tag:blogger.com,1999:blog-7789561335203262082024-03-05T07:22:03.785-05:00Informed Parents and Educators at BCS~A Blog About Our School and the Decision to Use PBIS (Positive Behavior Interventions and Supports)~Aimee Cotton Bogushhttp://www.blogger.com/profile/07073577074549254975noreply@blogger.comBlogger34125tag:blogger.com,1999:blog-778956133520326208.post-57987260818417752402010-10-26T16:37:00.002-04:002010-11-07T11:30:08.888-05:00Encouraged, a much belated updateJust stopping in to give a very overdue and brief update on our school's implementation of PBIS. <br />
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<div class="separator" style="clear: both; text-align: left;">Of note, there has been an administrative change at our school this year. One headmaster left for another district as our school's restructuring plans were being finalized. The new structure moved us from two headmasters to one principal and an assistant principal. The remaining headmaster was chosen as principal and we hired a former teacher from a neighboring district as assistant principal. The assistant principal comes from Beecher Elementary, <a href="http://ipeatbcs.blogspot.com/2010/05/repost-beecher-uses-responsive.html">a school using Responsive Classroom</a>. In a lovely show of irony, the headmaster who left became principal at a school in <a href="http://www.north-haven.k12.ct.us/greenacres/Elementary%20Handbook.pdf">a district that uses Responsive Classroom system wide</a>. </div><br />
In addition, new staff members have joined the "behavior committee" and bring their <a href="http://ipeatbcs.blogspot.com/2010/05/responsive-classroom-culture-that.html">responsive rather than controlling style</a> to group. Over the summer some of the committee attended training in Responsive Classroom and saw how well <a href="http://ipeatbcs.blogspot.com/2010/04/pbis-without-ticketstokensrewards.html">it can complement PBIS</a>.<br />
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Updates on the program and training were provided to the school/parent community over the summer.<br />
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Within the first month of school, an informational meeting for parents was held by the "behavior committee." Most parents were very appreciative to have a time for discussion and questions. I commend the school for providing information proactively. <br />
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At that informational meeting what was outlined is not the "canned" version of PBIS with extrinsic rewards at its core. Rather, it was very encouraging to hear that the committee has been mindfully tailoring a program specific to our needs as a community of learners. In particular, BCS will not be using a system of external motivators. We seem to be taking the best parts of PBIS - consistency, information gathering, well articulated expectations - and combining them with a more responsive format. Noted were the importance of building positive relationships, providing meaningful learning experiences, and meeting the needs of the full array of students - those behaving regularly to those who struggle daily with behavior. <br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh2AvOhZ0loevOixgSdumo16t5RdFpC5hIRvy1iV4eEchltn64k7hvyM5Zps_x6S_TvIm7dHDX_4OzzgECOgi-9sOnh58j8wXhoTJlzm-F8iWV-go_P1qxMzwpliW6WkDcO0F4eeudgkBos/s1600/3596407321_b400da2060_b.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" nx="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh2AvOhZ0loevOixgSdumo16t5RdFpC5hIRvy1iV4eEchltn64k7hvyM5Zps_x6S_TvIm7dHDX_4OzzgECOgi-9sOnh58j8wXhoTJlzm-F8iWV-go_P1qxMzwpliW6WkDcO0F4eeudgkBos/s200/3596407321_b400da2060_b.jpg" width="168" /></a></div><div class="separator" style="clear: both; text-align: center;"><span style="font-family: "Courier New",Courier,monospace; font-size: xx-small;"><a href="http://www.flickr.com/photos/wwworks/with/1384954600/">(photo by woodleywonderworks)</a></span></div>It was explained that teachers will have autonomy to decide what classroom management works best for the students in their classrooms. Teachers are being encouraged (and hopefully supported), to reduce (and even eliminate) the reliance on "class-wide" punishments/incentives such as needing a certain number of stars for the class to get a reward. Students have shared how detrimental this type of system is for developing a positive, caring community. As my daughter, Emma, stated "they create <a href="http://ipeatbcs.blogspot.com/2010/05/student-voice-at-board-of-education.html">enemies kid to kid and kid to teacher</a>." <br />
<div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiU6M__GLY1cFm4S3eQXc6crptGsz14jhZOv0k9RXkdTLpyqS-oSQbvVWh8yCeONV-kJo7t-eJdvB5QZt1n2V-6V2HUa1Gze4vwYpI6ai91r3JJWZFZcq-2b3yPMh4k__ywfNPAXcl5f7Q_/s1600/3492226770_5a10809912_o.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="161" nx="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiU6M__GLY1cFm4S3eQXc6crptGsz14jhZOv0k9RXkdTLpyqS-oSQbvVWh8yCeONV-kJo7t-eJdvB5QZt1n2V-6V2HUa1Gze4vwYpI6ai91r3JJWZFZcq-2b3yPMh4k__ywfNPAXcl5f7Q_/s200/3492226770_5a10809912_o.jpg" width="200" /></a></div><div style="border: medium none; text-align: center;"><span style="font-family: "Courier New",Courier,monospace; font-size: xx-small;"><a href="http://www.flickr.com/photos/dchris/">(photo by dchrisoh)</a></span></div><div style="border: medium none;">I am encouraged to be told our district is not just picking up PBIS and slapping it on our students and teachers. I am encouraged by the personnel changes and that responsive-minded staff have joined the committee. I am encouraged by the sharing of information. I hope the goal of helping children develop responsibility and the desire for behaving well in an appropriate and engaging learning environment remains in sight as time goes on. <br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiUJnnyJA99pFAOtGBLHipDblsetdol3PR40pqzWLKkUORawtUJfe3CyvJlqgfpe1-cXDQ-ygSylfHwLuTaQNuy5STYp2xsTvwyonQz1n0SR9CCic3tZ-R2ESbo3YJXg2YLNY_WtUhxTChW/s1600/DSCF9484.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="150" nx="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiUJnnyJA99pFAOtGBLHipDblsetdol3PR40pqzWLKkUORawtUJfe3CyvJlqgfpe1-cXDQ-ygSylfHwLuTaQNuy5STYp2xsTvwyonQz1n0SR9CCic3tZ-R2ESbo3YJXg2YLNY_WtUhxTChW/s200/DSCF9484.JPG" width="200" /></a></div></div><div style="border: medium none;">If you are visiting this site because your school is adopting PBIS and you have issues with the program I would encourage you to speak up. It seems voices may have been heard here in Bethany. I remain very encouraged as the year progresses.</div><div style="border: medium none;"><br />
</div><div style="border: medium none;">My best,</div><div style="border: medium none;"><br />
</div><div style="border: medium none;">~Aimee Cotton Bogush</div>Aimee Cotton Bogushhttp://www.blogger.com/profile/07073577074549254975noreply@blogger.comtag:blogger.com,1999:blog-778956133520326208.post-21611144995119057472010-05-17T22:11:00.002-04:002010-11-07T11:32:48.772-05:00Welcome<span style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;">Welcome to this site, click around to find some alternatives to Positive Behavior Interventions and Supports (PBIS or PBS). </span><br />
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<span style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;">You will also find information on our request that our child's school investigate other options and on our concerns with both the PBIS program and how it came to be at our school.</span>Aimee Cotton Bogushhttp://www.blogger.com/profile/07073577074549254975noreply@blogger.comtag:blogger.com,1999:blog-778956133520326208.post-40159159880417953582010-05-17T11:40:00.003-04:002010-05-17T11:52:42.629-04:00Another voice from the Board of Education meeting on May 12, 2010:<span style="color: black; font-family: Arial; font-size: small;">Brian Laubstein spoke at the<a href="http://ipeatbcs.blogspot.com/2010/05/board-of-education-meeting-4122010.html"> Board of Education meeting on May 12, 2010</a>. He did not use prepared remarks. When he spoke he mentioned the co-chair of the BOE</span><span style="color: black; font-family: Arial; font-size: small;">, Mr. Fournier, </span><span style="color: black; font-family: Arial; font-size: small;"> has wondered in past meetings why parents do not feel like a part of the school and this PBIS program is an example of why. He asked about the cost of PBIS and where it was in the budget. Brian noted he has attended every BOE meeting for the past year and this was the first mention of PBIS.</span><br />
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<span style="color: black; font-family: Arial; font-size: small;">Here is Brian's summary of the PBIS portion of the meeting:</span><br />
<blockquote><div style="color: black; font-family: Arial;"><div><span style="color: black; font-family: Arial; font-size: small;">It was interesting. There was a presentation on PBIS and how it ended up in our school. The story goes, a few teachers were visiting another school about the RTI program there. They noticed the students in the school were walking in the hallways quietly. The reason... yes, PBIS. The teachers did discuss all the buzz words you mentioned - research-based, consistency, etc. They did show a matrix and how it would apply to BCS . The teachers did discuss that most of the teachers already use a reward incentive plan, now it would be uniform. They also felt that it was a good idea that now they could teach the proper behavior as a lesson so all the students knew what was to be expected (i.e. how to walk in the hallway).<br />
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Currently they only have the disciplinary side down. They do not have the reward side together. There was a suggestion that all the students receive tokens in the morning and they get taken away if a wrong behavior is displayed.</span><span style="font-size: small;"> </span></div></div></blockquote><blockquote><div style="color: black; font-family: Arial;"><div><span style="color: black; font-family: Arial; font-size: small;">The BOE asked about the cost (which was reported as $500) and the giving of tokens and trinkets. Ms. Harrigan on the BOE declared that there was a lot of misinformation out about the program. The program also has not started yet and will not start until the rest of the teachers are trained which will be in August - so the April start date was another misrepresentation. </span><span style="font-size: small;"> </span></div></div></blockquote><blockquote><div style="color: black; font-family: Arial;"><div><span style="color: black; font-family: Arial; font-size: small;">Mr Pettinger did say that even though many of the teachers are doing this, to have such an overhaul without notifying the parents and asking for input was not the best. There are 2 parent advisers on the group, I do not know their names. Mary Federico stated that she went to 2 PTO meetings to explain PBIS and brought back any concerns to the group.</span> </div></div></blockquote><blockquote><div style="color: black; font-family: Arial;"><div><span style="color: black; font-family: Arial; font-size: small;"> </span></div><div><span style="color: black; font-family: Arial; font-size: small;">At the end of the meeting, I did ask why we need it. We have a hand book with rules. If the problem is inconsistencies, how does PBIS change this? With problems on the buses for years, who is going to enforce it and why is not that person doing it now? Are they going to have cameras in the bathrooms - because the current attitude is if an adult did not see it, nothing can be done. Are they going to change that? I also brought up that I am tired of trying to explain why my kids can not wear flip flops to school and other children can even though it is against the rules. I also pointed out about the small knife in the second grade and the rules were not followed. Or the child who spat on another child who was not reprimanded. The problem is the administration does not enforce the rules so any program is destined to failure.</span></div></div></blockquote><span style="font-size: small;"><br />
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<span style="color: black; font-family: Arial; font-size: small;">Other voices:</span><br />
<a href="http://ipeatbcs.blogspot.com/2010/05/another-voice-from-board-of-education.html">Paul Bogush</a><br />
<a href="http://ipeatbcs.blogspot.com/2010/05/student-voice-at-board-of-education.html">Emma Bogush, student</a><br />
<a href="http://ipeatbcs.blogspot.com/2010/05/another-voice-from-may-12-2010-board-of.html">Valerie Knight-DiGangi</a><br />
<a href="http://ipeatbcs.blogspot.com/2010/05/board-of-education-meeting-4122010.html">Aimee Bogush</a>Aimee Cotton Bogushhttp://www.blogger.com/profile/07073577074549254975noreply@blogger.comtag:blogger.com,1999:blog-778956133520326208.post-8450135558711497022010-05-17T06:29:00.013-04:002010-05-17T11:55:15.710-04:00Did we put Emma up to speaking? Was she telling the truth?<blockquote style="color: blue;"><i>Albert Einstein said, "The aim (of education) must be the training of independently acting and thinking individuals who, however, can see in the service to the community their highest life achievement."</i></blockquote><br />
<div style="font-family: Arial;"><span style="font-size: small;">Paul and I are very proud of Emma for speaking at the <a href="http://ipeatbcs.blogspot.com/2010/05/board-of-education-meeting-4122010.html">Board of Education meeting on May 12, 2010</a>. </span></div><div style="font-family: Arial;"><span style="font-size: small;"><br />
</span></div><div style="font-family: Arial;"><span style="font-size: small;">Emma wrote her <a href="http://ipeatbcs.blogspot.com/2010/05/student-voice-at-board-of-education.html">own remarks</a>, speaking her own mind - and from the start, she wanted to make a difference by participating at the Board of Education meeting. There she stood, not yet even 12 years old, a critical thinker speaking up for what she believes in a room full of adults; not a peer in sight. If we aren't educating children for that very act, then what -- truly-- is the point?</span></div><div style="font-family: Arial;"><br />
</div><div style="font-family: Arial;"><span style="font-size: small;">According to those present, there was confusion about Emma's statements. It may have been suggested her remarks bore no merit because 6th grade does not use a ticket/token/reward/incentive program when in fact, class rewards are most definitely used in 6th grade gym, music and art. </span><br />
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<span style="font-size: small;">In addition, Emma was speaking about her experience in general with the ticket/reward program that was in place in her grade 5 class as well as the school-wide ticket program put in place sometime during her 4th or 5th grade year at BCS. Children were "caught being good," given tickets, and then names were drawn to win prizes. She talked about how that made her feel.</span></div><div style="font-family: Arial;"><span style="font-size: small;"><br />
</span></div><div style="font-family: Arial;"><span style="font-size: small;">Of particular note: Emma was also speaking about the truly positive learning environments she has experienced at BCS in 4th grade and 6th grade. And, that's the real kicker... </span><br />
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<span style="font-size: small;">She so astutely has observed that the classes she has had with the least or no rewards, were the best environments. She clearly sees that when students work together, have a teacher who takes the time to get to know them and provides opportunities for interesting, engaging learning, and choice -- the behavior problems either do not exist or are minor enough in nature that a skilled teacher can use humor to redirect a misbehaving student. </span><br />
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<span style="font-size: small;">In choosing to get hung up on whether or not Emma's statement was accurate, it appears the wisdom she spoke was lost on this group of adults charged with educating our children. </span></div><div style="font-family: Arial;"><span style="font-size: small;"><br />
</span></div><span style="font-family: arial; font-size: small;">Emma stood up with the intention of ma</span><span style="font-family: arial; font-size: small;">king a difference for the younger students she'll leave behind as she graduates to Amity Middle School. She spoke her truth, which happened to also be THE TRUTH. You can read her remarks </span><span style="font-family: arial; font-size: small;"><a href="http://ipeatbcs.blogspot.com/2010/05/student-voice-at-board-of-education.html">here</a></span><span style="font-size: small;"><span style="font-family: arial;">. I think Einstein would have been proud too.</span></span>Aimee Cotton Bogushhttp://www.blogger.com/profile/07073577074549254975noreply@blogger.comtag:blogger.com,1999:blog-778956133520326208.post-8164125923494781622010-05-16T06:30:00.002-04:002010-05-17T11:45:18.562-04:00Another voice from the Board of Education meeting on May 12, 2010:<span class="Apple-style-span" style="font-family: 'Helvetica Neue',Arial,Helvetica,sans-serif;">Another voice from the <a href="http://ipeatbcs.blogspot.com/2010/05/board-of-education-meeting-4122010.html">Board of Education meeting on May 12, 2010</a>:</span><br />
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<div class="MsoNormal"></div><blockquote><i>My name is Paul Bogush. On the BCS website Mr. Spino states:</i></blockquote><span lang="RU" style="color: #003366; font-size: 12pt;"></span><br />
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<blockquote><span lang="RU" style="color: #003366; font-size: 12pt;"><i>Education is a community responsibility and that Communication is essential to our success, and that </i></span></blockquote><span lang="RU" style="color: #003366; font-size: 12pt;"></span><br />
