1. Building a Learning Community Establishing an ongoing curriculum in self-control, social participation, and human development

2. Teacher’s role The development of a child’s potential depends on the ability of a teacher to perceive the child’s possibilities, to stimulate the child to learn, and thereby make the child’s latent potentiality a reality

3. Ron Clark Story Positive expectations Total commitment Consistency Relevance Engagement Finding gifts Celebrations Knew the kids Included families Emphasized community

5. Community of learners  Respect each other  Embrace and value diversity  Share, compromise, and negotiate  Help members to be successful  Cooperate and work together  Solve conflicts constructively

6. Individual Community Developing a sense of community From me to us

7. Business Card Activities  Interest groups  Basis for friendships  Curriclum choices  Forming a company -- join or develop by interest, contribute by talent

8. What is an enrichment cluster? First and foremost, a cluster is a multi-aged group of students who come together around a common interest and contribute their talent toward producing a product or service.

10. Write an invitation to join your cluster!  The Travel Kids You are invited to join Travel Kids and help kids have a say on where to go on vacation? Too often adults do all the planning. Come join this cluster to let kids have a voice in the who, what, when, where, and how of travel.

11. Third grade computer graphics company

12. What it takes  Making the time for the development of the learning community  Teach discipline  Create self-discipline and self regulation  Modeling decision making and problem solving

13.  Teach self control in the same way we teach our academics, as a recognized and valued part of our school curriculum  Involves teachers and children in ongoing interactions within the context of getting along and gaining control  Self-control leads to positive self assertion, ability to plan and execute decisions.

14. Rules grow from hopes and dreams  Teacher states expectations How do I want my classroom to function? What social and academic learning tasks do I envision for students this year How do I want to stretch this group’s learning the most

15. Sample hopes and dreams  My hope is that you will all be a friend and have a friend this year.  My hope is that you will each learn to love something you do in school and be proud of an accomplishment  My dream for this year is for everyone to feel that they belong and fit into our classroom.  My hope is that this class will be inclusive, have honest discussions, do beautiful work, and take care of the things in the classroom.

16. Actualizing hopes and dreams: Setting essential agreements  Rights and responsibilities  Articulate the vision with specifics. Listening to others– Students will listen to their teachers and classmates. Teachers will listen to their colleagues and students.

17. Classroom meetings  Classroom vehicle for the social and emotional curriculum  Format for meetings Objective Setting/materials Meet and greet Activity/discussion Closure/follow-up

18. Team building activities  Games are powerful tools that can be used to teach skills, address emotional issues, and build community  Can teach problem solving and creative thinking  Rely on cooperation, planning, and communication

19. What makes successful teams  Trust and communication  Active listening  Acceptance of ideas (deferring judgment)  Compromise  Division of labor  Perseverance—stay in the struggle

20. Where to begin  Group goal setting, rights and responsibilities  Establishing routines  Use of morning meetings. Classroom meetings (Circle of power and respect) Group focus sessions  Stages: Whole class, paradoxical groups, independence and responsibility

21. Teaching social responsibility: moral development

22. Reflection on a Problem  What was the worst discipline problem you ever had?  Describe as much as you can about the student or students involved.  What was the academic setting?  What did you do?  What support could you have used?

23. Stages of Moral Behavior  Rules based on the power of adults Compliance based on desire to please or from fear of punishment  Rules based on social conventions Based on the idea of fairness and well being  Rules based on ethical ideas More autonomous thinking and be guided by ethical ideas

24. Rights and responsibilities

27. What is self regulation?  Self-regulation is an integrated learning process, consisting of the development of a set of constructive behaviors that affect one's learning. These processes are planned and adapted to support the pursuit of personal goals in changing learning environments.

28. What is self regulation?  Learners with high levels of self- regulation have good control over the attainment of their goals. Conscious self-regulation requires a student to focus on the process of how to acquire these skills.

29. What is self regulation?  According to Barry Zimmerman (1989), self-regulated learning involves the regulation of three general aspects of academic learning.

30. First: Self-regulation of behavior involves the active control of the various resources students have available to them, such as their time, their study environment (e.g., the place in which they study), and their use of others such as peers and faculty members to help them (Garcia & Pintrich, 1994; Pintrich, Smith, Garcia, & McKeachie, 1993).

31. Second: Self-regulation of motivation and affect involves controlling and changing motivational beliefs such as self-efficacy and goal orientation, so that students can adapt to the demands of a course. In addition, students can learn how to control their emotions and affect (such as anxiety) in ways that improve their learning

32. Third: Self-regulation of cognition involves the control of various cognitive strategies for learning, such as the use of deep processing strategies that result in better learning and performance than students showed previously (Garcia & Pintrich, 1994; Pintrich, Smith, Garcia, & McKeachie, 1993)

33. Behaviorism Paradigm S-R Theory  A B C MODEL  You cannot directly change a behavior.  You can manipulate the Antecedent  You can manipulate the Consequence

34. Reinforcement Behavior increases Punishment Behavior decreases Positive Something added Object Activity Social Consequence Physical Negative Something withdrawn Consequences Threats Annoying situation \ Removal of a right, attention

35. Behavior Plan  Sequence of actions to be taken depending on severity or frequency of a situation.  School develops plan  Most behaviors are managed at the classroom level

36. Behavior Management and contigency contacts  Using reinforcement  Whole class recognition and individual use of behavioral techniques  Self use of contingencies

37. Establishing a climate for learning reinforcing, reminding, and redirecting  Noticing what students do right: encouraging, specificity, and positive (show me what you will do…)  Reinforce group and individual efforts  Reminding (review and practice)  Redirection  Time out (to redirect and think)  Teach expectations

38. When children break the rules  Logical consequences --You break it, you fix it  Lose privileges  Time out I  Sample strategies Apologies Finding the solution Conflict resolution Contracts

39. Love and Logic, Jim Fay

41. Love and Logic

44. Rules

45. Rewards

46. Consequences NOTE: Behavior Recording Sticks with pictures describing actions are placed in the child's behavior pocket each time a rule is broken.Behavior Recording Sticks  Hand - Touching, hitting, or pushing  Bug - Bugging others or disrupting learning  Lips - Excessive Talking, Talking out, or Mean Comments  Turtle - Slow to obey or finish work  Octopus - Touching or destroying other peoples property  Fish - Swimming out of seat or designated area

47. Contract  Individual  Needs special consideration  Other more general strategies have not worked

48. Contract Components  Description of desired behavior  Parties involved  Reward (reinforcement vs consequence)  Time frame  Signatures

49. In Patricia Polacco’s new book, Mr. Lincoln’s Way, a bully overcomes his prejudice when an African American principal invites him to help attract birds to the school atrium.

50. He led Eugene to the window of the atrium. It was alive with the songs of the birds. ‘I see sparrows, jays, cardinals, nuthatches and the mallards. Don’t all of those beautiful types and colors make this a beautiful place to be – for all of them?’"