Reclaiming Youth in Elementary Schools:Reclaiming Youth in Elementary Schools:

The Circle of Courage in ActionThe Circle of Courage in Action

Steve Van BockernMichael McKnight

October 2009

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Reflective Practice

“Here is Edward Bear, coming downstairs, now, bump, bump, bump, on the back of his head behind Christopher Robin. It is as far as he knows the only way of coming downstairs, but somewhere he feels there is another way, if only he could stop for a moment and think of it.”

A. A. Milne

What’s Going On?

Each Day in America (2008)

4 children are killed by abuse or neglect. 5 children or teens commit suicide. 8 children or teens are killed by firearms. 201 children are arrested for violent crimes. 404 are arrested for drug abuse. 1,240 public school students are corporally punished. 2,224 babies are born without health insurance. 2,479 children are confirmed as abused or neglected. 4,520 children are arrested. 18,493 public school students are suspended.

* Children’s Defense Fund, The State of America’s Children 2008 3

Moments in America for All Children

Every second a public school student is suspended.* Every 11 seconds a high school student drops out.* Every 20 seconds a public school student is corporally punished.* Every 33 seconds a baby is born into poverty. Every 35 seconds a child is confirmed as abused or neglected. Every minute a baby is born to a teen mother. Every 4 minutes a child is arrested for a drug offense. Every 7 minutes a child is arrested for a violent crime. Every 3 hours a child or teen is killed by a firearm. Every 5 hours a child or teen commits suicide. Every 6 hours a child is killed by abuse or neglect.

Children’s Defense Fund, 2008

( * based on calculations per school day, 180 days of seven hours each)

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THE SEEDS OF DISCOURAGEMENT Reclaiming Youth at Risk

(Brendtro, Brokenleg, Van Bockern 1990 )

1. DESTRUCTIVE RELATIONSHIPS

***BELONGINGS??

2. CLIMATES OF FUTILITY

***MASTERY??

3. LEARNED IRRESPONSIBILITY

***INDEPENDENCE???

4. LOSS OF PURPOSE

***GENEROSITY???

“Education is always a vocation rooted in hopefulness.”

6B. Hooks

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RESILIENCY RESEARCHTURNAROUND SCHOOLS

“ A school can create a coherent environment,” a climate more potent than any single influence- teachers, class, family, neighborhood- “ so potent that for at least six hours a day it can override almost everything else in the lives of children”

( Edmonds, 1986 ) Young people describe “turnaround” schools and

classrooms as being like: “a family” ; “a community” ; “ a sanctuary” ; “ a safe haven”….

What is Resiliency?!?

“ The development of resilience is none other than the process of healthy human development.”

( Bonnie Benard, 2007 )

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TURNAROUND TEACHERS

A common finding in resilience research is

“the power of the teacher”

for the resilient youngster, a special teacher was not just an instructor for academic skills but also a confidant and positive model for personal identification..”

( Werner & Smith 1989 )

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Questions Drive Learning!?!

Key Question:

“The question for educators is not whether all human’s can learn but what conditions we can devise so that they will learn.” ( Roland Barth, Learning By Heart )

WHAT ARE THOSE CONDITIONS?

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CIRCLE OF COURAGE(Reclaiming Youth At Risk )

Components of healthy community

BELONGING

MASTERY

INDEPENDENCE

GENEROSITY

Universal Growth Needs

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ENVIRONMENTS OF RESPECT“To reclaim is to restore dignity to young persons who have been devalued, to cultivate

courage in environments of Belonging, Mastery, Independence, and Generosity.” (Reclaiming Youth)

BELONGING- Students know they are welcome, cared for and cared about. They are noticed. (Attachment)

MASTERY- Students experience success & feel capable. ( Achievement)

INDEPENDENCE- Students recognize they have power, choices, and can influence events. (Autonomy)

GENEROSITY- Students develop responsibility for the welfare of others. To become caring, helpful and empathetic. ( Altruism )

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Systems of Support

Academic and behavioral

Systems of Support!!

