Embed Size (px)
Citation preview
Creating Safe and Productive Learning
Environments for Students
CREC Teachers Academy
August 2011
Dr. Joann Freiberg
Introduction: How do I Know What I Know? Brief background
Experience Education
My “day” job at the Connecticut State Department of Education Bureau of Accountability and Improvement School Climate Improvement, Bullying and
Character Education Professional Development “Bullying” Complaints
© JAF 1999 - 2011 2
The Role of Positive Climate on Optimal Learning: Safe and Productive Schools
Core reason: create climate that ensures every student is physically, emotionally and intellectually safe and has the optimal chance for high academic achievement
Align practices with brain-based research on creating learning environments that support student engagement and attainment
Students must be present to learn…it is a necessary prerequisite
© JAF 1999 - 2011 3
Absenteeism and Academic Success
Learning requires that students be in class Absent because of sickness Absent because of “vacations” Absent because of being fearful “Opt out” to visit the nurse or guidance
Learning requires that educators be present, available and use engaging and ethical teaching methods Adult actions and reactions determine student
outcomes
© JAF 1999 - 2011 4
Lessons Learned from My Own Bullying Case Load
Six years worth of data…trends are clear Bullying knows no demographic boundaries Bullying takes ALL forms without patterns Bullying affects all grade levels
Very slight increase in the middle school years Bullying overwhelmingly involves children with special needs
(IEPs & 504 Plans) Children who are “different”
The family perceptions about what is happening to the child is in a separate universe from what is objectively happening at school
© JAF 1999 - 2011 5
Known Risk Factors: Everyone Is Affected
Perpetrators of mean-spirited behaviors More likely to experience failure and crime
Targeted Individuals More likely to be socially isolated, depressed
and absent from school
Those individuals who are “bystanders” Experience guilt and trauma over feeling
powerless to intervene and help
© JAF 1999 - 2011 6
If Only It Was This Easy!
© JAF 1999 - 2011 7
Ultimate Remedy for Bullying
To Create and Maintain Positive School Climate…
Environments that do not support any form of mean-spirited behaviors
(physically, emotionally and intellectually)
Healthy and happy “Climates of Respect”
© JAF 1999 - 2011 8
A Positive and Respectful School Climate is one that is physically, emotionally and
intellectually safe for all school community
members… which is the antithesis of a school that is
“violent”© JAF 1999 - 2011 9
Safety vs. Violence: A Continuum
Early manifestations by students and/or adults
Exclusion Teasing Name-calling Ridicule Sarcasm
Threatening and/or Real “bullying” behavior Extreme physical violence
Homicide Suicide
© JAF 1999 - 2011 10
Dangerous “Weapons” In School: Direct Negative Impact on Learning
Words! The silent and most devastating weapons used by school community members
Putdowns and slurs Degrading language heard daily by 90% of
school community Girls/women Gay/lesbian/bi-sexual/transgender individuals Special education students Racial groups Religious groups
© JAF 1999 - 2011 11
National School Climate Standards: Finalized March 2010
“There is growing appreciation that school climate – the quality and character of school life1 – fosters children’s
development, learning and achievement. School climate is based on the patterns of people’s experiences of school life;
it reflects the norms, goals values, interpersonal relationships, teaching, learning and leadership practices, and organizational structures that comprise school life.”
1This definition of school climate was consensually developed by members of the National School Climate Council (2007). The terms “school climate”, “school culture” and “learning environment have been used in overlapping but sometimes quite different ways in the educational literature. Here, we use the terms interchangeably.
© JAF 1999 - 2011 12
“School climate is ‘much like the air we breathe’ – it tends to go unnoticed until
something is seriously wrong.”
H. Jerome Freiberg, 1998© JAF 1999 - 2011 13
School Culture
Culture as… Descriptive of current situation
Mission or goal
© JAF 1999 - 2011 14
School Climate: It is All About the Quality of Relationships
Defined as: how well the people within the school treat each other Physically Emotionally Intellectually
Actions [+/-] Verbal and non-verbal exchanges [+/-] Tone of voice [+/-] Use/abuse of inherent power advantages [+/-]
Adult Adult
Adult Student
Student Student
Adult a a
c Cchild © JAF 1999 - 2011 15
Levels of School Climate
Personal (one to one interactions) Adult Adult Adult Student Student Student
Classroom (tends to have the most positive climate)
School (tends to have the least positive climate)
Community (tends not to have enough systemic focus)
© JAF 1999 - 2011 16
Why “School Climate” ?
