Creating Invitational College Classrooms Making The Connection to Safe, Caring and Respectful Educational Environments Frank Johnson

Creating Creating Invitational Invitational

College College ClassroomsClassroomsMaking The Connection to

Safe, Caring and Respectful Educational Environments

Frank Johnson

How it all began for me…

Context Context

Social service agencies have limited resources and need strategic alliances.

Mental health issues can’t be effectively addressed by schools alone but can be obstacles to student engagement.

Schools often are the hub of a student’s social network and an influence on his/her emotional well-being.

All young people benefit from acceptance, support and high expectations to help them be more resilient and engaged in learning.

Why focus on at-risk Why focus on at-risk youth/adult students?youth/adult students?

People who are at risk of being unsuccessful in school often have self-imposed negative images of themselves. Their “reality” is too often that they are not capable of success. Some are coming back to school after a lack of success in earlier years.

Why focus on at-risk Why focus on at-risk youth/adult students?youth/adult students?

Returning adult students may be bringing old baggage about school into the college setting.

Like most young people, at risk students wonder how they fit into the world. Where they are different is that many have a sense of hopelessness because they lack the skills necessary to be part of the new economy.

Why Create Inviting Why Create Inviting Classrooms?Classrooms?

Invitational Education is at the nexus of various Ministry of Education initiatives.

All people, but particularly students at risk, deserve to be treated with respect and optimism.

Inviting classrooms lead to safer schools by reducing instances of conflict that can lead to inappropriate behaviour.

Five Major Assumptions Five Major Assumptions of Invitational of Invitational

EducationEducation

Invitational Education theory is based on 5 assumptions about people. These are:

TrustRespect IntentionalityOptimismCare

TrustTrust

People work best in an environment where they are trusted and valued.

Our trust of people is best if it is demonstrable and lived. Allowing people to take risks, make mistakes and learn from them demonstrates trust.

Trusting people means giving up our sense of control and moving towards collaboration.

RespectRespect

Respect is key to how we relate with others. It is foundational to spiritual/internal growth.

Respect is a recognition and an honouring of the dignity of the individual.

Respect (Cont’d)Respect (Cont’d)

We demonstrate respect by our actions and our words, not by our words alone.

Respect for people requires its reflection in our policies, programs and processes in our classrooms, offices, school districts and college administration.

IntentionalityIntentionality

An invitation is an intentional act designed to offer something for consideration. Invitations, to be real, have a purpose.

People who are invitational in their approach have an intentional “stance” in all they do. To be intentional we have to “say what we mean, mean what we say and do what we said we would do” (Coloroso, 1988).

OptimismOptimism

To be truly intentional and inviting, it’s critical to believe that change is possible, in others and in ourselves.

As educators it’s important to dream big about each of our students. Even a simple act of saying hello to a student as he/she comes into our classroom can make a difference.

Optimism is a choice we make every day.

CareCare

Caring about oneself and others is the tipping point that leads to acting intentionally to help others. Without caring, our good intentions remain academic.

Caring action is the hallmark of a compassionate person.

Principles of Adult Principles of Adult Learning Learning

(Malcolm Knowles)(Malcolm Knowles)

Adults are autonomous and self-directed.

Adults have life experiences that they relate to their learning.

Adults are goal-oriented

Adult Learning Adult Learning Principles?Principles?

Adults expect learning to be relevant and practical.

Adults learners need to be respected.

I/E and Adult Learning…I/E and Adult Learning…how do they intersect?how do they intersect?

Teachers should acknowledge and build upon the life experiences of the adult learner as a classroom learning resource. The teacher demonstrates optimism in working with them.

Adults need to feel respected for their experience and for the courage in coming back to school for further learning.

Trust, Intentionality and Caring are just as important for adults as for younger learners.

The 5 “P’s” ofThe 5 “P’s” ofPurkey’s ApproachPurkey’s Approach

Invitational Education focuses on five key areas: People, Places, Policies, Programs and Processes.

Each of these is interdependent in our school environment.

To be truly invitational as a school or school district, a consistent theme will run through all we do.

PeoplePeople

In education, the people are the most important part of what we do.

At risk students (young or more mature) benefit from a positive relationship with their teachers. Teaching has always been about relationship, not academic content.

Authenticity is at the heart of good teaching.