The Circle of Courage as a

CORE INTERVENTION

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Systems of SupportThe Circle of Courage as a Universal Intervention

Universal Interventions- are designed to create positive learning environments for all students. These include positive discipline systems, pleasant learning environments, and relevant curricula and instruction. All staff will be able to build respectful relationships with all students.

Targeted Interventions- identify students who are at-risk and make positive adjustments to their programs. These interventions may include simple schedule changes, peer tutoring, or family involvement. More sophisticated interventions may include individual contracts, behavior plans, mentoring arrangements….other…..

Intensive interventions- coordinated by a team of people serving most “troubled students”. This may include a wraparound plan that involves school, family, community resources and mental health.

Individual behavioral plans will be needed for students in this group and should be reviewed systematically.

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Creating Circle of Courage Classrooms

The 4 Legs of a Positive Classroom Learning Community 1. BELONGING – Opportunity to establish trusting connections. Discipline- do not equate discipline with punishment ! “Connect-Clarify-Restore”

2. MASTERY- Opportunity to solve problems and meet goals. Instruction-

3. INDEPENDENCE – Opportunity to build self control and responsibility. Motivation “ Why Should I ?”

4. GENEROSITY- Opportunity to show concern and respect. Inspiration- “ My life has purpose.”

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CREATING BELONGINGS Positive relationships are the fundamental

human incentive system! YOUR WORDS MATTER!! NEVER DO DISCIPLINE IN PUBLIC! RULES WITHOUT RELATIONSHIP =

RESISTENCE/REBELLION *Control is not your most pressing concern! What you need more than control….. COOPERATION!

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Self discipline

isn’t taught in obedience school.

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THE PRICE OF PUNISHMENT UPSET AND BURNOUT FOR ADULTS

REJECTION AND ALIENTATION FOR THE CHILD

ALIENATION DESTROYS RELATIONSHIPS AND THUS DESTROYS THE CHILDS MOTIVATION TO COOPERATE.

FAILURE TO BUILD POSITIVE RELATIONSHIPS/CONNECTIONS… YOU WILL BE FORCED TO GAIN COMPLIANCE IN ANOTHER

WAY…. COERCION AND PUNISHMENT WILL BE SEEN AS THE ONLY WAY TO GAIN CONTROL!!!!

ANY DISCIPLINE TECHNIQUE

THAT IS WORKING WILL SELF-ELIMINATE!!! IT WILL DISAPEAR!

( Fred Jones )

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Rights and Responsibilities

My Rights:

I have the right to be treated with dignity and respect at all times. This means no one will laugh at me, tease me or hurt my feelings.

I have the right to be safe in this school. This means that no one will…

hit me kick me push me threaten me hurt me. I have a right to expect my property

to be safe in this school.

My Responsibilities:

I have the responsibility to treat others with dignity and respect. I will not laugh at others, tease others, or try to hurt the feelings of others.

I have a responsibility to make the school safe by not…

hitting anyone kicking anyone pushing anyone threaten anyone hurt anyone. I have a responsibility not to take or

destroy the property of others.

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Rights and Responsibilities I have a right to hear and be heard in

this school. This means that no one will…

yell scream shout or otherwise disturb me.

I have a right to learn and be given assistance to do so.

I have a right to express my ideas, feelings, and thoughts without being interrupted or punished.

I have a right to expect all these rights will be mine in all circumstances so long as I am exercising my full responsibilities.

I have a responsibility to help maintain a calm and quiet school. This means I will not…

yell scream shout or otherwise disturb others.

I have a responsibility to honor the right of others to learn in this school.

I have the responsibility to listen to others, consider their ideas, and allow others to be heard.

I have a responsibility to protect my rights and the rights of other by exercising my full responsibilities in all circumstances.

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Words Matter !!REINFORCING

“I notice the way you remembered to carry the scissors point down.”

