After reading Chapter 1, view the video entitled "Joshua Butler Elementary - Transformed with Conscious Discipline," found at the following link:
https://consciousdiscipline.com/free-resources/book-portal/chapter-1-introduction/
By 01/13/2020 (end of day)
Post your thoughts online, using the following prompts:
https://consciousdiscipline.com/free-resources/book-portal/chapter-1-introduction/
By 01/13/2020 (end of day)
Post your thoughts online, using the following prompts:
- What are your takeaways after viewing the "Joshua Butler" video?
- How could we put this to use in our school (your classroom and/or other environments)?
By 01/19/2020 (end of day)
- Respond meaningfully to at least two colleagues
- Monitor your own post, and address any questions/comments
After watching the Joshua Butler video, I was reminded of a conference we (Delores, Michelle, Celeste, Judy, Ronda A.) went to a few years ago. At one of the sessions, I was inspired by the morning assembly and wanted to bring that idea home. It fell flat pretty quickly. K-1 have been doing a morning song and Delores leads us in a Friday celebration. The kids respond well and it sets a good routine.
ReplyDeleteThe video also reminded me of the need for consistency of routine. Doing the same things daily helps kids feel safe. I think it would be wise to add this "safeness" to our daily routine. We know they're safe at school but do our students? How could we add this to our day?
Consistency of routine is essential. Our students require structure. Inconsistent techniques create a chaotic environment. When structure and consistency are in place - our students become more academically successful.
DeleteAnd now, after TBRI, we know that we need a balance. I'm definitely a structure person, but now I know that it's okay to lean into nurture.
DeleteI agree with you Bridgette we all need consistency and routine. One little thing like the Chromebooks not being returned to the classroom without warning when you use them and have planned lessons around them shakes up the whole day. It's crazy how much I need routine. Today when the internet was out it was challenging to me as a teacher.
DeleteI am totally in agreement with the need for consistency and routine within the classroom. Yes, minor 'hic-ups' may occur within our days, but students need the 'safeness' that consistency brings. I am reminded of this anytime that I neglect to add a subject or change a 'special' on our posted schedule on the board...someone is sure to ask or remind me.
DeleteOver winter break, I have been looking into ways to try to create a more 'family' atmosphere within my class. My desire is to reduce the tattling, anger, and almost 'bully' type of interactions and replace it with more encouragement, kindness, and helpful interactions. Watching the Joshua Butler video is helping me to realize, perhaps this can actually be done. I am now more optimistic in my search of ways to attempt to make changes, even little ones to begin to help our students feel this 'safeness'.
ReplyDeleteI think it MUST be done. We live in a very selfish world. The only way to fight against that is with our children.
DeleteSo, I apologize, but I tend to disagree that we need more of a family atmosphere in the classroom. This is not their home , this is school where they learn. When children become more "lax" - more comfortable then they tend not to be as self-disciplined. Maybe I am wrong or maybe this would be a better atmosphere for the lower elementary students. Creating an environment for students where they feel loved , feel safe, and learn does not have to indicate a "family environment". My belief is that our students have become disrespectful because they lack the idea that authority should be respected. In the adult world - which they will be someday- if they are not taught to respect authority, they will end up in jail, or worse- prison. Teaching to respect authority is essential. Comments anyone?
DeleteBridgette, this is one of the reservations that I have about fully implementing the program. I'm trying to reserve judgment until I know more. For now, I'm looking at it as a family and I (the teacher) am the "head of the household." Ultimately, I decide what is best for my "family" and follow-through accordingly. But I see it right now with Cameron in college - he has encountered a ridiculous amount of staff members at Ferris who aren't interested in hearing what he has to say, or working with him when he has a problem, or even offering advice. While this is just so wrong and frustrating, it's reality. And thankfully, we've equipped him with enough knowledge, skills, and resources that he is able to navigate through this somewhat "hostile environment" without getting too upset or taking things personally. How long has Conscious Discipline been around? Is there information about how these students progress into middle school, high school, and beyond?
DeleteListening is what we, as teachers, do. From what I understand the staff at your son's college is not. My daughter attends SVSU and she is dyslexic. It was her choice not to have a 504 in place at school. So, speaking to her teachers at college about her problem was not helpful. So I left it up to Angel regarding what to do. She went to the disabilities office.... I can see why you see your classroom environment as a family and I can see it working with lower elementary. I approach my fifth grade class like this: We are a team and we have a goal which is to learn. We have each other's backs. I approach my class like this on a daily basis. Today I did not, but talked about some misbehavior that has been a problem. One of my students raised his hand and replied: Ms. Donnelly we are team and we should be working together as a team and not working against each other. Others agreed.
