1. The 6 P’s-The Foundation of Discovery
Prompt
Prepared
Polite
P.M.A.
Participate
Produce

2. Attending Skills Being in the Moment Appropriate Body Language
Appropriate Eye Contact
Appropriate Feedback
Questions to Clarify or Validate

3. Tribal Rules Desks Touch Introduce Self Use Names Attending Skills
Group is more important than the individual.

4. Our Tribe At break No bullying or intimidation.
Nothing touches another person whether it’s a rock, snow, a hand or a foot.
Watch to see when the class starts to go inside.
Bleachers are off limits.
Must be active…run, jump, play!
Resolve differences appropriately.
Stay with the group, don’t wander off alone.

5. Our Tribe Lunch Quietly walk down to the cafeteria.
Remember to always say “Please” and “Thank you”.
If you make a mess, make sure you clean it up.
Take your turn doing dishes and taking down the table and trays.
Keep noise to a comfortable level.
Use appropriate table manners.

6. Our Tribe Field Trips
You must be not more than 12’ from the teachers at all times.
Stay on sidewalks or where teachers ask you to walk.
When on hikes, use good trail etiquette.
When on a bus, stay in your seats and keep noise to an appropriate level.
Do not borrow or lend money.
Bring your own supplies, lunch or water. Do not expect others to take care of your needs.
Always be a good sport.

7. Our Tribe Hallways and Recycling
Respect the sanctity of others classes and whisper in the halls.
Absolutely no horseplay or jumping and slapping walls.
Work hard and do your share.
Do not visit with other students when you are in the halls.
Use the recycling bags for their intended purpose.
Be tolerant of others methods.

8. Our Tribe The classroom
Never tease or name call…and do not say “I was only joking”.
Be honest, ethical, and speak with integrity.
Stand up for others
Be kind and respectful
Tolerate the differences of others.
Do not gossip or bad mouth.
Do not touch another individual in a disrespectful manner…ever.
Pick up after yourself.
Never isolate another student.
Learn everyone’s correct name.

9. Three Redirects 1st Redirect: “Hey how’s your behavior”?
2nd Redirect: “I need you to change your behavior”.
3rd Redirect: “I need to talk to you out in the Hall.
4th Redirect: I need you to spend some time looking at a reflection sheet.
5th Redirect: You need to go home.

10. Use your words!! You have to be able to communicate with: Teachers
Friends
Classmates
Your boss
Your parents
Strangers

11. Student Problem-Solving Contract
Clearly deftine the problem.
Create and list possible solutions for your problem.
Which solution will best help you behave differently in this area?
How will this solution help you?
How will your solution affect others?
How soon can you put your solution into action?
List some consequences that the teacher can enforce if you decide not to handle this problem as you have agreed to do.

12. What happens then?
Behavior – Patterns, minor problems, major problems.
Reflection sheet must be done well! It is your ticket back to class. You must be here at 7:30am the next day to review it. Your parent must accompany you.
Remember group is more important than the individual.

13. Individual and Group Skills
Focusing
Monitoring own progress
Managing time and task
Being decisive and accountable
Persevering
Being self-reliant
Finding self-satisfaction
Motivating self
Group
Negotiating
Listening
Having empathy
Having tolerance
Persevering
Maintaining a work ethic
Understanding group dynamics
-Forming
-Storming
-Norming
-Performing

14. More Team Skills
Negotiating – problem solving, participating fully, equal share of power, patience.
Listening – attending skills, attitude, concentrating, being objective, not antagonizing, sharing responsibility for communication, not talking, paraphrasing, getting rid of distractions, not arguing.
Having empathy – Wanting to understand, building trust, finding a similar experience, clarifying, verbalizing another’s point of view.
Having tolerance – Not being hostile, accepting differences, recognizing others beliefs, appreciating the benefits of different ideas.
Work ethic – being responsible to the community, modeling, practicing good work habits, developing leadership skills.
Understanding group dynamics – Forming (focusing on a goal), Storming (developing a sense of the group), Norming (developing ground rules), Performing (moving toward completion of the task)

15. How do I grade this? How have you done on the assignment?
Process points
- Have you followed our tribal rules?
Procedure points
How have you done on the assignment?
Self assessment

16. Anger Management What is anger? Is anger OK?
How can we make anger work for us in positive ways?

17. Types of Anger: What are your stressors?
Situational Shoe string - projected anger. Chronic
Am I frustrated? Am I hurt? Do I feel rejected? Do I feel abandoned? Am I afraid? Do I need something? Am I dependent on something?

18. Ways to handle anger better….
Stop! Take time to breathe and do some self talk. Think before you act.
Don’t make things bigger than they are. Have you ever blown a minor situation into a major one?
Labels. Avoid labels like stupid, idiot, moron, or worthless when you are angry. Don’t say things like you always do that or you never do that.
Name calling or putdowns. Don’t do it to yourself or others.
Think calmly. Just saying “relax” to yourself will help a lot.
Think of many possibilities. Try and put yourself in another persons shoes. How does your anger effect the people around you?
No demands and no commands.
Your rights. Their rights.
Take a time-out.
Hassles and problems. Tough times never last, tough people always do!

