New Emergency Procedures in MCPS

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A dismal update, but essential nonetheless, pertains to Montgomery County Public Schools’ new emergency response initiative. Teachers and students have been or are currently receiving training and information regarding the new procedures. Parents are also to be briefed on the updates at some point in the coming months. While these are trainings intended for “worst case scenarios,” we unfortunately live in a day and age where the “worst case” is becoming a woeful reality.

 

Original protocols

The original or former protocol for intruders and/or immediate threats to the school was to simply lockdown. A lockdown meant that, no matter the circumstances, location, or immediacy of the threat, teachers would uniformly follow lockdown procedures. This meant completing a brisk hall sweep to collect any students in the hallway, locking the classroom, pulling shades, and shutting off lights. The point of the lockdown was (and still is) to make it appear as though the classroom is vacant. There should be no noise, movement, or activity once the lockdown has been put into effect.

 

Alterations and considerations

Because of the fact that, depending on various circumstances, a lockdown may not be the best strategy for surviving an intruder or immediate threat, MCPS, as well as state and national law enforcement, saw a need for more specific measures to be put into place to protect students and staff against instances of school violence. As opposed to the original plan of locking down no matter what, the new acronym, ADD, offers staff more options to consider when facing a potential threat at school.

 

Avoid (A)

“Avoid” is the first option that students and staff should consider if circumstances allow for safe evacuation. Essentially, the goal is to avoid or flee the area if at all possible. For instance, if a shooting is taking place on one side of the building, teachers and students on the other side of the building, farther removed from immediate harm, should evacuate the building using the nearest exit. In this instance, teachers would instruct students to silently and swiftly flee the building.

 

  • Through the training, teachers have been instructed to call 911 en route or once they have reached a safe distance from the building; they should not call 911 from inside the building if planning to then evacuate, as getting students to safety is the first priority.
  • They are also supposed to take students to a location that is far enough away so that the building is no longer in direct sight.
  • If students get separated from their class or teacher during that evacuation, students should continue to run to a safe location in the neighborhood and call for help or ask a neighbor to call 911.
  • Parent/student reunification plans would be made once the situation has been resolved and there is no longer a threat to public safety.
  • Under no circumstances should students or staff return to the school building once they have evacuated. Only after safety is assured and the crime scene(s) has been processed will anyone be permitted to return to the building.

 

Deny (D)

“Deny” is the second option of the new procedures for active assailants. Essentially, deny is similar to the former lockdown procedure, except for the fact that makeshift barricades have been added as a suggestion when locking down.

 

  • Teachers will still do a quick hall sweep to bring in any students who may have been in the bathroom, health room, etc. Then teachers will lockdown, quickly securing the door and covering any windows.
  • Teachers, with the help of any capable students, should begin barricading the door using as much furniture as possible. Even doors that swing outward should be barricaded as much as possible. The point here is to put as many obstacles as possible between the assailant and the civilians in the classroom.
  • On average, police arrive on scene 3-4 minutes after the first 911 call has been placed. Therefore, mere seconds can make a substantial difference in the casualty count. With this knowledge, anything that impedes an entryway or slows the assailant buys vital time for students and staff.
  • Suggested barricade items include desks, chairs, bookcases, laptop carts, work benches, etc.
  • Once the door has been thoroughly barricaded, the lights should be turned off and the room should be silent, just like in the former lockdown guidelines.

 

Defend (D)

“Defend” is the final option—essentially the last-case scenario when dealing with an active shooter in the building. Defend is the back-up plan when avoidance or evacuation is not possible and the “deny” efforts have been compromised and the room is no longer secure. As scary as this sounds, it is critical that staff be prepared to defend if necessary.

 

  • Defense measures would come into play if the lockdown and barricade fails to keep the shooter out of the immediate area.
  • Teachers have been instructed to fight off or disarm the assailant by any means possible. SWAT trainings, provided to MCPS teachers, instruct teachers and/or capable and willing students, to aim for eyes/face, throat, and groin areas if attacking the assailant.
  • Using any item in the classroom as a weapon or shield is also suggested.

