Dr. Dawn Hennessy · Dr. Dawn Hennessy It is imperative that physical educators support each child in developing a love of movement and a healthy lifestyle because the students’

Dr. Dawn HennessySHAPE America Regional Conference

Boise, Idaho

BS - K-12 Physical Education, MEd – Instructional

Leadership, PhD – Educational Leadership and Organizational Performance and Change, K-12 Principal Licensure

Sarah Milner Elementary – Title I, 320 students

Truscott Elementary Bilingual Immersion – Title I, 250 students

Van Buren Elementary – Title I, 150 students

Dr. Dawn Hennessy

It is imperative that physical educators support each

child in developing a love of movement and a healthy lifestyle because the students’ lives depend on it. Creating an emotionally and physically safe learning environment where each student is empowered to reach their highest potential, support each other in doing so, and celebrate success can shape a child’s future. This is our profession; it is who we are.

Commitment

Federal and State Laws

National and State Teaching Standards

Social Emotional Intelligences Defined

Preventive Teaching Strategies

Building Positive Relationships

Moral Development

The Brain and Social Emotional Learning Principles

The Brain and Social Emotional Inhibitors

Classroom Culture to Support Positive Behavior

Quality Teaching Practices

Grading

Final Thoughts

Teaching Positive Behavior in Physical Education Outline

Federal and State Laws

School bullying has been identified as a risk factor

associated with antisocial and criminal behavior. Bullies are more likely to drop out of school …victims are more likely to have higher levels of stress, anxiety, depression, illness, and an increased tendency to suicide.

Morrison (2007)

Prevention is more cost effective than correction or remediation. An established relationship exists between dropping out of school and the probability of committing a crime and dropout prevention is cheaper in the long run than the cost of incarceration.

Hodgkinson (2003)

Recognized need for Federal and Colorado Laws

Links: www.cde.state.co.us/mtss/pbis -

implementation resources - current legislation

Dear Colleague Letter on Nondiscrimination School discipline – Explains and cross-references Federal Laws concerning positive supports in schools 2014

USDOE Resource Guide for Improving School Climate 2014

USDOE Directory of Federal School Climate and Discipline Resources

USDOE School Climate and Discipline Guidance

Federal Laws and Resources

http://www.cde.state.co.us/mtss/pbis

Title IV of the Civil Rights Act of 1964 (Title IV), 42

U.S.C. §§ 2000c et seq., which prohibits discrimination in public elementary and secondary schools based on race, color, or national origin, among other bases.

Civil Rights Act of 1964

Americans with Disabilities Act of 1990 (Title II)

prohibits disability discrimination by public entities, including public school districts, in their services, programs, and activities.

Americans with Disabilities Act of 1990

Holds schools responsible for ensuring that students

with disabilities receive the range of appropriate educational and related services they need to achieve their fullest potential.

Thompson School District requires two areas of great need: speech-language, occupational therapy, resource for literacy or math, adapted physical education, before services are scheduled. Not just adapted physical education service can be provided to a student.

IDEIA Individuals with Disabilities Improvement Education Act 2004

SB15-213 Concerning the Limited Waiver of Governmental

Immunity for Claims involving Public Schools for Injuries Resulting from Incidents of School Violence known as the Claire Davis School Safety Act.

An employee of a public school, school district or a charter school is not subject to suit under this section in his or her individual capacity unless the employee’s actions or omissions are willful and wanton.

Districts/schools should ensure they have met all required elements of the Safe Schools Act (C.R.S. 22.32.109.1).

Colorado Revised Statutes

Clair Davis Act

House Bill 12-1345 School Finance Bill Sec 21 The use of inflexible “zero-tolerance” policies has

resulted in unnecessary expulsions, out of school suspension and referrals to law enforcement agencies.

School district shall adopt a mission statement that includes “making safety for all students and staff a priority in each public school of the district” and create a “Safe School Plan”, including a Conduct and Discipline Code and Safe School Reporting Requirements

Colorado State Laws Assuring Positive Behavior Supports

House Bill 11-1254 Concerning Measures to Reduce the Frequency of Bullying in Schools.

“Bullying” means any written or verbal expression, or physical or electronic or gesture, or pattern thereof, that is intended to coerce, intimidate, or cause any physical, mental, or emotional harm to any student.

Bullying is prohibited against any student for any reason

Colorado State Laws Assuring Positive Behavior Supports

Iowa Code Section 280.28

Massachusetts General Law, Part I, Title XII, Chapter 69, Section 1P – Safe and Supportive Schools

California Violence Prevention Act of 2000, Assembly Bill 537

Minnesota’s Safe and Supportive Schools Act –addressing bullying, harassment, and discrimination

State Laws Addressing Safe and Supported Schools Defining

Bullying

An Imbalance of Power: Kids who bully use their

power—such as physical strength, access to embarrassing information, popularity, or exclusion through social or personal distance —to control or harm others. Power imbalances can change over time and in different situations, even if they involve the same people.

Repetition: Bullying behaviors happen more than once or have the potential to happen more than once.

Amstutz & Mullet (2015)

Bullying Defined

National and State Teaching Standards

National Board for Professional Teaching Standards in Physical Education - Standard 5

Rubric for Evaluating Colorado Teachers – Standard 2

Learning Environment

Creating a positive learning environment – Purposeful to inspire, challenge and motivate

Managing a well-organized environment – employ resources wisely, structure learning to engage all students, and help them achieve highest potential

Creating an environment of respect and rapport – Promote responsible behavior and helping to maintain welcoming learning environments

Establishing high expectations for learners – Understanding expectations creates comfort and a sense of ease that enhances productivity and better learning

Establishing a culture for learning – Students view themselves as important contributors to the culture of learning

National Board for Professional Teaching Standards www.boardcertifiedteachers.org

NBPTS Physical Education Standard 5

http://www.boardcertifiedteachers.org/

Standard 2 Teachers establish a safe, inclusive and respectful learning

environment for a diverse population of students

Basic- The teacher creates a classroom environment the facilitates Mutual respect, Positive relationships between and among students, Empathy for each student. And...

Partially Proficient – The teacher Creates a classroom environment that is conducive to learning. And…

Proficient (meets State Requirements) – the teacher Creates a classroom environment which values diverse perspectives, Establishes a nurturing and caring relationship with each student. And…

Accomplished – Students Respect their classmates and teacher. And…

Exemplary – Students’ interactions with their teacher(s) and each other are Respectful, Demonstrate mutual support.

www.cde.state.co.us

Rubric for Evaluating Colorado Teachers

Social Emotional Intelligence Defined

Emotions help focus reason and logic. The logical side helps set

goals and the emotional side provides the passion to persevere (Damasio, 1994 in Jensen 2008 p. 82)

Students learn best when their minds, hearts, and bodies are engaged. The more aspects of self that we can tap into for learners, the more effective we’ll be as educators. Jensen (2008)

Social emotional skills shape the process through which people learn to recognize and manage emotions, care about others, make good decisions, behave ethically and responsibly, develop positive relationships, and avoid negative behavior. Fredrick (2003)

Social and emotional skills are the foundation for a healthy

learning environment. Hensley et al. (2016)

Paradigm of Emotional Logic

Emotions are deeply engaged in the development of a sense of

self and are bound up in a person’s beliefs.

Teachers may not realize they are teaching when they affect the emotions of students. Teaching of this nature may be even more powerful in determining some students’ futures than mastering aspects of the curriculum.

Students’ emotional states profoundly influence their learning, and educators need to come to terms with this fact and learn how to work with emotions – theirs and their students’

Teach the 3 Positive Emotions of Joy (connected to Play), Enthusiasm (Creativity in connecting), and Awe (to see or experience inspiring mastery) Caine & Caine et al. (2016)

Paradigm of Emotional Logic

Awareness of Self and Others – Physical (how one looks including

clothes and home), Academic (how one does in school) , and Social (how one relates to other people) Awareness

Approval of Self and Others – Understanding of one’s physical, academic, and social strengths and weaknesses while valuing the differences in others (empathy)

Mastering Self-responsibility – In control of their actions, behaviors, consequences, and future destiny. Understands consequences before action is taken and can appropriately defend their position when wronged.

Finding Personal Meaning –Integral in the learning process, 4 M’s can foster personal meaning. Meaningful material, Motivation, Movement, Multiple Intelligences.

Valuing Honesty and Ethics – As a system of morals one lives by including responsibility, respect, cooperation, honesty, and integrity.

Doty (2001)

Emotional Intelligence

Identifying and labeling feelings

Reading others’ moods and feelings

Managing your own moods and feelings

Controlling impulses, delaying gratification

Expressing feelings appropriately and productively

Feeling compassion and empathy for others Jensen (2008)

Awareness of and ability to monitor one’s own and others’ feelings and emotions, to discriminate among them and to use this information to guide one’s thinking and action.

Has a positive influence in reducing stress, building positive social relationships, and assisting with learning strategies that

regulate emotions. Kochhar-Bryant (2010 )p.37

Emotional Intelligence

Self-Awareness – The ability to recognize and label

own emotions, identify what triggers those emotions, analyze emotions and how they affect others, accurately recognize own strengths and limitations, identify own needs and values, possess self-efficacy and self-esteem.

Self-Management – the ability to set plans and work toward goals, overcome obstacles, manage stress, seek help, regulate impulses and emotions, maintain attention, exhibit motivation and hope, persevere. Hensley et al. (2016)

5 Competencies for Social and Emotional Learning

Social Awareness – The ability to identify social cues,

predict others’ feelings and reactions, evaluate others’ reactions, show respect for others, understand other points of view or perspectives, appreciate diversity, identify and. Use resources in one’s family, school, and community.

Relationship skills – The ability to make friends, learn cooperatively and work toward group goals, communicate with others, provide help to those who need it, manage and express emotions in relationships while respecting diverse viewpoints, resist inappropriate social pressures. Hensley et al. (2016)


Responsible Decision-Making – The ability to reflect

on how current choices affect the future, make decisions based on moral, personal, and ethical standards, identify problems when making decisions and generate alternative options, negotiate fairly, become self-reflective and self-evaluative.

