Lmt west oakland middle school


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Lmt west oakland middle school

  1. 1. Working With Black Boys Why are they targeted for discipline? In collaboration with the OUSD African-American Male Achievement Office 2011 Lincoln/ AAMA Office Training
  2. 2. Introduction/Check-in What would you like to get? What are your challenges? What are you hopeful about? Lincoln/ AAMA Office Training
  3. 3. <ul><li>3. Magic wand question: What is the one thing you would change about your classroom? </li></ul>Reflection 1. What is most important in your classroom? Lincoln/ AAMA Office Training 2. Is there a student that you wish you never had to teach? (trick question) 4. What do you absolutely love about teaching?
  4. 4. <ul><li>Training Goals </li></ul><ul><li>1. Explore critical beliefs </li></ul><ul><li>2. Review culturally responsive relationship building </li></ul><ul><li>3. Review Applied Behavioral Analysis Strategies </li></ul><ul><li>Address Site Specific Goals: </li></ul><ul><ul><li>1. Building relationships with students </li></ul></ul><ul><ul><li>2. Culturally responsive strategies for engaging students in the learning process </li></ul></ul><ul><ul><li>3. Dealing with misbehavior </li></ul></ul>Lincoln/ AAMA Office Training
  5. 5. <ul><li>Visioning Activity </li></ul><ul><li>Imagine ALL of your students performing academically at an optimal level. </li></ul><ul><li>Imagine them completing ALL assignments and having full mastery of the material. </li></ul><ul><li>Envision </li></ul>Lincoln/ AAMA Office Training
  6. 6. - Robert J. Walker, Ed.D. (2010). 12 Characteristics of an Effective Teacher. Student Identified personality traits: (1) The teacher came to class prepared, (2) The teacher had a positive attitude about being a teacher and about her/his students, (3) The teacher had high expectation for all students, (4) The teacher was very creative in how she/he taught the class, (5) The teacher was fair in how she/he treated students and in grading, (6) The teacher displayed a personal touch with her/his students and was approachable, (7) The teacher developed a sense of belonging in the classroom; Students felt welcomed and comfortable in the classroom, (8) The teacher was able to admit mistakes when she/he made an error, (9) The teacher had a sense of humor, (10) The teacher gave respect to students and did not deliberately embarrass them, (11) The teacher was forgiving, and did not hold grudges, and (12) The teacher displayed compassion and students felt that the teacher was genuinely concerned about their problems and could relate to them. Lincoln/ AAMA Office Training
  7. 7. - Robert J. Walker, Ed.D. (2010). 12 Characteristics of an Effective Teacher. 12 identifiable personal and professional characteristics of an Effective Teacher: (1) Prepared, (2) Positive, (3) High Expectations, (4) Creative, (5) Fair, (6) Personal Touch, (7) Develops a Sense of Belonging, (8) Admits Mistakes, (9) Sense of Humor, (10) Gives Respect to Students, (11) Forgiving, and (12) Compassionate. Lincoln/ AAMA Office Training
  8. 8. Lincoln/ AAMA Office Training Student Quotes: “ She was always prepared.” “ He was very positive.” “ She had high expectation for me.” “ She was the most creative teacher I have ever had!” “ He was so fair!” “ I liked her personal touch.” “ I felt that I was a part of the class.” “ She showed me compassion when my mother died.” “ He was so funny!” “ She taught her class in a fun way.” “ I was never bored in his class.” “ He gave all the students respect and never embarrassed us in front of the class.” “ She did not hold what I did against me.” “ He was the first teacher I had that admitted that he made a mistake. “ She apologized to me.”