Teens & Employment Pt. II

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When teens are eager for employment, there are things to consider before diving into the workforce. Depending on a child’s age and level of independence, parents may want to assist in the process of job hunting, applying, and interviewing without fully micromanaging the operation. Previously, we discussed the importance of matching part-time opportunities with your teen’s interests or hobbies, as well as how to plan for scheduling conflicts and juggling obligations. In addition, families will want to cover a few more bases before beginning the job hunt.

 

Teens need to know that they will start at the bottom

A first part-time job, as exciting as it may be, will likely not be glamorous. As logical as it may seem, teens need to be reminded of the fact that the “tasks” required of the part-time job won’t always be entertaining or equal to their level of skill. It is important that children understand that, with little to no experience in the workforce, no job, title, or task should be considered “below” them.

 

  • Prepare teens for the cold realization that their first job is probably going to be underwhelming—and a serious check to the ego. As a new-to-the-workforce, part-time employee, teens will be spending much of their time stuffing envelopes, restocking shelves, making photocopies, scooping animal cages, filling orders, clearing tables, washing dishes, etc. They must be prepared to go into the experience with a “whatever it takes” mindset.
  • Talk to them about appreciating the experience—it’s not about the menial tasks; it’s about the greater lessons that teens garner from these part-time jobs. By starting at the bottom, teens learn about the importance of everyone’s contributions. They also gain insight into what will be required of teamwork, reliability, cooperation, diligence, and people-pleasing.
  • The workplace is one arena where effort and hardwork will always be recognized. In school, children are evaluated on the outcome or result—they do not always achieve based on the amount of effort that they put into their studies; it’s the grade that is emphasized. However, at work, employers are familiar with the learning curve. They know that newbies are being thrown into a sink-or-swim scenario and are often supportive and understanding of errors when effort is apparent. Remind your teen that, like everything worth having, a job is not going to be easy. But with the trials and tribulations that come with the part-time job, they are also gaining life skills that will benefit them greatly as they enter young adulthood.

 

A boss or manager is not the same as a teacher or parent

Today’s teens have the luxury of second, third, and sometimes fourth chances. Many school districts, in an effort to give students additional opportunities to practice reflection and error analysis, require teachers to offer a certain number of reassessments, rewrites, or retakes to students. While these practices certainly boost grade point averages and self-esteem, they do not adequately prepare students for the real world, where one opportunity is often all that is given.

 

  • Unlike parents and teachers, employers are less likely to consider emotions, personal baggage, or careless errors as legitimate excuses for missteps. Their mentality is, “If you can’t do the job, I’ll find someone else who can.”  It may seem cold, especially to a teen who is used to getting multiple opportunities to succeed. However, teens need to understand that “one and done” is often the true expectation in the adult world.
  • Remind your teen that a boss’s stern demeanor, constructive criticism, or inflexible exterior is not personal—it’s just business. Their goal is to manage the team and do right by the company or organization. When the manager asks an employee to do something, it is not exactly a request. Talk to teens about how to take initiative, follow through on a commitment, and put forth their best effort.
  • Finally, it is important for teens to know that their job is their job. Teens should not rely on parents to call employers, set up interviews, call in favors, or make excuses for their tardiness or missed shifts. Just like a college professor would not entertain excuses from students’ parents, an employer is not going to make those exceptions either. Teenagers, when responsible enough to apply for and take a part-time position, must be responsible enough to handle their own working relationship with the employer.

A Teen’s First Job Pt. I

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So your teen is set on part-time employment to make some extra spending money—great news! However, there are several discussions that should happen before teens take the plunge and make that serious commitment.

 

Encourage your teen to start by brainstorming his/her interests

One solid starting point when teens begin considering a part-time job is to point them in the direction of their own interests. It is much more enjoyable to invest your time and work somewhere when the job revolves around things you enjoy. Ask teens to think about what they like—then brainstorm from there.

 

    • If he/she prefers the outdoors, consider the following options: lawn mowing, mulching or other landscaping jobs, dog walking, raking leaves, assisting a summer camp, lifeguarding, bicycle delivery service, park service, etc.
    • If he/she enjoys animals, consider applying for dog or cat sitting, pet stores, zoo assistance, pet groomers, pet training schools, pet boarding companies, veterinary help, or rescue organizations.
    • If he/she is interested in helping others, think about retirement communities, church camps, child care programs, babysitting, food/clothing/book collection for the needy, hospitals or clinics, and programs to help people with disabilities or Special Olympics.
    • If he/she prefers art or literature, consider employment at local bookstores, libraries, museums, painting/crafting studios, music venues, or local newspaper or magazine publications.

