MAKING LIFE EASIER: Surviving the Stormy Seas A Different Approach To Understanding Middle School Students Cassie White, Safety Specialist, Kay Kanupp, Program Specialist FAPT Summer Conference July 6, 2008

The Concept To assist School Bus Operator’s in their quest to better understand how middle school students react to their environment. Who are they? What do I want them to do? Why?

Consist of Four Components Physical (Onset of Puberty) – body, voice, acne, voice changes Emotional – egocentric, acceptance, very little impulse control, desires conflict with behavior Social – comfort zone, forming social patterns, normal is vital Intellectual – what kind of thinking/reasoning middle school students are capable of

Intellectual Component Stages of development Sensor motor 1-2 yrs, reality is only what they can see Preoperational 2-7 yrs, understands hidden objects and imagination -Starts to conceptualize, Abstract problem-solving Concrete start to create theories that explain their world can full grasp cause and effect reality can expand beyond what they see and feel Formal can take a situation, think about it, predict various outcomes based on the choices they make, typical of middle school girls first-boys later towards high school age.

Communication Remember the third question of the premise: “What do I want them to do?”

IN A PERFECT WORLD

Active Communication Do’s Listen Contain Logic Think before you speak Include positive reinforcement Value their input Ensure a proper relationship

Active Communication Don’ts Yell Argue Tune Out Escalate Think before you speak Shut-Up Please

Purpose of Communication To get students to HEAR the bus rules, may require explaining in simple language. To get students to LEARN, which includes following the bus rules.

Hearing Getting the bus quiet enough. Overcoming any disabilities. Relating to their world. Remembering that they are self-centered.

Learn Short-term memory is limited in capacity and duration (To get the desired information (the bus rules) from their short term memory into their long term memory Long-term memory is a long lasting function and has a larger capacity (long lasting function and has a larger capacity)

Presenting the rules in a variety of formats Written: Posters, Student handbooks or Handouts. Visual: Your Example Verbal: Going over the rules when the school year begins. “Broken Record Technique” Hands on: Demonstrate, Show other examples and Practice.

Regain Consistency Don’t make empty, unenforceable threats Keep your friendships, relationships and all other emotional ties out of the situation. You are the bus operator and they are the students Try to understand how the student might interpret what you are saying and adept your message for clarity (Clarity doesn’t meaning louder) Be aware what inconsistency affects have on students and how they respond to you

Finally!!!!!!!! Repetition Repetition

Questions????????