VIOLENCE IN SCHOOLS Since the shootings in the late 1990’s and early 2000’s what have schools been doing to reduce violence in schools? What is the best way to control violence in schools? PEVENTION Since the shootings in the late 1990’s and early 2000’s what have schools been doing to reduce violence in schools? What is the best way to control violence in schools? PEVENTION

Prevention Immediate Warning Signs Notice These Signs Over a Period of Time Loss of Temper on a Daily Basis Frequent Fighting Vandalism or Property Damage Increase Use of Drugs or Alcohol Increase in Risk Taking Behavior Detailed Plans to Commit Acts of Violence Announcing Threats or Plans for Hurting Others Enjoys Hurting Animals Carrying a Weapon History of Violent or Aggressive Behavior Serious Drug or Alcohol Use Gang Membership or Desire to Join Access to or Fascination with Weapons Threatens others Regularly Trouble Controlling Feelings like Anger Withdrawal from Friends and Feeling Rejected or Alone Having been a Victim of Bullying Poor School Performance History of Discipline Problems or Frequent Run-ins with Authority Feeling Constantly Disrespected Failing to Acknowledge the Feelings or Rights of Others

Peer Mediation and Negotiation Jointly define conflict - Separate the person from the problem, avoid win-lose get both goals clear Exchange positions and interests - propose tentative proposal, make a case for it, listen to other persons proposal, stay flexible Jointly define conflict - Separate the person from the problem, avoid win-lose get both goals clear Exchange positions and interests - propose tentative proposal, make a case for it, listen to other persons proposal, stay flexible

Peer Mediation Cont Reverse Perspectives - See from other persons view - reverse roles and argue from that perspective Invent three agreements that allow mutual gain - brainstorm and focus on goals, Reach an integrative agreement - Make sure both sets of goals are met, or call in a mediator Reverse Perspectives - See from other persons view - reverse roles and argue from that perspective Invent three agreements that allow mutual gain - brainstorm and focus on goals, Reach an integrative agreement - Make sure both sets of goals are met, or call in a mediator

Communication More than Teach Talks - Student Listens Messages we intend to send are not always received Actions, movements, voice tone, facial expressions, and many nonverbal behaviors influence communication More than Teach Talks - Student Listens Messages we intend to send are not always received Actions, movements, voice tone, facial expressions, and many nonverbal behaviors influence communication

Examples Teacher: Carl, where is your homework? Carl: I left it in my Dads car Again? You will have to bring me a note tomorrow from your father saying that you actually did the homework. No grade without the note. Message Received: I can’t trust you. I need proof. Teacher: Carl, where is your homework? Carl: I left it in my Dads car Again? You will have to bring me a note tomorrow from your father saying that you actually did the homework. No grade without the note. Message Received: I can’t trust you. I need proof.

Examples Cont. A new student comes into Ms. Lincolns kindergarten. The child is messy and unwashed. Ms. Lincoln puts her hand lightly on the girls shoulder and says, “I’m glad you are here.” Her muscles tense, and she leans away from the child. Message Received: I don’t like you. I think you are bad. A new student comes into Ms. Lincolns kindergarten. The child is messy and unwashed. Ms. Lincoln puts her hand lightly on the girls shoulder and says, “I’m glad you are here.” Her muscles tense, and she leans away from the child. Message Received: I don’t like you. I think you are bad.

Whose Problem is It? If you cannot accept a students behavior because it has a serious effect on you as a teacher If you are blocked from reaching your goals by the students actions Then you own the problem If you cannot accept a students behavior because it has a serious effect on you as a teacher If you are blocked from reaching your goals by the students actions Then you own the problem

Empathetic Listening Hearing the intent and emotions behind what another says - Reflect back on them by paraphrasing. Should capture emotions, intent, and meaning behind them Hearing the intent and emotions behind what another says - Reflect back on them by paraphrasing. Should capture emotions, intent, and meaning behind them

I Message Clear non-accusatory statement of how something is affecting you “If you leave your bags in the aisles, I might trip and hurt myself” Clear non-accusatory statement of how something is affecting you “If you leave your bags in the aisles, I might trip and hurt myself”

Passive Discipline Might comment on behavior but not do anything about it “Why are you doing that,” “Don’t you know the rules” Often gives “one more chance” Sometimes ignores behavior that should receive a response Might comment on behavior but not do anything about it “Why are you doing that,” “Don’t you know the rules” Often gives “one more chance” Sometimes ignores behavior that should receive a response

Hostile Discipline Teachers make “you” statements Condemn the student without telling them what to do differently “You should be ashamed of yourself,” “You are acting like a baby” Threaten students in angry tone, but seldom follow through “You’ll be sorry you did that when I get through with you” Teachers make “you” statements Condemn the student without telling them what to do differently “You should be ashamed of yourself,” “You are acting like a baby” Threaten students in angry tone, but seldom follow through “You’ll be sorry you did that when I get through with you”

Assertive Discipline Clear, firm, non-hostile response style Shows you care greatly about them and learning to allow inappropriate behavior to continue Clearly state what to expect, look into students eyes, call them by name Voices are calm, firm, and confident Clear, firm, non-hostile response style Shows you care greatly about them and learning to allow inappropriate behavior to continue Clearly state what to expect, look into students eyes, call them by name Voices are calm, firm, and confident

Culturally Responsive Management Taking cultural meanings and styles into account when developing management plans and responding to students Teachers who seem to be most effective are those with culturally responsive management often times called “warm demanders” “Warm Demanders” seem harsh to outside observers Taking cultural meanings and styles into account when developing management plans and responding to students Teachers who seem to be most effective are those with culturally responsive management often times called “warm demanders” “Warm Demanders” seem harsh to outside observers