 

Consider how the work schedule will fit in with life BEFORE applying

As much as teens may be thinking about all of the wonderful ways in which a little extra cash can help them, they need to really think about the time commitment that this part-time job will require. If school comes first, this potential job will come second—meaning that activities with friends, spontaneous weekend trips, and hangouts will all be pushed to the backburner. With this level of commitment, your child will need to consider the following:

 

  • How much time he/she is able to commit per week; some employers will want to hire only when employees can work a minimum of 10 hours per week, for example. You will need to sit down as a family and really crunch the numbers to ensure that the hours required for the job are realistic for your teen’s prior commitments.
  • Logically speaking, how would your teen get to and from his place of employment? If he has a car, that is much more manageable. However, if he isn’t driving yet, or shares the family car, public transportation may need to be arranged. Does he know the bus loops? Is the job within a walkable or bikeable distance? How long would he need to carve out in order make it to his shifts on time?
  • Your teen must also be prepared to make scheduling sacrifices. Besides school work and family obligations, the job will have to come first. That might mean missing the big game, a last-minute ski trip, or having to decline someone’s sweet 16. Will it be a bummer? Yes, but that is the level of commitment that even a part-time job will require. Teens must be prepared to say “no” when a social event conflicts with the work schedule or weekend shift. If they are not ready to sacrifice fun for funds, then it is not quite time for a job yet.
  • Tardiness at work is not the same thing as tardiness in school—there is no detention as retribution. Instead, if your teen is late to work, she must be prepared to face the difficult, sometime irreparable consequences. Discuss the fact that both the employer and your teen’s fellow coworkers are relying on her to show up on time. Being late to work often has ripple effects of which your teen may need to be reminded. Her tardiness might mean that customers have to wait, the business may lose money, other employees may have to cover her absence. Essentially, tardiness is a reflection of one’s level of care and responsibility. Remind your teen that showing up late, even once without notice or a justifiable reason, is a very bad look.

Accountable Talk for Behavior Modification

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The somewhat recent educational philosophy of accountable talk is rooted in the idea that, through discussion, students practice accountability for their learning and their contributions to others’ learning through discourse. To simplify, the word accountable means, “required or expected to justify actions or decisions; responsible.” Therefore, when students are using accountable talk in the classroom, they are maintaining responsibility for accurate, verifiable evidence, support, or reasoning, and are expanding their own thinking through rigor and collaboration.

 

Since this strategy is shown to boost engagement, communication skills, and cooperative learning, why not utilize the same philosophies to support behavioral modifications? The idea translates quite simply—if students are able to practice accountable talk regarding academic content, try applying those skills to discussions involving behavioral issues.

 

 

Accountable Talk
Standard/Expectation

For Instruction,
accountable talk requires that students:

For Behaviors,
accountable talk requires that students:

Listening
  • Practicing active/attentive listening
  • Be able to summarize what another student said
  • Be capable of building upon a peer’s thoughts by adding their own considerations
  • Turn and face the peer or adult who is speaking to them; this demonstrates respect and builds positive communication skills
  • Maintain eye contact; avoid straying, daydreaming, and eye-rolling
  • Nod when in agreement to show that they are engaged and/or are aware of the other speaker’s position and opinion

Knowledgeable
  • Be able to defend their position, opinion, stance, etc. with evidence or support
  • Make connections between prior knowledge, other content areas, or a peer’s comment to establish relevance
  • Be able to verify one’s point if challenged or questioned
  • Unpack their position with details and analysis of how they arrived at such a conclusion
  • Explain why they made the choice that they did; discuss their thought process for acting or speaking the way that they did in class
  • Be able to recap or summarize the events prior to the incident or observed behavior
  • Examine the cause and effect relationship between triggers and decisions or responses

