Training

1
The Keys to Success Understanding Student
Misbehavior
Governors Academy for Urban Education June, 2004
2
Vision for Student Success

• Every student will live a satisfying life and
  meet lifes challenges by
• Achieving personal goals
• Fulfilling responsibilities
• Enjoying good health
• Producing high quality work
• Contributing to his/her community

Compliments of CASEL
3
Challenges Facing Our Students

• Economic and social pressures
• Alterations in family composition and stability
• Breakdown of neighborhoods and extended families
• Weakening of community institutions
• Less contact between young people and parents
• On-going exposure to media that encourages health
  damaging behavior
• Social - emotional-
• behavioral concerns

Compliments of CASEL
4
A Look At Our Students

• Our children lead complex lives
• They are doing the best they can with
• the tools that they have
• It is our job to give them additional tools

5
Meeting our Students Needs Seven Developmental
Tenets

• Safety/Structure
• Relationships
• Belonging
• Self-Worth
• Independence
• Competence/Mastery
• Self-Awareness/Control

(Youth Development Model)
6
Understanding Student Misbehavior

• Why do children misbehave?
• To meet basic needs the best way they can
• What is our job?
• To give students additional tools

7
Reflection on Current Practice
Punishment Versus Discipline
8
Punishment

• -Passive experience
• -Demands no student participation
• -Does not require student to reflect on
  consequences of actions
• -Engenders anger/resentment
• -Teaches no new skills
• -Typically isolates student further

9
Traditional Approach to Managing Challenging
Behaviors
Challenging behavior
Perception of non-compliance
Look to control or punish
Maintain or increase challenging behaviors
Design/apply interventions to gain control
Students need remains unaddressed
10
Discipline

• Discipline Holds Student Accountable
• Through Active Engagement
• -Relational model
• - Helps student examine choices and impact
  on others
• -Promotes learning and mastery through
  providing a combination of control and
  support

11
Restorative Justice

• Confronts and disapproves of wrongdoing while
  supporting and valuing the
• intrinsic worth of the student who
• committed the wrong

(Wachtel)
12
Restorative Practices

• Any response to wrongdoing that is
• -both supportive and limit-setting
• -respects the student by assuming that he/she may
  not be aware of the impact of the misbehavior
• on others

13
Restorative Practices

• Any response to wrongdoing that
• -assists the student in identifying the impact of
  misbehavior on others
• -allows student to reintegrate into the community
  
• by allowing an opportunity to address the
  wrongdoing with those affected by it

14
Restorative Justice
High
TO WITH
Punitive Restorative
Neglectful Permissive
NOT FOR
control
Low
High
support
(Adapted from SaferSaner Schools)
15
Restorative Practices Informal and Formal
interventions

• Informal Interventions
• Affective Statements/Questions
• I like the way you helped Gretchen out. I bet
  you made her feel better.
• I was disappointed when you gave Ray a hard
  time today.
• How do you think Jasmine felt when you did
  that?
• What do you think you could do to make her
  feel better?
• How do you think the class felt when you did
  that?
• What could you do to make things better?

16
Restorative Practices Formal Interventions

• Small Impromptu Conference
• Large Group Reintegration
• Formal Conference

17
Restorative Practices

• Effective Restorative Practices
• 1. Foster Awareness
• 2. Avoid Scolding or Lecturing
• 3. Actively Involve Students
• 4. Accept Ambiguity
• 5. Separate the Deed from the Doer
• See Every Instance of Wrongdoing as an
• Opportunity for Learning

18
Positive Behavior Support

• Positive behavior planning is a process by which
  adults support students in meeting needs in
  alternative ways which
• -Promote growth
• -Improve control
• -Increase connectedness
• -Teach new skills