SECTION IV: BUILDINGRESPONSIBILTY FOR THEIR OWN ACTION AND WORDS IN THE

MEMBERS OF THE LEARNING COMMUNITY

Teaching Personal and Social Responsibility (TPSR)

Level 1 : Respect (self-control)Level 2 : Participation (involvementLevel 3 : Self-direction (responsibility)Level 4 : CaringLevel 5 : Concern outside of schoolLevel 6 : Work and Leisure

* Using Words Positively : Modelling and Practicing* Avoiding Power Struggles in the Classroom * Empowering Students to Resolve Conflicts* Eliminating Bullying in Schools* Troubleshooting Problem Areas : Identifying and Responding to Student Needs

SCOPE :

USING WORDS POSITIVELY : MODELLING AND PRACTICING

The teachers serves as a powerful model in providing examples of ways for students to support one another with words of encouragement, questions for clarification, and entry to collaboration. Just modelling is not enough, however. Students must become fully aware of the ways in which their words help to support an environment for collaboration and communication. The teacher must constantly be observing in order to recognize and bring attention the students’ use of powerful, positive verbal interactions (Bridges,1995).

Steps in modelling and practicing the use of positive words:Step 1 : Model and make positive interactions visible- Introduces the power of positive words by modelling ways to encourage others, ask questions for clarification, or gain entry into a group.

Step 2 : Discuss the impact of word choices - Provide examples, encouraging a discussion on how the words, both negative and positive, make a listener feel.Step 3 : Provide daily feedback- During the day collect examples of positive verbal interactions and use these actual classroom examples to help students begin to self-monitor their choice of words in verbal interactions.

Step 4 : Monitor and hold students accountable- Monitor verbal interactions and encourage students to give each other feedback if when positive words are not being used. The expectation that positive verbal interactions in the classroom are always expected.Student 5 : Discuss and celebrate student progress.- Positive examples should be recognized and forced in daily basis.

AVODING POWER STRUGGLES IN THE CLASSROOM

Personal empowerment and a feeling of self-worth are important to everyone. Unfortunately, in every classroom, we have students who suffer from deficits in these areas. It is these students who are most likely to engage in power struggles (Glasser,1988).

Steps in avoiding power struggles :

Step 1 : Disengage from the struggle- Remain calm. If you have student with whom conflicts are common, practice responding in a calm manner in front of a mirror. No matter what else you do, respond to the situation rather than react to it. Step 2 : Interrupt the escalation- Whenever you observe that a situation is developing you can interrupt the interaction before it gets out of hand. You must remain calms and respond in neutral tone while using a tactic to interrupt escalating anger.

Step 3 : De-escalate the conflict- When a student is very angry or upset, he often use poor judgement and acts impulsively. You must have at your disposal several techniques for supporting the students in de-escalating his anger.

Step 4 : Identify the problem and find solutions- Once the volatile situation is defused, you and the student need to meet and discuss the problem and devise some possible solutions. You can assign consequences if the student has been disrespectful to her or to another student.

Step 5 : Recognize effort and progress- Once a course of action is agreed upon, you should provide recognition to the student for his efforts in working toward improvement. Be very specific about noting progress.

Some helpful techniques ... DISENGAGING TACTICS

INTERRUPTING AN ESCALATING CONFRONTATION

STRATEGIES FOR REDUCING STUDENTS ANGER

EMPOWERING STUDENTS TO RESOLVE CONFLICTS

Peer Mediation - The use of peers (e.g., students, teachers) to promote reconciliation, settlement, or compromise between conflicting parties.

Active Listening Techniques

Steps for teaching and practicing conflict resolution strategies

Step 1 : Teach active listening- Begin by modelling active listening when students and parents talk to you. Respond with encouraging words such as “I’d like to know more about that”. Clarify, restate, reflect, summarize and finally validate. Step 2 : Demonstrate a sequence of interactions- Once your students are familiar with active listening and are practicing it, introduce them to the mediation sequence. Use the Mediation Steps.

Steps 3 : Demonstrate a sequence of interaction- Introduce the Mediation Steps and explain each every stepStep 4 : Practice in mock situations- Group the students and give them mock situation. Make sure that everyone will be able to act as Mediator. Post the Mediation Step so that the students can follow the step by step process.Step 5 : Practice with real situations- As conflict arise in the classroom or on the playground, encourage the students to serve as mediators and find solutions.

Step 6 : Debrief the participants-Ask the students to file a brief report on any mediations they conduct. When you received a mediation report, be sure to debrief the participants and congratulate them on their conflict-resolution skills.Step 7 : Continue the training- Do periodic retraining to keep the rules and sequence fresh in everyone’s minds. Be sure to compliment the student’s efforts and congratulate them when solutions are followed.

Step 8 : Celebrate the results- Use the class newsletter to celebrate the progress of the mediation project. Keep parents informed of the project and share the success with them. Be sincere but provide feedback as frequently as possible.

ELIMINATING BULLYING IN SCHOOLS

Bullying is a form of aggressive behaviour manifested by the use of force or coercion to affect others, particularly when the behaviour is habitual and involves an imbalance of power. It can include verbal harassment, physical assault or coercion and may be directed repeatedly towards particular victims, perhaps on grounds of race, religion, gender, sexuality, or ability

Bullying is constantly defined as ... Punching, shoving and other acts that hurt people physicallySpreading bad humours about people Keeping certain people out of a groupTeasing people in a mean wayGetting certain people to gang up on others

.

A student may be a bully if he shows Excessive feelings of rejectionLow interest in school and poor academic performanceViolence in drawing and writingUncontrolled angerPatterns of impulsive and chronic intimidatingHistory of discipline problemsHistory of violent or aggressive behaviourIntolerance for differences

MUST know about bullies from their behaviour :

Bullies expect insulting replies to their comments. They don’t know what to do when they hear a compliment.When you disagree with them, they insult you more. If you agree, they don’t know what to do.They enjoy negative attention. Don’t give it to them. Keep it light.

TROUBLESHOOTING PROBLEM AREAS: IDENTIFYING AND RESPONDING TO STUDENT NEEDS

The most important sequence for an effective teacher to remember is :1. Plan – be proactive in

anticipating problems.2. Observe for symptoms

of problems.3. Analyze the cause of

the problem4. Respond to the

problem5. Adjust the situation to

support the student.6. Observe again to

make sure the adjustments are working.

Steps for troubleshooting problem areas :Step 1 : Plan for smooth distribution of materials - Before you start a lesson, plan for way in which materials will be distributed and at what point in the lesson they will be needed. Do not distribute the materials before the students actually need to use them.

Step 2 : Observe closely as students work- Watch carefully to make sure that the students are working with the materials and seem to know what to do.Step 3 : Identify any students who seem to be having difficulty- Difficulty with an assignment can appear as mistaken behaviour or refusal to do the work.

Step 4 : Research the cause of the problem- Consider the causes and look for possible solutions that will benefit the individual, the class, and you.Step 5 : Formulate a plan- Once you decide on some possible solutions, examine them for ease of implementation, support you will need, and like hood of success.Step 6 : Implement a plan- After choosing possible solutions, begin to process the implementations.Step 7 : Celebrate the progress- It is very important to celebrate successful approximations as you implement changes.

Thank You