Issues with nomenclature “Character/Moral Education” “Values Clarification” “Citizenship” and “Religious Education”
Politically correct: everyone is supportive No one questions the “content” of lessons Not a separate subject - integrated into all
subject matter School Climate Discipline Climate Focus on Climate > Intervening with
Bullying© JAF 1999 - 2011 17
Adults Often Ignore “Bullying” Behavior
Adults in school do relatively little to stop bullying behavior at school
Adults overlook or wait to intervene when initial instances of mean behaviors or language occur
Adults in school who are physically present during acts of meanness
Uninvolved or ignored 71% of observed incidences
May be unintentional due to lack of knowledge about what to look for
© JAF 1999 - 2011 18
What is “Bullying”?: Abuses of Power
“Bullying” is a public activity needing a stage on which to perform…when the audience is not there, the show closes
Power imbalance, measured by effects it has on the vulnerable target
It’s about power and not about conflict Conflict resolution and peer mediation are
not appropriate as means of addressing bullying
© JAF 1999 - 2011 19
Solving “Bullying” by Passing State Anti-Bullying Laws
Missouri’s Law only pertains to “Cyber-Bullying”
© JAF 1999 - 2011 20
Columbine As Crucible . . . First of the Bookend Research
Since 1974, 65 American “rampage” school shootings have occurred:
1970s 3 shootings 1980s 5 shootings (1 per year from ’85 – ’89) 1992 3 shootings 1993 2 shootings 1994 3 shootings 1995 3 shootings 1996 4 shootings 1997 4 shootings 1998 4 shootings 1999 5 shootings
(Columbine: April 20, 1999)
© JAF 1999 - 2011 21
…And Since 2000… 2000 4 shootings 2001 6 shootings 2002 2 shootings 2003 3 shootings 2004 0 shootings 2005 2 shootings
2006 4 shootings
2007 5 shootings
2008 3 shootings
2009 0 shootings
2010 1 shooting 2011 1 shooting
© JAF 1999 - 2011 22
Honor the “Spirit” (intent) of the law, not merely the “Letter” of
the law to create truly physically, emotionally and intellectually
safe and positive learning environments for every single school community member,
student and adult alike.
The Reason for Legislation
© JAF 1999 - 2011 23
Even the “experts” do not agree about what
“Bullying”looks, feels and sounds
like…© JAF 1999 - 2011 24
“Bullying” is about Abuses of Power One person’s “bullying” is another’s…
“Kids will be kids” “They were only joking around” “Oh, they’re really friends” “It’s not bad enough yet” They’re just roughhousing” “That is just teasing” And, so many more…..
© JAF 1999 - 2011 25
What Is “Bullying”: The Difficulty With Definition
No standard or consistent definition 45 States…45 different definitions
Most involved acts of harassment or intimidation that continue with regularity for a certain period of time (usually six months or more)
At the core, “bullying” is about power abuses Wideness or narrowness determines
how many children involved: 5% - 30%
© JAF 1999 - 2011 26
Sample Definitions
“Intentionally harmful behavior that occurs repeated over time.” (JAMA 2001 research study)
“Any overt acts by a student or group of students directed against another student with the intent to ridicule, harass, humiliate, or intimidate the other student while on school grounds, at school sponsored activities, or on a school bus, which acts are committed more than once against any student during the school year. (My italics)
Such policies may include provisions addressing bullying outside of the school setting if it has a direct and negative impact on a student’s academic performance or safety in school.” (Connecticut General Statutes 10-222d)
© JAF 1999 - 2011 27
And More Definitions…
“Harassment, intimidation, or bullying” means any intentional written, verbal, or physical act that a student has exhibited toward another particular student more than once and the behavior both:(1) Causes mental or physical harm to the other
student(2) Is sufficiently severe, persistent, or pervasive
that it creates an intimidating, threatening, or abusive educational environment for the other student.” (Ohio HB 276)
© JAF 1999 - 2011 28
And, More… “Bullying” means any severe or pervasive physical or verbal
act or conduct, including communications made in writing or electronically, directed toward a student or students that has or can be reasonably predicted to have the effect of one or more of the following:(1) Placing the student or students in reasonable fear of harm to the student’s
or students’ person or property,(2) Causing a substantially detrimental effect on the student’s or students’
physical or mental health;(3) Substantially interfering with the student’s or students’ academic
performance, or(4) Substantially interfering with the student’s or students’ ability to
participate in or benefit from the services, activities, or privileges provided by a school. Bullying as defined in this subsection (b) may take various forms, including without limitation one or more of the following: harassment, threats, intimidation, stalking, physical violence, theft, public humiliation, destruction of property, or retaliation for asserting or alleging an act of bullying. This list is meant to be illustrative and non-exhaustive.” (Illinois SB 3266)
© JAF 1999 - 2011 29
Looking For Bullying: We Miss What is Right Under Our Noses
To understand how difficult intervening whenever “bullying” occurs… As you watch the short video clip… Count the number of ball passes that
occur among the students with WHITE SHIRTS
© JAF 1999 - 2011 30
© JAF 1999 - 2011 31
Two Questions…
How many of you are parents, aunts, uncles or mentors of children?