“I notice that you have taken the time to read the directions and now you are figuring out the next thing to do.”

“I notice the way you remembered where to turn in your work so I can find it.”

“ I notice………….

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WORDS…… REMINDING

“Before we go to our next period, remind me what you will need to do.”

“Who remembers what we will need to get together for our history project?”

“If someone asks you to play a game, what are friendly ways you might respond? Remind me.”

“ Remind me what happens in this class if someone makes a mistake.”

“George, I see you walking around the room, remind me what we are supposed to be doing now.”

REMINDING CAN BE USED AS A “SET-UP” OF EXPECTATIONS PRIOR TO DOING ANY TRANSITIONS.

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WORDS……

REDIRECTING

“Pencils are for writing, Sam…..” “I hear a lot of talking. This is your time to get your

projects together.” I hear conversations about T.V. shows. What do

we need to be thinking about now? I want to hear quiet voices…. I see this table is unsettled. I will hold your papers

for now. Tell me when you are ready to begin work. Remember we all to have

be finished before we________ this afternoon.

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Classroom Structure

“One teacher on their feet is worth two in their seat.” ( Fred Jones )

A well structured classroom means not only do the students know what is expected of them but also that they have been taught and motivated to do it!

Classroom Procedures- teaching procedures that make up your academic and behavioral standards are never completed.

You teach/ re-teach procedures

You protect rights and uphold responsibilities

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Restoring Bonds of RespectThe secret of “Turnaround Teachers”

CONNECT- connections are natural emotional bonds. Relationship building with troubled kids is an “endurance event”. Many troubled kids are relationship resistant.

Positive relationship building and trust is critical when working with troubled kids. Teachers have hundreds of opportunities every day to provide encouragement and affirmation that lead to positive connections.

Positive Relationship building is not a reciprocal process with children. It always goes from adult to child! Relationship building with children is not based on your feeling…. It is an action… with a

simple rule to follow: DIGNITY AND RESPECT ALWAYS!

CLARIFY- helping students to clarify and think through their problems and difficulties, to

reflect on their challenges, THE TEACHER supports and model s positive problem solving skills.

RESTORE- resolving conflict in positive ways and meeting students needs creates natural harmony and healing. The goal is to build strength.

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Family Connections-Extending Belongings

CREATING MASTERY Learner Centered Classrooms

We must view young people not as empty boxes to be filled, but as candles to be lit.

( Robert Shaffer )

Education is not the piling on of learning, information, data, facts, skills or abilities-

that’s training or instruction- but is rather making visible what is hidden as a seed.

( Thomas Moore )

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MASTERY TEACHING

What is Differentiated Instruction? Carol Ann Tomlinson (2000)

Teachers can differentiate in 4 elements of the classroom:

Content- what the teacher expects students to know and be able to do and the materials students will use to support their learning.

Process- activities that will help students make sense of what they are learning.

Products- the evidence students will provide of what they have learned. What do the kids “DO”.

Learning Environments- the way the classroom functions and feels.

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COMPARING TRADITIONALAND

DIFFERENTIATED CLASSROOMS

Traditional Classroom

Student differences are masked or acted upon only when they present problems

Assessment is most common at the end of learning to see “who got it.”

A relatively narrow sense of intelligence prevails.

A single definition of excellence exists.

Student interest is infrequently tapped.

Relatively few learning profile options are taken into account.

Whole-class instruction dominates.

Differentiated Classroom Student differences are studied as a basis

for planning.

Assessment is ongoing and diagnostic to understand how to make instruction more responsive to learner need.

Focus on multiple forms of intelligences is evident.

Excellence is defined in large measure by individual growth from a starting point.

Students are frequently guided in making interest-based learning choices.

Many learning profile options are provided for.

Many instructional arrangements are used.

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Traditional vs Differentiated

TRADITIONAL1. Coverage of texts and curriculum guides

drives instruction

2. Mastery of facts and skills out of context are the focus of learning.

3. Single-option assignments are the norm.

4. Time is relatively inflexible.

5.A single text prevails.