19. The Human Brain
Neocortex – Abstract thougt, high-order thinking, projection, speculation, philosophical thinking.
Mammalian Brain – Lower level thinking processes.
Reptilian Brain – Fight, flight, food, mate.

20. Communication
What are the different ways we communicate with one another?
Why is body language such an effective, though not always conscious part of communication?
What do you think are the important parts of effective communication?

21. The Parent
Critical
Characteristics: critical, controlling, aggressive, uncompromising.
Body language: points fingers, hands on hips, rolls eyes, sighs.
Language: “you” messages.
Tone: Sneering, harsh, grating.
Nurturing
Characteristics: Nurtures, over-protects, sympathetic.
Body language: consoling, pat on back.
Language: “there there it’ll be ok.
Tone: sympathetic, loving.

22. Child
Not OK
Characteristic: Egocentric, emotional, needy, demanding, self-centered.
Body language: Sulking, hyper, no control, pouting, downcast eyes.
Language: Profanity, hurtful, “I hate you” “nobody likes me” “Whatever”
Tone of voice: Whining, silence, sullen, fast and loud. OK
Characteristic: Fun, energetic, playful, carefree, joyful.
Body language: Smiling, excited, laughing.
Language: “I wonder”, “Gosh”
Tone of voice: laughing, excited, carefree.

23. Adult This is how we communicate to get things done!
Characteristics: Rational, logical, objective, flexible, open, good listener, honest, direct, responsible, no games, calm, reasonable, assertive. Body language: Open, calm, not intimidating, receptive, good eye contact, focused. Language: “I” messages. “I need….” “I understand….” Asks open ended questions “How do you feel about….?” Tone of voice: Calm, direct, self-assured, appropriate tone and volume.

24. Aggressive behavior Life position: You’re not OK.
Behavior: Hostile demanding, uses blame, humiliation or guilt.
Language: “I’m the boss” “I’m more important than you”
Body language: Intimidating.
Voice: Loud, Superior.
Eyes: Cold, threatening.
Stance: Tight, over-exaggerated.
Hands: pointing, threatening.

25. Assertive Behavior Life position: I’m ok, you’re ok.
Behavior: honest, direct, clear, stands up for self.
Language: “I” messages
Body Language: Firm, relaxed.
Voice: Direct, well-modulated.
Eyes: open, direct, comfortable.
Stance: Balanced, relaxed.
Hands: Relaxed, non-threatning.

26. Passive Behavior Life position: I’m not ok.
Behavior: self-pitying, withdrawn, self-absorbed.
Language: “Whatever” “I don’t know”
Body language: Withdrawn, invisible, hair in eyes.
Voice: Weak, hesitant.
Eyes: Downward, sad, pleading.
Stance: slouches, shut down.
Hands: Nervous, fidgety.

27. “I messages”
I feel ( emotion) when you (behavior) because (explanation). Next time I would like you to (desired behavior). Example: When you sulk, I feel confused because I am put in an awkward position of guessing why you are upset. Next time, if you’ll use your words we can talk about what is bothering you.

28. Conflict Resolution Warm up, Ask yourself questions
How important is this conflict to me?
How can I explain the conflict in behavioral terms?
What do I want from the other person?
What are my feelings about this conflict.
Are my feelings in proportion to the seriousness of this conflict?

29. Set a Time and a Place Find a private setting
Set a convenient and sufficient amount of time.
Decide if you need a mediator. (Can be a teacher or another student)

30. Communicate in the adult mode.
State the conflict clearly and concisely.
Separate the conflict from the person.
Be a good, active listener.
Be specific and state problems in terms of behavior: “You forgot to pick me up” vs “You’re a lousy friend”
State feelings using “I” messages. “ I feel angry when you forgot to pick me up after you told me you would.”

31. Have a plan for Change. State the changes you want to see.
List options for alternatives.
Brainstorm with the other person.
Be open to suggestions and options.

32. Discuss Outcomes What are the benefits of the change?
What will happen if the conflict is not resolved?
Can we negotiate a compromise?
Can both parties live with the proposal?
Is this a win/win or win/lose situation?

33. Reach Resolution or Agree to Continue
Come back again if it doesn’t work
Set a time to continue
Agree on points for the next meeting

34. Clarify Agreement State the terms of the agreement.
How will both parties know it’s working?

35. Habits and Techniques that Block Effective Communication
Blaming
Criticizing
Intimidating
Assuming
Attacking
Being unresponsive
Using sarcasm
Lecturing
Insulting
Commanding
Interrupting
Moralizing
Shouting
Speaking for others

36. Use these Strategies when Conflicts Arise
Name the behavior. “Why are you shouting at me?”
Take a time-out. “I’m going for a walk.”
Disengage from discussion. “I’m not getting into this with you right now.”
Get a mediator. “Lets ask Mrs. Lynn to mediate this argument.”
Move on. “I’m sorry you feel that way.”

37. Circle Up! Check in with the rest of the class. Communicate honestly
Learning and demonstrating resolution skills.
Solving problems
Listening actively
Treating others with dignity and respect.
Demonstrating leadership skills.
Supporting others.

38. Intrapersonal Skills in Circle
Treating self with dignity and respect.
Demonstrating self-responsibility.
Practicing tolerance.
Expressing empathy.
Recognizing personal space.
Taking Risks.