  9. 9. Lincoln Monthly Training Alignment Rigorous Academic Learning Environment Prioritizing Behavioral Health Needs Effective teaching Learning how to learn Caring about learning Academic success Social development Sustainable, Adaptable, Behavior patterns
  10. 10. <ul><li>Paired Share </li></ul><ul><li>Talk about your student and share your reflections: </li></ul><ul><ul><ul><li>Who this student was </li></ul></ul></ul><ul><ul><ul><li>Why they impacted you </li></ul></ul></ul><ul><ul><ul><li>How you responded (what was the impact) </li></ul></ul></ul>Lincoln/ AAMA Office Training
  11. 11. <ul><li>The Gaps </li></ul><ul><li>The Achievement Gap (test scores, dropout rates, higher ed) </li></ul><ul><li>The Discipline Gap (suspension and expulsion) </li></ul><ul><li>The Wealth Gap (net worth, income, rates of poverty) </li></ul><ul><li>The Health (mortality) Gap (life expectancy, excess death) </li></ul><ul><li>The Prison Gap (incarceration rates, sentencing, profiling) </li></ul><ul><li>The Employment Gap (unemployment and underemployment rate) </li></ul><ul><li>Clip: http://www.youtube.com/watch?v=bVmPKvhsNVk </li></ul>Lincoln Monthly Training <ul><li>Attribution of Disparities </li></ul><ul><li>Dominant public paradigms explaining disparities: “bad apples” </li></ul><ul><ul><li>Defective culture (Bill Cosby, President Obama, & Co.) </li></ul></ul><ul><ul><li>Individual faults (Bootstraps, agency, free will & choice) </li></ul></ul><ul><ul><li>Personal racism (isolated incidents, generally equal) </li></ul></ul><ul><li>Overlooks policies and arrangements: “diseased tree” </li></ul><ul><ul><li>Structures (Competition rewards advantage. Privilege bestows advantage, social reproduction) </li></ul></ul><ul><ul><li>Institutions (White supremacy, Brown v. Board, School to Prison) -Paul Hirshfield, Preparing for Prison: The Criminalization of School Discipline in the USA </li></ul></ul><ul><ul><li>Cumulative causation (multisystemic inequity, doll test) </li></ul></ul>Lincoln/ AAMA Office Training
  12. 12. Staff Goals <ul><li>Building relationships with students </li></ul><ul><li>2. Culturally responsive strategies for engaging students in the learning process </li></ul><ul><li>3. Dealing with misbehavior: </li></ul><ul><li>What are some behaviors? </li></ul>Lincoln/ AAMA Office Training
  13. 13. Building Relationships <ul><li>Address your fear/distain of students </li></ul><ul><li>Look at your judgement of parents and family structure & community </li></ul><ul><li>Look at your personal biases, prejudices, dislikes and pet peeves </li></ul><ul><li>Examine your motivations for being here </li></ul><ul><li>Commit or Quit </li></ul>Lincoln/ AAMA Office Training
  14. 14. Building Relationships <ul><li>Authentic Caring vs. Aesthetic Caring --Angela Valenzuela, Subtractive Schooling </li></ul><ul><li>Know their parents & caregivers first and last name: community centered -Gloria Ladson-Billings, Dreamkeepers </li></ul><ul><li>Disclose mistakes or errors and apologize quickly </li></ul><ul><li>State your motivations for your actions, give real reasons. Do you believe? (Warriors) – Howard Zinn, A Peoples History of American Empire </li></ul>Lincoln/ AAMA Office Training
  15. 15. Culturally Responsive Strategies 1. Be clear about who you are: (race, class, gender, etc.) because it speaks more than what you say –Sharroky Hollie, Culturally Responsive 2. Be Student Centered: Their class or your class, their assignment or your assignment, their education or your education? Are you facilitator or Director of learning? 3. Cultural Consultation: Consult someone who is in the business of addressing a particular group Lincoln/ AAMA Office Training
  16. 16. Common Explanations for Misbehavior <ul><li>He just wants attention (essential for survival) </li></ul><ul><li>He just wants his own way (as he should) </li></ul><ul><li>He’s manipulating us (not exactly) </li></ul><ul><li>He’s making bad choices (developmentally appropriate) </li></ul><ul><li>His parents don’t provide enough structure (neither do rich parents) </li></ul><ul><li>He has a bad attitude (unmet need) </li></ul><ul><li>His brother was the same way (we have no control over our genes) </li></ul><ul><li>He’s testing limits (that’s necessary for growth) </li></ul>Lincoln/ AAMA Office Training
  17. 17. Applied Behavior Analysis <ul><li>What is ABA? </li></ul><ul><li>“ A scientific approach for discovering environmental variables that reliably influence socially significant behavior and for developing a technology of behavior change that takes practical advantage of those discoveries.” </li></ul><ul><li>Levels of understanding: description – prediction – control </li></ul><ul><li>Exs. Criminal profiling, Disneyland, NASA, Cognitive-Behavioral Therapy, animal training, kids w/ autism. </li></ul>Lincoln/ AAMA Office Training
  18. 18. Applied Behavior Analysis <ul><li>What is ABA’s perspective on behavior? </li></ul><ul><li>  </li></ul><ul><li>All behavior has meaning – It is functional for the person. Our job is to understand what the function is. </li></ul><ul><li>All behavior meets a need - Kids engage in negative behavior because it’s meeting a need of some kind for them – whether attention, escape etc. </li></ul><ul><li>See behavior as communication – Teach kids how to communicate and get needs met more appropriately. </li></ul>Lincoln/ AAMA Office Training