Reflective
  • Have opportunities to consider another’s perspective
  • Be provided with wait-time, as to ensure that thoughts are processed and responses are worded precisely
  • Consider how they might approach the task, challenge, or problem differently if given another opportunity or different circumstances
  • Think carefully before speaking
  • Consider the other person’s feelings or reactions to the incident
  • Connect this experience to something they have encountered previously
  • Brainstorm and discuss how this problem, quarrel, or conflict could be ironed out in more productive ways next time
  • Take responsibility for their actions and consider solutions for moving forward or making amends

 

Again, the same principles and benefits that accompany accountable talk practices for critical thinking and rigor during instruction can prove to be just as beneficial for addressing behavior concerns. The more opportunities that students get to practice accountability, whether with regard to academic content, or their own behavioral impulses, the more responsible students will become. Through accountable talk, they must not only listen to others to develop communications skills, broaden their knowledge, and expand on the ability to reflect, but also they must gain a sense of ownership in what they say and how they say it.

Math Help at Home

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Elementary level mathematics has changed significantly since parents were in school learning their basic addition, subtraction, and multiplication facts. In fact, the math 2.0 curriculum, which coincides with the Common Core State Standards, uses completely different terms for what we would call adding and subtracting. With all of the changes in elementary grade math terminology, application, and processes, parents may become confused as to how to help at home. The goal for this blog is to provide a basic cheat-sheet of helpful hints for when your child is being asked to complete basic math processes using new, unfamiliar methods.

 

 

  • Composing/decomposing

 

In elementary school, I added and subtracted. This meant I lined up the numbers, carried them over if necessary, and probably used my fingers to keep everything on track. Students are no longer using these methods. Now, we see handouts and practices that ask students to “compose” (add) or “decompose” (subtract). Essentially, composing and decomposing involves the student’s ability to break numbers apart and put them back together.

  • For example, if given the simple subtraction problem 46 – 8, our past elementary school days would tell us that, since we cannot take 8 from 6, we need to “borrow” 1 from the 4 so that we’d be left with 16 – 8 in the ones column and a 3 in the tens column.
  • Now, students are prompted to simplify their thinking in order to decompose without the “borrowing” component. Instead, the process would look like this:

46 – 8 = (46 – 6 – 2)

 

    • Because breaking the 8 in to 6 and 2 makes for friendlier mental math, the 8 no longer requires students to borrow, which eliminates the possible confusion that comes from borrowing from the tens column.
    • In this new 2.0 curriculum, elementary students will also be asked to use visuals or numeric symbols charts to assist with simplifying a question. For example, if presented with 9 + 5, the old method would require young math learners to use fingers, adding one at a time from 9 until 5 fingers are up.
    • Now, the problem might recommend a visual such as:

    9

    5

    I I I I I

    I I I I I

    I I I I

    • Since it is much easier for students to mentally compose from ten, they know to break or decompose 9 into 5 + 4; they know that 5 + 5 = 10, so 10 + 4 = 14

     

    Might this all seem like a slew of extra steps when students could simply count up using their fingers like we did? Yes—for sure. However, the push for this type of thinking is to better prepare students for algebraic concepts to come later.

     

     

    • Multiplication/division

     

    Multiplying and dividing in elementary mathematics 2.0 is also going to utilize the compose/decompose processes. The key behind this is again to simplify the numbers for ease during any operation.

    • For example, if a student is given 6 x 8; our old method would be simple memorization or flashcards. However, now students would simplify the equation like this:

     

    6 x 8 = 6 x (5 + 3) = (6 x 5) + (6 x 3)

     

    It is much easier for students to add when tens are involved. So, when 6 x 5 gives us 30, we simply then add the result of (6 x 3), which is 18, to 30. Giving us 30 + 18 = 48

     

    • This is especially helpful for students who struggle with memorization. Instead of hours of flashcard practice, students are able to use simply mathematical concepts to attack the problem with skills, as opposed to arbitrary memorization.

     

    While these new methods and extra calculation steps may seem foreign and frustrating now, stick with them. Once your children master these methods, they will be better prepared to tackle more complex calculations in the future. Who knows, your child may even take great pride in teaching you for once!