DeleteCollectively, you bring up several great questions and observations. Hopefully some of them will be addressed as we progress through the book study. Also, since Elizabeth and Amy have done this training in the past, we can continue to learn from them.
DeleteOk I admit I'm rather skeptical regarding conscious discipline but I'm also open to learning about it. I've taken classes on assertive discipline and on Love and Logic. I believe in natural consequences and lessons learned. I Do Not Believe in ENABLING a child because this is a disservice to our students. I am a teacher, not a psychiatrist, not a behavior analyst, but my desire is for my students to learn. Teachers have been disrespected by their students and my belief is our students have been given too much power and too many choices. But I also believe that my students and I are a team and we have a goal to reach. I do not believe a classroom should be all butterflies and flowers either but a common ground where everyone is respected and has the right to learn. So we shall see if my skepticism changes.
ReplyDeleteI dont know why my response is not identifying me.
DeleteBridgette
I also believe in the power of self-regulation.
DeleteBridgette
My skepticism is high as well, but I'm oddly highly motivated by this at the same time! Perhaps my background in emotional impairments (where kids rarely live in/access the executive state) is making me cautious? What I think it really boils down to for me though, is time.
DeleteIt appears that the teachers in the video were feeling the same way with regards to disrespect when they first began this journey. I am skeptical because of the "all in" philosophy that is being presented, but it seems as if there are positive takeaways that we will be able to implement in Mio.
DeleteTakeaways from the Joshua Butler Video:
ReplyDelete-There are schools that are finding success by using Conscious Discipline.
-Everyone needs to "buy-in" for it to be really effective. At that school, they have a very strong dynamic leader who got the staff to buy in, and that in turn trickled down to the students and their parents.
Implementing this at our school could be a little tricky. Typically, we have a difficult time getting everyone to buy-in to an approach and then use it consistently. And even if we do all agree on an approach/program/curriculum, it often fizzles out after a few years.
So, at the very least, I think each of us could look at ourselves and our own interactions with students to see if we can make some changes that would be more in line with this model. Consistency & routine were mentioned as being extremely important because they help children feel safe & secure at school...how can each of us do that better? Touch was mentioned as an important way to connect with and calm students...can we get lotion or cream for our classrooms and utilize that hand-rubbing strategy with some students? The 100% attendance sign was a cool idea...even if no one came into the classroom to do a happy dance, we could still post signs in the hall to show the students that it's important to us that they are all there with us every day.
I guess, at this point, I just feel that it's important to build in what we can and see how it goes. I'm also very curious as to how this is going to align with our trauma training this week. Basically I'm walking the line between open-minded and realistic.
I am definitely interested to hear about the connections between the intense trauma training that you are going through!
DeleteI, too, am walking that line you are trying to balance--open-minded (what sounds good and I'm willing to try) and realistic (day to day happenings that usually don't seem to line up).
DeleteWe start the school year with routines and high expectations. The students come in each day ready to learn--for the most part--ready to consistantly strive for their best. But then 'life' gets in the way--dad 'forgets' to give meds in morning so student's attention is 'all over the place', another student says a word not taken kindly, Coat gets 'blow-up' in the laundry so student is kept home, student sees classmate in car accident on way to school, etc. (yes, I know for sure at least 3 of these happened in the past week). We want students to feel safe and hope that they can focus on what is being taught to them, but this is often their reality.
I hope that this program will be the answer. I need to retrain my brain for my own piece of mind. Teaching is so exhausting when you keep trying new techniques again and again and then switch to a new program. I think it would be fun to visit a school that has this program in place where they feel it is very successful. We know that we only see what the camera man wants us to see.
DeleteAfter watching video one, I have said or thought many things that this middle school teacher said. I also have found myself stressed out at times trying to keep up with a token reward system that I had set up in my classroom. It was running me instead of me running it. I am curious to see what other ideas they have. I will keep an open mind.
ReplyDeleteI can completely relate to your comment about your reward system running you instead of you running it. I'd love to see more internal motivation and accountability from our students. I feel like I run myself ragged trying to provide privileges, rewards, positive feedback, incentives, etc.... I'm also looking forward to (hopefully) learning some concrete strategies that can take the place of these other things I've been doing.
DeleteI am also a structure person. I find myself nurturing students through things that aren't related to school content, like our Ukelele/Guitar club in my section of fourth grade, and going to the kids side events like football or wrestling. That is super fun even though it is on my own time. I can get better at it within the classroom too.
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