  19. 19. Applied Behavior Analysis ABA works to change what? Influence the persons behavior by controlling the environment. What’s in your environment is everything from your thoughts to physical stimuli. Change to train and shape behavior – make it more likely positive behavior will occur and less likely negative behavior will occur. Includes self-management of your environment. Physical setting, curriculum, schedule, how we teach, type and delivery of rewards and punishers. “ Behavior analysis is the design of environments that promote appropriate behavior.” Lincoln/ AAMA Office Training
  20. 20. Applied Behavior Analysis <ul><li>ABA attempts to make problem behaviors what?  </li></ul><ul><li>IRRELEVANT : Organize the environments to reduce likelihood that those conditions are encountered. </li></ul><ul><li>INEFFICIENT : Efficiency is the result of the combined effects of: </li></ul><ul><li>(a)    Physical effort required for person to perform the behavior </li></ul><ul><li>(b)    # of times person must perform the behavior before he/she is reinforced (schedule of reinforcement) </li></ul><ul><li>(c)    Time delay between the first problem behavior and reinforcement. </li></ul><ul><li>INEFFECTIVE : Problem behaviors should be ineffective ways of accessing reinforcers. You utilize this principle when putting a behavior “on extinction.” </li></ul>Lincoln/ AAMA Office Training
  21. 21. Applied Behavior Analysis What is a “positive behavior intervention” I can use today?   Amazing power of positive reinforcement. The matching law – what you reinforce most will occur most frequently. Ways to make it more powerful – handout. Lincoln/ AAMA Office Training
  22. 22. Applied Behavior Analysis Why is it so important to emphasize positive interventions – isn’t punishment effective?   Side effects of punishment: - disrupted relationship - lack of skill building - models punishment which is not an intervention student will be able to use - can make it more difficult to gain compliance the next time - may create power struggle Lincoln/ AAMA Office Training
  23. 23. Applied Behavior Analysis <ul><li>What are the different types of behavior? </li></ul><ul><li>Physical movement: sitting still, tapping, looking, making noises </li></ul><ul><li>Mental activity: engagement, focus, thinking, following along, etc. </li></ul><ul><li>Emotional activity: annoyed, frustrated, upset, humorous, pleasant, flat affect, disengaged, etc. </li></ul><ul><li>OR </li></ul><ul><li>Internalized behaviors vs. Externalized behaviors </li></ul><ul><li>Internalized: Quiet, disengaged, nonresponsive, depressed mood, head down, etc. </li></ul><ul><li>Externalized: Talking, moving, engaging with others, actively communicating </li></ul>Lincoln/ AAMA Office Training
  24. 24. Applied Behavior Analysis <ul><li>What do you want to reinforce? </li></ul><ul><li>Sitting down in chair </li></ul><ul><li>Having materials </li></ul><ul><li>Asking appropriate clarifying questions </li></ul><ul><li>Appropriate participation in class </li></ul><ul><li>Supporting classmates </li></ul><ul><li>Getting refocused </li></ul><ul><li>Staying focused during a disruption </li></ul><ul><li>Etc. </li></ul>Lincoln/ AAMA Office Training
  25. 25. ABA: Reinforcement Rules <ul><li>Timing: Reinforce desired behaviors immediately AND later </li></ul><ul><li>Frequency: Reinforce desired behaviors constantly </li></ul><ul><li>Enthusiasm: Be genuinely appreciative of the incremental steps </li></ul><ul><li>Eye Contact: Show your undivided attention when you reinforce </li></ul><ul><li>Describe: Name the desired behavior and why it is important </li></ul><ul><li>Anticipation: Hype up the reinforcers but don’t use as threat </li></ul><ul><li>Variety: Switch it up and tailor the reinforcer to the student </li></ul>Lincoln/ AAMA Office Training
  26. 26. ABA: Reinforcement Rules <ul><li>Give students a moment to comply (saving face) </li></ul><ul><li>Let them have the last word if they are complying (saving face) </li></ul><ul><li>Harass and hound them for their best academic effort </li></ul><ul><li>Discipline without punishment </li></ul>Lincoln/ AAMA Office Training
  27. 27. Collaborative Problem Solving <ul><li>Mutually beneficial </li></ul><ul><li>Plan A is adult will </li></ul><ul><li>Plan B is collaborative </li></ul><ul><li>-Ross Greene, The Explosive Child </li></ul>Lincoln/ AAMA Office Training
  28. 28. Expectations 1. No quick fix 2. Cumulative: It took a long time to get this way, it will take a while to change 3. Give the strategy time Lincoln/ AAMA Office Training
  29. 29. <ul><li>Empathy Activity </li></ul><ul><li>You should not present yourself to students everyday unless you can do the following. </li></ul><ul><li>Imagine the following: </li></ul><ul><li>Your teacher being afraid of you and as a result unable to comfort you appropriately </li></ul><ul><li>Never feeling safe when you see the police even when they are there to “help” </li></ul><ul><li>Any enthusiasm that you express being interpreted as aggressive or even violent </li></ul><ul><li>Passion or excitement that you express being cast as sexually deviant </li></ul><ul><li>People not getting on the elevator with you or getting off as soon as you get on OR moving to the corner, grabbing purse and avoiding eye contact at all costs </li></ul><ul><li>People treat you as if you are going to steal something </li></ul><ul><li>Not being allowed to be angry without being viewed as dangerous </li></ul>Lincoln/ AAMA Office Training
  30. 30. Thank You <ul><li>Questions? </li></ul><ul><li>Comments? </li></ul><ul><li>Reflections? </li></ul><ul><li>Feedback? </li></ul><ul><li>For a copy of the powerpoint email </li></ul><ul><li>[email_address] </li></ul>