<blockquote><i>"Parents, teachers and students share responsibility for the learning process, and therefore are partners in the decision making process."</i></blockquote><blockquote><i>After being told in an email from Mr. Spino that a parent cannot observe their child's class and stay in school for more than 45 minutes because they will disrupt the educational process, after having my ideas and thoughts and those of other parents constantly being dismissed by teachers and administrators, and after being told last week at a PTO meeting that parents will have no say in implementing PBIS at BCS, I am very dismayed and saddened at the current atmosphere at BCS.</i></blockquote><blockquote><i>Tonight you will hear about PBIS from the administration and from some of the 30 teachers who brought this program to the attention of the administration.</i></blockquote><blockquote><i>As you listen you must not fall for the rhetoric.</i></blockquote><blockquote><i>You must not fall for the re-direction of your questions.</i></blockquote><blockquote><i>You must not fall for the trap of debating the finer points of the program instead of the big picture and core of the problem</i></blockquote><blockquote><i>You must dig deeper and ignore the PBIS jargon smokescreen.</i></blockquote><blockquote><i>Do not get stuck on debating the merits of PBIS</i></blockquote><blockquote><i>Do get stuck on what is creating the behaviors that we are trying to save the school from with PBIS?</i></blockquote><blockquote><i>Do ask whether this system of coercive behavior management will prepare our kids to be 21st century leaders, or support more of the 19th century style education that I have come accustomed to my kids receiving from BCS?</i></blockquote><blockquote><i>Do ask where is the student engagement?</i></blockquote><blockquote><i>Where are the creative projects?</i></blockquote><blockquote><i>Where are the inquiry units?</i></blockquote><blockquote><i>Where are the authentic lessons?</i></blockquote><blockquote><i>Where are the units that don't rely on worksheet after worksheet?</i></blockquote><blockquote><i>Ask what is being done to instill a life long love of learning? Timed tests, reading logs, spelling tests, worksheet homework, and sitting a kid in chair for 6 hours a day simply is not good enough.</i></blockquote><blockquote><i>Do ask how did we get to this point?</i></blockquote><blockquote><i>And most importantly...Do ask who let us get to this point?</i></blockquote><blockquote></blockquote><blockquote><i>Good boards of education hold their staff accountable to find the source of the problem, they don't let them bring in a school changing program to mask it. </i></blockquote><blockquote><i>Mrs. Federico once said, “Possessing a genuine interest and taking part in your child’s school community is imperative to his development.” I hope that my involvement can be more than just picking up the empty pieces of my children each night after they come home depleted of hope each day. You see I do not know everything about teaching, but after two decades of teaching and and two decades of serious research and practicing almost every conceivable method and pedagogy, I can draw on valuable empirical and research based evidence in which to rely on for my conclusions.</i></blockquote><blockquote><i>Since my children have attended BCS my opinion has been dismissed by first year teachers, and administrators who have far, far less experience in a classroom than I do...what happens to the parent who simply loves their child, asks the right common sense questions, but is defenseless against the rhetoric they are bombarded with because they don't know the research, they don't know the meaning behind the code words and jargon, they don't know how the actions of programs play out in a classroom, but most importantly a child's heart. How many parents get walked over and convinced that new programs will turn out just fine because they don't know the research about using coercive behavioral management plans in the classroom? How many know about the the Theory of Behaviorism that PBIS is rooted in? How many can take a look at the building and classroom plans and policies and analyze those to show that the behaviors they create are the ones that PBIS is meant to mask? How many of you know about those things? If you don't, then you can get easily sucked into the hype and programs such as PBIS. I worry not just about parents voices going unheard, but what about your voices.</i></blockquote><blockquote><i>If our voices, as parents and the ones who know our children best, are not valued is hard to imagine that our children are truly valued.</i></blockquote><br />
Other Voices:<br />
<a href="http://ipeatbcs.blogspot.com/2010/05/board-of-education-meeting-4122010.html">Aimee Bogush</a><br />
<a href="http://ipeatbcs.blogspot.com/2010/05/another-voice-from-may-12-2010-board-of.html">Valerie Knight-DiGangi</a><br />
<a href="http://ipeatbcs.blogspot.com/2010/05/student-voice-at-board-of-education.html">Emma Bogush, student </a><br />
<a href="http://ipeatbcs.blogspot.com/2010/05/another-voice-from-board-of-education_17.html">Brian Laubstein </a>Aimee Cotton Bogushhttp://www.blogger.com/profile/07073577074549254975noreply@blogger.comtag:blogger.com,1999:blog-778956133520326208.post-62276758810992824462010-05-15T06:26:00.003-04:002010-05-17T11:44:28.287-04:00Another voice from the May 12, 2010 Board of Education meetingAnother voice from the <a href="http://ipeatbcs.blogspot.com/2010/05/board-of-education-meeting-4122010.html">May 12, 2010 Board of Education meeting</a>:<br />
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<blockquote><i>My name is Valerie Knight-Di Gangi, and I am the parent of a second grader at BCS. On behalf of my son, and all the sons and daughters at BCS I respectfully request the Board to reconsider the implementation of PBIS in the coming school year.</i></blockquote><blockquote></blockquote><blockquote><i>I have seen first hand the negative and adverse effects that a rewards program can have on a child who has exhibited “good behavior” in the past- to the point of trying to obtain “tickets” from others in order to receive a reward. I believe that the majority of the students at BCS are “well behaved” and that what we need to do is to address the classroom and school community environment in order to achieve our goals.</i></blockquote><blockquote></blockquote><blockquote><i>One such way is to consider alternatives, such as the responsive classroom, which is already in place at </i><st1:placename w:st="on"><i>Beecher</i></st1:placename><i> </i><st1:placename w:st="on"><i>Rd.</i></st1:placename><i> </i><st1:placetype w:st="on"><i>School</i></st1:placetype><i> in </i><st1:city w:st="on"><st1:place w:st="on"><i>Woodbridge</i></st1:place></st1:city><i>. Keeping children motivated and engaged throughout the day not only helps them to learn and become self starters, but truly helps those children who have behavior issues outside of the classroom. Also allowing them more time to release pent up physical energy – whether it is simply standing and stretching in the classroom for a minute or two, or having five extra minutes of recess can have positive effects on learning and will reduce behavior problems in all areas of the school.</i></blockquote><blockquote></blockquote><blockquote><i>Rewards systems do not work. Rather than spending our time and energy on programs that some have likened to how dogs are trained, we need to nurture our children and support our classroom teachers with programs that are both human and humane. I urge you to consider other alternatives than PBIS, such as responsive classroom. For the record, neither </i><st1:city w:st="on"><i>Orange</i></st1:city><i> nor </i><st1:city w:st="on"><st1:place w:st="on"><i>Woodbridge</i></st1:place></st1:city><i> is using PBIS, and both are implementing RTI. I find it hard to believe that our children are less behaved than children in either of our sister districts and are in need a formal program to help them “behave.” Thank you.</i></blockquote><br />
Here's what other speakers had to say:<br />
<a href="http://ipeatbcs.blogspot.com/2010/05/board-of-education-meeting-4122010.html">Aimee Bogush</a><br />
<a href="http://ipeatbcs.blogspot.com/2010/05/student-voice-at-board-of-education.html">Emma Bogush, Student </a><br />
<a href="http://ipeatbcs.blogspot.com/2010/05/another-voice-from-board-of-education.html">Paul Bogush </a><br />
<a href="http://ipeatbcs.blogspot.com/2010/05/another-voice-from-board-of-education_17.html">Brian Laubstein </a>Aimee Cotton Bogushhttp://www.blogger.com/profile/07073577074549254975noreply@blogger.comtag:blogger.com,1999:blog-778956133520326208.post-58195366653246345012010-05-14T06:33:00.004-04:002010-05-17T11:43:53.450-04:00A student voice at the Board of Education Meeting on May 12, 2010A student speaks at the <a href="http://ipeatbcs.blogspot.com/2010/05/board-of-education-meeting-4122010.html">Board of Education meeting on May 12, 2010</a>:<br />
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<blockquote><span lang="RU"><i>My name is Emma Bogush and I am in 6</i></span><sup><span lang="RU"><span class="Apple-style-span" style="font-size: medium;"><i>th</i></span></span></sup><span lang="RU"><i> grade. I know I will be leaving (for middle school) but I’m doing this for the good of the kids younger than me. Thank you for letting me speak to you tonight.</i></span></blockquote><blockquote></blockquote><blockquote><span lang="RU"><i>I think the reward system that is part of PBIS is terrible.</i></span><span lang="RU"><i> </i></span><span lang="RU"><i>We need to get rid of the ticket and reward systems.</i></span></blockquote><blockquote></blockquote><blockquote><i>Tickets and rewards are often given to a child who usually behaves badly and suddenly behaves well. It makes the kids who always or mostly behave well feel bad.</i></blockquote><blockquote></blockquote><blockquote><i>When tickets were given out all over school and then you could win prizes, everyone except the kid who won the prize felt terrible.</i></blockquote><blockquote></blockquote><blockquote><i>When rewards and tickets are given out to the whole class it causes problems. It causes problems because when you are very close to getting the prize and one kid does something (even a minor something) the teacher will take away your chance even if all the other kids are behaving. This makes enemies kid to kid and kid to teacher. And it makes you feel bad about yourself because it makes you start to think you did something bad because the teacher took away the prize.</i></blockquote><blockquote></blockquote><blockquote><i>Instead of tickets and rewards, have teachers talk to kids. The classes I have with the least amount of rewards have the best behavior. The teacher gets to know kids and knows their needs. In classes with interaction, choice, and teachers who are ready to help there are less problems. Teachers can also use humor to help kids behave. </i></blockquote><blockquote></blockquote><blockquote><i>Kids behave and help others because it feels good and it helps people. I behave and help others because it feels good and it helps people. Giving rewards for this makes it all confusing.</i></blockquote><blockquote></blockquote><blockquote><i>Please cancel this program. Thank you. </i></blockquote><br />
<span class="Apple-style-span" style="font-family: 'Helvetica Neue',Arial,Helvetica,sans-serif;"><b>Other voices from the meeting:</b></span><br />
<a href="http://ipeatbcs.blogspot.com/2010/05/board-of-education-meeting-4122010.html">Aimee Bogush</a><br />
<a href="http://ipeatbcs.blogspot.com/2010/05/another-voice-from-may-12-2010-board-of.html">Valerie Knight-DiGangi</a><br />
<a href="http://ipeatbcs.blogspot.com/2010/05/another-voice-from-board-of-education.html">Paul Bogush</a><br />
<a href="http://ipeatbcs.blogspot.com/2010/05/another-voice-from-board-of-education_17.html">Brian Laubstein </a>Aimee Cotton Bogushhttp://www.blogger.com/profile/07073577074549254975noreply@blogger.comtag:blogger.com,1999:blog-778956133520326208.post-65209566396697076632010-05-13T13:53:00.014-04:002010-05-17T16:07:14.495-04:00Board of Education Meeting 4/12/2010<span class="Apple-style-span" style="font-size: 16px;"></span><br />
<div class="Normal_0020_0028Web_0029" style="color: black; margin: 0px;"><div style="margin: 0px;"><span class="Apple-style-span" style="font-family: 'Helvetica Neue',Arial,Helvetica,sans-serif;">Regarding last night's BOE meeting:</span></div></div><div class="Normal_0020_0028Web_0029" style="color: black; margin: 0px;"><div style="margin: 0px;"><span class="Apple-style-span" style="font-family: 'Helvetica Neue',Arial,Helvetica,sans-serif;"><br />
</span></div></div><div class="Normal_0020_0028Web_0029" style="color: black; margin: 0px;"><div style="margin: 0px;"><span class="Apple-style-span" style="font-family: 'Helvetica Neue',Arial,Helvetica,sans-serif;">In addition to the Board of Education members, administrators, and PBIS committee members there were 6 parents, 1 grandparent, 1 student, and 2 teachers present at last night's meeting (note: I do not know the views of the 2 teachers or if they were in attendance due to the PBIS issue). Of those 10 visitors, 5 adults and the 1 student spoke (for no more than the 3 minutes allotted) with deep concerns about the adoption of PBIS at BCS -- some had issue with the rewards/incentives, some had issue with the way the program had been decided upon, some had issue with the lack of leadership shown by the Board of Education. Excellent and important points were made. We left to get Emma home for homework and to pick up our 7 year old and get her to bed.</span></div><div style="margin: 0px;"><span class="Apple-style-span" style="font-family: 'Helvetica Neue',Arial,Helvetica,sans-serif;"><br />
</span></div><div style="margin: 0px;"><span class="Apple-style-span" style="font-family: 'Helvetica Neue',Arial,Helvetica,sans-serif;">Later in the meeting a PBIS presentation was given. According to those present, BOE member questions seemed to show they were not going to critically examine the program and how it came to our school and, after hearing about it for the first time at this meeting, seem willing to let it continue forth. A board member said those who spoke out were "misinformed." One administrator even went on to dismiss the student's remarks. </span><br />
<span style="font-family: Arial;"></span></div><div style="margin: 0px;"></div><div style="margin: 0px;"><span style="font-family: Arial;"></span><span class="Apple-style-span" style="font-family: Arial;">Over the next few posts I will reprint the remarks given at the start of the meeting, beginning with mine:</span></div></div><div style="margin: 0px;"><span class="Apple-style-span" style="font-family: 'Helvetica Neue',Arial,Helvetica,sans-serif;"><i>My name is Aimee Bogush and I thank you for your volunteer service on behalf of the children at BCS and for the opportunity to speak regarding the PBIS program.</i></span></div><blockquote><div style="margin: 0px;"><span class="Apple-style-span" style="font-family: 'Helvetica Neue',Arial,Helvetica,sans-serif;"><i>It is my opinion as a parent and an educator that </i></span></div></blockquote><ul style="color: black; margin-bottom: 0px; margin-top: 0px;"><li class="Normal" style="margin-bottom: 0px; margin-left: 0pt; margin-top: 0px;"><span class="Apple-style-span" style="font-family: 'Helvetica Neue',Arial,Helvetica,sans-serif;"><i>BCS doesn't need a behavior program, as much as a philosophy and leadership</i></span></li>
<li class="Normal" style="margin-bottom: 0px; margin-left: 0pt; margin-top: 0px;"><span class="Apple-style-span" style="font-family: 'Helvetica Neue',Arial,Helvetica,sans-serif;"><i>BCS doesn't need a behavior program, as much as consistency, communication, collaboration, and community among both the staff, parents and student body.</i></span></li>
<li class="Normal" style="margin-bottom: 0px; margin-left: 0pt; margin-top: 0px;"><span class="Apple-style-span" style="font-family: 'Helvetica Neue',Arial,Helvetica,sans-serif;"><i>BCS doesn't need a behavior program, as much as it needs to support its teachers and paraprofessionals in teaching and learning and growing and stretching.</i></span></li>
<li class="Normal" style="margin-bottom: 0px; margin-left: 0pt; margin-top: 0px;"><span class="Apple-style-span" style="font-family: 'Helvetica Neue',Arial,Helvetica,sans-serif;"><i>BCS doesn't need a behavior program, as much as it needs an engaging curriculum that emphasizes exploration over assessment.</i></span></li>
</ul><blockquote></blockquote><blockquote><div style="margin: 0px;"><span class="Apple-style-span" style="font-family: 'Helvetica Neue',Arial,Helvetica,sans-serif;"><i>Instead, BCS is taking the "easy way out" by purchasing a short-term, short-sighted, potentially damaging program. </i></span></div></blockquote><blockquote></blockquote><blockquote><div style="margin: 0px;"><span class="Apple-style-span" style="font-family: 'Helvetica Neue',Arial,Helvetica,sans-serif;"><i>Tonight they'll say the teachers identified the need and brought the program to the administrators, but do not be confused -- while it may have been a teacher or two who initiated this, it was most definitely not </i></span><span class="Normal__Char Apple-style-span"><span class="Apple-style-span" style="font-family: 'Helvetica Neue',Arial,Helvetica,sans-serif;"><i>The Teachers who </i></span></span><span class="Apple-style-span" style="font-family: 'Helvetica Neue',Arial,Helvetica,sans-serif;"><i>still have not been told the full extent of the program. They'll tell you they have a parent on the committee, but do not be confused -- parent concerns were never heard during the decision and design stages of bringing to BCS a program that will dramatically alter the culture of the school. And, those critical of the program have been told we will not be heard at all. </i></span></div></blockquote><blockquote><div style="margin: 0px;"><span class="Apple-style-span" style="font-family: 'Helvetica Neue',Arial,Helvetica,sans-serif;"><i><br />