American Heart Month—Teen Relationships Pt. II

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In continuing our look at unhealthy teen relationships, we hope to not only educate families on the warning signs, but also equip parents with methods to intervene. It is important to recognize that an unhealthy relationship is built by manipulation, coercion, intimidation, and by chipping away at a person’s self-worth. Because the abuse can have such a stronghold, it is crucial that parents know how to get their children out when problems begin to arise with their child’s romantic partner.

 

If suspicions arise, it is probably a parent’s first instinct to either “forbid” the relationship, or criticize the boyfriend/girlfriend in an effort to get their child to open his/her eyes to the issues. Parents should stifle both of these urges. Forbidding a teen from doing anything, especially seeing a partner, has a tendency to have an adverse effect. Rather than pulling the two apart, the demand might actually drive the two closer together.

 

  1. Instead, encourage time apart or to spend more time with close friends. Help your teen plan an “all girls” or “all boys” excursion, activity, sleepover, or weekend trip. The key is to create subtle distance by reminding children of their other friends and family that may have gotten the boot when the toxic relationship began.
  2. Instead of outright bad-mouthing their partner, focus the conversation around your teen’s feelings. Ask questions like, “I see you’ve been down, anxious, depressed and short-tempered recently, do you know what might be causing this?” Or, “how do you feel when so-and-so yells at you, criticizes you, controls you, calls constantly, etc.?” Your goal is to highlight the concerning behaviors by examining the effects they have on your child, not by outwardly criticizing the partner or abuser. Use your own experiences with controlling or difficult relationships or friendships to create a space for dialogue that is free of judgment. In the simplest, non-threatening way, you want teens to recognize the negative effects that this unhealthy relationship is having on them.
  3. Monitor and limit phone use if necessary, including text messages, voicemails, email, etc. Frame the conversation as though it is in your child’s best interest to give the phone a break during certain times of day. Create family expectations that during and after dinner, phones should be used minimally, and only for important circumstances. However, parents themselves should follow suit as well—it is difficult to ask teenagers to part with their phones if the adults are not willing to follow the same expectations.
  4. Seek help from a third party. An expert with a neutral vantage point, such as a child psychologist or family therapist, may be the key. Oftentimes, teens feel that parental advice is meant to control them or persuade them to do whatever it is that the parent suggests. A neutral third party willing to listen and absorb the whole situation from multiple sides will be better equipped at getting through to your teen. He or she is trained to help mediate family strife. Therapists are also often able to shed light on an issue without casting judgment or blame, making teens more apt to listen.
  5. Expose your teen to new experiences, hobbies, or activities as a means of taking his or her mind off of the significant other. Set up a family movie marathon, visit a local museum or art studio, go indoor rock climbing, plan a spa day, try cooking a new recipe together, or go to the driving range. The list is limitless when it comes to finding new outings for the family. Whatever you decide, make sure that your teen enjoys the activity and that it doesn’t feel forced or contrived. The point is to create space between your teen and his or her significant other, while showing your teen that there are plenty more happy experiences to seek beyond this controlling relationship.

American Heart Month—Teen Relationships, Part I

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February is the unofficial “month of love,” thanks primarily to Valentine’s Day. February is also American Heart Month, which is meant to promote heart health and wellness and to provide community resources for preventing heart disease. It also happens to be Teen Dating Violence Awareness Month. Since teens are more likely to experience love and dating before being diagnosed with heart disease, we figured we should use this opportunity to discuss healthy relationships—because knowing one’s worth and how to set healthy boundaries is an equally important facet of protecting one’s heart.

 

The National Resource Center on Domestic Violence estimates that, each year, over one million American teens experience physical violence at the hands of a romantic partner. While physical abuse is certainly the most obvious or undeniable form of violence, dating violence includes any form of threats, as well as verbal, emotional, sexual, or digital abuse (threatening texts, posts, phone calls, or blackmail). As if these abuses were not devastating enough, teens who experience dating violence are also far more likely to abuse drugs and alcohol, or suffer from depression and thoughts of suicide. With such destructive consequences, it is imperative that parents know the warning signs of a potential relationship issue and how to intervene.