How many of you are raising/mentoring “BULLIES”?
© JAF 1999 - 2011 32
A TOXIC School Concept: A True Conversation Closer No school wants to have any of it** No parent/guardian will admit their
child is one** No child will own up to being one**
** Bullying, Bully, “Bullier”, Bullying Behaviors
Everyone avoids these terms except the Target’s family
© JAF 1999 - 2011 33
Another Way to Think About This…
Think about individuals in your lives… Have they every been MEAN to
anyone? You? Peers? Siblings? Adults? Anyone????
© JAF 1999 - 2011 34
‘BULLY’ and ‘BULLYING’ are OUT!!!“Mean” Is A Better Term/Concept
No one knows what “bullying” looks, feels and sounds like We miss what is right under our noses
Everyone knows what “mean” looks, feels and sounds like If “mean” is the standard, we are much more
likely to help make it safer
If it’s mean…Intervene!!!!© JAF 1999 - 2011 35
“Empathy” As True Antidote For Meanness
Having compassion for others Includes animals and property
Being able to perceive the feelings of others
Learning to be empathic diminishes levels of meanness
Core concept in both emotional and social intelligence
© JAF 1999 - 2011 36
Mean-Spirited Behavior in Boys and Girls
American “culture*” raises boys and girls in different ways
* Culture can be interpreted as any/every message one receives from the time we wake up in the morning until we go to sleep. Those message come directly in conversation among individuals (adults and peers), from the media, from the sporting arena, from academic settings and everywhere else imagined…
© JAF 1999 - 2011 37
© JAF 1999 - 2011 38
The Boy Code: The Gender Straightjacket
“Boys will be boys”
“Boys should be boys”
Shame for expressing feeling and emotions other than anger and aggression
Violation of male stereotypes Great fear of embarrassment and
humiliation, feeling stupid or foolish
© JAF 1999 - 2011 39
Act Like A Man: The Boy Code
Strong
In control
Money
Car
Girls
Funny
Aggressive
Tough
Athletic
Confident
Gay
Acts like a girl
Geeky/Nerd
Cries
Weak
Unathletic
Sensitive
Mama’s boy
Trying too hard
Rosalind Wiseman, Queen Bees & Wannabes
Being Different!
© JAF 1999 - 2011 40
Talking with Boys: Strategies “Timed Silence” Connect and share through “action”
Shooting hoops Playing a board game Riding a bike Going for a walk ANYTHING, but sharing with eye contact
© JAF 1999 - 2011 41
“The Girl Code”
Caucasian Code Even for girls of color… “White Privilege” prevails
Thin Pretty Nice
No fighting No arguing No outward expression of violence
Girls ARE becoming more physically violent…just not giving up being covert and insidious
© JAF 1999 - 2011 42
Girls: Relational Aggression (Ruining Relationships)
Act out anger laterally because they cannot easily challenge the male/female hierarchy
The choice of popularity Wish to be part of the group Fear of being isolated, shunned and alone
The choice of status Target Perpetrator Fear of being targeted themselves for stepping in
to help other targets
© JAF 1999 - 2011 43
Act Like A Woman: The Girl Code
Shy
Fat
Acne
Pretty
Confident
Hangs out with
right guys
Nice on the
outside
Too opinionated and cause-oriented
Gay
Happy
Money
Thin
In Control
Popular
Athletic
Rosalind Wiseman, Queen Bees & Wannabes
Being Different!