Social and Emotional Skills are the foundation for a healthy learning environment. Hensley et al. (2016)


Empathy – Understanding the perspectives of others

can be developed through service learning, charitable causes, learning about discrimination of innocents, diversity of humanity

Self-Control – Inner control is developed through awareness, complying, goal setting, transferring and monitoring

Integrity – Incorruptibility with firm adherence to a code of moral or artistic values taught through honesty, fairness, and doing what is right for others

Hoerr (2017)

Five Formative Skills for Relationships

Embracing Diversity – Recognizing and appreciating

the differences among us is taught by appreciating ourselves, recognizing others’ diversities, appreciating others, planning and implementing

Grit – Good Grit is persistence toward goals for the right purpose. Smart Grit is the ability to recognize when to stop pursuit of a goal because the gain is not worth the cost.

Hoerr (2017)

Five Formative Skills for Relationships

Social and Emotional Skills

Following Instructions

Accepting Criticism or consequence

Accepting No for an Answer

Greeting Others

Getting the Teacher’s Attention

Disagreeing Appropriately

Hensley et al. (2016)

Making and Apology

Accepting compliments

Having a Conversation

Asking for Help

Asking Permission

Staying on Task

Sharing with Others

Working with Others

Listening to Others

Using an Appropriate Voice Tone

Comparison of Approaches to Social Emotional Programs

Traditional

Consequence based

Rewards and incentives create motivation

External controls (point chart, detention, removal)

Time-outs

Expectations based on chronological age

Behavior Management

New View

Regulatory based

Relational influence creates motivation

Internal controls (sense of self – accomplishment, love acceptance)

Time-ins

Expectations based on emotional/social age

Stress Management Forbes (2012)

Comparison of Approaches to Social Emotional Programs

Traditional

Individual focus

Performance/outcome based

Intervention

Major transitions identified

Student fits into environment

Behavior is a matter of choice

New View

Community/Family focus

Process based

Prevention

All transitions identified

Environment to fit the child

Stress drives behaviorForbes (2012)

Emotions are essential to the trait that makes us most

human, the ability to reason. Ratey (2001)

Empathy, Self-awareness, and Emotional Control create Emotional Intelligence. Peter Salovey, Yale & John Mayer,

University of New Hampshire

We cannot separate emotion from cognition or cognition from the body Ratey (2001)

Emotions help us focus our reason and logic Jensen

(2008)

Why Focus on Emotions in Physical Education?

Emotional events receive preferential processing

Bind the learning

Help us determine what’s real, what we believe, and feel

Activate long-term memory on an intense and widespread chemical basis in the brain and body

Help make better-quality decisions by engaging our values

Help make faster decisions by using nonconscious and gut-level judgment

Help us remember more easily

The more intense the emotion, the stronger the imprintPowell & Kusuma-Powell (2010)

Role of Emotions in Learning

Preventive Teaching Strategies

Your ability to give love and stay mindful is the new

outcome.

At the end of each day, each year, each decade, or entire lifetime, look back and ask yourself if you did all you could to make a loving and positive difference. p. 198

Forbes (2012)

The New Outcome

The Institute of HeartMath has studied the heart’s

impact on the brain for thirty years. The scientists have shown the heart generates forty to sixty times more electrical amplitude than the brain. This electromagnetic field of the heart, cardiac field, extends ten feet outside the body. The cardiac field has the power to influence another person’s mood, attitude, and feelings. A person’s heartbeat can actually be measured in the other person’s brainwave, creating a connection between these two people far beyond a surface interaction.

Forbes (2012) p. 129

Relationship Entrainment

When an emotionally regulated and calm teacher is

next to or gently touches the shoulder of a dysregulated and disruptive student, an energy exchange happens. Through the power of connection (physical and psychological) the teacher becomes the external regulator for the student. It is imperative the teacher’s emotional state is positive to drive the “coherence” of heart rhythm. Heart coherence is generated from a state of love, gratitude, and happiness. Forbes (2012) p. 130


Touch – Loving touch on the hand or shoulder can be a calming

and reassuring gesture to foster regulation for a student.

Breathing – Out of the three ways to calm the body’s nervous system (exercise, food) oxygen is most effective. Breathing can directly influence stress (increased heart rate, tense muscles, shallow and rapid breathing) to move someone from an anxious and chaotic state to a calm and regulated state

Nonverbal Communication – Nonverbal communication (Tone of Voice, Posture, Facial Expressions, Gestures, Intensity of response, Timing and Rhythm, Proximity, Touch) must match what is being said for the student to experience calm. If it is incongruent, it can invoke a fear reaction. Forbes (2012)


Resilience, or the capacity to surmount life

adversities “against all odds”, has been seen as a multidimensional trait that should protect individuals from risks known to eventuate in negative psychological outcomes

Attachment Theory as an integrated system of interaction to promote children’s confidence in 1. reliability of the world to respond in a timely and responsive fashion to their needs and 2. the perception that they are deserving of such responsiveness. Cameron, Tapanya, & Gillen (2006)

Research on Rocking a Child – Theoretical Perspective

Study Methodology: In Thailand, Canada, Italy,

Peru, and the United Kingdom researchers video taped 2-year olds in their home and during activities for one day, took notes, and the families reflected

Thailand – Child and parent achieved synchrony while swinging together. Often, these respites which achieved a common space of mutual alliance, succeeded a stormy passage of events that were usually succeeded by renewed vigorous activity

Cameron, Tapanya, & Gillen (2006)

Research on Rocking a Child

Canada – After the two got harmony swinging side-

by-side, both at last seemed to find a synchrony that allowed them idle chat and a mutuality not readily achieved earlier in the day

Italy – Child sat on mother’s lap rocking, playing little games, and pretending telephone talk. Interactional synchrony was clearly achieved during this almost half hour of mutual comfort giving.

Peru – Numerous opportunities for attachment security observed in their interactions. Almost every family member fed her lunch. Cameron, Tapanya, & Gillen (2006)

Research on Rocking a Child

United Kingdom – Mutual causal observations out the window,

singing nursery songs, the hum of the passage of time, and the lack of complaints on any side made this ride seem particularly grounding for all concerned and turned the vehicle into a virtual family hammock.

Findings – It seems possible that without rockers, swings, and hammocks, carers as well as children would have been the poorer. Their families’ foci upon autonomy and independence were one side of the resilience coin, the other side of which was provision of mutually satisfying soothing and dependency

Cameron, Tapanya, & Gillen (2006)

Research on Rocking a Child - Findings

Parental permission form

Rocking chair is available for individual student use at any designated time

Student can request during scheduled teacher time –teacher has hands on chair or at request, knees only.

Student turns one minute timer and watches the sand go out.

Collaborative decision-making by class to resolve fair turns, needed turn, limited time issues (on deck)

Reflective calm and greater capacity for learning

Rocking in a School Setting

Strategies to help strengthen relationships so students willingly accept instruction, corrections, and criticism:

Planned Teaching – Frequent prompting of the behavioral skill before giving feedback can help them internalize the accepting criticism skill

Praise – Can be the most powerful tool in changing negative behavior.

Behavior Correction – Intervene early when behaviors are small. Look at entire context of behaviors to analyze how to be proactive.


Preventing Intense Emotional Behaviors

When escalated behaviors occur, the first objective is

to help students gain self-control.

Cool-down time

Explicit description of behavior that needs to stop and the behavior that needs to be use

Reality statements and reasons – When you…, it shows…, and that is a sign of …(respect)

Empathy and caring by seeing the student’s point of view

Specific praise – Thank you for…, you’re doing great because… Hensley et al. (2016)

Help Students Gain Self-Control

Teacher self-care

Ask the right question

Seek support

Validate yourself

Take care of yourself at school

Apply self-care outside of school

Understand trauma

Love yourself


Personal Professional Manner

Use a soft voice tone

Be aware of body language

Maintain safe proximity

Use a slow rate of speech /pacing

Continue to use corrective teaching strategies

Allow cool-down time

Stay away from content – focus on behavior, not motives or blame



Due to the mirror neuron system (the basis for imitation),

students may, to some degree, pick up on the teacher’s mood, facial expressions, and actions far more than previously thought.

Our beliefs and attitudes as teachers are inextricably intertwined with how we teach. Our smiles, or lack thereof, communicates more to students than the words we verbalize. The tone of our conversations, appearance, organization, and effort all contribute to the collective whole.

Jensen (2008)


Some students have a talent for moving a teacher to her deepest, darkest, and most raw emotional states. To deal with this intensity, the teacher must operate at a higher level of consciousness and at a greater level of awareness to own and process any anger that surfaces within her.



Give the “evil eye” (a smile and wink from across the room)

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”

Wile teaching, gently place your hand on the student’s shoulder

Stop briefly and whisper something like, “Can you save that for later?” Fay & Fay (2002)

Preventative Interventions

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”)

Ask the student to leave for a brief “recovery” periodFay & Fay (2002)


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

Fay & Fay (2002)


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 the 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

Fay & Fay (2002)


Are my students at an advantage because I am their

teacher?

Why do I teach, anyway?

How badly do I want to see my students succeed?

Where will my students be 10 years from now as a result of having me as their teacher?

Do my students see me as an example of who and what they can become?

Kafele (2016)

Reflection onTeacher Attitude

Building Positive Relationships

Trauma Theory suggests that many of the behavioral

symptoms that we see in individuals are a direct result of coping with adverse experiences. What we identify as maladaptive behaviors are really misapplied survival skills.

An example might be a child who has been physically abused who responds to teasing by a classmate with physical aggression - a "fight or flight" response to stress. In order to intervene effectively, we must move from a position of blame to one of questioning. http://www.sanctuaryinstitute.org

Trauma Theory

Sanctuary recommends changing the central

question we ask about clients from "What's wrong with you?" to "What's happened to you?" as the first step in recognizing the influence of the past on current behaviors and functioning.

http://www.sanctuaryinstitute.org

Sanctuary Response to Trauma

Healthy Relationships

Self It is when the family and

broader community guide, by way of example, restraint, caring, practice, and standards to be met that children become connected adults who relate to others with confidence and caring. This is how children learn that they belong

Caine & Caine et al. (2009)

Environment When students become

socially capable, they are able to reflect on their own behavior and actions, have empathy for others, believe in their ability to change, be positive, and have a sense of humor. All of these are characteristics that protect children and adolescents from adopting destructive patterns.

Authenticity

Clear Communication

Empowerment

Caine & Caine et al. (2009) pp. 62-63

Healthy Relationships

Genuine and truthful with everyone’s ideas and

work being acknowledged respectfully. All are a value to the community.

Discuss real issues as they occur or become relevant

Everyone is recognized and has their thinking and work acknowledged or critiqued in a respectful manner


Authenticity

Non-threatening sending, giving, and exchanging

ideas including the feeling tone of voice and body language.