 

Signs of a potentially harmful teen relationship:

  • If, after entering a new relationship, your teenager suddenly pulls away from friend groups and family activities without warning, it may be an early sign of a controlling situation. Abusive partners often easily become jealous, territorial, or vengeful if a boyfriend or girlfriend is giving his or her time to others. The isolation is also another way that an abuser exerts mental control over his or her partner. Isolation and withdrawal from family and friends also allows the abuser to push the boundaries of control or violence—if no one is around to intervene or ask questions, the control can continue or progress.
  • When cellphone and/or social media use changes drastically, parents should start asking questions. Control can, and likely will, extend into digital realms eventually. Perhaps a controlling boyfriend insists that the girlfriend remove photos, posts, chats, and other personal memories from online profiles. Additionally, a cautious girlfriend or boyfriend might exhibit stress or anxiety if she or he is unable to answer a controlling boyfriend or girlfriend’s text or incoming call. If texts and phone calls become excessive, especially if they’ve gone unanswered, this could be a sign that a controlling relationship has begun.
  • Similarly, if a boyfriend or girlfriend takes a partner’s phone or insists on knowing passwords or codes, this could be the start of something dangerous. Again, these types of behaviors are all about control and power. Obsessively checking in, reading messages, intercepting phone calls, browsing history or email—all of these are signs that a teen is attempting to control his or her partner on an invasive level.
  • Excessive apologies could be another sign of an unhealthy relationship brewing. Another major aspect of mental or emotional abuse involves the use of guilt—specifically, tactics to elicit guilt. If you notice that your teen is overly sensitive to questions and criticisms and follows any minor misstep with an apology, this could be a learned behavior from a boyfriend or girlfriend who is trying to make your teen feel bad for insignificant mistakes or shortcomings.
  • Furthermore, if your teen seems to be more critical of himself, it may be because his partner is feeding him that harsh criticism. Negative self-talk often stems from hearing other negative talk or incessant put-downs.
  • A teen in an unhealthy relationship might defend or minimize the situation when questioned. If family or friends question the relationship or criticize the teen’s partner, the first instinct is to excuse or defend the other’s behavior. While family and friends are simply trying to highlight the potential issues, a confrontation or intervention could have the exact opposite effect. Oftentimes, a critical eye from a parent or friend drives the partners together even further, solidifying the relationship on a harmfully dependent level.
  • Threats to end the relationship are another token move for abusers who wish to establish control and codependency. If your teen’s boyfriend or girlfriend constantly threatens to break up with him or her, the angle is probably manipulative. The point again is a power move; the partner is toying with the other’s emotions and using the relationship as a ploy or pawn: “Do what I say or I’ll break up with you” is just another mind game used to exert control.

Creating a Positive Climate for Learning Pt. II

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Whether schools are public or private, religious or non denominational, set in rural America or in bustling cities, the push for a more positive learning climate is a common thread throughout. Much like schools have their own ways of encouraging the entire student body, classroom teachers can employ different strategies to build the positivity around learning as well.

 

At the classroom level

  • Teachers can foster positivity before students enter the room with one simple tactic—stand at the door and greet students by name as they arrive. This easy, everyday practice is one that immediately sets the positive tone, not only for the classroom as a whole, but for a student’s motivation and engagement on an individual level. This is also a helpful way for teachers to gauge any academic or social-emotional struggles that a student might be experiencing. A student who slumps, walks slowly, appears emotionless or otherwise dreary might need some extra TLC that day. A student who appears to be agitated or worked up may need a moment to recover from an earlier incident before his or her learning can continue. Whatever the case, the point of greeting individual students as they enter is to demonstrate care for each and every learner. A simple, smiling “hello” lets students know that a teacher is happy to see them, excited to teach them, and open to communicating if a student needs a pep talk.
  • Encouraging growth, not instant perfection, is another way that teachers can positively reach those students who may not always get the honor roll, student of the month, highest GPA, etc. Praising and celebrating achievement in the form of growth allows students to see that, while natural intelligence is great, effort, motivation, perseverance, and grit are worthy attributes as well.
  • To track growth, teachers may want to have students create data folders or portfolios to collect and organize their work and scores. These simple folders help students recognize their own development and growth. They also motivate students to take accountability for and agency over their grades and schoolwork.
  • When students need a little extra encouragement, teachers should consider using real-life examples of successful people who once struggled. These inspirational stories of famous leaders, athletes, performers, scholars, etc., help students recognize that, with diligence and optimism, obstacles can be overcome.
  • Make it a point to recognize positive study skills, attitudes, camaraderie, behavior, and outlooks. When students are recognized for anything, the recognition reinforces that behavior, making it more likely that the student will want to repeat that behavior, practice, task, or skill. Of course, teachers should keep praise and recognition genuine—we don’t want to acknowledge when students are simply following the rules or directions; make sure that the act is praiseworthy.