</i></span></div></blockquote><blockquote><div style="margin: 0px;"><span class="Apple-style-span" style="font-family: 'Helvetica Neue',Arial,Helvetica,sans-serif;"><i>They'll say the vast majority of children behave properly and it's time they were recognized for it, but do not be confused -- the children who behave properly do it because it's what they do, it's what's expected, and just maybe the learning is active and engaging. A paper paw print or a pizza party does nothing to truly recognize their efforts the way meeting the needs of the children who misbehave would. My consistently well-behaved kid doesn't want a paw print as much as she'd like the kids in her class to behave appropriately! She doesn't want a certificate, she wants the adults to take charge of the situation and rescue the learning environment from the few students who hold it captive by truly meeting the needs of those students. And, what about the consistently misbehaving child - PBIS uses coercion, referral forms, and peer pressure to attempt to get them in line, but it does not help them develop skills and responsibility.</i></span></div></blockquote><blockquote></blockquote><blockquote><div style="margin: 0px;"><span class="Apple-style-span" style="font-family: 'Helvetica Neue',Arial,Helvetica,sans-serif;"><i>They'll say the children behave inappropriately on the bus, in the hall, on the playground, in the bathroom, and in the cafeteria, and they do -- but do not be confused -- in each of these areas the situation could be improved if the adult staff created consistent expectations, made changes to the environment, developed solutions that help students raise their responsibility, and then, held themselves accountable.</i></span></div></blockquote><blockquote></blockquote><blockquote><div style="margin: 0px;"><span class="Apple-style-span" style="font-family: 'Helvetica Neue',Arial,Helvetica,sans-serif;"><i>They'll call the rewards, prizes, and tokens "reinforcements", but do not be confused -- they are rewards, prizes, and tokens. And, they'll explain enthusiastically about the awarding of these paws, the filling of buckets, the assemblies, the character education, but do not be confused -- studies show the use of rewards has a damaging effect on character development. </i></span></div></blockquote><blockquote></blockquote><blockquote><div style="margin: 0px;"><span class="Apple-style-span" style="font-family: 'Helvetica Neue',Arial,Helvetica,sans-serif;"><i>They'll tell you PBIS is the most effective program, but do not be confused -- they did not investigate any other approach. </i></span></div></blockquote><blockquote></blockquote><blockquote><div style="margin: 0px;"><span class="Apple-style-span" style="font-family: 'Helvetica Neue',Arial,Helvetica,sans-serif;"><i>They'll tell you PBIS is research based, but do not be confused -- it is based on Skinner's research that people behave like pets and long term research does not show a positive correlation between rewarding good behavior and the continuation of that behavior. </i></span></div></blockquote><blockquote><div style="margin: 0px;"><span class="Apple-style-span" style="font-family: 'Helvetica Neue',Arial,Helvetica,sans-serif;"><i><br />
</i></span></div></blockquote><blockquote><div style="margin: 0px;"><span class="Apple-style-span" style="font-family: 'Helvetica Neue',Arial,Helvetica,sans-serif;"><i>BCS has purchased this program and is training select staff and purchasing the bells and whistles. I ask you, the BOE, to direct the school to truly identify the situation, explore alternative approaches, and design a solution that makes sense for our school -- one with the development of responsibilty rather than obedience as the goal. </i></span></div></blockquote><blockquote><div style="margin: 0px;"><span class="Apple-style-span" style="font-family: 'Helvetica Neue',Arial,Helvetica,sans-serif;"><i><br />
</i></span></div></blockquote><blockquote><div style="margin: 0px;"><span class="Apple-style-span" style="font-family: 'Helvetica Neue',Arial,Helvetica,sans-serif;"><i>Thank you. I have researched this issue extensively and would be happy to provide you with resources and further information. You have my contact info.</i></span></div></blockquote><br />
Other Voices:<br />
<a href="http://ipeatbcs.blogspot.com/2010/05/student-voice-at-board-of-education.html">Emma Bogush, student</a><br />
<a href="http://ipeatbcs.blogspot.com/2010/05/another-voice-from-may-12-2010-board-of.html">Valerie Knight-DiGangi</a><br />
<a href="http://ipeatbcs.blogspot.com/2010/05/another-voice-from-may-12-2010-board-of.html">Paul Bogush</a><br />
<span id="goog_242394002"></span><a href="http://www.blogger.com/">Brian Laubstein </a><span id="goog_242394003"></span>Aimee Cotton Bogushhttp://www.blogger.com/profile/07073577074549254975noreply@blogger.comtag:blogger.com,1999:blog-778956133520326208.post-82395370162094426292010-05-12T08:21:00.000-04:002010-05-12T08:21:20.503-04:00REPOST: Beecher uses Responsive Classroom and they are in good company...<div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">I repeat...our neighbor, </span><a href="http://www.woodbridge.k12.ct.us/page.php?pid=46"><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">Beecher Road School</span></a><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">, uses Responsive Classroom -- an approach Bethany Community School did not even consider in their haste to adopt PBIS. But it's not too late...let's take a look at Responsive Classroom especially since Beecher students COMBINE with Bethany Community School students to attend Amity Middle School together. Here is the </span><a href="http://www.woodbridge.k12.ct.us/page.php?pid=90"><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">parent info</span></a><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"> on Beecher's website regarding Responsive Classroom. And, <span class="Apple-style-span" style="font-family: 'Times New Roman';"><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">Responsive Classroom can be used with PBIS instead of the rewards/incentives/tokens. The Responsive Classroom site has a </span><a href="http://www.responsiveclassroom.org/pdf_files/PBIS_flyer.pdf"><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">2-page fact sheet</span></a><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"> and an </span><a href="http://www.responsiveclassroom.org/pdf_files/PBIS_whitepaper.pdf"><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">9-page white paper</span></a><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"> on combining their approach with PBIS.</span></span></span></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><br />
</span></div></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">Beecher is in good company. Quinnipiac University trains prospective teachers in Responsive Classroom in their educator preparation classes, and below is information on a handful of the many Connecticut schools using </span><a href="http://www.responsiveclassroom.org/prodevelop/schoolwideimple.html"><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">Responsive Classroom</span></a><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"> school-wide:</span></div></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><br />
</div><ul><li><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">Branchville Elementary School in Ridgefield, CT uses Responsive Classroom. Follow these links for a </span><a href="http://www.stamfordadvocate.com/default/article/Ridgefield-considers-pilot-of-Responsive-221644.php"><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">newspaper article</span></a><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"> about their decision and to their </span><a href="http://www.ridgefield.org/bes/"><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">school's site</span></a><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">.</span></li>
<li><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">A study was done at </span><a href="http://www.ktmurphy.org/ResponsiveClassroom.html"><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">K.T. Murphy School in Stamford, Connecticut</span></a><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"> demonstrating Responsive Classroom has a positive impact on the social skills and behaviors of those at the school. The abstract can be found </span><a href="http://libres.uncg.edu/ir/listing.aspx?id=1341"><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">here</span></a><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"> and the entire paper </span><a href="http://libres.uncg.edu/ir/uncw/f/koontzk2003-1.pdf"><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">here</span></a><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">.</span></li>
<li><a href="http://www.westonk12-ct.org/uploaded/documents/Central_Office/budget0809/05_-_Hurlbutt_Elementary_School.pdf"><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">Hurlbutt Elementary</span></a><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"> in Weston, CT uses Responsive Classroom.</span></li>
<li><a href="http://www.wethersfield.k12.ct.us/Highcrest/highcrest.htm"><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">Highcrest Elementary</span></a><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"> in Wethersfield, CT uses Responsive Classroom.</span></li>
<li><a href="http://www.chasecollegiate.org/page.cfm?p=1442"><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">Chase Collegiate School</span></a><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"> a private school in Waterbury, CT uses Responsive Classroom.</span></li>
<li><a href="http://www.cantonschools.org/cis/"><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">Canton Intermediate School</span></a><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"> in Canton, CT uses Responsive Classroom.</span></li>
<li><a href="http://www.eastwindsorschools.org/broadbrookschool/bbshp.htm"><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">Broadbrook Elementary School</span></a><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">, in Broadbrook, CT uses Responsive Classroom.</span></li>
<li><a href="http://www.masterschool.org/page.cfm?p=375"><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">The Master's School</span></a><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"> a private school in Simsbury, CT uses Responsive Classroom.</span></li>
</ul></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><b><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">The following information is excerpted from the </span></b><a href="http://www.responsiveclassroom.org/"><b><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">Responsive Classroom website</span></b></a><b><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"> by </span></b><a href="http://www.hwrsd.org/education/teachlearn/hwrsdcurr6-08.pdf"><b><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">Donna Scanlon, Assistant Superintendent</span></b></a><b><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"> for the Hampden-Wilbraham Regional School District in Massachusetts:</span></b></div></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><i><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">Seven principles guide the Responsive Classroom approach:</span></i></div></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><i><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">1.The social curriculum is as important as the academic curriculum.</span></i></div></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><i><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">2.How children learn is as important as what they learn: Process and content go hand in hand.</span></i></div></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><i><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">3.The greatest cognitive growth occurs through social interaction.</span></i></div></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><i><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">4.To be successful academically and socially, children need a set of social skills: cooperation, assertion, responsibility, empathy, and self-control.</span></i></div></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><i><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">5.Knowing the children we teach-individually, culturally, and developmentally-is as important as knowing the content we teach.</span></i></div></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><i><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">6.Knowing the families of the children we teach and working with them as partners is essential to children's education.</span></i></div></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><i><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">7.How the adults at school work together is as important as their individual competence: Lasting change begins with the adult community.</span></i></div></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><i><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><br />
</span></i></div></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><b><i><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">At the heart of the Responsive Classroom approach are ten classroom practices:</span></i></b></div></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><i><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">1.Morning Meeting - gathering as a whole class each morning to greet one another, share news, and warm up for the day ahead</span></i></div></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><i><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">2.Rule Creation - helping students create classroom rules to ensure an environment that allows all class members to meet their learning goals</span></i></div></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><i><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">3.Interactive Modeling - teaching children to notice and internalize expected behaviors through a unique modeling technique</span></i></div></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><i><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">4.Positive Teacher Language - using words and tone as a tool to promote children's active learning, sense of community, and self-discipline</span></i></div></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><i><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">5.Logical Consequences - responding to misbehavior in a way that allows children to fix and learn from their mistakes while preserving their dignity</span></i></div></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><i><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">6.Guided Discovery - introducing classroom materials using a format that encourages independence, creativity, and responsibility</span></i></div></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><i><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">7.Academic Choice - increasing student learning by allowing students teacher-structured choices in their work</span></i></div></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><i><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">8.Classroom Organization - setting up the physical room in ways that encourage students' independence, cooperation, and productivity</span></i></div></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><i><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">9.Working with Families - creating avenues for hearing parents' insights and helping them understand the school's teaching approaches</span></i></div></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><i><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">10.Collaborative Problem Solving - using conferencing, role playing, and other strategies to resolve problems with students</span></i></div></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><i><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><br />
</span></i></div></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><b><i><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">Schools implementing the Responsive Classroom approach schoolwide typically adopt the following practices:</span></i></b></div></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><i><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">•Aligning policies and procedures with Responsive Classroom philosophy - making sure everything from the lunch routine to the discipline policy enhances the self-management skills that children are learning through the Responsive Classroom approach;</span></i></div></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><i><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">•Allocating resources to support Responsive Classroom implementation - using time, money, space, and personnel to support staff in learning and using the Responsive Classroom approach;</span></i></div></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><i><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">•Planning all-school activities to build a sense of community - giving all of the school's children and staff opportunities to learn about and from each other through activities such as all-school meetings, cross-age recess or lunch, buddy classrooms, and cross-age book clubs;</span></i></div></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><i><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">•Welcoming families and the community as partners - involving family and community members in the children's education by maintaining two-way communication, inviting parents and others to visit and volunteer, and offering family activities;</span></i></div></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><i><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">•Organizing the physical environment to set a tone of learning - making sure, for example, that schoolwide rules are posted prominently, displays emphasize student work, and all school spaces are welcoming, clean, and orderly.</span></i></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><i><br />
