2. Why not both? By: Lisa Parker and Erica Waitzmann vs.

3. Our Classroom Language How sad. This has got to be so hard. Oh no. This stinks. What a bummer.

4. Our Classroom Language I don’t want YOU to be in trouble. I don’t want to punish you. I just want to help you look at yourself, so you can change. When you do something to get yourself in trouble, I will let you know. I know this is hard. It is hard for me when I have to look at myself. I know this is tough. It is O.K. that you are having this problem and bringing it to school. It is O.K. to have a problem. It is not okay to stay stuck with it. It is not O.K. for this problem to keep happening all of the time.

5. Our Classroom Language (cont) When we have problems, it is not O.K. to stay stuck in them. You do not have to stay stuck with this problem. You don’t have to keep being in trouble. If you are willing to let us help you, there is hope that WE can solve the problem. Because it is hard to look at ourselves and because it is very hard to change, it is up to adults to help you. It is our job to help you with your problems. You don’t have to change all at once. You don’t have to do it all alone. We want you to have success in school. If you choose to let us help you, you will be able to change.

6. Empathy Empathy makes the child’s poor decision the “bad guy” while keeping the adult the “good guy” The child has a harder time blaming the adult for the problem. This forces the student to look inside and learn from the consequence. Empathy reduces the child going for revenge or deciding to avoid the adult.

7. We accomplish this through G.R.A.C.E. Giving Responsibility and Accountability to Children in Education

8. Ways to Give Grace Give clear expectations Set limits Be a great role model Maintain high standards Believe Listen Validate Feelings Give Support Empathize Encourage Be consistent Respect Provide meaningful consequences Give eye contact Give purpose

9. Preventative Intervention Give the “evil eye” Walk toward the student while teaching. Stand close to the student and continue to teach. Establish eye contact and slightly shake your head, indicating, “No.” While teaching, gently place your hand on the student’s shoulder. Stop briefly and whisper something like, “Can you save that for later?”

10. Preventative Intervention (cont’d) Change the student’s location within the classroom. Whisper something like, “That behavior is fine for after school.” Use an I-message (“I find it hard to teach when you do that. Thanks for stopping.”) Use an enforceable statement (“I allow students to stay with the group when they are not causing a problem.”) Provide choices (“Are you going to be able to stop that and stay? Or will you need to leave for a while?”) Ask the student to leave for a brief “recovery period”.

11. Preventative Intervention (cont’d) Require the student to complete a problem-solving form during recovery, before he/she can return to the group. Excuse the student to the office for a short “cooling off” period. No counseling or discussion takes place with the student during this period. Give the student an appointment to talk with you about the problem. Restrict the student from the area of his/her infraction until a new plan of action is identified and written by the student. Restrict the student from the area of his/her infraction until you feel that another try is in order. The student is allowed to be in this area only when they are not causing a problem.

12. Prevention Violence begins with eye rolling and gesturing. Interpret…DON’T explain!

13. Four Steps to Provide What Kids Need Early Intervention -When: stop it when I see it, not when I feel it Caring Confrontation -How: let kids know you’re on their side, but in charge Protective Plan -What: Restrictive plans and increase support Outlast the Acting Out -Continuum of support

14. Classroom Expectations Feel free to do anything that does not cause a problem for anyone else. I teach when there are no distractions or other problems. I listen to students who raise their hand. I listen to one person at a time. Please treat me with the same respect I treat you. If someone causes a problem, I will do something. What I do will depend on what happened and what the person is willing to do to solve the problem.

15. Classroom Expectations (cont’d) OR, I allow students to remain in my classroom as long as they do not cause a problem for anyone else. If they cause a problem, I will ask them to fix it. If they can’t or will not fix it, I will do something. What I do will depend on the unique situation.

16. Handling Problems = Going Brain Dead Step one: Go brain dead! Do not think about what the child is saying. If you think about it too much you will be tempted to reason with the student. If you reason with the student, it’s likely the student will trap you with your own words. Step two: Softly repeat a single Love and Logic one-liner Don’t get creative or fancy with these one- liners. Just repeat the same things.

