Whatever are they thinking? Brains, Emotions, and Learning

Learning and memory processes exist in a circular relationship… Learning and memory processes exist in a circular relationship… … Emotion is the heart of learning and memory. (Greenspan 1997; LeDoux 1996; Kevine 2002)

Brain Research (Caine and Caine) The brain changes in response to social interaction. The brain patterns automatically, registering the familiar while responding to the new. Emotions are critical to this patterning; an appropriate emotional climate is indispensable. Complex learning is enhanced by challenge and inhibited by threat. The complex brain is able to function on many levels and in many ways simultaneously. Application to Teaching When students talk about their understanding and listen to others interpretation, they gain more comprehension from the experience. Activate prior knowledge, or build background if it is missing, before reading. Explicitly teach appropriate behaviors in an interactive, safe setting of mutual respect where each student knows you care about him/her as a person first. Instruct at the “cutting edge” of students’ understanding. Text that is too difficult or too easy shuts down desire to achieve. ALL learners CAN be helped in an emotionally safe environment with high expectations that they CAN learn.

Emotions Rule! An appropriate emotional climate is indispensable to a sound education. Brain research tells us that what we learn is influenced and organized by emotions and mind-sets.

1. Relaxed Alertness When students are in a good environment, they feel good. Then, if they feel challenged, they’ll go for answers. Lighting, atmosphere, and surroundings should convey messages of safety and commitment to learning at all times.

7 Rapid City Area Schools OBPP Consultants: Pamela Teaney Thomas Paula Wilkinson Smith

8 Program Developer Dan Olweus © The Olweus Bullying Prevention Group, 2007

9 Recognition of the Olweus Bullying Prevention Program Blueprint Model Program (Center for the Study & Prevention of Violence) Model Program (SAMHSA) Effective Program (OJJDP) Level 2 Program (US Dept. of Education) © The Olweus Bullying Prevention Group, 2007

10 Program Components School Classroom Individual Community Parents © The Olweus Bullying Prevention Group, 2007

11 The Olweus Bullying Prevention Program IS... Designed for ALL studentsDesigned for ALL students Preventive AND responsivePreventive AND responsive Focused on changing norms and restructuring the school settingFocused on changing norms and restructuring the school setting Research-basedResearch-based NOT time-limited: Requires systematic efforts over timeNOT time-limited: Requires systematic efforts over time © The Olweus Bullying Prevention Group, 2007

12 The OBPP IS NOT... a curriculuma curriculum a conflict resolution approacha conflict resolution approach a peer mediation programa peer mediation program an anger management programan anger management program © The Olweus Bullying Prevention Group, 2007

13 Why is it important to address bullying in schools? 1.For students and their futures 2.For a healthy school climate 3.For the larger community 4.For the purposes of risk management for schools 5.It’s a wise investment © The Olweus Bullying Prevention Group, 2007

14 Effects of Being Bullied Lower self-esteemLower self-esteem Depression & anxietyDepression & anxiety Absenteeism & lowered school achievementAbsenteeism & lowered school achievement Thoughts of suicideThoughts of suicide IllnessIllness © The Olweus Bullying Prevention Group, 2007

Health Consequences of Bullying (Fekkes et al., 2004) BulliedNot bullied Headache16%6% Sleep problems42%23% Abdominal pain17%9% Feeling tense20%9% Anxiety28%10% Feeling unhappy23%5% Depression scale moderate indication49%16% strong indication16%2% © The Olweus Bullying Prevention Group, 2007

16 Concerns About Children Who Bully Children who bully are more likely to:Children who bully are more likely to: –Get into frequent fights –Be injured in a fight –Steal, vandalize property –Drink alcohol, smoke –Be truant, drop out of school –Report poorer academic achievement –Perceive a negative climate at school –Carry a weapon © The Olweus Bullying Prevention Group, 2007

17 Children Who Bully Bullying may be part of a conduct- disordered behavior patternBullying may be part of a conduct- disordered behavior pattern This pattern may continue into young adulthoodThis pattern may continue into young adulthood Olweus study: Bullies were 4 times as likely to have 3 or more convictions by age 24Olweus study: Bullies were 4 times as likely to have 3 or more convictions by age 24 © The Olweus Bullying Prevention Group, 2007

18 Effects of Bullying on School Climate Creates a climate of fear and disrespectCreates a climate of fear and disrespect Interferes with student learningInterferes with student learning Students may feel insecurity and not like school as wellStudents may feel insecurity and not like school as well Students may perceive lack of control/caringStudents may perceive lack of control/caring © The Olweus Bullying Prevention Group, 2007

19 It’s a question of rights. Ultimately... Ultimately... © The Olweus Bullying Prevention Group, 2007

20 School Risk Factors for Problems of Bullying Lack of supervision during breaksLack of supervision during breaks Students have indifferent or accepting attitudesStudents have indifferent or accepting attitudes Staff have indifferent or accepting attitudes towards bullyingStaff have indifferent or accepting attitudes towards bullying © The Olweus Bullying Prevention Group, 2007

21 Goals of the Olweus Bullying Prevention Program Reduce existing bullying problems among studentsReduce existing bullying problems among students Prevent the development of new bullying problemsPrevent the development of new bullying problems Achieve better peer relations at schoolAchieve better peer relations at school © The Olweus Bullying Prevention Group, 2007