</i></span></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><br />
</span></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">COME to the <a href="http://www.bethany-ed.org/uploaded/Board_of_Ed/Minutes/2009-2010/BOEmtgagenda51210.pdf">Board of Education meeting on Wednesday, May 12th, at 6:30pm</a> in the BCS library. Let the BOE members hear your concerns with the full-blown rewards/incentives/tokens being proposed. Ask the BOE to direct the school to further investigate alternatives such as Responsive Classroom.</span></div></div>Aimee Cotton Bogushhttp://www.blogger.com/profile/07073577074549254975noreply@blogger.comtag:blogger.com,1999:blog-778956133520326208.post-7929290777469506982010-05-11T06:42:00.001-04:002010-05-11T06:42:00.191-04:00"Am I the kind of person who helps people in need?"<a href="http://blogs.hbr.org/bregman/2010/02/a-story-about-motivation.html">A Story About Motivation</a>, by Peter Bregman, found in the Harvard Business Review online.Aimee Cotton Bogushhttp://www.blogger.com/profile/07073577074549254975noreply@blogger.comtag:blogger.com,1999:blog-778956133520326208.post-58587078009830462582010-05-10T07:25:00.000-04:002010-05-10T07:25:00.520-04:00A teacher interviews Dr. Marvin Marshall, author of Discipline without Stress<span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">Teacher Larry Ferlazzo recently interviewed Dr. Marvin Marshall on the topic of positive discipline. You can find and read the interview on Larry's website:</span> <span class="Apple-style-span" style="color: #2e2e2e; font-family: Georgia, Tahoma, Verdana, Arial, serif; font-size: 19px; line-height: 26px;"><a href="http://larryferlazzo.edublogs.org/2010/02/02/interview-of-the-month-marvin-marshall-on-positive-classroom-management/">Interview Of The Month: Marvin Marshall On Positive Classroom Management</a>.</span><br />
.Aimee Cotton Bogushhttp://www.blogger.com/profile/07073577074549254975noreply@blogger.comtag:blogger.com,1999:blog-778956133520326208.post-60237021821072880192010-05-09T08:50:00.001-04:002010-05-09T17:07:08.349-04:00Empowering vs. OverpoweringMore from MarvinMarshall.com<br />
<br />
<object height="364" width="445"><param name="movie" value="http://www.youtube.com/v/3x8bPKyMoHs&hl=en_US&fs=1&rel=0&color1=0x402061&color2=0x9461ca&border=1"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/3x8bPKyMoHs&hl=en_US&fs=1&rel=0&color1=0x402061&color2=0x9461ca&border=1" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="445" height="364"></embed></object>Aimee Cotton Bogushhttp://www.blogger.com/profile/07073577074549254975noreply@blogger.comtag:blogger.com,1999:blog-778956133520326208.post-43528413910101344532010-05-07T18:58:00.001-04:002010-05-07T18:59:52.163-04:00"A responsive classroom culture that honors students' voices may enhance students' ownership of literacy learning and alleviate feelings of anger, anxiety, alienation, and powerlessness..." finds Dr. Penny Oldfather<span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">Responsive Classroom can help with more than just behavior. It can also have a positive impact on literacy learning. Below is an abstract to a study conducted by </span><a href="http://www.rif.org/educators/advicetips/askexperts/Oldfather_qa.mspx"><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">Dr. Penny Oldfather</span></a><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"> who</span><span class="Apple-style-span" style="color: #333333;"><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"> teaches courses on teaching/learning processes, early childhood curriculum, motivation, and qualitative research methodology. Her research interests include qualitative research on student motivation, constructivism in teaching and teacher education, and issues of student voice in research methodology.</span></span><br />
<blockquote><span class="Apple-style-span" style="font-weight: bold;"><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><i><a href="http://www.teach.virginia.edu/go/clic/nrrc/rspon_r8.html">W</a></i></span><span class="Apple-style-span" style="color: black;"><span class="Apple-style-span" style="font-weight: normal;"><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><i><a href="http://www.teach.virginia.edu/go/clic/nrrc/rspon_r8.html">hen Students Do Not Feel Motivated for Literacy Learning:</a> <span class="Apple-style-span" style="font-style: normal;"><i>How a Responsive Classroom Culture Helps</i></span></i></span></span></span></span></blockquote><b></b><br />
<b><blockquote><b><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><i>AUTHOR:</i></span></b><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><i> Penny Oldfather<span class="Apple-style-span" style="font-family: 'Times New Roman'; font-style: normal; font-weight: normal;"><b></b></span></i></span><br />
<span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><i><span class="Apple-style-span" style="font-family: 'Times New Roman'; font-style: normal; font-weight: normal;"><b><blockquote style="display: inline !important;"><b><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><i>INSTITUTION:</i></span></b><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><i> University of Georgia</i></span></blockquote></b></span></i></span></blockquote></b><br />
<blockquote><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><i>ABSTRACT: <span class="Apple-style-span" style="font-style: normal;"><i>Teachers' responsiveness to and empathic understanding of students' perceptions when they are not motivated are critical in a) promoting students' ownership of the literacy learning agenda; b) in helping students with their motivational difficulties; and c) in establishing classrooms that focus on the enhancement of caring. This report of an interpretive study, conducted in a 5th/6th-grade whole language classroom, provides insights about students' thoughts, feelings, and actions when not motivated for literacy tasks, and examines students' subjective experiences in three different motivational situations. The study offers clues about the affective and cognitive processes that enable some students to become engaged in literacy activities and prevent others from beginning them. It argues that a responsive classroom culture that honors students' voices may enhance students' ownership of literacy learning and alleviate feelings of anger, anxiety, alienation, and powerlessness.</i></span></i></span></blockquote><br />
<a href="http://www.teach.virginia.edu/go/clic/nrrc/rspon_r8.html"><span class="Apple-style-span" style="font-size: x-large;">READ THE ENTIRE STUDY</span></a>Aimee Cotton Bogushhttp://www.blogger.com/profile/07073577074549254975noreply@blogger.comtag:blogger.com,1999:blog-778956133520326208.post-60279788821478600192010-05-07T00:09:00.003-04:002010-05-12T08:19:20.384-04:00Beecher Road School uses Responsive Classroom and they are in good company!<div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">I repeat...our neighbor, </span><a href="http://www.woodbridge.k12.ct.us/page.php?pid=46"><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">Beecher Road School</span></a><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">, uses Responsive Classroom -- an approach Bethany Community School did not even consider in their haste to adopt PBIS. But it's not too late...let's take a look at Responsive Classroom especially since Beecher students COMBINE with Bethany Community School students to attend Amity Middle School together. Here is the </span><a href="http://www.woodbridge.k12.ct.us/page.php?pid=90"><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">parent info</span></a><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"> on Beecher's website regarding Responsive Classroom. And, <span class="Apple-style-span" style="font-family: 'Times New Roman';"><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">Responsive Classroom can be used with PBIS instead of the rewards/incentives/tokens. The Responsive Classroom site has a </span><a href="http://www.responsiveclassroom.org/pdf_files/PBIS_flyer.pdf"><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">2-page fact sheet</span></a><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"> and an </span><a href="http://www.responsiveclassroom.org/pdf_files/PBIS_whitepaper.pdf"><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">9-page white paper</span></a><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"> on combining their approach with PBIS.</span></span></span><br />
<span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><br />
</span></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">Beecher is in good company. Quinnipiac University trains prospective teachers in Responsive Classroom in their educator preparation classes, and below is information on a handful of the many Connecticut schools using </span><a href="http://www.responsiveclassroom.org/prodevelop/schoolwideimple.html"><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">Responsive Classroom</span></a><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"> school-wide:</span></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><br />
<ul><li><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">Branchville Elementary School in Ridgefield, CT uses Responsive Classroom. Follow these links for a </span><a href="http://www.stamfordadvocate.com/default/article/Ridgefield-considers-pilot-of-Responsive-221644.php"><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">newspaper article</span></a><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"> about their decision and to their </span><a href="http://www.ridgefield.org/bes/"><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">school's site</span></a><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">.</span></li>
<li><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">A study was done at </span><a href="http://www.ktmurphy.org/ResponsiveClassroom.html"><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">K.T. Murphy School in Stamford, Connecticut</span></a><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"> demonstrating Responsive Classroom has a positive impact on the social skills and behaviors of those at the school. The abstract can be found </span><a href="http://libres.uncg.edu/ir/listing.aspx?id=1341"><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">here</span></a><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"> and the entire paper </span><a href="http://libres.uncg.edu/ir/uncw/f/koontzk2003-1.pdf"><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">here</span></a><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">.</span></li>
<li><a href="http://www.westonk12-ct.org/uploaded/documents/Central_Office/budget0809/05_-_Hurlbutt_Elementary_School.pdf"><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">Hurlbutt Elementary</span></a><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"> in Weston, CT uses Responsive Classroom.</span></li>
<li><a href="http://www.wethersfield.k12.ct.us/Highcrest/highcrest.htm"><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">Highcrest Elementary</span></a><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"> in Wethersfield, CT uses Responsive Classroom.</span></li>
<li><a href="http://www.chasecollegiate.org/page.cfm?p=1442"><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">Chase Collegiate School</span></a><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"> a private school in Waterbury, CT uses Responsive Classroom.</span></li>
<li><a href="http://www.cantonschools.org/cis/"><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">Canton Intermediate School</span></a><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"> in Canton, CT uses Responsive Classroom.</span></li>
<li><a href="http://www.eastwindsorschools.org/broadbrookschool/bbshp.htm"><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">Broadbrook Elementary School</span></a><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">, in Broadbrook, CT uses Responsive Classroom.</span></li>
<li><a href="http://www.masterschool.org/page.cfm?p=375"><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">The Master's School</span></a><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"> a private school in Simsbury, CT uses Responsive Classroom.</span></li>
</ul></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><b><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">The following information is excerpted from the </span></b><a href="http://www.responsiveclassroom.org/"><b><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">Responsive Classroom website</span></b></a><b><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"> by </span></b><a href="http://www.hwrsd.org/education/teachlearn/hwrsdcurr6-08.pdf"><b><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">Donna Scanlon, Assistant Superintendent</span></b></a><b><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"> for the Hampden-Wilbraham Regional School District in Massachusetts:</span></b></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><i><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">Seven principles guide the Responsive Classroom approach:</span></i></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><i><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">1.The social curriculum is as important as the academic curriculum.</span></i></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><i><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">2.How children learn is as important as what they learn: Process and content go hand in hand.</span></i></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><i><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">3.The greatest cognitive growth occurs through social interaction.</span></i></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><i><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">4.To be successful academically and socially, children need a set of social skills: cooperation, assertion, responsibility, empathy, and self-control.</span></i></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><i><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">5.Knowing the children we teach-individually, culturally, and developmentally-is as important as knowing the content we teach.</span></i></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><i><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">6.Knowing the families of the children we teach and working with them as partners is essential to children's education.</span></i></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><i><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">7.How the adults at school work together is as important as their individual competence: Lasting change begins with the adult community.</span></i></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><i><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><br />
</span> </i></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><b><i><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">At the heart of the Responsive Classroom approach are ten classroom practices:</span></i></b></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><i><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">1.Morning Meeting - gathering as a whole class each morning to greet one another, share news, and warm up for the day ahead</span></i></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><i><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">2.Rule Creation - helping students create classroom rules to ensure an environment that allows all class members to meet their learning goals</span></i></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><i><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">3.Interactive Modeling - teaching children to notice and internalize expected behaviors through a unique modeling technique</span></i></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><i><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">4.Positive Teacher Language - using words and tone as a tool to promote children's active learning, sense of community, and self-discipline</span></i></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><i><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">5.Logical Consequences - responding to misbehavior in a way that allows children to fix and learn from their mistakes while preserving their dignity</span></i></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><i><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">6.Guided Discovery - introducing classroom materials using a format that encourages independence, creativity, and responsibility</span></i></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><i><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">7.Academic Choice - increasing student learning by allowing students teacher-structured choices in their work</span></i></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><i><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">8.Classroom Organization - setting up the physical room in ways that encourage students' independence, cooperation, and productivity</span></i></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><i><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">9.Working with Families - creating avenues for hearing parents' insights and helping them understand the school's teaching approaches</span></i></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><i><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">10.Collaborative Problem Solving - using conferencing, role playing, and other strategies to resolve problems with students</span></i></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><i><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><br />