6. Single interpretation of ideas and events may be sought.

7. The teacher directs student behavior.

8. The teacher solves problems.

9. A single form of assessment is often used

MASTERY TEACHING

1.Student readiness, interest, and learning profile shape instruction.

2. Use of essential skills to make sense of and understand key concepts and principles is the focus of learning.

3. Multi-option assignments are frequently used.

4.Time is used flexibly in accordance with student need.

5. Multiple materials are provided.

6. Multiple perspectives on ideas and events are routinely sought.

7. The teacher facilitates students’ skills at becoming more self-reliant learners.

8. Students help other students and the teacher solve problems.

9. Students are assessed in multiple ways.

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TOWARD INDEPENDENCE

“ Many behaviors that irritate adults are landmarks on the road to independence.”

( Brendtro, Larson, 2006 )

What choices do I have here? Where in this school do I feel important? How do I learn best? What am I responsible for here? What can I make happen in my life?

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MOVING TOWARD INDEPENDENCE

Maturity Level Growth Needs Adult Role Infancy Experiencing Trust Nurturance/care Early Childhood( 2-6) Need success and Teacher of standards mastery in first steps provider of approval toward independence motivator

Childhood ( 6-10) need learning to expand Upholder of authority emotional, social, cognitive director of behavior and group skills. Begin to cultivate caring groups Structured choices.

Pre-adolescence (10-13) need guidance as they shift Group facilitator, guide from external to internal activities, role model, peer group central choices expand.

Adolescence (12-20’s) Caring for self and others Teacher as advocate, mentor Need models for values structured choices continue to

Independence/Autonomy expand exposure to various role models.

Role will shift toward counselor.

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Motivation!?!

Cooperation vs Control

WHY SHOULD I ?

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Formal Incentive SystemsPerformance Agreements

1. Define desired results. WHAT ARE YOUR EXPECTATIONS ?? Pick 3 or 4 areas that need improvement State what you want to see behaviorally. **Set the Standard- remember you are looking to improve an area of concern. Do not

begin with a standard of 100%!!!

2. Teach the group your expectations up front. Avoid being vague. Use concrete examples.

3. Create a system to monitor your expectations.

4. Design a way to allow students to “see” how they are doing.

5. Define what student receives upon meeting their responsibilities.

6. Decide your time frame- Daily-Weekly-Monthly

7. Monitor and adjust your performance agreements.

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GENEROSITY

“Positive values develop in a climate of mutual concern where individuals treat others as persons of value. Living in mutual concern with significant others gives life meaning and purpose.”

( Bendtro, Larson, 2006)

In what ways are student’s given opportunities to “give back” in this school community??

It’s People, Not ProgramsStaff Needs

& The Circle of Courage

“In our rush to reform education, we have forgotten

a simple truth: reform will never be achieved by appropriations, restructuring schools, rewriting curricula, and revising texts if we continue to demean and dishearten the human resource called the teacher on whom so much depends.”

(Parker Palmer)

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“Community building must become the heart of any school improvement effort.”

(Thomas Sergiovani)

12 Healthy Cultural Norms (Saphier & King, 1985)

& the Circle of Courage……..

1. Collegiality ( Belonging )2. Experimentation ( Independence )3. High Expectation ( Mastery )4. Trust & Confidence ( Belonging & Independence )5. Tangible Support ( Belonging & Mastery & Generosity )6. Reaching out to the knowledge base ( Mastery )7. Appreciation and recognition ( Belonging & Generosity )8. Caring & humor ( Belonging & Generosity )9. Involvement in decisions ( Belonging & Mastery )10.Protection of what is important – ( Independence & Generosity )11.Traditions – ( Belonging & Generosity )12.Open & honest communication – ( Belonging & Independence )

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“NO ONE ELSE IS COMING.”

“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 makes 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 dehumanized.”

( Haim Ginott )