strategies Phase 3 Healing Environment

3. Philosophy of Students A Student is the most important person in any school. A Student is not an interruption of our work—he or she is the purpose of it. A Student is not just a statistic. He or she is a flesh and blood human being with feelings and emotions like ourselves. A Student is one who comes to us with needs and/or wants. It is our job to fill them. A Student is deserving of the most courteous and attentive treatment that we can provide. A Student is the lifeblood of this and every school. Without him or her, we would have to close our doors.

4. The Quality Paradigm Shift in Education Old Paradigm of Teaching and Testing New Paradigm of continuous learning and improvement: The quality school Unlimited, continuous improvement. Cooperation based. Process orientated. Work should be meaningful, challenging and invigorating. Teachers and students learn how to get better and better at work they do together. • Success if artificially limited to a few “winners”. • Competition based. • Product orientated; focused solely on results. • Work is a task, not intended to bring joy to the worker. • School is a place where teaching is done to (at) students. Students are passive, teachers are active.

5. The Quality Paradigm Shift in Education Old Paradigm of Teaching and Testing New Paradigm of continuous learning and improvement: The quality school Teachers work together on school time to build success. Administrators are viewed as teammates and helpers. Teachers are viewed as teammates and helpers. Multi- and cross discipline learning. Rule by helping. Teachers and students take pride in their work together. • Teachers are isolated from each other by time and space. • Administration is viewed as the teacher’s natural enemy. • Teachers are viewed as the student’s natural adversaries. • Single-discipline instruction • Tayloresque factory model: Rule by compliance, providing control and command. Authoritarian, hierarchical. Fear used as a tool of power.

6. The Quality Paradigm Shift in Education Old Paradigm of Teaching and Testing New Paradigm of continuous learning and improvement: The quality school Testing, when appropriate, to improve the process, process portfolios, exhibitions and so on. Students learn from teachers, other students and other sources. Students are their own products, continuously improving, getting better and better and helping others to do the same. • Testing as primary means of assessing results of the learning process. • Teachers give information, students memorize it, then forget most of it. • Ultimate goal: Students are the products of the school.

7. The Five Shifts • Material to the spiritual • Cognitive to the Affective • Certainty to Curiosity • Solution to Transformation • Discussion and debate to dialogue

8. Choice Theory Overview

9. 1.) BASIC NEEDS 2.) QUALITY WORLD 3.) PERCEPTUAL SYSTEM survival, love, belonging, power, freedom, fun pictures of people, things, systems of belief -positive, negative, neutral HOWand WHY We Choose to Behave

10. 4.) THE REAL WORLD 5.) THE COMPARING PLACE 6.) THE BAHVIORAL SYSTEM - information about everything, including ourselves frustration signal, an urge to behave when the real world perception does not match the quality world picture - organized behaviors & creativity How and Why cont.

11. 7.) TOTAL BEHAVIOR 8.) SELF-EVALUATION acting, thinking, feeling, physiology - Is what I am doing working? How and Why cont.

12. Quality World Basic Needs Treasured Memories Valued Behaviors & Ideas Creative Musings Special People Treasured Memories Love/Belonging Power Freedom Fun Survival

13. WE BEHAVE AS A WHOLE, BEHAVIOR IS TOTAL… THINKING WANTS BASIC NEEDS ACTING FEELING PHYSIOLOGY TOTAL BEHAVIOR

14. The Difference Between External Control and Choice Theory Thinking

15. External Control Choice Theory

16. External Control Choice Thoery

17. External Control Choice Theory

18. External Control Choice Theory

19. What Students NEED More choice Positive teacher relationships More small group interaction What Students GET Greater emphasis on control & discipline Less positive & personal teacher-student relationships More whole-class instruction DEVELOPMENTAL MATCH

20. THE SIX CONDITIONS OF QUALITY SCHOOL WORK 1.) There must be a warm supportive classroom environment 2.) Students should only be asked to do useful work 3.) Students are always asked to do the best they can do

21. Six Conditions cont. 4.) Students are asked to evaluate their own work and improve it 5.) Quality work always feels good 6.) Quality work is never destructive

22. 1.) CRITICIZING 2.) BLAMING 3.) COMPLAINING 4.) NAGGING 5.) THREATING 6.) PUNISHING 7.) REWARDING PEOPLE TO CONTROL THEM 7 DEADLY Habits That Destroy Relationships

23. 7 ConnectingHabits 1.) CARING 2.) LISTENING 3.) SUPPORTING 4.) CONTRIBUTING 5.) ENOURAGING 6.) TRUSTING 7.) BEFRIENDING

24. MANAGING SCHOOLS AND CLASSROOMS Boss Manager Lead Manager

25. MANAGING SCHOOLS AND CLASSROOMS (cont.) Boss Manager Lead Manager

26. MANAGING SCHOOLS AND CLASSROOMS (cont.) Boss Manager Lead Manager

27. MANAGING SCHOOLS AND CLASSROOMS (cont.) Boss Manager Lead Manager

28. MANAGING SCHOOLS AND CLASSROOMS (cont.) Boss Manager Lead Manager

29. THE BASIC NEEDS IN A GLASSER QUALITY SCHOOL Directions: Discuss how needs are met in a Glasser Quality School as seen through the Quality Worlds of the people involved creating it

30. Love and Belonging Connectedness Involvement Freedom Choices Creativity Survival Security Safety Fun Learning Laughing The Teachers and Staff The Principal The Students The Parents THE QUALTIY WORLD PICTURES

31. The skills of Life Space Crisis Intervention are important because the acts of violence by children and youth are not by appointments.