 

When things are not so positive…

Consider time for a community circle or restorative justice meeting when things go off track. It takes time and effort (not to mention patience!) to establish a positive learning environment, especially where adolescents are involved. Teachers should not become discouraged after a rough day, or week, or even month—these things happen. Instead, educators might find that a restorative justice strategy is just the thing to help reroute the course. If behaviors, motivation, effort, academic integrity, or disrespect are prevalent issues during class, pump the breaks and talk about the issue directly.

    • Clear the class schedule or agenda for the day; a community circle does take up time, but it is time well spent when done properly.
    • Invite the students in as you normally do; however, ask them to sit in a circle with no other materials or distractions in their hands. You may want to have your room set up in advance, or you can ask students to add chairs to the circle as they enter.
    • Take a moment to go over the expectations of the circle: One person speaks at a time, comments are confidential and stay within the circle, participants should speak their truth, and students are allowed to pass the talking piece if they do not want to comment.
    • Review specifically what active and polite listening looks like; when a classmate speaks, students should shift to face the speaker, provide eye contact, listen attentively, and acknowledge a person’s moment to share.
    • Make sure that everyone agrees to the ground rules and that any distractions (pencils, phones, fidgets, candy, earbuds, etc.) are placed out of the circle.
    • Begin with a direct question about the issue you plan to address. An example might be, “When was the last time you felt disrespected?” As the facilitator, you should provide your own response to the question. Speak calmly and deliberately so that emotions are kept at bay, but your sentiments are still made to the group.
    • Pass the talking piece to the left or right and remind students that they do not have to speak or share unless they’d like to.
    • When the talking piece has made it back to you, the facilitator, thank the participants and ask the next question.
    • Alternate the direction in which the talking piece is passed around the circle so that everyone is able to share equally.
    • After the circle, ask students to reflect on what was said and how others felt. Ask students to reflect on their own feelings. Encourage them to think about how they as a class can use this teachable moment to make adjustments and progress forward.

 

The point of the circle is to build community and use communication as a positive tool to do so. As students get used to the process, community circles will become more proactive and meaningful.

Creating a Positive Climate for Learning, Part I

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Whether we’re talking public schools, private schools, tutoring sessions, or homework at the kitchen table, a positive mindset goes a long way when it comes to the learning environment. Research shows that when teachers and students feel valued, respected, motivated, and engaged, learning increases exponentially—of course it does! As logical as this push for positivity may seem, it does not simply emerge out of nowhere; it must be cultivated by those who wish to bring it to life. There are small, deliberate steps that schools, parents, teachers, and students can take to foster a positive, successful learning environment.

 

At the school level

Creating a safe, engaging, positive learning space is likely the goal of every school. In order to do this, schools must ensure that the individual mission and vision for the school is clearly defined and communicated. Simply put, the vision encompasses the goals for the school and its “ideal” future; the mission involves the day-to-day steps for how the school plans to make that vision a reality. Instead of passively including the vision on official letterhead or posting it to the school’s web pages, school administrators should make a concerted effort to vocalize the goals for their school.

