Course Objective 1 Power Point

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Course Objective 1 Power Point

  1. 1. Helping Students Feel Like They Belong KRISTEN BOUWMAN SPED 578 COURSE OBJECTIVE 1: CONNECTING WITH STUDENTS
  2. 2. Overview  Introduce Self  Mendler: Questions about Belonging  Mendler: Belonging vs. Zero Tolerance  Personal Practicum Experiences  PBIS Evaluation Tools  Effective Ways of Connecting with Students
  3. 3. Introduce Self  Kristen Bouwman  2nd year grad student in school psych program @ MSUM  Hometown: Alexandria, MN  Interests: travelling, watching movies, visiting with friends, eating at restaurants, dogs, and much more…  Thesis topic: Positive Behavior Support  Plans for my future in school psychology: Intern and work near Prescott, Arizona!
  4. 4. Mendler: Questions about Belonging  When you make mistakes, what kinds of things do others say or do that are helpful? (p. 9)  How can you encourage your students to “relate” more effectively with each other? (p. 9)  Are you highlighting specific ways that students can get along with each other more peacefully and effectively? (p. 74)  When put-downs or other divisive comments are heard, do you set limits, and stop class to address the issue in a manner that gets students thinking and problem solving? (p. 74)
  5. 5. Mendler: Belonging vs. Zero Tolerance  “To keep our schools safe, we must work hard to keep from acquiring bureaucratic rigidity.” (p. 89)  E.g. harsh zero tolerance policies  Consequences of misbehavior include…(p. 89)  Teaching a replacement behavior -and/or-  Being “Politically Correct” with a punishment that may be…  Lenient to please the parent  Harsh to please the angry teacher  Harsh zero tolerance policies “ further alienate already disenfranchised youth” (p. 16)  The need to belong is “essential to learning” (p. 6)  Versus feeling “isolated and lonely”  E.g. harsh zero tolerance policies of suspension and expulsion
  6. 6. Personal Experiences  Thesis  Using a positive behavior support intervention (Circle of Courage) to reduce/prevent problem behavior in an alternative school setting  Circle of Courage is an intervention based on traditional Native American child rearing practices: belonging, mastery, independence, & generosity.  Brendtro, Brokenleg, & Van Bockern, 1990  (Mentioned in Mendler p. 6 & Long Articles 2.4, 9.2, & 9.5)  Learning more about belonging associated with Circle of Courage during my thesis writing process has taught me that to connect with students they need to feel they belong to a community of learning.
  7. 7. Personal Experiences (Cont’d)  Elementary practicum site:  Positive Processes  Newcomers center  Welcomes new American students to the school & teaches basic school attending behaviors (e.g. waiting in line, hand raising, etc.)  Helps make new American students feel like they belong and teaches behaviors that aid in their belonging  Preventative for future problem behaviors associated with belonging and not understanding school attending behaviors  Discipline philosophy  “We believe that discipline is guidance” “Through discipline we strive to teach appropriate conduct and personal responsibility” (school handbook)  Discipline “…should restructure your relationship with your students” (Girls and Boys Town Educational Model)  Uses connecting with students to teach/guide students to behave appropriately
  8. 8. Personal Experiences (Cont’d)  Elementary practicum site (cont’d)  Punitive Processes  Zero Tolerance  “Detention room for four tardies” • Despite circumstances?  “Defiance of school staff” • What does this mean? • Not well defined • Interpretable
  9. 9. PBIS Evaluation Tools  School-Wide Evaluation Tool (SET)  Seven Features  1-2 Behavioral expectations defined & taught  Positive: Newcomers Center, Boys Town Model  Negative: “Defiance of school staff” not well defined  3-4 Acknowledgement & correction procedures  Positive: Teach/guide discipline philosophy  Negative: “Detention room for 4 tardies” despite circumstances  5-7 Monitoring and evaluation, management, and district-level support
  10. 10. Effective Ways of Connecting with Students  Helping students feel like they belong:  Ask an opinion from a student who rarely offers one (p. 25)  Use the 4H method (p. 26)  Call a student/parent at home (p. 37,38)  Eat lunch with a student who feels disconnected (p. 39)  Ask a nonparticipating student an open ended question (p. 47)  Play “Find someone who…” (p.64)  Use “think, pair, share” (p. 67)  Encourage students to help with each other’s problems (p. 69)  Break bread together (p. 77)
  11. 11. Effective Ways of Connecting with Students (Cont’d)  Helping students feel like they belong by using the 4H method (p. 26):  Greet students daily with one of the 4 H’s  Handshake  High five  “How are you?”  “Hello.”

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