The National Crime Prevention Council of Canada states young people who have “protective factors” such as: A sense of belonging, Secure attachments to positive parents or

families

People (Cont’d)People (Cont’d)

Access to other caring and supportive adults; Appropriate discipline, limit-setting and

structure from parents; Positive relations with “pro social” peers; and Opportunities to experience success and

build self esteem Will develop the resiliency necessary to avoid serious criminal behaviour.

Inviting schools can help provide these.

People (Cont’d)People (Cont’d)

Many at risk students do not have advocates at home who ensure academic success as a focus.

Adult learners may need additional support programs (financial as well as emotional).

ProgramsPrograms

Programs in schools/colleges could be created to ensure that each identified at risk student has an advocate.

School advocates increase engagement by offering students hope and encouragement.

Programs (Cont’d)Programs (Cont’d)

To use Stephen Covey’s (1990) phrase, we need to “keep the main thing the main thing.” Students, particularly those at risk, need to be our “main thing”.

It is vitally important to build “resilience” into programs.


The NCPC defines resilience as “a source of strength in young people created or nurtured by caring and effective parents or other adult caregivers, positive learning environments in schools and access to community resources” (1997).


How We Intentionally How We Intentionally DisinviteDisinvite

We abuse our authority with people (particularly students).

We use sarcasm as our sole form of humour.

We value “efficiency” over “effectiveness”.

We pay lip-service to “process” and “collaboration”.

How How NOTNOT to be to be Intentionally DisinvitingIntentionally Disinviting

Purkey reminds us to not to make decisions when we are Hungry, Angry, Lonely or Tired (HALT).

Keep the “Golden Rule” in mind and ask ourselves, “Is this the way I want to be treated or have my own children treated?”

Unintentionally Unintentionally DisinvitingDisinviting

Not keeping in mind our intentional stance may cause us to be unintentionally rude to others.

We find ourselves asking, “Why do I seem to be in conflict so often?”, “Why can’t people see I was just kidding?”, “Why is the student/parent/colleague angry with me?”

Being Unintentionally Being Unintentionally DisinvitingDisinviting

Subconsciously profiling students based on race, gender, ethnicity or religion.

Asking the most junior person on staff to teach the toughest students.

Telling people, “I know how you feel.”

Being “autobiographical” in speaking with people who ask us for our help.

Unintentionally InvitingUnintentionally Inviting

People operating at this level often have good relationships with people but don’t know why. They do not have an intentional “stance” that creates a purpose for them.

“If you don’t know where you are going, any road will take you there” is a phrase to describe these people.

Unintentionally Inviting Unintentionally Inviting (Cont’d)(Cont’d)

If we don’t keep a consistent stance in being inviting and know why we have this purpose, the effects will be seen in how we treat people, places, policies, processes.

“Those who know what to do will always have a job because they will be working for those who know why”.

Intentionally Inviting Intentionally Inviting (Cont’d)(Cont’d)

People who intentionally invite keep Trust, Respect, Intentionality, Caring and Optimism as their daily focus with People, Places, Policies, Programs and Processes.

They often operate with a sense of “flow” or “being in the zone” where their actions are integrated into who they are and what they believe about the goodness and potential of people.

ReflectionReflection

Which level best describes me in my current practice with my students?

Which level best describes me with my colleagues?

How can I develop an intentionally inviting stance today?

What is my first step?

Two ShiftsTwo Shifts

Beyond programs

Relationships

Second ShiftSecond Shift

to

From fixing young people’s

problems

First ShiftFirst Shift

Promoting young people’s

strengths

to

External Assets Support Empowerment Boundaries and Expectations Constructive Use of Time

Internal Assets Commitment to Learning Positive Values Social Competencies Positive Identity