Empathy and respect for one another are taught through modeling

Listening and times of silence give opportunity for students to reflect and think.

Belief that “I can make this work because I understand those around me and they in turn listen to me.”


Clear Communication

All students respect each other as individuals who

can and will reach new levels of mastery both personally, academically (and physically).

See themselves as continuous learners in all settings.

Belief that, “I choose to do this even if it turns out to be difficult. I support others in exploring their way of becoming fully competent.”


Empowerment

Teachers who help their students feel good about

themselves through learning success, quality friendships, and celebrations are doing the very things the learning brain craves Jensen (2008) p. 89

Nothing can substitute for face-to-face, eye-to-eye, and meaningful skin-to-skin moments in teaching empathy to a child. Izard (2016) p. 17

Teacher’s Actions

Be kind

Express empathy

Show concern

Give dignity

Communicate respect


Positive Relationships

Become aware of the child’s or student’s emotions

Recognize the emotional moment as an opportunity for relationship building and teaching

Listen empathetically in order to validate the student’s feelings

Support the child or student in finding the words to label the emotion that he or she is having

Set behavioral limits while exploring strategies to solve the problem at hand

Powell & Kusuma-Powell (2010), adapted from Gottman’s (1997) work

Emotion Coaching

Emotion Coach

Do’s

Dignifying – naming the emotion to create value and recover more quickly

Developing – intense emotional situations are opportunities for relationship building

Don’ts

Dismissing – does not take emotion seriously

Disapproving – emotion is unacceptable rather than related behavior

Denigrating – laughing at or teasing to change emotion

Powell & Kusuma-Powell (2010)

Give acceptance without solving the issue

Ask exploratory questions to create a deeper understanding

Allow student to be upset without insisting she stop

Accept that their reality may be skewed, do not try to convince otherwise

Tolerate the negative and exaggerated feelings being expressing for the moment so calm can return

Give understanding to the issue but not necessarily agree Forbes (2012)

Creating Emotional Space

Be kind, loving, safe, and patient

Listen with no agenda of teaching a life lesson. Simply listen, the lesson will come afterward.

Validate without identifying what he needs to do differently. That will come later when student is calm, regulated, and ready for change.

Engage in conversation, but do not force answers. Let it unfold naturally

Focus on the relationship. Strive for emotional safety and stay regulated. Trust in the process Forbes (2012)

Creating Emotional Space

General praise, “Awesome Job” is meaningful and

enough motivation for many students to continue acting appropriately.

Effective praise, allows student to understand she is in control.

Show approval

Describe the appropriate behavior

Give a reason

Use a positive consequenceHensley et al. (2016)

Effective Praise

Great teachers:

Never forget it is the people, not the programs that make a school great

Establish clear expectations at the start of the year and follow them consistently

When a student misbehaves, have one goal: to keep that behavior from happening again

Have high expectations for students and higher expectations for themselves

Know they are the variable in the classroom that makes a difference

Create a positive atmosphere in their schools and classroom

Consistently filter out negatives and share a positive attitude

Work hard to keep relationships in good repair , avoid personal hurt and repair damage

Whitaker (2004)

14 Things that Matter Most

Great Teachers:

Have the ability to ignore trivial disturbances and respond to inappropriate behavior without escalating the situation

Have a plan and purpose for everything – including reflecting and adjusting

Ask themselves: What will the best people think?

Notice who is most comfortable and least comfortable with decisions

Center on the real issue of student learning

Care about their students and understand that behaviors and beliefs are tied to emotion

Whitaker (2004)

14 Things that Matter Most

Treat everyone as if they were good p.97

Touch the heart, then teach the child p. 120

Respect your students, their parents and yourself p. 27

We never have too much nice p. 51

Our impact is significant; our focus becomes the student’s focus p. 56

Positive perceptions become reality p. 59-60

Say, “I am sorry for things that have happened” p. 67

Give students word-for-word language when they don’t have it themselves p. 69

Students care about great teachers because they know great teachers care about them p. 122

This book is about who we are, more directly, it is about what we do p. 6

Whitaker (2004)

Things that Matter Most

Building Trust

Teacher to Underachiever Interactions Attends to my interests in some way Cares about me individually Easy to talk to Helps me feel OK about myself Knows how I learn Knows me personally Knows what I’m feeling Listens to me; is understanding Listens when I have a problem Respects me Talks to me about what interests me outside of schoolCleveland (2011)

Building Trust

Responses to Misbehavior

Doesn’t hold a grudge

Fair

Gives me a second chance

Has no negative expectations

Likes me even if I mess up

Shows no favoritism

Cleveland (2011)

Building Trust

Support During Learning

Encourages me to try again

Explains work carefully

Helps me learn and makes sure that I get it

Helps me learn from my mistakes

Makes work interesting

Passionate about and committed to what is being taught

Cleveland (2011)

Building Trust

Fear Reduction

Doesn’t humiliate me in front of the class

Explains policies and why they are being enforced

Relaxed and can laugh at own mistakes

Cleveland (2011)

Do I know my students beyond the dismissal bell?

Am I intimidated by any of my students, their parents, or the community in which they reside?

How do my students perceive me and my treatment of them?

To what extent am I involved in my students’ lives?

How often do my students and I “break bread” together?

Kafele (2016)

Reflection on Building Relationships

Do I consider my students’ cultural backgrounds

when I plan instruction?

How do I infuse my lessons with the history and culture of y students?

Do I ensure that my students identify culturally with the lessons I teach?

How do I demonstrate my sensitivity to the racial and ethnic diversity of my students?

Am I willing to learn all that I can about my students’ culture?

Kafele (2016)

Reflection on Cultural Responsiveness

What is my signature classroom move?

Do I “Bring the fire” into my classroom every day?

Do I believe that my students can fly?

Have I helped my students to put a definition next to their names?

How do I prevent my students from wearing blindfolds in my classroom?

Kafele (2016)

Reflection onStudent Motivation

Moral Development

We want students to recognize goodness, pursue it in rightful ways, and feel a sense of “oughtness” about the pursuit

Stillwell, Galvin, & Kopta (2000)

Conscience is the inner voice of ethics, of right and wrong, of

good and evil. We can think of it as our built-in-guidance system in the search for the good life. It is the uncomfortable feeling we get, or should get, when we tell a lie, speak cruelly, cheat on somebody, use our fists, double-park, break a promise, or do any of the many things we know are wrong. It is also the warm and noble feeling that comes when we do the right thing – stand up for a friend, being true to a team-mate, or to a partner at home, or in business, giving time, effort and money to those in need, or insisting on the truth, especially when it costs us something to do these things.

Prozesky (2007)

Conscience

Nurturing the Moral Connection

Nurturing Moral-Emotional Responsiveness

Nurturing the Authority of Conscious

Nurturing the Golden Rule

Developing Moral Willpower

Developing the Meaning of Conscience

Stilwell, Galvin, & Kopta (2000)

Moral Development

Build the feeling of security through high-quality,

high-quantity involvement

Support the ability to enter into the feeling state of another person to respond to their joy, distress, or sorrow

Avoid relationship trouble of becoming emotionally disconnected through persistently negative or indifferent attitude


Ages 0 to 6

Provide student with protection, care, and gentle teaching . Remember need for high-quality, high-quantity involvement.

Mirror and teach emotions, especially the positive ones. Empathize with the negative ones. Soothe distress.

Rescue student from danger without blaming them.

Look for cues of readiness for “oughtness” learning


Ages 7 to 11

Cheer skill development

Security and emotional understanding are enhanced by structure and rules

Emphasize the goodness and burdens of effort

Intervene when the student’s efforts are too little or too much

Beware of commercial competition to the moral connection

Protect the talented student from being exploited


Ages 12 to 13

Cheer virtuous aspirations

Provide opportunities for goodness and “oughtness to be extended

Enhance understanding of good intentions

Appreciate the power of a good relationship

Note that material rewards are less and less beneficial


Ages 14 to 15

Be prepared for psychological emancipation

Recognize desire to commit to a virtue-seeking goal that will have an impact on the world

Be aware of avoidance of moral challenges that delay adolescent emancipation

Be ready for meaningful talks – connect to standards and Federal Law

Become part of the moral connection in the community


Ages 16 to 17+

Anticipate increasing openness in communication

Anticipate processing of mistakes and wrongdoing

Cheer independent, courageous decision-making

Cheer moral leadership with younger students

Be grateful for gratitude

Nurture the Moral Connection

Linking our feelings of doing right to our body’s

physiology

Understanding emotions of Enthusiasm (Joy, interest, excitement), Anxiety (surprise, shyness, embarrassment, fear), Moodiness (sadness, anguish, shame, humiliation, guilt), Outrage (disgust, anger, hatred), Reparation (Making things right after wrongdoing), Healing (Making ones self feel better after wrong doing)

Developing Moral-Emotional Responsiveness

Ages 0 to 6

Affirm the “I am good, I feel good” connection

Teach the “I am good, I feel good, I do good” connection

Become aware of student’s moral anxiety and moodiness

Consequences are brief

Teach students how to “fix things”

Be forgiving, give positive attention


Ages 7 to 11 Appreciate students development of empathy with others

Appreciate feelings of sadness, shame, guilt and self-disappointment after wrong doing

After wrong doing, allow cooling off time for self-teaching to help resolve

Listen attentively, ask questions wisely, act benevolently, and be ready to forgive

Encourage self-initiated reparation

Enjoy the restoration of moral-emotional equilibrium after reparation

Enjoy renewed relaxation and energy


Ages 12-13 Appreciate how students’ conscience initiates co-parenting /

teaching

Be aware of amoral excitement

Appreciate the usefulness of guilt in ourselves and teenagers

Appreciate that time alone is moral processing time in a teenager’s life

Expect longer meaningful conversations

Enjoy moral-emotional exuberance. It flows from moral-emotional healing


Ages 14 to 15 Expect a variety of loyalty conflicts

Expect moral anxiety to occasionally escalate to confusion

Help process moral dilemmas. Look for an association between moodiness and moral issues.