17. Going Brain Dead: One Liners I like (respect) you too much to argue. I know. Thanks for sharing. Probably so. Nice try. That’s an option. I don’t know. What do you think? I bet it feels that way.

18. Sample Dialogue Student: This is stupid. Why do I have to do this? Teacher: (With soft sincerity) I respect you too much to argue. Student: But why? Teacher: I respect you too much to argue. Student: If you respected me, you wouldn’t make me do this stupid stuff. Teacher: I respect you too much to argue. Student: Well, I’m telling my dad. He’s a lawyer. Teacher: (Walking away) I respect you too much to argue. Student: Is that all you can say? Teacher: (Still walking away) Yes, and I respect you too much to argue.

19. Problem-Solving: 5-Step Method 1. Laying the Groundwork 2. Approaching an Upset Child 3. Identifying Problem Behaviors 4. Understanding and Managing Feelings 5. Developing a Plan for Change

20. Problem-Solving Model Adults intervene when a child’s behavior interferes with learning, threatens another person through disrespectful attitudes and actions, or is destructive to himself or others. A child who misbehaves faces the natural and logical consequences of his behavior. Adults help the troubled child face his problems, understand his strong feelings, and take responsibility for his behavior. Adults problem solve with the child to determine appropriate ways to behave when experiencing strong feelings. Adults support the child as he works through the difficult process of confronting, owning, taking responsibility for and changing behaviors.

21. Primary Goals of Recovery Goal #1: The teacher can teach. Goal # 2: Other students can learn. Recovery is NOT intended to: Punish or embarrass the student. Solve all of the student’s problems. Serve as an excuse for not trying to help the student. Recovery room at school Home An alcove outside the principal’s office A seat in another classroom A different seat in the same classroom  Move backwards and forwards  Not necessarily sequential Send a note with another student explaining the situation.

22. For Recovery schools should... Notify parents so they can participate as much as possible in evaluation and intervention planning. Have input from many sources (child’s parents, teachers, counselor, and other professionals) to develop, follow, and monitor an intervention plan that meets the child’s unique needs. Carefully document all communications with parents, meetings, positive interventions, progress towards goals, behavioral outburst, etc.

23. Placement Options Safe Seat Buddy Room Recovery Room Principal’s Office Classroom Seat Classroom Seat Safe Seat Buddy Room Recovery Room Principal’s Office

24. Rethink Directed, quick time-outs to help students refocus and get back on track… Put their head down on their desk Hide their eyes Stop, think, and visualize what it needs to look like when they put their head up Thumbs up signal to let the teacher know they are ready to participate appropriately Wait to be called upon to demonstrate appropriate behavior

25. Safe Seat and Think Sheets Safe Seat Desk set off to the side or back of the room Think Sheets, pencil, and poster More structured support No talking or participation Process before returning to their regular desk Think of extra Safe Seats It is OK for the students to ask to go to the Safe Seat Think Sheets Tool to determine if students are ready to look at their behavior Write or draw a picture (based on ability) Written documentation Facilitates processing and helps to develop a plan on how to extinguish the behavior Processing must accompany the completion of a Think Sheet

26. Buddy Rooms Sending Teacher Buddy Room should be in a close proximity and either 1 grade above or below Send a pass with the student May send a follow-up messenger with work Responsible for processing with the student before the student re-enters the classroom Receiving Teacher Use Safe Seat and extra Think Sheets Make sure the student knows where to sit The student should NOT be disruptive Check on student May process if time allows Student follows the Buddy Classroom’s Schedule Can send the student back if the student is OK and ready to process

27. The Best of Both Worlds

28. Using both methods will help you to create a happy and safe classroom environment!

29. For more information, please visit: Love and Logic http://www.loveandlogic.com/ BIST http://www.bist.org/index.html