</span> </i></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><b><i><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">Schools implementing the Responsive Classroom approach schoolwide typically adopt the following practices:</span></i></b></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><i><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">•Aligning policies and procedures with Responsive Classroom philosophy - making sure everything from the lunch routine to the discipline policy enhances the self-management skills that children are learning through the Responsive Classroom approach;</span></i></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><i><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">•Allocating resources to support Responsive Classroom implementation - using time, money, space, and personnel to support staff in learning and using the Responsive Classroom approach;</span></i></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><i><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">•Planning all-school activities to build a sense of community - giving all of the school's children and staff opportunities to learn about and from each other through activities such as all-school meetings, cross-age recess or lunch, buddy classrooms, and cross-age book clubs;</span></i></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><i><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">•Welcoming families and the community as partners - involving family and community members in the children's education by maintaining two-way communication, inviting parents and others to visit and volunteer, and offering family activities;</span></i></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><i><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">•Organizing the physical environment to set a tone of learning - making sure, for example, that schoolwide rules are posted prominently, displays emphasize student work, and all school spaces are welcoming, clean, and orderly.</span></i><br />
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<span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">COME to the Board of Education meeting on Wednesday, May 12th, at 6:30pm in the BCS library. Let the BOE members hear your concerns with the full-blown rewards/incentives/tokens being proposed. Ask the BOE to direct the school to further investigate alternatives such as Responsive Classroom.</span></div>Aimee Cotton Bogushhttp://www.blogger.com/profile/07073577074549254975noreply@blogger.comtag:blogger.com,1999:blog-778956133520326208.post-33547311353802946122010-05-05T00:04:00.003-04:002010-05-05T11:46:16.697-04:00A teacher offers advice and alternatives...<div class="MsoNormal"><span class="apple-style-span"><span style="color: #333333; font-size: 12pt;"><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">This comes from a teacher, written on MarvinMarshall.com's Discipline without Stress yahoo-group. Thank you, Kerry!</span></span></span><br />
<blockquote>Hi Aimee,</blockquote><i style="mso-bidi-font-style: normal;"> <span style="font-family: 'Times New Roman', serif; font-size: 12pt;"></span><br />
<span style="font-family: 'Times New Roman', serif; font-size: 12pt;"><blockquote><i><span class="apple-style-span">I just checked in at your blog. Good luck to the parents who go to</span><span class="apple-converted-space"> </span><span class="apple-style-span">your school meeting!</span></i></blockquote><span class="apple-style-span"></span><br />
<span class="apple-style-span"><blockquote><i><span class="apple-style-span">I don't know if the following links might help you to give the parents</span><span class="apple-converted-space"> </span><span class="apple-style-span">at your school some other visions for how schools can promote personal</span><span class="apple-converted-space"> </span><span class="apple-style-span">and social responsibility in ways other than rewards.</span></i></blockquote></span> <span class="apple-style-span"></span><br />
<span class="apple-style-span"><blockquote><i><span class="apple-style-span">In my own K-6 school we have been using DWS for a number of years</span><span class="apple-converted-space"> </span><span class="apple-style-span">now. Last year I had an article published in Educational Leadership</span><span class="apple-converted-space"> </span><span class="apple-style-span">about a program we developed as a direct result of our staff study of</span><span class="apple-converted-space"> </span><span class="apple-style-span">the DWS textbook.</span> <span class="apple-style-span">In the article I explain some of the philosophy of DWS and how it was</span><span class="apple-converted-space"> </span><span class="apple-style-span">translated into a program of daily announcement questions. Although,</span><span class="apple-converted-space"> </span><span class="apple-style-span">obviously this little program is only a portion of how we promote high</span><span class="apple-converted-space"> </span><span class="apple-style-span">level personal and social behaviour at our school, it might give</span><span class="apple-converted-space"> </span><span class="apple-style-span">someone at your school (teachers or parents) a taste of what an</span><span class="apple-converted-space"> </span><span class="apple-style-span">alternative to PBIS could look like. Marv once said to me that</span><span class="apple-converted-space"> </span><span class="apple-style-span">audience members at his presentations often mention that there is a</span><span class="apple-converted-space"> </span><span class="apple-style-span">whole different "feel" to this approach and they are right, there is!</span></i></blockquote></span> <span class="apple-style-span"></span><br />
<span class="apple-style-span"><blockquote><a href="http://disciplineanswers.com/one-question-a-day/">http://disciplineanswers.com/one-question-a-day/</a></blockquote></span> <span class="apple-style-span"></span><br />
<span class="apple-style-span"><blockquote><i><span class="apple-style-span">And there's another article that also might be of use. It's a two</span><span class="apple-converted-space"> </span><span class="apple-style-span">part article... the first part written by Marv explains how and why he</span><span class="apple-converted-space"> </span><span class="apple-style-span">developed his DWS approach. The second part was written by me and</span><span class="apple-converted-space"> </span><span class="apple-style-span">describes the results that my teaching partner and I saw almost</span><span class="apple-converted-space"> </span><span class="apple-style-span">immediately in our grade one classroom once we started to implement DWS.</span></i></blockquote></span> <a href="http://www.marvinmarshall.com/pdf/Phi_Delta_Kappan.pdf"><span class="apple-style-span">http://www.marvinmarshall.com/pdf/Phi_Delta_Kappan.pdf</span></a><br />
<span class="apple-style-span"><blockquote><i><span class="apple-style-span">As well, here's a post on the DWS blog that explains how my own staff</span><span class="apple-converted-space"> </span><span class="apple-style-span">greatly (and easily) improved the behaviour of the students at our</span><span class="apple-converted-space"> </span><span class="apple-style-span">regular school assemblies using ideas from DWS. Seven years later the</span><span class="apple-converted-space"> </span><span class="apple-style-span">behaviour in our assemblies remains near perfect. Originally we</span><span class="apple-converted-space"> </span><span class="apple-style-span">wanted to improve school assembly behaviour because kids were calling</span><span class="apple-converted-space"> </span><span class="apple-style-span">out, talking and even booing etc.</span></i></blockquote></span><div style="text-align: center;"><span class="Apple-style-span" style="font-family: 'Times New Roman'; font-size: medium; font-style: normal;"><i style="mso-bidi-font-style: normal;"><span style="font-family: 'Times New Roman', serif; font-size: 12pt;"></span></i></span></div><i style="mso-bidi-font-style: normal;"><span style="font-family: 'Times New Roman', serif; font-size: 12pt;"><blockquote style="display: inline !important;"><a href="http://disciplineanswers.com/school-assembly-procedures/">http://disciplineanswers.com/school-assembly-procedures/</a></blockquote></span></i><br />
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<span class="apple-style-span"><blockquote><i><span class="apple-style-span">Once again, I hope that all your efforts get parents/teachers to start</span><span class="apple-converted-space"> </span><span class="apple-style-span">thinking and questioning!</span></i></blockquote></span> <span class="apple-style-span"></span><br />
<span class="apple-style-span"><blockquote><i><span class="apple-style-span">Kerry</span></i></blockquote></span></span></i><i style="mso-bidi-font-style: normal;"><o:p></o:p></i></div>Aimee Cotton Bogushhttp://www.blogger.com/profile/07073577074549254975noreply@blogger.comtag:blogger.com,1999:blog-778956133520326208.post-39185813652241676822010-05-03T13:16:00.012-04:002010-05-12T15:30:36.171-04:00Please attend the PTO meeting on Tuesday, May 4th at 7pm in the library, PBIS presentation<span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">I cannot attend the PTO meeting where there will be a<a href="http://www.pbis.org/default.aspx"> Positive Behavior Interventions and Supports </a>presentation. I did attend the one </span><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><a href="http://ipeatbcs.blogspot.com/2010/04/update-on-todays-meeting-to-follow-soon.html">last month</a> and I will be at the Board of Education meeting on May 12</span><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">. My husband, Paul, will be at the meeting with his own list of questions. He's a teacher with 20 years experience in urban and suburban settings and among other things is a cooperating teacher (one who trains student teachers), a provider of professional development to other teachers, a mentor teacher (for the State Dept. of Education mentoring and evaluating new teachers), a life-long learner, and a father. I encourage everyone and anyone to join Paul; to come and hear what will be presented to the PTO regarding PBIS at Bethany Community School, come to your own conclusions, and be heard.</span><br />
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</span></div><div><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">Here is what I would share if I could be there:</span><br />
<ul><li><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">BCS doesn't need a behavior program, as much as a philosophy.</span></li>
<li><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">BCS doesn't need a behavior program, as much as leadership.</span></li>
<li><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">BCS doesn't need a behavior program, as much as consistency, communication, collaboration, and community among both the PAID ADULT STAFF as well as the student body.</span></li>
<li><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">BCS doesn't need a behavior program, as much as it needs to support its teachers and paraprofessionals in teaching and learning and growing and stretching.</span></li>
<li><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">BCS doesn't need a behavior program, as much as it needs an engaging curriculum that emphasizes exploration over assessment.</span></li>
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<span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">Instead, BCS is taking the "easy way out" by purchasing a short-term, short-sighted, potentially damaging program. </span><br />
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<span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">They'll call the rewards, prizes, and tokens "reinforcements", but do not be confused -- they are rewards, prizes, and tokens. </span><br />
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<span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">They'll say the teachers identified the need and brought the program to the administrators, but do not be confused -- while it may have been a teacher or two who initiated this, it was most definitely not <i>The Teachers</i> as the majority of <i>The Teachers</i> knew nothing about it, continue to know nothing about it, and have not been asked for their input on adopting a program that will dramatically alter the culture of the school, and would not choose this approach. Teachers may agree there are issues to be solved, but their voices have not been heard in HOW this will occur.</span><br />
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<span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">They'll say the vast majority of children behave properly and it's time they were recognized for it, but do not be confused -- the children who behave properly do it because it's what they do, it's what's expected (they want to learn, they are curious, they love their teacher, and they simply like being in class) and a paper paw print or a pizza party does nothing to truly recognize their efforts the way meeting the needs of the children who misbehave would; eliminating the misbehaviors thereby benefiting the whole class, for those who regularly behave and just want to learn AND for the child who regularly misbehaves. My consistently well-behaved kid doesn't want a paw print as much as she'd like the kids in her class to behave appropriately! She doesn't want a certificate, she wants the adults to take charge of the situation and rescue the learning environment from the few students who hold it captive. </span><br />
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<span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">They'll say the children behave inappropriately on the bus, in the hall, on the playground, in the bathroom, and in the cafeteria, but do not be confused -- in each of these areas the situation could be improved if the ADULT PAID STAFF created consistent expectations, developed solutions that help students raise their responsibility, and then, held themselves accountable.</span><br />
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<span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">They'll explain enthusiastically about the awarding of paws, the filling of buckets, the choosing of names and <s>rewards</s> reinforcements, the assemblies, the character education, but do not be confused -- the use of rewards has a damaging effect on character development. <i> "Studies at the University of Toronto and Arizona State University show that external rewards for socially responsible behaviors are associated with less commitment for helping, caring, and sharing over the long haul." (marvinmarshall.com)</i></span><br />
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<span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">They'll tell you they have teacher and parent input, but do not be confused -- the teachers may have been surveyed about issues, but they were not asked their opinion of PBIS and a parent may have been added to the PBIS committee, but parent concerns were never heard during the decision and design stages of bringing PBIS to BCS. </span><br />
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<span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">They'll tell you PBIS is the most effective program, but do not be confused -- they did not investigate any other approach because the State Department of Ed is promoting PBIS leaving an interesting money trail behind it all the way to NCLB. </span><br />
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<span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">They'll tell you PBIS is research based, but do not be confused -- it is based on Skinner's research that people behave like pets and long term research does not show a positive correlation between rewarding good behavior and the continuation of that behavior. </span><br />
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<span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">It has become clear to me that despite the fact that other approaches achieve the same goals of consistency and appropriate behavior -- the powers that be, the strong personalities driving the discussion, ARE NOT INTERESTED and do not care to investigate any approach other than blanketing all students with a program designed specifically as an alternative to restraint and seclusion of special education students. </span><br />
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<span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">It has been suggested to me that I raise my awareness by reading a <a href="http://www.clickertraining.com/">dog-training manual</a> as evidence that reward systems work. They may work, in the short term - for tasks the </span><strike><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">dog</span></strike><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"> child does not want to do, and for tasks that<a href="http://larryferlazzo.edublogs.org/2010/04/10/the-problem-with-bribing-students/"> do not require high order thinking or responsibility</a></span><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">. Obedience is essential for dogs - responsibility should be our goal for kids.</span><br />