Appreciate value of students processing with peers and trusted adults

Intervene with opinions and limit-setting when harm is imminent

Set limits on over-involvement in other people’s problems

Enjoy teenagers’ euphoric moral moments


Ages 16 to 17+ Appreciate the emergence of personal moral convictions

Appreciate the emergence of moral calm and courage

Never say “I told you so”

Admire the development of moral alertness

Talk and listen. Listen and talk

Empathize with episodes of moral despair

Affirm patience, tolerance, and forgiveness

Affirm moral enthusiasm


Model strong but flexible authority through the ways

we protect, instruct, admonish, exemplify, and encourage.

Authorize values of conscience through routines, rules, customs, laws, and commandments we honor.

Each interaction contributes to the authority of a child’s conscience

Developing the Authority of Conscience

Ages 0 to 6

Develop consistent routines

Assess the values being taught

Assess the manner in which routines are executed. Memory tapes are being formed.

Begin pointing out rules in the routines

Don’t expect rules to be followed without active participation


Ages 7 to 11

Applaud child’s ability to deduce moral rules from routines at home, school, and community

Applaud child for being a rule follower

Appreciate the stress of change in child’s life

Appreciate how change may involve new moral rule building experiences

Enjoy playfulness with rules at any age


Ages 12 to 13 Appreciate the inner personalization of conscience in emerging

teenagers

Model moral dialog that emphasizes facts, intentions, repair, fallibility, forgivability, and moral learning. Tell personal moral stories from when you were the same age.

Appreciate the growing understanding of intentionality

Appreciate the meaning of moral self-esteem

Link trust and responsibility to increasing amounts of freedom in the community.


Ages 14 to 15 Expect confusion over authority. Expect a search for real

authority.

Expect episodic resistance to moral dialogue

Honor privacy of thoughts, moods, and possessions

Intervene when behavior may be harmful to self or others

Expect the development of idols and ideals that honor individual freedom and peer responsibility

Be on the lookout for adults and peers of bad conscience

Affirm inspiring teachers, religious leaders, coaches and all who work with youth

Be an admired authority


Ages 16 to 17+

Encourage as much complex moral thinking as the teenager can tolerate

Give the teenager room to make as many independent moral decisions as you believe he or she can handle

Congratulate courageous moral decision making


What is the fairest or most caring thing to do in this

situation?

Incorporating the Golden Rule gives a conscience flexibility. We want students to develop a flexible conscience – one that will help them think through moral issues in uncharted waters according to a general principle of fairness and caring.

Developing the Golden Rule of Conscience

Ages 0 to 6 Students search for the Golden Rule

Peer empathy is a requirement for finding the G. R.

Path to peer empathy includes mutual enjoyment, turn-taking, reciprocal tolerance, and mutual misery.

Intervene in conflicts when harm is threatened

Look for moral teaching moments with mediation:

Physically and emotionally safe zone; Frame conflict as a joint problem; Teach each child to listen calmly to the other’s point of view; Offer solution choices

When moral teaching moments fail, authority solutions


Age 7 to 11 Help equate friendship with niceness

Realize student’s need for continuity in friendship

Teach how to maintain self-worth through ignoring meanness

Help student understand justifications for mean feelings

Help student think carefully about consequences if meanness is returned with meanness.

Help find Golden Rule morality in literature and movies

Rescue when someone’s meanness is overwhelming


Ages 12 to 13 Expect “hanging out” and provide protective environments

Expect self-consciousness to emerge

Look for thinking that involves inductive (specific to general) and deductive (general to specific) reasoning.

Growing understanding of virtue and vice

Engage discussions about “the person I want to be”

Affirm efforts in seeking understanding of others

Engage in conscience discussions and honor moral privacy

When moral behavior improves, recognize the golden moment


Ages 14 to 15

Expect growth of peer loyalty and confidentiality

Expect peer-group labeling and judging

Be alert to over-involvement in peer problems

Strike a balance between nosiness and aloofness from teen peer activities

Be alert to potential harm – intervene

Be loyal to the whole teen community by getting involved in teen groups

Provide opportunities for altruistic behavior in teen groups


Ages 16 to 17+

Affirm moral individuality within peer group

Affirm emancipation from peer dependence

Affirm acts of moral courage

Affirm belief in universal human rights

Empathize with frustration over the gap between idealism and reality

Respect calls to service


Moral Willpower is using personal choice to follow,

not follow, or temper the guidance of conscience. The effect of willpower The establishment of self-concept (knowing who I am)

precedes the development of self-consciousness ( knowing right or wrong)

We want each student to have a courageous moral “I”

Want-to-do and will-do precede ought-to-do

Control and sharing control

Mold self-doubt and shame toward the pursuit of goodness

Goodwill involves a gradual transfer of responsibility to student


Ages 0 to 6

Affirm basic goodness

Create a safe environment for play, take note of moral themes in play, and follow the lead of student

Use rewards to teach you child restraint and cheer success

Model restraint


Ages 7 to 11

Support skill development

Help find balance between effort and sufficiency

Explore the values of truth, rule-following, and boundaries

Don’t get bored with board games. There are moral lessons

Help your child construct his own rules


Ages 12 to 13

Affirm awareness of a private and public self

Admire abstract moral meaning based on experience and memory

Affirm virtuous striving

Study rules in terms of duty, virtue, and autonomy

Be open to negotiating student-initiated contracts

Find satisfaction in your own virtuous striving


Ages 14 to 15 Appreciate student’s desire to belong in peer community

Accept peer belonging as a steppingstone to psychological emancipation

Be aware of adolescent risk-taking temptations

Become a risk-manager and intervene in times of danger

Admire student’s moral inspirations and aspirations

Become a promoter of moral inspiration and aspiration in the community

Affirm the moral decision-making process more than the decisions themselves


Ages 16 to 17+

Affirm psychological emancipation from peer dependency

Affirm satisfaction in individual responsibility

Affirm judgment that incorporates the complexities of good and evil

Affirm tolerance and forgiveness

Affirm humor about human condition

Affirm moral alertness

Find new moral commitments


Each of the biological building blocks of human

survival – attachment, caretaking, emotion, thought, memory, value, language, action, and defense –influences how we construct moral meaning. These program us to function with continuity, rhythm, structure, and alertness for meaning. Moral meaning captures what we believe to be the most important aspects of life. Conscience holds that meaning in place.


Ages 0 to 6

May not be able to describe conscience, but can draw and tell personal stories of right and wrong

Young students believe in moral heritage.

Moral-emotional responsiveness begin to function


Ages 7 to 11

Understanding that rules for right and wrong are inside

Adult attitudes shape the student’s attitudes about rules of conscience


Ages 12 to 13

Rules of conscience nag or whisper as a real authority. Temptation is conceptualized as a real force. Being well-intended or striving to do the right thing counts as moral behavior. Rules of conscience tend to be restated as virtues. Failure is more forgivable when wrongdoing was not intended. Reparation and healing are now undertaken to restore internal as well as external harmony


Ages 14 to 15

Moral authority is spoken about with less certainty. Tone will suggest hesitation, unrest, or confusion. Peer-centered values, well-fed by popular culture will capture moral interest. When facing a moral decision involving conflicting values, great distress could be experienced. Distress in tolerable amounts prompts moral development and growth of conscience.


Ages 16 to 17+

Leading a moral life is no longer a simple matter of compliance with stored rules. Each moral situation requires careful consideration. Ambiguity and dilemmas are often present. Philosophical questions regarding means-ends justifications are present. When to act may become just as important as how to act. Individual moral identity is more important than peer dependency.

Stilwell, Galvin, & Kopta (2000)


The Brain and Social Emotional Learning

Principles

Neuroscientists such as Damasio (1999, 2003) & Pert (1997) confirm that every thought and action is accompanied by emotion. Although the amygdala in the center of the brain often is referred to as the center of emotions because it is so deeply involved with threat and fear, emotions of any kind engage many areas of the brain and a cacophony of chemical and other physical interactions. For instance, many muscles are involved in emotional reactions, and the immune system, which guards against many diseases is affected (Detweiler et al. 2000).p. 91 In Caine & Caine et al. (2016)

Emotions and Brain Physiology

All communications and activities occur on

conscious and nonconscious levels at the same time. It is critical, therefore, to train teachers to make the most of nonverbal messages and replace negative implications with affirming impressions

Jensen (2008)

Conscious and Nonconscious Learning

Creating the optimal emotional climate for meaningful learning

Healthy Relationships within a stable, supportive social context

Developmentally appropriate challenging environment with influence over resources and activities - Learning comfort with high challenge

Confident, competent and intrinsically motivated through personal goals and interests

Feedback is immediate, reliable and relevant

Innate belief in oneself and one’s ability to achieve – Self-efficacy

Ongoing deep capacity to bounce back from failure or set-backs –Resilience

Belief that one can influence events and sustain motivation, set appropriate goals that are attainable and challenging, use appropriate strategies and manage their time and resources – Self-Regulated Learners

Caine & Caine et al (2009)

Optimal Emotional Climate

Flow is a pattern of activity in which individual or group goals

emerge (as opposed to being mandated) as a result of a pleasurable activity and interaction with the environment. When skills, attention, environment, and will are aligned, flow is more likely to occur. Creativity and learning emerge in an accelerated fashion when learners are encouraged to enjoy themselves while defining and refining their own learning challenges. Learners take responsibility for learning in a relaxed state when the balance of challenge and mastery is equal.

Csikszentmihalyi (1990)

Flow

Optimum learning resulting from a feeling of

confidence and competence.

Can think in abstract ways and has the ability to plan for the future.

Engagement of interests with purpose and meaning.

Reflection and higher-order thinking.

Subcortex and Neocortex areas of the Brain

Perry (2003) in Caine & Caine et al. (2009)

Calm Mind State

Chemicals of emotion are released simultaneously

with cognition

Critical links between emotions and cognitive patterning. High interest – Want more ; Low interest – Seek less

Feeling good allows one to sort experiences and recall with more clarity.

Positive memories aid the ability to remember

Jensen (2008)

Positive Emotions

Better working memory

Better memory of events

See more options for solving problems

More flexible in thinking

More competent in creating social relationships (helpfulness and sociability)

Greater verbal fluency (innovative)

Better decision-making ability


Emotions in an arousal state are important in all mental functions and contribute significantly to attention, perception, memory, emotion, and problem solving LeDoux (1996) in Jensen (2008) p. 85

Positive Emotions Enhance Executive Function

Mind – calming visualization or relaxation exercise

Physical activity

Dialogue time with partners or small group

Internal reflection and goal setting

Allow negative feelings to be put behind us

Simulations of working together

Music

Two teams – games, challenges

Dance

Novel and challenging activities Jensen (2008)

Positive Emotions = Meaningful Learning

Felt Meaning – Engages thoughts, emotions, senses, and body.