© JAF 1999 - 2011 44
Talking with Girls: Strategies
Do not ask what is going on…unless you can give lengthy and undivided attention
Talk about positive friendships Use literature to explore relationship
issues Recognize and intervene with insidious
and silent behaviors
© JAF 1999 - 2011 45
Targets Of “Bullies” Are Vulnerable
A public activity requiring a willing audience Active: “egging on”, laughing, etc. Passive: standing by watching, but not
encouraging Power struggle Relationship between the aggressor and
target is always uneven Boys identify those they do not know or like Girls identify those within their friendship
circles
© JAF 1999 - 2011 46
Research On Playground Supervision
Adult perceptions of successful intervention Adults believed they were intervening in 50% of
incidences Adults actually intervened in approximately 20% of
incidences When effectiveness of intervention considered, it fell to
12-15% of incidences Children’s ability to intervene successfully is
significantly higher than adults Effective student intervention was double that of adults
Lessons learned from research Adults need to listen and intervene more often Adults need to empower students to
intervene
© JAF 1999 - 2011 47
“Negligent Privacy”“Negligent privacy occurs when those who supervise and
monitor children do not remain vigilant and unwittingly provide the opportunity for victimization to occur.
Negligent privacy can occur on a playground filled with second graders, in a crowded high school cafeteria, during
a youth group camping trip or even 10 feet away from a teacher in a classroom. Simply put, negligent privacy occurs when adults are not paying close attention to
children under their care.”
Weakfish: Bullying Through the Eyes of a Child by Michael Dorn, p. 62Safe Havens International, Inc.
www.safehavensinternational.org
© JAF 1999 - 2011 48
Video: Social Cruelty
Addressing Those Who Act in Mean-Spirited Ways
Apply appropriate identified disciplinary measures from policies
Respond quickly and firmly to any retaliation toward targets and/or witness(es)
Enforce policies consistently and fairly Students believe honor students, athletes, and students
with positive relationships with adults receive less severe punishment than known “bullies”
Inconsistent application leads to diminished school connectivity:
Distrust in faculty Increased cynicism Decreased willingness to follow school rules
© JAF 1999 - 2011 50
“School Connectedness”…The Other Bookend Research
Funded by the Military Looking at “student mobility”
Conducted by Johns Hopkins University The University of Minnesota
Occurring simultaneously with the research on the rampage school shooters
© JAF 1999 - 2011 51
“When students feel they are a part of school, say they are treated fairly by teachers, and feel close to people
at school, they are healthier and more likely to succeed.”
“Improving the Odds: The Untapped Power of Schools to Improve the Health of Teens.” April 2002
The Power Of Connection To School
School Connectedness: Simple Measures
I feel close to people at this school I am happy to be at this school I feel like I am part of this school The teachers at this school treat
students fairly I feel safe (physically, emotionally
and intellectually) in this school
© JAF 1999 - 2011 53
Factors Associated with School Connectedness: THE SCHOOL
School size mattered (larger than 1,200 students matters)
…classroom size did not School type is not associated with
connectedness…public, private, parochial
Location of school is not associated with connectedness
…urban, suburban, rural
© JAF 1999 - 2011 54
Factors Associated with School Connectedness: SCHOOL POLICIES
No single school policy was associated with connectedness
A climate of harsh discipline is associated with lower school connectedness
It is possible to write policies to make connectedness not happen
Zero tolerance policies tend to be unevenly applied
The more punitive the policies, the less connected students feel
© JAF 1999 - 2011 55
Factors Associated with School Connectedness: SCHOOL CLIMATE & CLASSROOM MANAGEMENT
The single strongest association with
connectedness was school climateKids feel engaged when the classroom environment is seen as a safe place
1) Physically2) Emotionally (no peer cruelty/”bullying”)3) Intellectually/academically (no ridicule
for taking academic risks: not made to feel a failure …this is often the least attended
to
© JAF 1999 - 2011 56
© JAF 1999 - 2011 57
Toward A Solution
We have a desperate need to reconnect and value one another. The solution will be:
Complex RTI Framework utilizing Tiers I, II and III (prevention/intervention continuum)
Multidimensional Long-term Culturally and ecologically grounded Never-ending
© JAF 1999 - 2011 58
Known Needs and Remedies
Perpetrators Develop a sense of empathy for others Must be removed from the social group and earn their way
back Close supervision
Targeted individuals Develop healthy and meaningful friendships Do not ask them to change who they are Do not have to own what is being portrayed
Bystanders Need to be empowered to become “allies”
© JAF 1999 - 2011 59
Deal With the Individual Who Is Being Mean: Do Not Blame the Target
Isolate those individuals being mean rather than protecting and supervising the target Social access is required in order to hurt
others Those being mean must earn the right
to rejoin the social group Long term: help them develop
empathy toward others
© JAF 1999 - 2011 60
Popularity: Two Sides Of The Coin
Bad/”Evil” Popularity: Getting noticed Very odd notion of “popularity”
“The meanest to everyone” “People live in fear” “They have all the power and will
retaliate” Good Popularity: Teach THIS concept
When a student is genuinely liked because she/he is nice to everyone
The legacy of Alex
© JAF 1999 - 2011 61
Creating A Caring Majority: Tapping Into The Here-To-Fore “Silent Majority”
20% of the population begins change Shared primary goal: 100 % of school
population must be safe Give students permission to stand up
for each other Adult role- modeling Adults cannot do it alone
© JAF 1999 - 2011 62
The Story about Marcus. . .