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<span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">BCS has purchased this program without the input of teachers, paraprofessionals, BOE members, parents or students. BCS continues training select staff and purchasing the bells and whistles for this program. Despite this, however, I do believe that it is not too late to halt the program, truly identify the situation at BCS, explore alternatives, and design an approach for our school -- one with the development of responsibilty rather than obedience as the goal; one designed to meet the needs of those misbehaving (both adult and student) so they can participate fully in the BCS community of learners. </span><br />
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<span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">UPDATE: (I removed the word offenders from that last sentence...I was using language not my own in a hasty and failed attempt to show how important and vital it is to meet the needs of the students - especially those reacting to the situation with 'misbehavior' and how this program does not account for that.)</span></div>Aimee Cotton Bogushhttp://www.blogger.com/profile/07073577074549254975noreply@blogger.comtag:blogger.com,1999:blog-778956133520326208.post-9292964662098454262010-04-30T08:16:00.011-04:002010-05-12T15:32:07.567-04:00Rewards aim at obedience. They do not foster values of character education such as responsibility, integrity, honesty, empathy, or perseverance.<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjeLpDvn3GkBzexweDJHGUe90M2MTJyy9Nz_rfHy6d18I7dcHzcJgJxIjdQyTxAd6NRrmgRSLFwr9lerBq_RztBNE7iGwVkXwRivSgSMN7b0X2xtnyIzktlOaaUKXr3XQIemzNxCOu3EoOB/s1600/223052152_36bc5b4648_m.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjeLpDvn3GkBzexweDJHGUe90M2MTJyy9Nz_rfHy6d18I7dcHzcJgJxIjdQyTxAd6NRrmgRSLFwr9lerBq_RztBNE7iGwVkXwRivSgSMN7b0X2xtnyIzktlOaaUKXr3XQIemzNxCOu3EoOB/s200/223052152_36bc5b4648_m.jpg" width="200" /></a></div><div class="separator" style="clear: both; text-align: center;">(Good to be Different by <a href="http://www.flickr.com/photos/jnthnhys/">jnthnhys</a>)</div><div style="text-align: center;"><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><br />
</span></div><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">The following is reprinted here with permission from MarvinMarshall.com:</span><br />
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<div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"></div><div class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;"></div><blockquote><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">The last two newsletters contained articles published in the mailring about a program that is finding increasing use throughout the U.S.A. It is referred to as Positive Behavior(al) Interventions and Supports (PBIS) or just Positive Behavior Support (PBS). It was established by the Office of Special Education Programs in the U.S. Department of Education. The approach is behaviorally based in that it is a classic use of B.F. Skinner's positive reinforcement of operant conditioning. The program was developed as an alternative to aversive interventions that were used with students with severe disabilities who engaged in extreme forms of self-injury and aggression.</span></blockquote><span style="color: #231f20; font-family: Arial, sans-serif; font-size: 10pt;"></span><br />
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</span></span></blockquote><blockquote><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><span class="Apple-style-span" style="font-size: medium;">Positive Behavior Support treats the acquisition and use of social-behavioral skills in much the same way we would academic skills. However, academic skills deal with the cognitive domain, whereas behavior has to do with the affective domain--those factors which pertain to feelings and emotions.</span></span></blockquote><blockquote><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><span class="Apple-style-span" style="font-size: medium;"><br />
</span></span></blockquote><blockquote><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><span class="Apple-style-span" style="font-size: medium;">A basic rationale of PBS is that it is necessary to understand the "why" of a behavioral problem in order to "fix' the behavior. However, it is nearly impossible to articulate with certainty the underlying reasons for behavior. And even more important, although finding the rationale or reason for a behavior may be interesting, it has no effect on changing the behavior.</span></span></blockquote></span><br />
<div class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;"></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhh9xdi0cIaF2m-PRqFlVHnGxzKIriXF_0kXwVj8rEEgWGghoES7YZs5iwRdFPm6huqTR1RGAGOv1dMCq6KPFFGr2k-M3ldMoKuWnNWu5VL8FJm_47rVCU0Z7N-ZSlh2jAw2CAW8xtR0Nwa/s1600/12364944_14794d1055_m.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhh9xdi0cIaF2m-PRqFlVHnGxzKIriXF_0kXwVj8rEEgWGghoES7YZs5iwRdFPm6huqTR1RGAGOv1dMCq6KPFFGr2k-M3ldMoKuWnNWu5VL8FJm_47rVCU0Z7N-ZSlh2jAw2CAW8xtR0Nwa/s200/12364944_14794d1055_m.jpg" width="200" /></a></div><div style="text-align: center;"><span class="Apple-style-span" style="color: #231f20; font-family: Arial, sans-serif; font-size: 13px;">(Photo by <a href="http://www.flickr.com/photos/lwr/">Leo Reynolds</a>)</span></div><span style="color: #231f20; font-family: Arial, sans-serif; font-size: 10pt;"></span><br />
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<span style="color: #231f20; font-family: Arial, sans-serif; font-size: 10pt;"><blockquote><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><span class="Apple-style-span" style="font-size: medium;">My personal life attests to this little acknowledged fact. I attended speech classes all the way through elementary, junior high, and high school. When I graduated high school, I still had a severe stutter. Although much research and study gave me great insight into the cause of my behavior, it had absolutely nothing to do with "fixing my problem." In order to change my behavior, it was necessary for my brain to establish new neural patterns. Although at the time I did not know how the brain operates, I did know that in order to change behavior, it would be necessary to participate and experience new behavior patterns in order to replace my current pattern. In college, therefore, I decided to participate in new experiences such as impromptu and extemporaneous speaking, debating, and radio broadcasting.</span></span></blockquote><blockquote><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><span class="Apple-style-span" style="font-size: medium;"><br />
</span></span></blockquote><blockquote><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><span class="Apple-style-span" style="font-size: medium;">The major point here is that when you focus on attempting to understand the reason that prompted the behavior, you are focusing on the past and simply revisiting memories. The more you stay in the past, the more you avoid working in the present. The past cannot be changed. It is useless to water last year's crops. Dr. William Glasser put it succinctly:"We do not need to find the pothole that ambushed the car in order to align the front end."</span></span></blockquote><blockquote><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><span class="Apple-style-span" style="font-size: medium;"><br />
</span></span></blockquote><blockquote><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><span class="Apple-style-span" style="font-size: medium;">The ground on which PBS rests is faulty--and sooner or later the structure will topple.</span></span></blockquote><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPg8rUr0CwXKnvNn7XIqnbkmYetd0UTpA2VS1b86C43nALrvEW8x44iHHVJD2DZmhsfPLbMz5x7Vfwjk08jvGno6gOuz3daNz4Cyn_qQaXFye3CUTiGlCvxtU-IgpIGidRne3arYYeRs90/s1600/3078096267_a7c2f57902_m.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="160" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPg8rUr0CwXKnvNn7XIqnbkmYetd0UTpA2VS1b86C43nALrvEW8x44iHHVJD2DZmhsfPLbMz5x7Vfwjk08jvGno6gOuz3daNz4Cyn_qQaXFye3CUTiGlCvxtU-IgpIGidRne3arYYeRs90/s200/3078096267_a7c2f57902_m.jpg" width="200" /></a></div><div style="text-align: center;">(Photo by <a href="http://www.flickr.com/photos/jpverkamp/3078096267/">jpverkamp</a>)</div><blockquote><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><span class="Apple-style-span" style="font-size: medium;">According to the developers of PBS, the most impressive gains in reducing challenging behavior have occurred with students who have severe intellectual disabilities. It seems to me that this is another case of both the tail wagging the dog and of tunnel vision. When I was working in the dean of boys' office in a large urban high school, I dealt solely with behavioral problems. The position could easily give one a policeman's viewpoint. Are ALL students sent to the office for disciplinary purposes? Hardly! But that was the only type of student I dealt with. In contrast, when I moved to an even larger high school (3,200 students) in a different district as assistant principal of supervision and control, I dealt with the student government leaders, athletes, as well as with students whose behaviors needed attention. I, therefore, had a more realistic perception of the entire student body.</span></span></blockquote></span><span style="color: #231f20; font-family: Arial, sans-serif; font-size: 10pt;"></span><br />
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</blockquote><blockquote><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><span class="Apple-style-span" style="font-size: medium;">For the advocates of PBS to impose a system on an entire school--which they are trying to do--in order to help a few seems to me hardly justifiable.</span></span></blockquote><blockquote><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><span class="Apple-style-span" style="font-size: medium;"><br />
</span></span></blockquote><blockquote><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><span class="Apple-style-span" style="font-size: medium;">Success with special education students and students of lower intellectual abilities has more to do with motivation to learn and using procedures in a structured environment than giving rewards for desired behavior.</span></span></blockquote><blockquote><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><span class="Apple-style-span" style="font-size: medium;"><br />
</span></span></blockquote><blockquote><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><span class="Apple-style-span" style="font-size: medium;">An integral part of the PBS is based on schools' developing rules. But rules are meant to control, not to teach. Establishing rules to have teachers reward students is counterproductive to the goals of the system--a critical factor the developers of the approach do not realize.</span></span></blockquote><blockquote><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><span class="Apple-style-span" style="font-size: medium;"><br />
</span></span></blockquote><blockquote><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><span class="Apple-style-span" style="font-size: medium;">Rewards aim at obedience. They do not foster values of character education such as responsibility, integrity, honesty, empathy, or perseverance.</span></span></blockquote></span><br />
<div class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;"></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMDpNaNuvzuQb9IJVnYUpr_y2P1failNmx-7r3-3LZktTXKox0zNT3TKQgCWFn6rHCdGsrssvpcdA-vvGwaZ4nfuaUVFyTmGAUBDzdlE3J4RYf0VUExRJTmmH1wlky0c98GSrRztrD3phV/s1600/3511462209_3164056de2_m.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMDpNaNuvzuQb9IJVnYUpr_y2P1failNmx-7r3-3LZktTXKox0zNT3TKQgCWFn6rHCdGsrssvpcdA-vvGwaZ4nfuaUVFyTmGAUBDzdlE3J4RYf0VUExRJTmmH1wlky0c98GSrRztrD3phV/s200/3511462209_3164056de2_m.jpg" width="200" /></a></div><div style="text-align: center;"><span class="Apple-style-span" style="color: #231f20; font-family: Arial, sans-serif; font-size: small;"><span class="Apple-style-span" style="font-size: 13px;">(Photo by <a href="http://www.flickr.com/photos/bullcitydogs/">bullcitydogs</a>)</span></span></div><span style="color: #231f20; font-family: Arial, sans-serif; font-size: 10pt;"></span><br />
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<span style="color: #231f20; font-family: Arial, sans-serif; font-size: 10pt;"><blockquote><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><span class="Apple-style-span" style="font-size: medium;">PBS is based on the "critical importance of consistency among people." But people differ in a myriad of ways. A focus on consistency fosters the factory approach of the 19th and 20th centuries--certainly not one for the 21</span></span><sup><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><span class="Apple-style-span" style="font-size: medium;">st</span></span></sup><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><span class="Apple-style-span" style="font-size: medium;"> century where success is increasingly based on individual creativity and personal responsibility.</span></span></blockquote><blockquote><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif; font-size: medium;">A major concern is that decision-making is team-based. It is impractical to the point of being impossible to have a team respond to every behavior. Most importantly a "one size fits all" approach is totally unfair. With some students an askance look stops inappropriate behavior; others need to feel the heat before they see the light. One could hire a layman to enforce rules. The future of this approach is destined to be short-lived if for no other reason that it is imposed top-down and, thereby, deprives professionals of their professional judgments.</span></blockquote><blockquote><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><span class="Apple-style-span" style="font-size: medium;"><br />
</span></span></blockquote><blockquote><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><span class="Apple-style-span" style="font-size: medium;">PBS is based on "empirical support" or evidence of effectiveness. The aphorism is appropriate here. "Those things that count can't be counted, and those things that can be counted don't count." How can one quantify perseverance, honesty, integrity, caring, desire, positive self-talk, self-esteem and other factors that make for a responsible and successful citizenry?</span></span></blockquote><blockquote><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><span class="Apple-style-span" style="font-size: medium;"><br />
</span></span></blockquote><blockquote><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><span class="Apple-style-span" style="font-size: medium;">The developers of PBS state that it may take a school 3 – 5 years to fully implement. A person wonders, with the turnover of so many principals in so many schools these days, how practical this approach is--especially when an approach exists which can find immediate results and have long-lasting changes. See</span></span></blockquote><blockquote><a href="http://www.marvinmarshall.com/in-housedetails.html" target="_blank"><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><span class="Apple-style-span" style="font-size: medium;">http://www.marvinmarshall.com/in-housedetails.html</span></span></a><span class="Apple-style-span" style="color: #0000ee;"><u><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><span class="Apple-style-span" style="font-size: medium;">.</span></span></u></span></blockquote><blockquote><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><span class="Apple-style-span" style="font-size: medium;"><br />
</span></span></blockquote><blockquote><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><span class="Apple-style-span" style="font-size: medium;">WHAT SHOULD A SCHOOL DO IF PBS IS MANDATED? The first step would be to present a better approach and ask for a waiver. The case would be presented by asking whether the district is willing to allow the school to try something different that the school believes will reach the objectives of PBS without using the PBS approach.</span></span></blockquote><blockquote><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><span class="Apple-style-span" style="font-size: medium;"><br />
</span></span></blockquote><blockquote><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><span class="Apple-style-span" style="font-size: medium;">FOR AN INDIVIDUAL TEACHER WHO HAS THE APPROACH MANDATED, have a class meeting. Put the problem on the table and let the students determine the criteria to be used for the reward, and then have the students choose on a rotating basis which students will do the rewarding. In all of my studies of PBS, I have not seen anything that mandates the TEACHER to do the rewarding.</span></span></blockquote><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj_J489hv0RtaYFxlMhWvRd0ud4qETIOCtCzf2Pi-V6w6Dy4mMFAFeFYLEQS5z865hmdjGrYpJ-GH4-jWYmV2H7prz54L53ZMAq8km5HJ5dczvFpoQUPGib9qNTAsW3eQ0yDJUEBa-NSKar/s1600/4388403074_b1a9321d70_m.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="146" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj_J489hv0RtaYFxlMhWvRd0ud4qETIOCtCzf2Pi-V6w6Dy4mMFAFeFYLEQS5z865hmdjGrYpJ-GH4-jWYmV2H7prz54L53ZMAq8km5HJ5dczvFpoQUPGib9qNTAsW3eQ0yDJUEBa-NSKar/s200/4388403074_b1a9321d70_m.jpg" width="200" /></a></div><div class="separator" style="clear: both; text-align: center;">(Photo by <a href="http://www.flickr.com/photos/wellspringschool/">WellSpringCS</a>)</div><blockquote><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><span class="Apple-style-span" style="font-size: medium;">Two final thoughts: (1) Experience shows that rewards punish those who believe they have deserved the reward but were not rewarded. (2) Rewards change motivation so that students soon start competing to see who receives the most number of rewards.</span></span></blockquote><blockquote><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><span class="Apple-style-span" style="font-size: medium;"><br />