Positive experiences increases long term memory and learning.

Purpose and Passion – Developing a sense of personal calling combined with rigor, persistence and perseverance.

Dissonance – A sense of discomfort in new situations until the familiar is found and meaning is established

Valuing – How we relate to ideas, situations, and other people. The valuing system is connected to emotions and will determine what we pay attention to or avoid.

Making Connections – How new ideas, skills, and experiences are related to what we currently know or believe.

Real Understanding – Synthesis and mastery to gain a shift in perception (actions)


Meaningful Learning is Intrinsically Rewarding

Include the Brain

Provide variety of instruction

Use error correction daily

Use short instructional segments

Enrich the environment every chance you can

Keep adjusting what you do

Manage the emotional states

Manage the positives, and limit the intense negatives

Shape and influence meaning proactively

Jensen (2008)

Include the Brain

Influence perception more than reality

Engage multiple learning and memory systems

Use novel repetition

Teach estimation and prediction skills daily

Ask for student input; then incorporate it

Social structures

Arts and Physical Education

Collaboration

Jensen (2008)

A person’s level of motivation on any given task is a

product of both how much the person wants the rewards that accompany success and how much he or she expects to be successful

Motivation for most behaviors is usually a mix of intrinsic and extrinsic factors. The frequent skier may find that in addition to the exhilaration of skiing itself, she also enjoys having others comment on her skill

Sprick (2009)

Motivation

Meet learners’ needs and goals. Thank student for and

compliment specific observed actions.

Provide a sense of control and choice

Encourage and provide for positive social bonding

Support a sense of curiosity

Engage strong emotions

Encourage adequate nutrition

Incorporate multiple intelligences

Share success stories

Provide acknowledgements Jensen (2008)

Internal Motivation

Increase frequency of feedback

Manage physiological states

Provide the hope of success

Model the joy of learning

Mark successes and achievements with celebrations

Maintain a physically and emotionally safe learning environment

Incorporate learners’ individual learning styles

Instill positive beliefs about capability and contextJensen (2008)

Internal Motivation

Challenge – provides intermediate level of difficulty

for the learner

Goals – clear fixed goals or student-generated with varying difficulty, multiple levels of goals, hidden information (new information presented), randomness

Performance feedback – frequent, clear, constructive, and encouraging

Self-esteem – feedback promotes feelings of competence

Malone & Lepper (1987)

Individual Motivations

Curiosity – Provide moderate level of informational

complexity or discrepancy from the learner’s current state of knowledge and information

Sensory Curiosity – Activity promotes interactive exchange with the learner

Cognitive Curiosity – Curiosity may be promoted by instructional techniques that cause learners to be surprised and intrigued by paradoxes, incompleteness, or potential simplifications. Enhanced with topics in which learner is already interested.



Control – Activity should promote feelings of self-

determination and control on the part of the learner.

Contingency – Provide a responsive learning environment

Choice – Provide and emphasize moderately high levels of choice over various aspects of the learning environment.

Power – Permits the learner to produce powerful effects



Fantasy – Activity may promote intrinsic motivation

through the use of fantasy involvement

Emotional Aspects – Designed to appeal to the emotional needs of learners

Cognitive Aspects – Appropriate metaphors or analogies for the material presented for learning

Endogeneity – Have an integral, endogenous relationship to the material to be learned



Cooperation – The appeal of the activity may be

enhanced by enlisting the motivation to cooperate with others. Internal cooperative motivation may be produced by segmenting the activity into inherently inter(de)pendent parts.


Interpersonal Motivations

Competition – The appeal of the activity may be

enhanced by enlisting the motivation to compete with others. Internal competitive motivation may be produced by creating an activity in which competitors’ actions affect each other.



Recognition – The appeal of the activity may be

increased if the learner’s efforts receive social recognition. Internal recognition motivation may be produced by activities that provide natural channels for students’ efforts to be appreciated by others.



Setting short-term and long-term goals and believing

they will succeed

Persisting under pressure

Visualizing a positive future (optimism)

Searching out successful strategies or resources

Having a more positive attitude


Self-Efficacy, Resilience, and Self-Regulation

Possessing good social skills (getting along with and

being liked by others)

Being independent (autonomy)

Using time management, which includes being able to pursue goals when situations change

Knowing how to learn and how they learn

Evaluating themselves


Self-Efficacy, Resilience, and Self-Regulation

Think before reacting, “How can I (teacher or

student) bring this down and get back to learning?

Mindful moment to practice breathing, stretching and focusing

Lots of visual cues in classroom to increase memory retention and language development

Teaching strategies using repeating verbal instructions, using more written instructions, and visual prompts for multi-step directions

Flannery (2017)

Trauma Sensitive Education

A brief break for a student on the verge of losing

control, and needing to refocus, can be helpful

Give students the support (emotional) they need to access your regular curriculum

We need to provide the materials or create the conditions that enable children to be successful

Practice the lifelong skills of self-regulation or how to calm down and re-focus their minds

Flannery (2017)

Trauma Sensitive Education

Deep Breathing

Counting

Saying the ABC’s

Thought Stopping

Muscle Relaxation

Visual Imagery

Positive Self-Talk

Isometrics

Anger Diary/Journaling Hensley et al.(2016)

Self-Control Strategies

The ability to achieve the preferred state of alertness

for the given situation. This includes regulating one’s body’s needs as well as one’s emotions.

The ideal state of alertness is calm, happy, focused, or content and the student feels a strong sense of internal control.

Kuypers (2011)

Self - Regulation

Unproductive patterns of behavior resulting from

early neglect or trauma can be altered with awareness and practice. Pause, breathe deeply to relax and choose to act more appropriately. Jensen (2008)

Learned Positive Behavior

ABCDE of learned positive thought when faced with adversity Adversity – the introduction of a negative occurrence

Belief – negative feelings/beliefs that lower esteem and opportunity

Consequences – result of staying with the negative belief

Disputation – “Argument” to dispel negative belief including evidence, alternatives, implications, usefulness related to the negative belief

Energization – See the big picture of reflective perspective through disputation Seligman (1990)

Learned Optimism

Learned Optimism is a tool to help the individual

achieve the goals he has set for himself. It is in the choice of the goals themselves that meaning – or emptiness – resides. When learned optimism is coupled with a renewed commitment to the commons, our epidemic of depression and meaninglessness may end.

Seligman (1990) p. 291

Learned Optimism


Not knowing what to do or how to react - Sense of

Helplessness

Fear leads to the threat response of chemicals in the brain which limit complex thinking and activate the survival mode of thinking

These Mind States are progressive including Arousal, Alarm, Fear, and Terror



Inhibitor Mind States in Physical Education

Arousal – Limbic and Cortex – Needs concrete information

Alarm – Midbrain and Limbic – Sensing danger and emotional with anger or withdrawal


New motor skill learning – focusing every effort on making body parts perform the skill

Reteach, analysis, personalized positive and helpful hint. Problem solving with another person.

Inhibitor Mind States in Physical Education

Fear – Brain Stem and Midbrain – Reactive, stimulus-response automatic mode.

Terror – Brain Stem –Autonomic Nervous system – out of control or in shut down mode.


Emotional response needing a calming time until able to join in –Complex physical learning such as Double Dutch needing total focus

Argue (cry) with teacher -Climbing rope/Cargo Net –Weak at net, Rest Station to internalize climbing method

Stress Responses

Positive Stress Response – is normal and an essential part of healthy development characterized by increases in heart rate and mild elevations in hormone levels

Center on the Developing Child at Harvard University (2017)

Tolerable Stress Response – activates the body’s alert systems to a greater degree as a result of more severe, longer-lasting difficulties such as loss of a loved one

Toxic Stress Response – can occur when a child

experiences strong, frequent, and/or prolonged adversity – such as physical or emotional abuse, chronic neglect, caregiver substance abuse or mental illness, exposure to violence, and/or the accumulated burdens of family economic hardship –without adequate adult support. This prolonged activation of the stress response systems can disrupt the development of brain architecture and other organ systems, and increase the risk for stress-related disease and cognitive impairment, well into the adult years. Center on the Developing Child at Harvard University (2017)

Stress Response

Distressed Emotions Lead to Fight or Flight Behaviors

Hyper-arousal (Fight)

Unable to focus or be still

Will not adhere to rules

Aggressive

Resistant to directives

Argumentative

Anxious before tests

Impulsive

Risk-taking

Forbes (2012)

Hypo-arousal (Flight)

Defiant

Withdraws from peers

Tardy

Absent

Disassociates – shuts down

Avoids tasks

Numbs out “I don’t care” attitude

Forgetful

Suppressing – Not feeling or pretending not to feel

Rebelling – Acting out

Bullying – Minimizing another

Undermining – Using sarcasm to reduce another

Ignoring – Failing to recognize the problem

Ostracizing – Out casting others to minimize them

Retaliating – Getting back at another

Intimidating – Threatening words

Marking – Destroying propertyCaine & Caine et al. (2009)

Negative Emotions Lead to Negative Behaviors

Positive Punishment occurs when an adverse stimulus is given to decrease the probability the undesired behavior will occur in the future. Negative side effects include:

The punisher is negatively reinforced

The student becomes emotional or aggressive

Avoidance and escape

Negative modeling

Unpredictability Hensley et al. (2016)

Positive Punishment has Negative Side Effects

Seek Professional Help when faced with these

challenges:

Depression

Anxiety

Eating Disorders

Psychosis

Substance Use

Disruptive Behavior Disorders

Suicidal Thoughts and BehaviorsNational Council for Behavioral Health (2016)

Mental Health First Aid

Possession or threat with a weapon

Physical Assault – striking with intent to harm

Verbal Abuse – Swearing, Obscene Gestures or Threats, Written

Intimidation – Frighten or coerce into obedience

Extortion – Coercion to reap financial or material gain

Bullying

Gang Activity – Groups advocating drug use, violence, or disruptive behavior School Board Policy JICDD

http://www.Thompsonschools.org

Acts of Violence or Aggression

Sexual Harassment -

Stalking – Persistent following, contacting, or watching that compromise peace of mind

Defiance – Opposing legitimate authority

Discriminatory Slurs – Derogatory comments made directly or by innuendo regarding race, color, ancestry, creed, sex, sexual orientation, religion, national origin, disability, or need of special education

School Board Policy JICDD http://www.Thompsonschools.org


Vandalism – Damaging or defacing property

Terrorism – A treat to commit violence communicated with intent or reckless disregard for creating terror or causing public inconvenience such as evacuation of a building

School Board Policy JICDD http://www.Thompsonschools.org


Classroom Culture to Support Positive

Behavior

Structures in the Classroom that Facilitate Valuing Diversity

7 Commitments leading individuals and

organizations away from trauma-reactive behaviors

Commitment to:

Nonviolence – building and modeling safety skills

Emotional Intelligence - teaching and modeling affect management skills

Inquiry & Social Learning - building and modeling cognitive skills

Democracy - creating and modeling civic skills of self-control, self-discipline, and administration of healthy authority http://www.sanctuaryinstitute.org

Sanctuary Model

Open Communication - overcoming barriers to

healthy communication, reduce acting-out, enhance self-protective and self-correcting skills, teach healthy boundaries

Social Responsibility - rebuilding social connection skills, establish healthy attachment relationships

Growth and Change - restoring hope, meaning, purpose

http://www.sanctuaryinstitute.org

Sanctuary Model

The Circle of Courage is based on Native American

child rearing philosophies that emphasize the education and empowerment of children. The Circle of Courage philosophy recognizes there are four basic values that are universal to human needs: Belonging, Mastery, Independence, and Generosity.