Cultural Change
Paradigm Shift
Years to Fully Realize
© JAF 1999 - 2011 63
Developing Common and Systemic Language That Works:
“We don’t do that in our school.”
And…
© JAF 1999 - 2011
If it’s mean… intervene!!!
65
AdultAdult Actions and Reactions Actions and Reactions Determine Determine Student Outcomes: Student Outcomes: The Foundation The Foundation for for Building Safe & Productive Learning SettingsBuilding Safe & Productive Learning Settings
© JAF 1999 - 2011 66
We can create these kinds of schools, but only if we
demonstrate leadership – only if we stand up and speak up for
civility and respect.
We can create schools where every single school community member
feels respected and valued.© JAF 1999 - 2011 67
A Useful Reflection: Stories of favorite teacher
Think back to experiences in your schooling…elementary, middle or high
Recall your most favorite teacher of all time
Precisely…what did that teacher do to inspire, motivate and make learning engaging for you?
Share with your colleagues the word or phrases which come to mind
© JAF 1999 - 2011 68
Success For Students In School
Single most important factor determining success is students’ perception that their teacher(s) like(s) them
© JAF 1999 - 2011 69
Administrators MOST Difficult Task: The Adults Recognizing and confronting
inappropriate adult interpersonal conduct Words Actions Abuse of power Non-verbal exchanges Unfair/biased treatment
© JAF 1999 - 2011 70
© JAF 1999 - 2011 72
The “Golden Rule” as the ultimate measure:
Treat others the way in which you would wish to be treated
Even Better…The Platinum Rule: Treat others the way they wish you would treat them
The Standard for the Treatment of Others
© JAF 1999 - 2011 73
Successful School Climate Improvement Requires:
Systemically implementing a comprehensive prevention/intervention continuum of practices (Tiers I, II & III in a RTI/SRBI Framework)
Teach and model school-based expectations for conduct
Identify interfering behaviors early Manage these behaviors appropriately Such behaviors must not be overlooked or
ignored Appropriate continuum of support (medical, social
and/or psychological) should be identified and utilized
© JAF 1999 - 2011 74
The school must be a true “destination”
Every school community member, adult and student, should leave his or her house in the morning with a smile, go through the entire
school day wearing that smile and arrive back home looking forward to returning to
school the following day
Mandates Make It Difficult…The IDEAL, However…
© JAF 1999 - 2011 75
A Call To Action: Improving School Climate
Improving school climate is among the most effective ways of improving the
lives of youth, preventing violence and creating physically, emotionally
and intellectually safe, supportive and positive learning environments
© JAF 1999 - 2011 76
Synopsis: The Bottom Line
In other words, what we need to do is to create and maintain healthy climates of respect
© JAF 1999 - 2011 77
Climates of Respect: True Professional Learning
Communities
Not an add-on: a necessitySchools and community organizations should be modeling the best, not perpetrating the worst
Jo Ann Freiberg, Ph.D.
CSDE: (860) 713-6598Cell: (860) 778-8527
© JAF 1999 - 2011 79