32. LIFE SPACE CRISISINTERVETNION A therapeutic skill which enables us to make the best out of a stressful students incident when we get the worst of it.

33. I’ve come to the frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate; it’s my daily mood that make the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture, or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations it is my response that decides whether a crisis will be escalated or de-escalated or a child humanized or de-humanized.- HaimGinott

34. In this world you are only one person, but to a troubled student you are the world.

35. THE PSYCHOLOGICAL NEEDS • BELONGING- Students feel like they belong in their school, feel attached to it • BULLYING- Students do not feel like they will be picked on, ranked, teased, or ridiculed

36. THE PSYCHOLOGICAL NEEDS (cont.) • PERSONAL INFLUENCE- Students feel that they have some say in what goes on in school • SUCCESS- Student experiences a sense of success and achievement in school

37. THE PSYCHOLOGICAL NEEDS (cont.) • FUN- Students find learning fun and enjoyable • TEACHER CARING- Students see teachers caring, being respectful and supportive • DISCIPLINE- Students feel that discipline is applied fairly and consistently

38. COGNITIVE MAP OF THE SIX STAGES OF THE LSCI PROCESS Diagnostic Stages(1-3) STAGE 1- DRAIN OFF Staff de-escalating skills to drain off the student; intense feelings while controlling one’s counter-aggressive reactions

39. COGNITIVE MAP OF THE SIX STAGES OF THE LSCI PROCESS (cont.) Diagnostic Stages(1-3) STAGE 2- TIMELINE Staff relationship skills to obtain and validate the student’s perception of the crisis

40. COGNITIVE MAP OF THE SIX STAGES OF THE LSCI PROCESS (cont.) Diagnostic Stages(1-3) STAGE 3- CENTRAL ISSUE Staff diagnostic skills to determine if the crisis represents one of the six LSCI patterns of self-defeating behavior

41. COGNITIVE MAP OF THE SIX STAGES OF THE LSCI PROCESS (cont.) Reclaiming Stages (4-6) STAGE 4- INSIGHT Staff clinical skills to pursue the student’s specific pattern of self-defeating behavior for personal insight and accountability

42. COGNITIVE MAP OF THE SIX STAGES OF THE LSCI PROCESS (cont.) Reclaiming Stages (4-6) STAGE 5- NEW SKILLS Staff empowering skills to teach the student new social skills to overcome his/her pattern of self-defeating behavior

43. COGNITIVE MAP OF THE SIX STAGES OF THE LSCI PROCESS (cont.) Reclaiming Stages (4-6) STAGE 6- TRANSFER OF TRAINING Staff consultation and contracting skills to help the student re-enter the classroom and to reinforce and generalize his/her social skills

44. THE SIX LSCI RECLAIMING INTERVENTIONS 1.) Imported Problems: The Red Flag Intervention. The student carries in a home or community problem and displaces it on staff. 2.) Errors in Perception: The Reality Rub Intervention. Student reacts because of errors or distortions in thinking or perceiving a situation.

45. THE SIX LSCIRECLAIMING INTERVENTIONS (cont.) 3.) Delinquent Pride: The Symptom Estrangement Intervention. Student is purposely aggressive and exploitive toward others while justifying his/her actions and even casts himself/herself in the role of the victim.

46. THE SIX LSCIRECLAIMING INTERVENTIONS (cont.) 4.) Impulsivity and Guilt: The Massaging Numb Values Intervention. Student reacts impulsively, and afterwards is burdened by intense feelings of guilt and self- punishment.

47. THE SIX LSCIRECLAIMING INTERVENTIONS (cont.) 5.) Limited Social Skills: The New Tool Intervention. Student has the right attitude or the correct intention, but lacks appropriate social skills.

48. THE SIX LSCIRECLAIMING INTERVENTIONS (cont.) 6.) Vulnerability to Peer Influence: The Manipulation of Body Boundaries Intervention (MBBI). This pattern involves two diagnostic variations. The first involves a student exploited under the guide of false friendship; the second involves a “set-up” by subtle provocation of an aggressive student by an intelligent passive-aggressive student.

49. KIDS IN STRESS CREATE IN ADULTS THEIR FEELINGS, AND IF NOT TRAINED, THE ADULTS WILL MIRROR THEIR BEHAVIOR.

50. According to Long and Morse (1996)… “When a student crisis occurs, it is to be perceived by staff as a unique opportunity for change and not as a disaster to be avoided. It is time for benign instruction and not a time for punishment and student alienation.”