GE Consultant/Instructor Betty Sheofee GE Consultant/Instructor

Are you including support personnel in your school’s Great Expectations Journey? “There are two ways of spreading light: to be the candle or the mirror that reflects it.”- Edith Jones Wharton- novelist late 19th Century

School support staff play an important role in ensuring students are learning in a safe and supportive learning environment. They can foster positive, trusting relationships with students and improve school climate by encouraging parent and family involvement in education. important role in ensuring students are learning in a safe and supportive learning environment. They can foster positive, trusting relationships with students and improve school climate by encouraging parent and family involvement in education

Front Office Staff/Nurses Teacher Assistants Paraprofessionals Library Assistants Technology Assistants Substitutes Tutors Before & After School Caregivers Custodians Cafeteria Workers Volunteers/Parents

School Transportation (Director & Dispatch) Bus Drivers “The GE Classroom on Wheels”

What emotions did you experience? Have you ever been in a situation where you didn’t know exactly what people were doing, but they depended upon you for helping them be successful? What emotions did you experience?

“I don’t feel as important as everyone else.” “It seems like we are left out of the most important things.” “I do cafeteria duty, but I don’t know what to do when the procedures aren’t working.” “I would like to know how to deescalate behavior issues, but I haven’t had any training.” “I become the teacher when the teacher is absent. I would like to know more about Great Expectations.” “I want to learn strategies for communicating with parents over the phone or when they visit the school.”

New this summer 2018!

New this summer 2018!

Implementing GE 17 Practices Why? How to?

Students are more likely to connect with their schools and communities when adults act as role models. Practice #1 – Educators and learners model desired behaviors and attitudes such as those set forth in the Life Principles and the Eight Expectations for Living.

Great Expectations Support Staff Implementation GE PRACTICE HOW TO IMPLEMENT   Educators and learners model desired behaviors and attitudes such as those set forth in the Life Principles and the Eight Expectations for Living. Give yourself a neck-up check-up each morning. Model how you want learners to behave. Speak to each learner with sincere, positive dialogue. Be a constant example. Treat learners with respect. Be on time. Express expectations. Be a model of courtesy. Consistently use please and thank you. Make apologies when needed. Eliminate sarcasm and put-downs entirely from your communication with others. 2.Educators and learners speak in complete sentences and address one another by name, demonstrating mutual respect and common courtesy. Greet learners by calling them by name. Learn learner names quickly. Be a model for speaking in formal register.

Great Expectations Practices & Implementation for School Bus Drivers GE PRACTICE HOW TO IMPLEMENT   Educators and learners model desired behaviors and attitudes such as those set forth in the Life Principles and the Eight Expectations for Living. Remember: You are the first kind person bus riders meet in the morning and the last person they see in the afternoon. How you handle greeting them not only conveys that you are a caring person, but it could prevent possible behavior issues in the future. Give yourself a neck-up check-up each morning. Model how you want bus riders to behave. Speak to each bus rider with sincere, positive dialogue. Be a constant example. Treat bus riders with respect. Be on time. Express expectations. Be a model of courtesy. Consistently use please and thank you. Make apologies when needed. Eliminate sarcasm and put-downs entirely from your communication with others. 2. Educators and learners speak in complete sentences and address one another by name, demonstrating mutual respect and common courtesy. Greet bus riders by calling them by name. Addressing a person by his/her name has proven to build a climate of mutual respect. Learn names quickly. Discuss the appropriate tone and body language to use when communicating. Be a model.

Changing Dialogue (customer service) Are you okay? (How often is this question asked?) What can I do to help you? I’m sorry you are sad (mad, angry, afraid, sick, etc.). What can I do to help you feel better? 4. I can see you are trying. You will get it. It takes time. 5. I feel disrespected when you walk away without listening to me. 6. How would you like to handle your problem? 7. How would you do it if you knew how to do it? (I can’t!)  

Using Words that Empower "Next time . . . “ "Act as if . . . “ “You choose. . .” "Please make a decision."

What will you do the NEXT TIME? Situation: Student: Hosea called me_____. ( putdown name) Educator: Is that your name? Student: No Educator: If that’s not your name, he isn’t talking to you. What will you do the NEXT TIME?

Strategies for Redirecting Behavior Eight Expectations for Living Life Principles Creed, Quotes, Magic Triad

Self-Esteem Connected Unique Power Models Research from Clemes and Bean Self-Esteem Connected (connectiveness) Unique Power Models

Enriched Vocabulary Critical Thinking Feedback Real World Communication Critical Thinking Enriched Vocabulary

Eight Keys to Employability Personal Values Problem Solving & Decision Making Ability to Relate to People Communication Skills Task Related Skills Maturity Health & Safety Habits Commitment to the Job

Great Expectations Office 918-444-3744