  • The vision should be visible in classrooms, conference rooms, and common areas, like the library or cafeteria.
  • The vision should be phrased in a student-friendly manner, and in a way in which student needs are clearly put at the forefront.
  • Schools should communicate how this vision will come to life and set up expectations for students and staff that foster such an environment.
  • Recognize students who embody the vision or mission statements with awards, celebrations, certificates, etc. The point is to grow an appreciation for the overall goals of the school and highlight when small gains are made by its members.
  • The vision should account for the community as a whole. Perhaps a middle or high school will partner with the neighborhood elementary school for a “buddy-study” program; or maybe the local businesses or organizations want to offer a career day or “shadowing” opportunity. A nearby retirement community may want to perform with the school’s chorus for an intergenerational choir.
  • On a similar note, schools can foster positivity by giving back to the community. A food drive, coat collection, trash clean-up, or anonymous pay-it-forward initiative in the community can build positivity and teach students what it means to contribute to society. Even small gestures, like thank you cards or planting a tree on campus for Earth Day can spur more positive motivation for learning.
  • Appreciation days for support staff, maintenance personnel, security, and cafeteria workers also help to exhibit a learning environment where everyone is valued. Students benefit from learning in a building where everyone’s efforts and contributions are acknowledged and celebrated. Showing admiration and appreciation to the hardworking people that run the building every day helps improve the school climate on both singular and wholistic levels.

On the topic of recognition, schools can foster positivity and an optimistic climate by celebrating student work and achievements throughout the building. Schools should think about using the daily news show or morning announcements to announce birthdays, students of the month, athletic scores and stats, community service achievements, etc. Ask students to exhibit their art work, photography, essays, or poems in display cases throughout the building—this shows young learners that, more than the grade, it’s the effort and growth that builds the foundation of a strong, successful school.

Blended Learning in the Classroom Pt. II: Considerations

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As much as the education world has recently held blended learning (BL) practices in high regard, there are several considerations and key pointers that teachers should be aware of prior to designing units or lessons using BL.

 

  1. Blended learning rotations and activities should likely not be used as an everyday structure. The idea behind the rotations is to allow students to dig into the content, concept, or topic more indepthly, at an individualized level, with personal pacing and options for student choice using technology. As ideal as this all sounds, there are occasions or lessons that would not necessarily work well with small groups or multiple activities going on at once. A good rule of thumb is to try one set of blended learning rotations per unit. This means that, while students are learning about subjectivity and objectivity, like in our last blog post, they will really only complete one full BL lesson during that unit. This amounts to roughly 3-4 days of class throughout a 2-3 week period.

 

  1. Another critical aspect of using blended learning effectively involves ample planning and preparation. In essence, blended learning requires teachers to plan multiple lessons, including the use of various texts, activities, practices, methods, and technologies. When initially planning, it will seem like you are doing three times the work—because you are. The payoff for the advanced planning and organizing is that, after a few times practicing rotations and getting used to the structures and procedures, student groups begin to run like independent, well-oiled machines.

 

  1. Teachers should also be advised that, since students are working at their own pace, many students may find themselves with “down time” from completing the work swiftly. Because of this, it is beneficial to have a list of bonus activities, practices, and teacher-approved websites that students can work on if they finish a rotation early. The key is to make sure that students know where these “bonus” materials are, how to access them, and what to do with them so that there is no need to interrupt while the teacher is meeting and working with the small-group rotation.

 

  1. An additional consideration for planning involves provisioning for the rotations. Yes, this will require more time in advance to gather, sort, organize, and set up the necessary materials for each station/rotation. However, once everything is good to go, teachers will find that students are primarily independent throughout the duration of the non-teacher led stations. It is a good idea to keep writing utensils, extra handouts, sticky notes, highlighters, and any other frequently used materials in plain sight where they are accessible to students. Again, this prevents students from interrupting the teacher-led small-group session.

 

  1. Consider setting general ground rules for blended learning days. Frontloading these procedures and getting students acquainted with the routines and expectations will keep rotations running smoothly.
  • Remind students that you will not sign passes during rotations unless it is a true emergency.
  • Inform students that there should be no talking, except during collaborative activities in stations.
  • Think about setting up a question board or box so that students who are working in the independent rotations can write down a question that they will plan to ask you later.
  • Determine whether you want students to have the option to listen to music with headphones during the independent rotation. If not, make that clear and put headphones away when they are not necessary for the stations.
  • Set visible timers, perhaps on the Promethean board, for days when students will complete multiple rotations and make a plan for what students should do if they are unable to finish in the designated time.
  • Set up a designated submission policy or turn-in bin for completed work so that students can be responsible for getting their completed work in the right place.