Wilson Middle School School Counseling and Guidance Program Classroom Guidance Respectful...

Wilson Middle SchoolSchool Counseling and Guidance Program

Classroom Guidance Respectful Interactions

(Results sample)

Ryan Berry and Ibonne PinedaHatching Results® (2010)

National Standard

Personal Social Standards A,B & C

A: Students will acquire the knowledge, attitudes, and interpersonal skills to help them understand and

respect self and others.B: Students will make decisions, set goals and take

necessary action to achieve goals.C: Students will understand safety and survival skills.

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Student Competency

PS:A1.5 Identify and express feelingsPS: A1.6 Distinguish between appropriate and inappropriate behavior.PS: A1.11 Identify and discuss changing personal and social roles.PS: B1.6 Know how to apply conflict resolution skillsPS: C1.7 Apply problem solving and decision making skills to make safe and healthy choices PS: C1.10 Learn techniques for managing stress and conflict

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What Did Students Receive? Guidance Curriculum with pre/post assessment •Grade 7•November•Language Arts class•Lessons contained the following topics:

Identifying positive and negative interactions and the “Conflict Escalator”

Listening to the other person’s story SEAL – A way to solve problemsWhat YOU can do to stop disrespect at your school

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Respect is an Issue at Wilson Middle School

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Approximately one fifth of the students are getting suspended every year!

Why respectful interactions? Research says:

There is a strong relationship between social behavior and academic success. Social skills (getting along with peers, teamwork) positively predict academic achievement (Malecki & Elliott, 2002).

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What do Students Believe?“I believe it is important for students and teachers to practice

respectful interactions.”

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The SEAL Strategy1) Stop and Strategize: Breathe, listen,

and think when and where, now or later?

2) Explain: What happened that you don’t’ like and what do you want?

3) Affirm: Recognize anything you did that contributed to the conflict, but affirm your right to treated with respect by the other person and vice versa.

4) Lock: Lock in the friendship, take a vacation, or lock the friendship out.

Wiseman, R. (2002). Queen bees and wannabees. : New York: Crown.

Students know the steps of conflict resolution

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Students know the steps of conflict resolution

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Why are we teaching this?We are teaching this because we are trying to improve our behavioral referral rates, specifically those relating to • defiance• attempt/threat physical injury• disrespect• bullying• uncooperative

Students who behave better achieve better (e.g. Van Horn, 2003).

Limitations and Lessons Learned Need to revise pre/post test (wording confusing for

some students). Need to do pre-test before the lesson so we have

more time. Need to emphasize the correct answers throughout

the lesson. Employ effective classroom management strategies. Start off lesson with behavioral expectations so

students know what is expected of them.

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Next Steps • Deliver Respectful Interactions Guidance

Lessons to Mr. Baker’s class.• We will meet one-on-one with students who

need more support, and have a lot of behavioral problems.

• Follow up on staff presentation on bullying.• Collaborate with the Parent Liaison in

delivering Respectful Interaction to parents in English and Spanish.

• Collect achievement-related data.

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After applying lessons learned…After applying lessons learned…

…we had more success overall.…we had more success overall.

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Our second round at Guidance Lessons…

The SEAL Strategy

1) Stop and Think: Breathe, listen, and think when and where, now or later?

2) Explain: What happened that you don’t like and what do you want?

3) Acknowledge: Recognize anything you did that contributed to the conflict, but acknowledge your right to treated with respect by the other person and vice versa.

4) Lock: Lock in the friendship, take a vacation, or lock the friendship out.

Wiseman, R. (2002). Queen bees and wannabees. : New York: Crown.

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83% Increase

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154% Increase

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Conflict Escalates

Bringing up old drama

Statements that begin with “you always” or “you never”

Blaming and finger pointing

Name-calling

Someone said/did something that made you a little mad

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Results – Suspensions

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Results – Achievement

The school counseling program is contributing in a meaningful way to

the academic achievement of all students.

Thank you for your support of the school counseling program.

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The End

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People don’t get along because they fear each other. People fear each other because they don’t know each other.They don’t know each other because they have not properly

communicated with each other.-Martin Luther King, Jr., minister and social reformer (1929-1968)