</span></span></blockquote><blockquote><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><span class="Apple-style-span" style="font-size: medium;">PBS is another case of using a misguided approach based on external agents to promote responsible behavior--which is always an internal decision.</span></span></blockquote><blockquote><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><span class="Apple-style-span" style="font-size: medium;"><br />
</span></span></blockquote><blockquote><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><span class="Apple-style-span" style="font-size: medium;">For those interested in a personal experience and a quicker, more effective approach to promote responsible behavior and learning, download the following article to read at your convenience: </span></span><a href="http://www.marvinmarshall.com/aletterworthreading.html"><span class="Apple-style-span" style="color: #231f20;"><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><span class="Apple-style-span" style="font-size: medium;">http://www.marvinmarshall.com/aletterworthreading.html</span></span></span></a></blockquote></span><span style="color: #231f20; font-family: Arial, sans-serif; font-size: 10pt;"><br />
<span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><span class="Apple-style-span" style="font-size: medium;"><span class="Apple-style-span" style="color: #351c75;"> While not specific to behavior programs, </span></span></span><a href="http://sirkenrobinson.com/skr/who"><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><span class="Apple-style-span" style="font-size: medium;"><span class="Apple-style-span" style="color: #351c75;">Sir Ken Robinson</span></span></span></a><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><span class="Apple-style-span" style="font-size: medium;"><span class="Apple-style-span" style="color: #351c75;"> discusses the downside of school's fostering a "critical importance of conformity" on the Bonnie Hunt Show.</span></span></span></span><br />
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<object height="360" width="580"><param name="movie" value="http://www.youtube.com/v/2ko-m6K2dz0&hl=en_US&fs=1&rel=0&color1=0x402061&color2=0x9461ca&border=1"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/2ko-m6K2dz0&hl=en_US&fs=1&rel=0&color1=0x402061&color2=0x9461ca&border=1" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="580" height="360"></embed></object>Aimee Cotton Bogushhttp://www.blogger.com/profile/07073577074549254975noreply@blogger.comtag:blogger.com,1999:blog-778956133520326208.post-77763361949448451302010-04-27T10:05:00.002-04:002010-04-27T10:05:00.545-04:00How about sending staff here instead of training them to apply rewards and incentives?<span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">For two days this week, BCS is sending to training a few staff members to learn how to apply a "data driven" token/rewards/incentives system to all the children at BCS - including the vast majority of students who are already behaving well. Instead, we could send staff to an event such as this lecture by <a href="http://www.thinkkids.org/about/who.aspx">Dr. Stuart Ablon</a> and learn to </span><i><b><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">actually meet the needs</span></b></i><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"> of the children </span><i><b><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">actually displaying</span></b></i><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"> difficult behaviors: </span><a href="http://www.scribd.com/doc/30513469/TriFold-Ablon-FINAL" style="-x-system-font: none; display: block; font-family: Helvetica,Arial,Sans-serif; font-size-adjust: none; font-size: 14px; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal; margin: 12px auto 6px auto; text-decoration: underline;" title="View TriFold Ablon FINAL on Scribd">TriFold Ablon FINAL</a> <object data="http://d1.scribdassets.com/ScribdViewer.swf" height="600" id="doc_575013275186523" name="doc_575013275186523" style="outline: none;" type="application/x-shockwave-flash" width="450"> <param name="movie" value="http://d1.scribdassets.com/ScribdViewer.swf"><param name="wmode" value="opaque"><param name="bgcolor" value="#ffffff"><param name="allowFullScreen" value="true"><param name="allowScriptAccess" value="always"><param name="FlashVars" value="document_id=30513469&access_key=key-18uvuqq4jn1esvcrxo1o&page=1&viewMode=slideshow"><embed id="doc_575013275186523" name="doc_575013275186523" src="http://d1.scribdassets.com/ScribdViewer.swf?document_id=30513469&access_key=key-18uvuqq4jn1esvcrxo1o&page=1&viewMode=slideshow" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" height="600" width="450" wmode="opaque" bgcolor="#ffffff"></embed> </object>Aimee Cotton Bogushhttp://www.blogger.com/profile/07073577074549254975noreply@blogger.comtag:blogger.com,1999:blog-778956133520326208.post-2299571866310903262010-04-26T09:02:00.000-04:002010-04-26T09:02:48.879-04:00"What will I get if I do what you want me to do?" Parents boycott PBIS at Monseigneur Remi-Gaulin school in Kingston, Ontario (part two)<span class="Apple-style-span" style="font-family: Verdana; font-size: small;"></span><br />
<div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><span class="Apple-style-span" style="color: purple; font-family: Georgia, 'Times New Roman', serif;"><span class="Apple-style-span" style="font-size: large;"></span></span><br />
<span class="Apple-style-span" style="color: purple; font-family: Georgia, 'Times New Roman', serif;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjc9-h_9_1P5FtZlCFOw-stt3Pf9hK1n5mWXON2ZmIcQPoyiiPfhP9SZmb0Phl856GotXcFWkOYXqvTP_s6dly2sDZLad3utfw2reaG0Gd_rPKtvXj3g_igvusCtmLgKeGH2dTI3GkeUMW1/s1600/3400590998_dfc2b9cb9d_m.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjc9-h_9_1P5FtZlCFOw-stt3Pf9hK1n5mWXON2ZmIcQPoyiiPfhP9SZmb0Phl856GotXcFWkOYXqvTP_s6dly2sDZLad3utfw2reaG0Gd_rPKtvXj3g_igvusCtmLgKeGH2dTI3GkeUMW1/s320/3400590998_dfc2b9cb9d_m.jpg" /></a></div><div class="separator" style="clear: both; text-align: center;"><span class="Apple-style-span" style="font-size: x-small;"><span class="Apple-style-span" style="color: black;">(Photo by </span></span><a href="http://www.flickr.com/photos/jkunz/"><span class="Apple-style-span" style="font-size: x-small;"><span class="Apple-style-span" style="color: black;">Jer Kunz</span></span></a><span class="Apple-style-span" style="font-size: x-small;"><span class="Apple-style-span" style="color: black;">)</span></span></div><div style="margin-bottom: .0001pt; margin: 0in;"><span style="color: purple; font-family: "Georgia","serif"; font-size: 13.5pt;">Used with permission from MarvinMarshall.com, the following is from Marvin Marshall's January 2009 newsletter:</span></div><blockquote><span class="Apple-style-span" style="color: black;">I recently received the following e-mail: <i>"I was horrified to have a group of SECOND GRADERS ask me what I would give them if they did the work I had just assigned. I know that rewarding has become the standard for teaching in many schools. I hope to see this modified over time. I hope to interest the staff at my school in learning more about the concepts of the DWS {Discipline without Stress} approach for encouraging students to become responsible, excited learners."</i></span></blockquote><blockquote><span class="Apple-style-span" style="font-size: 18px;"><span class="Apple-style-span" style="font-size: large;"><span class="Apple-style-span" style="color: black;">Positive Behavior Interventions and Supports (PBIS) is one of these increasingly popular programs. It was created for special education students and is now being thrust on all students in many schools. The program prompts the type of student thinking described above, namely, "What will I get if I do what you want me to do?" </span></span><span class="Apple-style-span" style="color: black;"> </span></span></blockquote><blockquote><span class="Apple-style-span" style="color: black;">PBIS is a variation of the old Skinnerian approach designed to reinforce desired behavior by using rewards as incentives. In the process of using external manipulators, intrinsic motivation for long-lasting responsible behavior is reduced--as has been repeatedly proven. Gene Griesman, Ph.D. is quoted in my book: "Several years ago, I had the opportunity to do a lengthy interview with B.F.Skinner. I concluded that I do not subscribe to much of what he taught--for example his rejection of all inferred states such as attitudes and motivation.</span></blockquote><blockquote><span class="Apple-style-span" style="color: black;">-----</span></blockquote><blockquote><span class="Apple-style-span" style="color: black;">Last month's e-zine reported on a school in Canada that mandated teachers use the PBIS approach. Kerry followed up on the case. She decided to see if there had been any more happening in the Canadian school where PBIS was put on hold due to the parents who decided to challenge this system. Following is her post:</span></blockquote><blockquote><span class="Apple-style-span" style="color: black;"><i>"It was Marv's posting of the original article in his December e-zine that prompted me to check in on this story again. In a follow-up article, the newspaper explains that the group of six parents hired a lawyer and prompted the school board to halt the use of PBIS in the school. There was something in Ontario law that states that parents must be consulted when the school alters its code of conduct."</i><span class="Apple-style-span" style="color: purple;"><i> </i></span></span></blockquote><blockquote><span class="Apple-style-span" style="color: black;"><i>"No wonder when I contacted the woman myself and thanked her for sticking up for kids in the face of this PBIS program, she said she cried! I think the whole experience has been absolutely devastating, not only for the six families who questioned the rewards approach but also for the school. It's too bad that such a thing had to happen to these families (whose children, keep in mind, were ALREADY WELL BEHAVED and no one ever suggests otherwise--not even the principal can say that these kids ever presented a problem at all) who simply didn't want their child's motivation level tampered with. They were already self-disciplined and well behaved; why try to appeal to them in a lower fashion with external rewards?"</i></span></blockquote><blockquote><span class="Apple-style-span" style="color: black;"><i>"The woman, Adele Mercier, told me that when the PBIS program was in operation (and kids wore tags around their necks for teachers to punch holes in), students had to have a certain number of punches in order to try out for a soccer team, join the chess club, play on the adventure playground or even walk in the Terry Fox Walkathon to raise money for cancer. Can you believe it??"</i></span></blockquote><blockquote><span class="Apple-style-span" style="color: black;"><i>"It's just so amazing to me that a very large number of parents in the school think that this type of thing is okay. They should be thanking the six families that took a stand. Unfortunately, much of what they think is based on misunderstandings and ignorance about the well documented [negative] results of rewarding."</i></span></blockquote></span></div>Aimee Cotton Bogushhttp://www.blogger.com/profile/07073577074549254975noreply@blogger.comtag:blogger.com,1999:blog-778956133520326208.post-78398700235373271122010-04-22T09:23:00.002-04:002010-04-22T15:35:50.007-04:00Parents boycott PBIS at Monseigneur Remi-Gaulin school in Kingston, Ontario (part one)<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhPc0tYIVJSVwprJb9OPnS0OXaeQMc4nW5RiMXFb1Mma0MYmN-19lMoRPlKLES37PHqOq5_80RUnK6Bfez9F-ysSR_RXOu415zgMBGs7DySezT28dz9zvQcL5GBu0cUnpyjkKfhRI62cbbK/s1600/3053981107_e5b4768080_m.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhPc0tYIVJSVwprJb9OPnS0OXaeQMc4nW5RiMXFb1Mma0MYmN-19lMoRPlKLES37PHqOq5_80RUnK6Bfez9F-ysSR_RXOu415zgMBGs7DySezT28dz9zvQcL5GBu0cUnpyjkKfhRI62cbbK/s320/3053981107_e5b4768080_m.jpg" /></a></div><div class="separator" style="clear: both; text-align: center;"><span class="Apple-style-span" style="font-size: x-small;">(Photo by <a href="http://www.flickr.com/photos/stevendepolo/">stevendepolo</a>)</span></div><div style="text-align: center;"><span class="Apple-style-span" style="color: purple; font-family: Georgia, 'Times New Roman', serif;"><br />
</span></div><div style="text-align: left;"><span class="Apple-style-span" style="color: purple; font-family: Georgia, 'Times New Roman', serif;">Used with permission from MarvinMarshall.com, the following is from Marvin Marshall's December 2008 newsletter:</span></div><span class="Apple-style-span" style="font-family: Verdana;"><span class="Apple-style-span" style="font-family: 'Times New Roman';"></span></span><br />
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<span class="Apple-style-span" style="font-family: Verdana;"><span class="Apple-style-span" style="font-family: 'Times New Roman';"><blockquote>This section is about how giving young people token rewards reinforces young people's values—rather than promoting ADULT values. The story is about a "new" (BUT VERY, VERY OLD) manipulative approach that fosters obedience rather than promoting responsibility.</blockquote><blockquote>The following is from a Canadian newspaper:</blockquote><blockquote>The weekly Huntsville Forester reported that it seems as though Bill 212 is having a positive effect at schools served by Ontario's Trillium Lakelands District School Board. The bill, passed in February, "is intended to promote a more progressive and constructive approach to student discipline." As such, it mandates that schools create new codes of conduct. According to Kevin Cutler, superintendent of SPECIAL EDUCATION (caps added) and safe schools for the district, "since the bill was implemented, of the 42 elementary schools served by the board, 37 have reduced the number of suspensions and expulsions. All of the secondary schools had a dramatic decrease." Schools in the district are implementing a strategy called Positive Behaviour Supports to try essential strategies at the school level," Cutler said.</blockquote><blockquote>---</blockquote><blockquote>I HAVE OFTEN REPORTED THAT THIS MANIPULATIVE APPROACH WAS DEVELOPED FOR SPECIAL EDUCATION STUDENTS, AND NOW THIS BEHAVIOR MODIFICATION APPROACH IS THRUST ON ALL STUDENTS. (Marvin Marshall)</blockquote><blockquote>--- </blockquote><blockquote>The article continues:</blockquote><blockquote>SCHOOL REWARD SYSTEM HAS ONTARIO PARENTS LIVID</blockquote><blockquote>THE PARENTS' SCHOOL BOYCOTT MEANS 'WELL BEHAVED' KIDS TO MISS SCHOOL HALLOWEEN PARTY --Meagan Fitzpatrick, Canwest News Service, Wednesday, October 29, 2008</blockquote><blockquote>OTTAWA - At a quiet little elementary school in Kingston, Ontario, a boycott is underway by a group of parents who are forbidding their children from wearing a tag around their neck with hole punches to prove they are well-behaved.</blockquote><blockquote>Students at Monseigneur Remi-Gaulin School must accumulate a certain number of hole punches to be eligible for rewards such as this Friday's Halloween activities in the gymnasium. While the rest of the school enjoys the day, those students whose parents disapprove of the new discipline approach introduced in September will stay in their classrooms, and that has their parents incensed.</blockquote><blockquote>You can be sure that, I will be at the school. I want to know what will happen," said Louise Meunier, one of seven protesting parents.</blockquote><blockquote>The purpose of the punch card, carried in a plastic pouch and tucked behind an identification tag with the child's name and photo, is to help shift the focus from reprimanding bad behaviour to encouraging and recognizing good behaviour. When students follow the rules, teachers use their discretion and either verbally compliment them for doing so, or give them a hole punch in their card.</blockquote><blockquote>The dissenting parents have a long list of reasons why they disapprove of the system. They claim it's unnecessary at a school where there were no major behavioural problems. They say it incorrectly focuses on rewards and that it does more harm than good.</blockquote><blockquote>"Our children were coming home in tears; they were very stressed out," said Adele Mercier, another parent who is leading the charge against the new system.</blockquote><blockquote>According to the parents, children are so worried about getting enough holes to receive a reward that it's distracting from their studies. It's also causing COMPETITION among students and SOME CHILDREN ARE NOW ASKING THEIR PARENTS HOW THEY WILL BE REWARDED FOR MAKING THEIR BED OR FOR CLEANING THEIR ROOM, CHORES THEY PREVIOUSLY DID WITHOUT INCENTIVE. (caps added)</blockquote><blockquote>"It's encouraging not the commission of good behaviour, but the desire to be recognized for doing it," said Mercier. “This system is destroying the moral autonomy of our children by obligating them to seek public recognition of their self-managed behaviour," said Mercier, who teaches philosophy at Queen's University.</blockquote><blockquote>The school stands by its decision to implement the punch-card system and Principal Andre Dostaler said it needs to be given a chance.</blockquote><blockquote>"The intent down the road is that the student will appreciate the good behaviour and won't necessarily be soliciting the reward," he said.</blockquote><blockquote>(NOTE: This is a prime belief for the justification of the approach. However, many studies have shown the exact opposite occurs. There is not only no transfer from "external motivation" (EXTERNAL locus of control) to "internal motivation" (INTERNAL locus of control), but young people exposed to external rewards such as in this program become more selfish.)</blockquote><blockquote>Dostaler said changes have been made to the program based on parent feedback and that while he respects the boycotting parents' decision, it does come with repercussions for their children such as missing out on the Halloween festivities.</blockquote><blockquote>The principal likens the system to an air miles program, where people aren't punished for not collecting points but aren't eligible for the rewards offered unless they are participating in it.</blockquote><blockquote>Meunier and Mercier, whose sons are in Grade 5, disagree and say their well-behaved children--a description the principal supports--deserve to go to the Halloween activities and will view it as a punishment if they aren't permitted to attend.</blockquote><blockquote>(Alfie Kohn refers to this in his classic tome, "Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A's, Praise, and other Bribes.")</blockquote><blockquote>"In the mind of a child, being excluded from even a small activity like this is significant," said Meunier.</blockquote><blockquote>The punch-card system is based on a model called Positive Behavioural Interventions and Supports (PBIS) and Normand St-Georges, the program's coordinator for the school board, provided training on the approach.</blockquote><blockquote>"People in the school are torn with this scenario. They don't like to have kids not go to an activity but at the same time they are stuck between a rock and a really hard place because they have to manage the system," he said.</blockquote><blockquote>Dostaler said that despite not wearing the tag the children are getting recognized verbally for their good behaviour.</blockquote><blockquote>Meunier and Mercier are convinced the school is taking the wrong approach and have taken their fight to the school board.</blockquote><blockquote>---</blockquote><blockquote>To paraphrase the old "Blondie" cartoon, as Dagwood Bumstead would say, "Giving kids rewards for acting responsibly makes a lot of sense--until you start thinking about it." (Marvin Marshall)</blockquote></span></span><br />