22 Program Principles 1.Warmth, positive interest, and involvement are needed on the part of adults in school. 2.Set firm limits to unacceptable behavior. 3.Consistently use nonphysical, nonhostile negative consequences when rules are broken. 4.Adults in the school should act as authorities and positive role models. © The Olweus Bullying Prevention Group, 2007

23 School-Level Components © The Olweus Bullying Prevention Group, 2007

24 1. Establish a BPCC ResponsibilitiesResponsibilities –Attend two-day training –Plan program implementation at school –Communicate with staff and parents –Coordinate the program with other activities –Obtain feedback from all staff –Represent the program to parents, community, media © The Olweus Bullying Prevention Group, 2007

25 3. Administer Olweus Bullying Questionnaire Why survey students about bullying?Why survey students about bullying? What is the Olweus Bullying Questionnaire?What is the Olweus Bullying Questionnaire? © The Olweus Bullying Prevention Group, 2007

26 The Olweus Bullying Questionnaire Locations of hotspotsLocations of hotspots Patterns for girls and boysPatterns for girls and boys Insights into school climateInsights into school climate Information to assess supervisionInformation to assess supervision Adult and student attitudes about bullyingAdult and student attitudes about bullying Impact of bullying on studentsImpact of bullying on students Valuable planning toolValuable planning tool © The Olweus Bullying Prevention Group, 2007

27 5. Introduce School Rules and Consequences Develop policy on bullyingDevelop policy on bullying Anti-bullying rulesAnti-bullying rules Positive & negative consequencesPositive & negative consequences Introducing rules and consequencesIntroducing rules and consequences © The Olweus Bullying Prevention Group, 2007

28 about bullying We will not bully others.We will not bully others. We will try to help students who are bullied.We will try to help students who are bullied. We will try to include students who are left out.We will try to include students who are left out. If we know that somebody is being bullied, we will tell an adult at school and an adult at home.If we know that somebody is being bullied, we will tell an adult at school and an adult at home. © The Olweus Bullying Prevention Group, 2007

29 6. Refine the Supervisory System 1.Determine the “ hot spots ” for bullying 2.Develop strategies to increase supervision in common “ hot spots” © The Olweus Bullying Prevention Group, 2007

30 6. Refine the Supervisory System (continued) 3.Develop ways of tracking and reporting bullying incidents schoolwide 4.Consider the attitudes of supervising adults 5.Evaluate your school ’ s physical design to reduce bullying © The Olweus Bullying Prevention Group, 2004

31 Classroom-Level Components © The Olweus Bullying Prevention Group, 2007

32 Classroom-Level Components Post and enforce school-wide rules against bullyingPost and enforce school-wide rules against bullying Hold regular class meetingsHold regular class meetings Hold meetings with students’ parentsHold meetings with students’ parents © The Olweus Bullying Prevention Group, 2007

33 Why Hold Class Meetings? Teach students about bullying, rules, related issuesTeach students about bullying, rules, related issues Help students learn more about themselves, feelings, reactionsHelp students learn more about themselves, feelings, reactions Build a sense of communityBuild a sense of community Help the teacher learn more about classroom cultureHelp the teacher learn more about classroom culture Provide a forum for addressing and following up on bullying issuesProvide a forum for addressing and following up on bullying issues © The Olweus Bullying Prevention Group, 2007

34 Individual-Level Components © The Olweus Bullying Prevention Group, 2007

35 Individual-Level Components 1.Supervise students’ activities 2.Ensure that all staff intervene on- the-spot when bullying occurs 3.Hold meetings with students involved in bullying 4.Develop individual intervention plans for involved students © The Olweus Bullying Prevention Group, 2007

36 1. On-the-Spot Interventions: The “Teachable Moment” 1.Stop the bullying 2. Support the student who has been bullied 3. Name the bullying behavior & refer to the school rules 4. Empower the bystanders 5. Impose immediate and appropriate consequences 6. Take steps to ensure the bullied student will be protected from future bullying © The Olweus Bullying Prevention Group, 2007

37 2. Follow-Up Interventions 1.Report the incident to key adults 2. Identify who will meet with students 3. Hold separate talks with parties 4. Implement supports for bullied child 5. Impose consequences for the children who bully 6. Talk with parents 7. Check-in later © The Olweus Bullying Prevention Group, 2007

North Middle Eagle Squad

North Middle School Eagle Squad Application and selection interviews.Application and selection interviews. Students attend trainings.Students attend trainings. Students focus on “Hot spots” in halls.Students focus on “Hot spots” in halls. Students report serious offenses to a nearby teacher.Students report serious offenses to a nearby teacher. Students earn a “hooded” sweatshirt with Eagle squad logo.Students earn a “hooded” sweatshirt with Eagle squad logo.

North Middle School Office Referral Summary 03/04 School Year1,74703/04 School Year1,747 04/05 School Year1,67104/05 School Year1,671 05/06 School Year1,71205/06 School Year1,712 First Year Implementation Olweus 06/07 School Year1,41706/07 School Year1,417

North Middle School

(total specific offences in each month YR 06-07) total applicable days this month name calling inapp. gesture s taunt/ ridicule insulting remarks push/ trip september october november december january february march april may North Middle School