The Categories of The Categories of Developmental AssetsDevelopmental Assets

49

61

27

38

11

19

37

0%

10%

20%

30%

40%

50%

60%

70%

0-10 Assets 11-20 Assets 21-30 Assets 31-40 Assets

Alcohol Use

Violence

The Power of AssetsThe Power of Assetsto Protectto Protect

Copyright © 2001 by Search InstituteCopyright © 2001 by Search Institute

8

26

17

47

30

69

47

89

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

0-10 Assets 11-20 Assets 21-30 Assets 31-40 Assets

Succeeds in School

Maintains Good Health

The Power of AssetsThe Power of Assetsto Promoteto Promote


The Gap in AssetsThe Gap in AssetsAmong YouthAmong Youth

20.7

17.8

0 5 10 15 20 25 30 35 40

Female

Male

Average Number of Assets,Average Number of Assets,Male or FemaleMale or Female


Young people’s problems Young people’s strengths

Professionals’ work Everyone’s work

Young people absorbing Young people as resourcesresources

Programs Relationships

The Asset-BuildingThe Asset-BuildingDifferenceDifference

From To

From To

The Asset-BuildingThe Asset-BuildingDifference (Cont’d)Difference (Cont’d)

Troubled young people All young people

Accountable only for own Accountable as well for behavior other adults’ behavior

Incidental asset building Intentional asset building

Blaming others Claiming responsibility

Using the 40 Assets Using the 40 Assets with your studentswith your students

Greet students with a smile and a genuine interest.

Be authentic as a person.

Take an active interest in their lives. Because of their maturity they likely will have a more complicated life that could interfere with their learning.

Listen empathetically when they have a problem and gently offer alternative courses of action for them. Most of them want your expertise.

Use praise and consequences appropriately.

Use the least serious intervention first, if consequencing a student.

Do not threaten students, particularly those at risk, with consequences that are outside of your ability to follow through on. Allow students to see the range of consequences so that they can have some personal control.

Assets in Action Assets in Action (Cont’d)(Cont’d)

Model kinds of behaviour / attitudes /values that you want students to have.

Review the school’s Code of Conduct with classes and align your classroom expectations with it. Consistency across departments and among teachers is critical for all learners.



Have a well-structured classroom with reasonable expectations for behaviour and performance befitting the age and stage of your students.

Put daily/weekly agenda on the board and list the lesson expectations. Transparency works best.

Be prepared for lessons with a mix of learning activities for different learning styles.


Provide more opportunities for experiential learning and the key aspect of differentiated instruction for students with different learning styles.

Consider “student engagement” in creating lessons and units.

Remember the key components of adult learning.

Build on what students already know in designing lessons.


Track their progress in your course to let them know their presence is important to the class. Hold them accountable by letting them know they are missed. It might be easier to say they are responsible for attendance but some may need a push.


Give clear and specific instructions for work and check for understanding. If it’s not there, try another way to get your message across.

Using a differentiated approach that builds on the learner’s strengths and preferred way to learn (auditory, hands-on etc) is best.


Never get into a power struggle with them…you will lose every time.

Be enthusiastic about what you teach and draw connections to “real life”.

Explain to them the “why” in what they are learning.

Refrain from relying on the Socratic teacher model.

Demonstrate empathy in working with students.

When confronting a student about behaviour, use “present moment thinking”. Do not re-hash the past.

Understand some behaviours may be related to cultural differences, eg. Not looking at you in the eye when speaking.


Have a “backbone” class/school…not a “jellyfish” or “brick wall” (Coloroso)

Avoid sarcasm as a way of speaking to students.

Have high expectations for them. Expect the best.

Respect their personal space.

Be patient with them and yourself.


Can You See The Can You See The Connections?Connections?

Invitational Education and the 40 Assets approach complement each other.

Both focus on being inviting, intentional and respectful to everyone.

Both approaches call us to create policies, processes and programs that build resiliency in youth.

Our view of life affects how we view others and our work.

What’s your world What’s your world view?view?

What is your experience of school?

Were you involved in co-curriculars?

Who were your heroes growing up?

Who are they now?

What kinds of students do you work best with? What kinds challenge you? Does this tell you anything?


Think of a student who is/was hard to teach...did they bring assets to class or liabilities?

Who are the teachers you remember from school? Why?

Have you experienced trauma/serious illness in your life? Did this close you off or open you up?

Has it affected your professional life? How?


Are students different today from when you were a student? From when you started teaching?

Are you comfortable in your own skin?

Do you see yourself as a “glass half-full” or “glass

half-empty” person?

“Teaching is more about relationships than content”…agree or disagree?

A final thought…A final thought…

“Those who say it can’t be done are usually interrupted by others doing it.”

Joel Barker

A Useful ResourceA Useful Resource

Documents

Creating Invitational College Classrooms Making The Connection to Safe, Caring and Respectful Educational Environments Frank Johnson