Glembocki & Dunn (2010)

Circle of Courage

Belonging – The universal desire for positive and caring

relationships. To be an important person in the eyes of significant others. To believe, “I belong here and I am cared for.”

Mastery – Our innate thirst for learning. Mastery is nurtured as we gain academic and social competence and learn to cope with the world. To believe, “I am good at something.”

Independence – Our desire to exercise free will. Independence is fostered by increased responsibility. To believe, “I have the power to make good decisions.”

Generosity – Our passion for life nurtured by developing concern for others and a commitment beyond ones’ self. To believe, “I have a purpose. I can make a difference.”

Glembocki & Dunn (2010)

Circle of Courage Values

Restorative Justice repairs the harm caused by crime It emphasizes accountability, making amends and if interested,

facilitated meetings between victims, offenders, and other persons.

Problem Solving – Listen with Respect while one person speaks. Explain what happened – Tell how you felt about it –Share what you would like to happen differently next time. The other person then explains what happened, how s/he felt, and what could happen differently next time.

http://www.restorativejustice.org

Restorative Justice

Acknowledges that relationships are central to building

community

Builds systems that address misbehavior and harm in a way that strengthens relationships

Focuses on the harm done rather than only on rule-breaking

Gives voice to the persons harmed

Engages in collaborative problem-solving

Empowers change and growth

Enhances responsibility

Plan for restoration

Amstutz & Mullet (2015)

Restorative Discipline

Building schoolwide Climate and Culture of Caring and

compassion by teaching social emotional intelligence and life skills

Research shows that when basic emotional needs are met, classrooms are more productive and the learning environment is enhanced.

Developing compassionate communication skills for success in life

Moving away from punitive discipline to Restorative Practice

Kiri Saftler, MSD author http://www.peacecircles.org

Peace Circles

Student driven Conflict Resolution

Classroom and school-wide Community Building

Awareness of respectful relationship interactions and interpersonal affect

Preventative Restorative Justice Practice

Classroom Management tool

http://www.peacecircles.org

Peacekeeper Circles

Fortify student autonomy – empower children to resolve

own conflicts Engender respect across race, gender, and ability –

Educate children to respect and communicate with everyone

Reduce bullying behaviors – Compassionate communication taught in schools builds a healthier school-wide climate and culture

Teachers and students listen to one another – Becoming more understanding to others’ situations and tend to care and be responsive to needs.


Peacekeeper Skills

Students learn to:

Engage in honest and respectful dialog

Respect classmates and teachers

Respect the uniqueness of fellow students

Listen to others’ perspectives

Actively engage in collaborative and group learning


Peacekeeper Skills

Classrooms are an ideal place to develop

relationship-building skills. Students learn:

The art of relationship and community building

The value of making amends

Compassionate and respectful communications

Understanding and respecting others’ perspectives

How actions affect others


Peace Circles

Relationship – Caring, Compassion and

Understanding

Respect – No interrupting or shaming; Involves inclusion and collaboration

Responsibility – Ownership of harm and future behavior

Repair – Appropriate amends and solutions

Reintegration – Build trust, safety and community Saftler (2003)

Restorative Practices 5 R’s

Core of democracy is that people

Have a fundamental right to human dignity

Have a responsibility to care about the common good, dignity, and welfare of others

Can see their own personal fate tied to the good of the group as a whole

Have the intellectual and social capacity to work together to resolve issues as they arise

Student differences are not problems to overcome

The United States is based on this aspiration of continual self-improvement.

Beane (2005) In Thomlinson & Imbeau (2010)

Democratic Classroom

Mission – What we will do

Values – Guidelines for behavior

Practices - How we will achieve what we do

People – Developing the human resource

Narrative – Stories that convey culture

Place – Functional and appealing

Hoerr (2017)

Developing Culture

Use Flexible Grouping – Teachers plan a consistent flow of

varied student groupings within a unit of study based on the nature of the work and the individual needs of students.

Teach Up - Design group tasks to ensure that each student works with a rich curriculum and has to think about and apply essential ideas and skills.

Use Multiple Ability Tasks – Such tasks have more than one right answer or way to solve a problem, are intrinsically interesting and rewarding to a variety of students, allow different students to make different contributions to the successful completion of a task, and require a variety of skills and strengths for successful completion.

Tomlinson & Imbeau (2010)

Student Groups and Classroom Community

Assign Individual Roles Within Groups – Individual

roles ensure that each student has a genuinely important academic or intellectual contribution to make to the task.

Make Content Accessible to Everyone – In mixed-readiness groups, assure that content is available to all.

Assign Competence – Observe students carefully, noting the particular strengths, skills and insights they bring to group work. Specifically compliment when genuinely warranted – it is important for all students, but particularly important for students who may be seen as having lower status among peers.


Student Groups and Classroom Community

Is my classroom a “Bam” classroom?

What is my classroom’s way of life?

What is it about my classroom that my students can’t wait to come back in the morning?

Do I teach math or do I teach Mathew?

Is my classroom’s brand identity conducive to learning at the highest levels?

Kafele (2016)

Reflection on Classroom Climate and Culture

Quality Teaching Practices

Joy – is connected to play. Fun (a precursor to joy) is

experienced when games are used.

Enthusiasm – is generated when new and creative ways are used to explore or connect with learning.

Awe – is generated when students see or experience inspiring mastery. At its core, awe is associated with a sense of wonder and engages the search for meaning. Caine & Caine et al. (2016)

Teach the Three Positive Emotions

The cerebellum processes balance, posture, and

movement leading to predicting, goal setting, analyzing variables, predicting outcomes, and then, executing movements. It also utilizes the mental processes of predicting, sequencing, ordering, timing, and practicing a task before carrying it out. There is a strong relationship between motor and cognitive processes.

Jensen (2008)

Mind, Body Link

Enhances circulation so neurons get more oxygen

and nutrients

Spur production of nerve growth factor which enhances brain function

Gross motor movement stimulates production of dopamine, a mood-enhancing neurotransmitter

Exercise enhances new cell production, memory, and connections between neurons in the brain for learning

Jensen (2008)

Exercise and the Brain

Aerobic exercise improves thinking and learning due

to the adrenaline-noradrenaline response which is critical to facing and coping with challenges

Physical activity uses 100% of the brain and no known cognitive activity can claim this.

“Physical Education at school is a great idea for many reasons, just one of which is that it builds new brain cells (neurogenesis). There are no data that say that about any other class at school!”

Jensen (2008)


Neurogenesis is correlated with improved learning

and memory and is also inversely correlated with depression

Exercise triggers release of Brain-Derived Neurotrophic Factor (BDNF) a natural substance that enhances cognition by boosting the ability of neurons to communicate with each other. This is also related to increases in long-term memory

Exercise reduces stress

Jensen (2008)



Learning

Ratey (2008)

Neurons sprouting new dendrites requires Brain-Derived Neurotrophic Factor. “All you have to do is lace up your running shoes.” p. 48


Stress

Ratey (2008)

Cortisol – a little helps wire in memory, too much suppresses them and an overload can actually erode the connections between neurons and destroy memories. “Just keep in mind that the more stress you have, the more your body needs to move to keep your brain running smoothly.” p. 84


Anxiety

Ratey (2008)

Outrun the fear It provides distraction

It reduces muscle tension

It builds brain resources

It teaches a different outcome

It reroutes your circuits

It improves resilience

It sets you free pgs. 106-108


Depression

Ratey (2008)

At its core, depression is defined by an absence of moving toward anything, and exercise is the way to divert those negative signals and trick the brain into coming out of hibernation. p. 140


Attention Deficit

Ratey (2008)

Aerobic Exercise for 30 minutes each day.