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<span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><span class="Apple-style-span" style="color: purple;">The newspaper article can be found</span></span><span class="apple-converted-space"><span style="color: black;"><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"> </span></span></span><a href="http://www.canada.com/topics/news/story.html?id=66d223fa-45da-4b83-a816-9bb7e640ace6"><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">here</span></a><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">.</span> <br />
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<span class="Apple-style-span" style="font-size: small;"><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><span class="Apple-style-span" style="color: purple;">Ms. Fitzpatrick can be found on twitter</span> </span><a href="https://twitter.com/fitzpatrick_m"><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">here</span></a><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">.</span></span><br />
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<span class="Apple-style-span" style="font-family: Verdana; font-size: small;"><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpJvOf30qmv-5pcs0rMB6EA6_7M2HcrSkJOHEMW0xMGAbHO-mEORVxWWhywUvhbo7fPloYFWBP4-HZM0N3EqT5wWoUSdp0KZKib_Xpc0Uho2lFzzbqovhmeLN5yCePmiFKK8rPpo9I6KH1/s1600/hole+punch.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpJvOf30qmv-5pcs0rMB6EA6_7M2HcrSkJOHEMW0xMGAbHO-mEORVxWWhywUvhbo7fPloYFWBP4-HZM0N3EqT5wWoUSdp0KZKib_Xpc0Uho2lFzzbqovhmeLN5yCePmiFKK8rPpo9I6KH1/s320/hole+punch.jpg" /></a></div><div class="separator" style="clear: both; text-align: center;"><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><span class="Apple-style-span" style="font-size: x-small;">(photo by P</span></span><a href="http://www.flickr.com/photos/gentleman_rook/"><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><span class="Apple-style-span" style="font-size: x-small;">aul L. Nettles</span></span></a><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><span class="Apple-style-span" style="font-size: x-small;">)</span></span></div><span class="Apple-style-span" style="color: purple; font-family: Georgia, 'Times New Roman', serif;"><span class="Apple-style-span" style="font-size: medium;"><br />
</span></span></div></span>Aimee Cotton Bogushhttp://www.blogger.com/profile/07073577074549254975noreply@blogger.comtag:blogger.com,1999:blog-778956133520326208.post-52885445374266313152010-04-21T20:22:00.003-04:002010-04-22T10:20:36.130-04:00Excellent post on the intricacies of external & internal motivation<span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><a href="http://www.blogger.com/profile/11598209275450969359">Kevin D. Washburn</a> is one of the educators I follow on <a href="http://twitter.com/kdwashburn">twitter</a>. He's a fantastic resource and the author of </span><span class="Apple-style-span" style="line-height: 15px;"><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><a href="http://www.amazon.com/Architecture-Learning-Designing-Instruction-Brain/dp/0984345906">The Architecture of Learning: Designing Instruction for the Learning Brain</a>. </span></span><br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlq_tX6jELHBp6oAEvs1qw9vN3F7Q9Tg2bf1Bvy-HG47wtBTj7_T2I0AvFQixtXxWKVUL5Vx-ogI7DiTwh7IRbAZCtwXo6UOE2rKPKu3kVlSjIYk50K7cmG81QavigEfXyviWbu-k7GCQ0/s1600/51F8Uo1WlwL._SL500_AA300_.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlq_tX6jELHBp6oAEvs1qw9vN3F7Q9Tg2bf1Bvy-HG47wtBTj7_T2I0AvFQixtXxWKVUL5Vx-ogI7DiTwh7IRbAZCtwXo6UOE2rKPKu3kVlSjIYk50K7cmG81QavigEfXyviWbu-k7GCQ0/s200/51F8Uo1WlwL._SL500_AA300_.jpg" width="200" /></a></div><span class="Apple-style-span" style="line-height: 15px;"><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">Dr. Washburn blogs and today's post - <a href="http://clerestorylearning.blogspot.com/2010/04/motivation-elusive-drive.html">Motivation, the Elusive Drive</a> - provides a thoughtful examination of extrinsic and intrinsic motivations. I encourage you to <a href="http://clerestorylearning.blogspot.com/2010/04/motivation-elusive-drive.html">read it</a>!</span></span>Aimee Cotton Bogushhttp://www.blogger.com/profile/07073577074549254975noreply@blogger.comtag:blogger.com,1999:blog-778956133520326208.post-65508302862577686182010-04-20T12:15:00.003-04:002010-04-21T06:45:49.204-04:00Kids Do Well If They Can...Dr. Stuart Ablon speaks<span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">How might we reach the children who need help with behavior and making better choices?</span><br />
<span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><br />
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<span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">Collaborative Problem-Solving focuses on understanding the thinking and behavior of children so that we can help them develop the skills that are needed to behave well.</span><br />
<span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">These skills include:</span><br />
<ul><li><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">Impulse and emotional control</span></li>
<li><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">Problem-solving</span></li>
<li><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">Interpersonal and social skills</span></li>
<li><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">Adaptability</span></li>
</ul><object height="360" width="580"><param name="movie" value="http://www.youtube.com/v/GAgAO7FEil4&hl=en_US&fs=1&rel=0&color1=0x402061&color2=0x9461ca&border=1"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/GAgAO7FEil4&hl=en_US&fs=1&rel=0&color1=0x402061&color2=0x9461ca&border=1" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="580" height="360"></embed></object><br />
<span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">Dr. Stuart Ablon co-authored <a href="http://www.amazon.com/exec/obidos/ASIN/1593852037/theexplosivechil-20">Treating Explosive Kids-The Collaborative Problem Solving Approach</a>. </span><span class="Apple-style-span" style="font-size: 11px;"><span style="font-size: small;"><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">Dr. Ablon is currently the Director of Think:Kids and Director of the Psychotherapy Research Program, both at Massachusetts General Hospital, as well as being an Associate Clinical Professor of Psychology in the Department of Psychiatry at Harvard Medical School.</span></span><span style="font-size: small;"><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"> For more information about the work/research being done at Think:Kids please go to <span style="font-size: 12pt;"></span></span></span><span style="font-size: small;"><span style="color: blue;"><a href="http://www.thinkkids.org/"><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">www.thinkkids.org</span></a></span><span style="font-size: 12pt;"><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">.</span></span></span></span><br />
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<span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">More in the video series can be found <a href="http://www.youtube.com/watch?v=GAgAO7FEil4&feature=PlayList&p=DD041B5B97A9A45D&playnext_from=PL&index=0&playnext=1">here</a>.</span>Aimee Cotton Bogushhttp://www.blogger.com/profile/07073577074549254975noreply@blogger.comtag:blogger.com,1999:blog-778956133520326208.post-1879045193155526452010-04-19T17:37:00.002-04:002010-04-22T09:57:07.752-04:00Alternatives: Lost at School, Collaborative Problem Solving<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhl2cEAO49vB3AIMlpcFs7eyDSxELfm2WQbFg3rliA-3h-pc5P2hES0fHJaZkCtCB67dMMi6IU7erxLZRAWyJj1rLrZ8V3tm6rHJG8R0EXmnRdSpb4IBYxMpVYDTyGIqWM9QnbPrvavIbPV/s1600/images.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhl2cEAO49vB3AIMlpcFs7eyDSxELfm2WQbFg3rliA-3h-pc5P2hES0fHJaZkCtCB67dMMi6IU7erxLZRAWyJj1rLrZ8V3tm6rHJG8R0EXmnRdSpb4IBYxMpVYDTyGIqWM9QnbPrvavIbPV/s320/images.jpg" /></a></div><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">From Dr. Ross W. Greene's </span><a href="http://www.lostatschool.org/index.htm"><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">Lost at School</span></a><br />
<blockquote><span class="Apple-style-span" style="line-height: 15px;"><span class="Apple-style-span" style="color: #741b47;"><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">“The wasted human potential is tragic. In so many schools, kids with social, emotional, and behavioral challenges are still poorly understood and treated in a way that is completely at odds with what is now known about how they came to be challenging in the first place.”</span></span><span class="Apple-style-span" style="color: blue;"><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"> </span><a href="http://www.lostatschool.org/index.htm"><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">READ MORE</span></a></span></span></blockquote><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">A quote from Alfie Kohn found on the </span><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><a href="http://www.lostatschool.org/praise/index.htm">Lost at School</a> site praising the book</span><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">:</span><br />
<blockquote><span class="Apple-style-span" style="line-height: 15px;"><span class="Apple-style-span" style="color: #741b47;"><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">Greene removes all doubt: Even with challenging kids, rewards and punitive ‘consequences’ can (and should) be replaced with Collaborative Problem Solving. </span></span><em><span class="Apple-style-span" style="color: #741b47;"><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">Lost at School</span></span></em><span class="Apple-style-span" style="color: #741b47;"><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"> is a detailed and immensely practical guide whose approach makes much more sense than behavior management plans and other tactics of control. It’s hard to imagine any educators, counselors, or parents who wouldn’t benefit from reading this book. And their kids will benefit even more.”<br />
<br />
Alfie Kohn<br />
Author, </span></span><em><span class="Apple-style-span" style="color: #741b47;"><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">Beyond Discipline</span></span></em><span class="Apple-style-span" style="color: #741b47;"><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"> and </span></span><em><span class="Apple-style-span" style="color: #741b47;"><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">Punished by Rewards</span></span></em></span></blockquote><br />
<span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">More Information on Collaborative Problem Solving can be found at <a href="http://www.livesinthebalance.org/">Lives in the Balance</a>. </span>Aimee Cotton Bogushhttp://www.blogger.com/profile/07073577074549254975noreply@blogger.comtag:blogger.com,1999:blog-778956133520326208.post-49979065412554045552010-04-18T17:47:00.002-04:002010-11-07T11:32:13.114-05:00Another alternative: Responsible Thinking Process, Ed Ford<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgaSufCmtK8StZYMZhchUbZGX_osQYF2AOIsT0GkTegTXo5pwBGmVE_Er8RHoWG5AQrW6E1juRRoaQWX_Jv-_JKRnUatExgmdeKhEZ4jrNsfSLnw4qsWYC55K1VO8K5G8zgwNP17ObfKlx8/s1600/2889930544_a5be155766_m.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgaSufCmtK8StZYMZhchUbZGX_osQYF2AOIsT0GkTegTXo5pwBGmVE_Er8RHoWG5AQrW6E1juRRoaQWX_Jv-_JKRnUatExgmdeKhEZ4jrNsfSLnw4qsWYC55K1VO8K5G8zgwNP17ObfKlx8/s200/2889930544_a5be155766_m.jpg" width="197" /></a></div><div class="separator" style="clear: both; text-align: center;"><span class="Apple-style-span" style="font-size: x-small;">(Photo by </span><a href="http://www.flickr.com/photos/wdwbarber/"><span class="Apple-style-span" style="font-size: x-small;">Bill Barber</span></a><span class="Apple-style-span" style="font-size: x-small;">)</span></div><span class="Apple-style-span" style="color: #333333; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 20px;"><span class="Apple-style-span" style="color: black; font-family: 'Times New Roman'; font-size: medium; line-height: normal;"><span class="Apple-style-span" style="font-family: Georgia,'Times New Roman',serif;">I think BCS is fully capable of addressing issues of behavior on our own. I do not necessarily think we need to buy a program. However, if part of the appeal of PBIS is "having a program" then I offer alternatives to the incentive/token/reward based program PBIS offers. </span></span></span><br />
<span class="Apple-style-span" style="color: #333333; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 20px;"><span class="Apple-style-span" style="color: black; font-family: 'Times New Roman'; font-size: medium; line-height: normal;"><span class="Apple-style-span" style="font-family: Georgia,'Times New Roman',serif;"><br />
</span></span></span><br />
<span class="Apple-style-span" style="color: #333333; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 20px;"><span class="Apple-style-span" style="color: black; font-family: 'Times New Roman'; font-size: medium; line-height: normal;"><span class="Apple-style-span" style="font-family: Georgia,'Times New Roman',serif;">Here's an excerpt from Ed Ford's Responsible Thinking Process <a href="http://www.responsiblethinking.com/index.htm">website</a>: </span></span></span><br />
<blockquote><i><span class="Apple-style-span" style="font-family: Georgia,'Times New Roman',serif;">The Responsible Thinking Process is designed to help students develop a sense of responsibility for their own lives and respect for everyone around them. Ford describes it as a school discipline process that is radically different from traditional classroom discipline programs and school behavior management programs. It does not involve coercion, punishment, or rewards. </span></i><a href="http://www.responsiblethinking.com/CM_Charles.htm"><i><span class="Apple-style-span" style="font-family: Georgia,'Times New Roman',serif;">READ MORE</span></i></a></blockquote><span class="Apple-style-span" style="font-family: Georgia,'Times New Roman',serif;">Another excellent article from the website that gives a glimpse as to what it looks like at a school: </span><a href="http://www.responsiblethinking.com/rtp.html"><span class="Apple-style-span" style="font-family: Georgia,'Times New Roman',serif;">Teaching Respect using RTP</span></a><span class="Apple-style-span" style="font-family: Georgia,'Times New Roman',serif;">. </span>Aimee Cotton Bogushhttp://www.blogger.com/profile/07073577074549254975noreply@blogger.comtag:blogger.com,1999:blog-778956133520326208.post-91486674374833919702010-04-16T15:11:00.004-04:002010-04-18T17:36:33.179-04:00A principal speaks...<span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">I think BCS is fully capable of addressing issues of behavior on our own. I do not necessarily think we need to buy a program. However, if part of the appeal of PBIS is "having a program" then I offer alternatives to the incentive/token/reward based program PBIS offers. Here a middle school principle </span><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">describes her experience with <a href="http://www.marvinmarshall.com/">Marvin Marshall</a>'s Discipline without Stress:</span><br />
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<span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">www.marvinmarshall.com for more information</span>Aimee Cotton Bogushhttp://www.blogger.com/profile/07073577074549254975noreply@blogger.com