Any medication taken when effects of exercise wears off (1 hour)

Exercise at lunch


Addiction

Ratey (2008)

Exercise is by far the best form of self-regulation we have (p 188)

Exercise isn’t necessarily a cure…rewiring the brain to circumvent the addictive pattern and curbing the craving (p 190)

Strengthens the cardiovascular system

Regulates fuel

Reduces obesity

Elevates your stress threshold

Lifts your mood

Boosts the immune system

Fortifies your bones

Boosts motivation

Fosters neuroplasticity Ratey (2008)


Aerobic – 4 days each week, varying from 30 to 60

minutes at 60 to 65 percent of maximum heart rate

Strength – 2 days each week, 3 sets of exercises at weights allowing 10 to 15 repetitions in each set

Balance and Flexibility – 2 days each week for 30 minutes

Mental Exercise – Keep learning

Ratey (2008)

Exercise and the BrainSelf-Care and Aging

Portrait of the Year – Curriculum Map

Identify the Units to be Taught

Determine Sequence of Units

Allocate Time for Each Unit

Systematize Decisions such as subject goals, grade-level standard objectives, integrated subject areas

Glatthorn (1994)

Developing a Quality Curriculum

Pre-exposure – Overview of new learning before

beginning to provide better conceptual understanding

Preparation – Creating curiosity and excitement to engage positive emotions

Initiation and Acquisition – Immersion by teaching with every learning modality – visual, auditory, kinesthetic

Jensen (2008)

Brain-Based Planning

Elaboration – Processing and making intellectual

sense of the learning

Incubation and Memory Encoding – Downtime to review and learn over time

Verification and Confidence Check – Students confirm learning with and to each other

Celebration and Integration – Engage positive emotions and a love of learning

Jensen (2008)

Brain-Based Planning

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Bloom (1956) cited in Sousa (2006) p. 249

Bloom’s Taxonomy

Create

Evaluate

Analyze

Apply

Understand

Remember

Anderson et al. (2001) cited in Sousa (2006) p. 250

Bloom’s Taxonomy Revised Version (2001)

Level 4 – Extended Thinking (Complex Reasoning, Design,

Create, Synthesize, Analyze, Apply Concepts –Relate ideas within and among content areas and select one solution from many alternatives)

Level 3 – Strategic Thinking (Complex and Abstract, Revise, Justify, Critique, Draw Conclusions, Compare, Investigate, Differentiate- More than one answer and justify the response, multiple dependent variables)

Webb, N. L. (2002)

Depth-of-KnowledgeScience as Inquiry

Level 2 – Skills and Concepts (2 steps – Organize,

Represent, Interpret Data, Observe, Graph, Classify, Estimate – “Formulate a routine problem given data and conditions)

Level 1 - Recall and Reproduction ( 1 step -Calculate, Identify, Use, Recognize, Measure – Knowledge automatically provides answer)

Webb, N. L. (2002)

Depth-of-KnowledgeScience as Inquiry

Pre-Exposure and Priming – Tell students what unit is in the

future; it establishes (time for) background, relevance, and expedites future learning

Sufficient Time for Learning – Plan for content, review and reflection

Low or No Threat – Focus on learning with frequent nonjudgmental feedback and redirect as needed

Prep for Final Performance – Do not give pop quizzes. Rather, provide ungraded pretests (formative guided practice) so learners can discover strengths and weaknesses before test scores are final (mastery)

Jensen (2008)

Integrating Brain-Based Learning in the Classroom

High Engagement – Engage learners physically and

socially so that they are continually interacting and taking action

Positive Emotional Engagement – Teach learners to manage their own learning states and reduce negative states by changing activities frequently

Learner Choice – Learners feel empowered and trust you have their best interest at heart to feel power in the relationship

Jensen (2008)


Moderate to High Challenge – Can adjust factors of

time, standards, resources, or circumstances

Strong Peer Support – Learners helping each other achieve the best learning results for the greatest number of people

Mastery Goals – Share and post teaching goals and learning goals with benchmarks

Sufficient Non-learning Time – Provide time to process and transfer learning from short-term to long-term

Jensen (2008)


Balancing Novelty and Predictability – the best

balance is to provide high amounts of novelty (surprise) and predictability (ritual)

Safe for Taking Risks – Adopt a zero-tolerance policy for teasing, humiliation, put-downs, or name calling

Moderate Stress – Monitor tension and manage if too high (intro humor, movement, game, quiet time) or too low (intro challenges or raise the stakes)

Jensen (2008)


Alternating Low to High Energy - Acknowledge

biorhythm cycles of natural ups and downs

Multimodal Input – Learning activities offer auditory, visual and kinesthetic components

Frequent Feedback – Ensure that every students gets some kind of feedback every 30 minutes or so

Celebrate the Learning – Optimal learning adds an element of fun celebration to the process and engages the learner’s emotions

Jensen (2008)


Acknowledgment of Value – Each person contributes

to the learning community and is vital

Everyone Feels Cared For – For their contribution and involvement

Freedom of Expression – Each can share their feelings without fear of humiliation

Encourage Affiliation – Healthy friendships through group/team work

Accountability – Consistency with rules, policies and norms Jensen (2008)

Environment with the Brain in Mind

Hope of Success – Hope is bettering the situation

Orchestrated Common Experiences – Develop common ground with shared experiences

Physically Safe Environment – Zero tolerance of physical bullying

Trust of Others – We are safe to express ourselves and understand we will be treated fairly and with respect.

Consistency of Structure – Predictable rituals and traditions in which everyone participates. Jensen (2008)

Environment with the Brain in Mind

Instructional Approaches

Instructional Model

Inductive Thinking

Attaining Concepts

Inquiry

Advanced Organizers

Memorization

Cognitive Psychology

Biological Science Inquiry

Joyce & Weil (1986)

Physical Education Skills practice and solving

movement questions

Thinking skills in analysis

Build on current understanding toward greater analysis

Reference and visual graphics

Routines

Explaining concepts developmentally appropriate for students to understand

Gathering data, analyze and problem solve in fitness testing


Instructional Model

Non-directive Teaching

Synectics

Increasing Awareness

Classroom Meeting

Group Investigation

Role Playing

Joyce & Weil (1986)

Physical Education

Create-a-game Strategy building to increase group

cohesion and empathy

Understand human potential

During closure for greater understanding

Democracy in understanding rules and Shared refereeing

Negative examples given by teacher, Positive examples by students


Instructional Model

Jurisprudential Inquiry

Leadership

Social Science Inquiry

Mastery Learning

Direct Instruction

Learning Self-Control

Learning from Simulations

Joyce & Weil (1986)

Physical Education Fairness for all, fair teams, modified

rules

Increase ability to work with all

Converse about team dynamics

Standards attainment

Most concise explanation and increased movement time

Utilize feedback to modify behavior

Multiple opportunities to practice game play in a unit


Instructional Model

Assertiveness Training

Thinking Skills

Conditions of Learning

Conceptual Systems Theory

Joyce & Weil (1986)

Physical Education

Problem solving Analysis, perspective,

comprehensiveness

Prerequisite knowledge builds new knowledge

Predicting student preferences and accommodating them – fair teams, modified rules

Each approach plays a part in learning and are on a continuum of complexity

Direct Instruction – Information delivered, skills practiced, testing is essential

Project-Based-Problem-Based Learning and Teaching – Builds upon DI, active and engaged, context matters and is meaningful, students connect with discourse and perform

Guided Experience – Embraces DI and PB with students designing their own research questions and presentation of learning with multiplicity of experiences



A teacher nurtures a child’s social/emotional, physical,

and cognitive development by basing all practices and decisions on: Theories of child development

The individually identified strengths and weaknesses of each child

The child’s family and cultural background

Individualization becomes key in making sure the needs and interests of each child are focused on.

Kochhar-Bryant (2010)

Developmentally Appropriate Practices

Bodily-Kinesthetic

Musical

Spatial

Verbal-Linguistic

Logical-Mathematical

Interpersonal

Intrapersonal

Naturalist

Silver, Strong, Perini (2000)

Multiple Intelligences

Perception Axis from Sensing (step-by-step

procedure and concreteness) to Intuition (insight and abstraction)

Judgement Axis from Thinking (logic and objectivity) to Feeling (emotion and spontaneity)

Silver, Strong, & Perini (2000)

Learning Styles

Specific type of group work with these defining

elements

Positive Interdependence – Success of the whole depends on each individual

Face-to-face Interaction – Students interact directly with each other

Individual Accountability – Each can be evaluated for specific elements of the task

Social Skill Development – Social skills incorporated

Evaluation – Evaluating how the group functions

Voltz, Sims, & Nelson (2010)

Cooperative Learning

Behavioral and academic expectations defined –

(Including safety and independent work)

Activities focus on material that student already knows – (Review after skills have been taught)

Equipment and Materials available in the activity area

Activities novel and engaging – (Variety of challenges with skill mastery)

System of accountability – Productivity is expectedVoltz, Sims, & Nelson (2010)

StationsLearning Centers

Identify content to be taught with the graphic

organizer

Select the layout that best fits the content

Complete the graphic organizer prior to instruction

Can be used before, during, or after instruction

Voltz, Sims, & Nelson (2010)

Graphic Organizers

Making explicit provisions for adapting the

curriculum to students’ particular abilities and needs…goes far beyond the narrow view of providing for self-pacing including:

Content emphasis

Skills to be mastered

Level of achievement expected

Pace of learning

Method of learningGlatthorn (1994)

Individualizing the Curriculum

Learning environment provided

Degree of learning structure

Learning materials

Type and amount of feedback

Means of final assessment

Personal meaning

Glatthorn (1994)

Individualizing the Curriculum

Student controls pace and mastery of topic

Teacher drives instruction through teacher-created tasks and related lesson plans.

Kallick & Zmuda (2017)

Individualization

Student selects from a range of content, process, or

product options

Teacher shapes instruction based on individual student needs and preferences Kallick & Zmuda (2017)

A main purpose of choice is to offer options so the student can self-differentiate

Demonstrate metacognition, teach honest self-assessment, promote a growth mindset

Finding an appropriate challenge within the “Zone of Proximal Development” will bring the learner closer to their potential Anderson (2016)

Differentiation

Every student is worthy of dignity and respect

Diversity is both inevitable and positive

The classroom should mirror the kind of society in which we want our students to live and lead

Most students can learn most things that are essential to a given area of study

Each student should have equity of access to excellent learning opportunities

A central goal of teaching is to maximize the capacity of each learner


Differentiated Instruction

Examine standards and objectives to be taught

Establish conceptual understanding related to facts and skills

Design independent student activities

Self-reflect on knowledge, attitudes to resources, content, and students

Pre-assess students in knowledge facts, skills, conceptual understandings, experiences, attitudes, motivations, and ideas

Determine strategies for instruction at different levels of cognitive processing – concrete, representations, and abstract

Determine activities to include individual, small-group, and whole-group instruction

Determine benchmarks of student performance and ongoing measurement

Develop the performance that accurately reflect the intended outcomes of the unity O’Meara (2011)

Unit Planning Design for Differentiated Instruction

Student pursues authentic actions and co-creates

inquiry, analysis and final product

Voice – Student involvement

Co-creation – Student innovation and creation

Social Construction – Build ideas through relationships

Self-Discovery – Process of understanding learning self

Teacher facilitates learning through questions, conferences, and feedback Kallick & Zmuda (2017)

Personalized Learning

Goals – SMART - S strategic and specific, M

measurable, A attainable, R realistic & relevant, T time-bound

Inquiry/idea generation

Task and audience

Evaluation

Cumulative demonstration of learning

Instructional plan

FeedbackKallick & Zmuda (2017)

Elements of Personalized Learning

Teaching Critical Thinking

Gather information and utilize resources

Flexibility in form and style

Predicting

Ask high quality questions

Weigh evidence before drawing conclusions

Use metaphors and models

Analyze and predict

Conceptualize strategies

Deal productively with ambiguity, differences, and novelty

Jensen (2008) p.146

Generate possibilities and probabilities

Develop debate and discussion skills

Identify mistakes, discrepancy, and illogic

Examine alternative approaches

Develop hypothesis-testing strategies

Analyze risks

Develop objectivity

Detect generalizations and patterns

Sequence events

Increase Feedback

Encourage Group Work

Self – Assessment

Acknowledgment of intrinsic rewards of success

Keep student work such as fitness cards

Compare students only to themselves, not others

Emphasize Mastery for all students

Discuss Assessment Philosophy and Approach

Post Grading Policy / ApproachJensen (2008)

Brain-Friendly Assessment Strategies

Assesses the quality of learning by asking tougher

questions and broadening our definition of learning (understanding)

Content – What learners know, data, facts

Emotions – How learners feel and what is meaningful

Context – How learners relate it to the real world

Processing – How learners apply the learning through summary, synthesis, hypothesis

Embodiment – Applying new learning through personal actions

Jensen (2008)

Authentic Assessment

Habits of Mind

Persisting

Listening with Understanding and Empathy

Metacognition

Questioning and Problem Posing

Clarity and precision

Creating, Imagining and Innovating

Responsible Risk Taking

Interdependent Thinking

Managing Impulsivity

Thinking Flexibly

Accuracy and Precision

Apply Past Knowledge

Data Gathering through all Senses

Wonderment and Awe

Finding Humor

Remaining open to Continuous Learning

Kallick & Zmuda (2017)

Build positive, enriching relationships

Celebrate and affirm students’ strengths, efforts and dreams

Create a safe atmosphere for learningEmotional safety in making mistakes, greet students by name

Give students a sense of controlProvide choice

Use a calm voice to teachAn educator’s calm voice can soothe those painful sounds and words running through their minds and replace them with words and a tone that can free their bodies from tensing up and locking their brains from learning.

Izard (2016)

Teaching to Address Challenges of Poverty

Teach emotional skills

Teach gratitude; it strengthens the brain

Working with students who act outProvide a safe place for the student to save face, regain control, and cool down while processing what just happened

Working with withdrawn studentsInvite the student to join, describe the safe environment, keep student in class, discuss with other professionals

Build short-term working memoryAttentional skills can be built by practicing short-term working memory skills

Izard (2016)


Expressive writing and Teach reading skills

The captive feelings from poverty and trauma can be released

Build students’ vocabularyIncreasing vocabulary builds new structure in the brain for learning

Teach self-regulationModel calm and teach the student awareness of their current emotional sensations

Teach empathy[Nonthreatening phrases to express how much you care about them and their success voice with a soothing, caring tone Hensley et al. (2016)]

Izard (2016)


Meaningful touch

Connections with eye contact and touch increases the hormone level of oxytocin that elevates good moods and strengthens the immune system

Teaching hopeTeach optimism

Listening to the students’ storiesListen so the student feels heard and teach within their learning modality

Izard (2016)


Teaching with Poverty in Mind

School-wide

Support of the Whole Child

Hard Data

Accountability

Relationship Building

Enrichment Mind-set

Jensen (2009)

Classroom

Standards-Based Curriculum and Instruction

Hope Building

Arts, Athletics, and AP

Retooling the Operating System

Engaging Instruction

SHARE for Physical Education

Support the Whole Child and Standards-Based Curriculum and Instruction. Kids raised in poverty are more likely to have disabilities than middle and upper income kids. As a result, educators should be extra vigilant in discovering ways to support their least advantaged learners. Standards-based curriculum and instruction, vertically aligned curricula and standards, meaningful units of study, and multiple measures of students’ performance make learning accessible to all students.

Hope Building. Hope changes brain chemistry which influences the decisions we make and the actions we take. Hopefulness must be pervasive, and every single student should be able to feel it, see it, and hear it daily.

Accountability. The best way to achieve accountability is to create a compelling, collaborative goal and then to administer formative assessments that provide useful, specific data demonstrating progress toward that goal.

Jensen (2009)

Relationship Building. Secure attachments and stable

environments are vitally important to social and emotional development. One-on-one attention and nurturing guidance enable children to succeed and improve self-esteem. Long-term teacher-student relationships increase student self-esteem, health, exposure to positive social norms, outcomes at school/work, and decrease involvement with gangs or violence.

Engaging Instruction and Enrichment Mindset. Engaging instruction is any strategy that gets students to participate emotionally, cognitively, or behaviorally (actions). The enrichment mindset fosters intellectual curiosity, emotional engagement, and social bonding while maximizing potential.

Jensen (2009)

SHARE for Physical Education

Cool-down Time – time to regain calm

Coupling Statement – Describe inappropriate behavior, then offer a more appropriate alternative behavior

Reality Statements – Rationale to explain “why” that is real and relevant to the immediate situation

Empathy – Understand the situation to de-escalate a problem behavior and convince student not to give up

Specific Praise – Reinforce students when they make good choices Hensley et al. (2016)

Corrective Strategies

Offer initial praise or empathy

Describe the inappropriate behavior

Describe the appropriate behavior

Give a rationale

Practice

Use a negative consequence (optional)


Corrective Teaching

To what extent do I prepare beyond my lesson

plans?

How does data drive my practice?

Have I developed expertise in my content area?

What role does child development theory play in my overall planning?

Am I highly organized as a teacher?

Kafele (2016)

Reflection on Planning and Organization

How do I know which instructional strategies work

best with each of my students?

Who are the true stars of the show in my classroom?

How do I connect learning across the content areas?

Do I take into account that no two of my students are alike?

Does my teaching address the 21st century student?

Kafele (2016)

Reflection onClassroom Instruction

Do my students have the option of failing in my

classroom?

Do I hold myself accountable for student failure?

Am I willing to accept responsibility and accountability for my students’ successes andfailures?

Do I reject poverty as a legitimate excuse for failure?

What does my mirror say abut my effectiveness as a teacher?

Kafele (2016)

Reflection on Teacher Accountability

Grading

*All students upon entering the gym have earned the highest grade possible – Exemplary, Outstanding, Above Grade Level, “4”

*Each moment students are observed and assessed

*The Professional Teacher does what it takes to help each student keep their Exemplary, “4” each lesson and references the descriptors of Highly

Effective on the Teacher Evaluation Rubric indicating student interactions.

*Units are designed incorporating real-world authentic experiences with contextual understanding to provide deeper meaning – Above Grade

Level

IDEIA – Teacher provides equal educational access

ADA – No discrimination due to disability

Take away fear of failure – research on brain learning

High expectations for success

Teach expectations (Students describe the “4” physical education student behaviors)

Design lessons that are authentic real-world experiences – above grade level for listed standard based on performance within contextual application

Research Supporting Highest Grade

Builds identity of athletic self – self esteem and

multiple intelligences research

Affirming conscious and nonconscious learning (Jensen 2008) about healthy bodies, lifelong active lifestyle, who they are as a healthy individual.

Research Supporting Highest Grade

Demonstrates Personal Leadership while Helping

Others Succeed

Team Collaboration and Strategy Building while using Creativity and Higher-Order Thinking Skills

Compliment and Encourage

Physical Education Vocabulary

Applying Feedback in Movement Principles

Fitness for Body and Brain Wellness

Excellence Transfers to hallway, recess, and the community

Grade of Exemplary, Above Grade Level, “4”

Listen To and Follow Directions

Best Effort and Self Improvement

Safe Movement and Use of Equipment

Positive Behavior

Grade of Meets, Masters Understanding, “3”

Nothing is listed – Statistically, one cannot average

an average for meaningful data. Therefore a student either Meets “3” or is Emerging “1” on a day to day basis. A student either demonstrates lesson objects or does not demonstrate lesson objectives each day –saving the averaging for the quarter grade.

Grade of Progressing, “2”

Low Level of Engagement

Off Task

Hurts Self or Others

Argue, Putdowns, Name Calling

Gum

Universal Gym Rules Not Followed

Grade of Emerging, Not Yet Showing Understanding,

“1”

Low level of Work Habits may influence lack of

demonstration of Motor Competence Standards. If a student has high skill ability and does not demonstrate the skills during the lesson due to any reason, s/he has earned an Emerging “1” grade for motor competence as well as Emotional – Social Wellness, and Personal Physical Wellness

Result of Not Yet Showing Understanding

9 weeks each quarter = 18 lessons

1 or 2 lessons with Emerging “1” behaviors (bad day) a student can still be “4” Outstanding

3 lessons of Emerging “1” behaviors = no longer eligible for Outstanding “4” = highest grade possible is Meets “3”

3 more lessons of Emerging = highest grade possible is Progressing “2”

3 more lessons of Emerging = highest grade possible is Emerging “1”

Quarter Grades Averaged or Cut Scores

Final Thoughts

Creating Fair Teams

Compliment success of others

Self referee to contribute to knowledge of the game

Inclusion and respect for all

Support Others in Reaching Highest Potential

Every child who enters the gym is eligible to earn a

grade of “Outstanding”

Grading Rubric is based on so many assessments, the high skill and strategy performances outweigh the low performances

Teach honoring others’ success builds our own success

Physical Fitness Awards include “Outstanding Efforts in Achievement” recognition.

Celebrating Success

When _______ happened, was it _______ (name the 5

things you grade on) ?

If you don’t know if you can do that, imagine every student doing that action. Would we have a safe learning environment?

Questions to Ask During Redirect

Gano-Overway (2013) Exploring the Connections

Between Caring and Social Behaviors in Physical Education.

Only published study – not generalizable to greater populations. Only two schools (528 students in Southeast USA)

Report on Survey Describing Caring in PE

2 local schools urban/rural, 528 students, 41% participated, 70 questions,

Research Purpose:

Explore the relationships between a perceived caring climate, empathy, and social behaviors in Middle School physical education classrooms.

Differences of empathy and prosocial behavior compared to antisocial and bullying behavior between girls and boys.

Research Findings:

When students perceived the climate to be caring, they were less likely to engage in antisocial behavior including bullying and more likely to engage in prosocial behaviors.

Relationships between caring, empathy, and social behaviors were the same for boys and girls.

Gano-Overway 2013

Documents

Dr. Dawn Hennessy · Dr. Dawn Hennessy It is imperative that physical educators support each child in developing a love of movement and a healthy lifestyle because the students’