View the various resources for the following areas of "Shubert's School" (found online at https://consciousdiscipline.com/free-resources/shubert/):
- ISS Room
- Principal & Clinic
- Teachers' Lounge
- Playground
- Compare and contrast each of these areas of Shubert's School with Mio.
- How do they relate to the content of Chapters 9 & 10, Problem Solving?
- What improvements could we look at making as a school? Are there any adjustments that you could make personally?
Respond meaningfully to at least two colleagues by 03/01/2020, in addition to monitoring your post for questions or comments that may need to be addressed.
Well, after reading the different layouts of each area, I noticed many differences and a few comparisons. ISS room: I am quite sure that conflict resolution and calming from rage are both components of our R&R room. However, this, I believe is limited to the elementary and not the MS/HS ISS room. We do not have a clinic. Principle: I do believe that problem solving happens when a student is sent to the office. I am not sure if it is considered a refuge though. Playground: I am not certain if rules are posted next to the equipment on the playground. I don't think they would last long if there were there. However, I do think the idea of having picture/rules posted somewhere on the playground would be beneficial. I also think that the conflict resolution map would be a great idea. Teacher's lounge - well the upper elementary really does not have one. We don't have a kindness tree, or a job board, or a well-wisher - or anything else mentioned in Shubert's School. I am not sure that any of that would really work either, but it is worth a try! After reading chapter 9, I do understand the importance of knowing our students - not judging their actions, but understanding why those actions occur. However, I find it difficult changing my ways to meet those needs. Chapter 10 is about Consequences. I have already decided to change the way consequences look in my room. I have the standard name and check, and recess time. My students, however respond to losing recess. They don't want to do laps, so I do see consequences working. However, I like the way consequences are used and portrayed in the book, and I plan to make those changes maybe not this year but next. We do talk about lessons learned from mistakes. I understand that consequences should not be a part of controlling a student, but rather use it as a teaching tool instead.
ReplyDeleteI agree that there are a lot of differences between Shubert's School and Mio. I would love to see a lounge set up for 3-5 grade teachers decorated nicely for an uplifting atmosphere. We need to work on our scheduling so that teachers can meet, reflect, and problem solve together. If teachers can be there best self, they will be better teachers, more willing to understand the students, and give it there all.
DeleteSince there are so many differences, and that much change would be tough to tackle all at once, which of the schoolwide changes would you like to see addressed first?
DeleteA school is a business. In order for a business to thrive, the employees must thrive. When employees thrive, the business is successful. As I see it, employee moral is low - maybe not so much in the elementary, but notably in the MS/HS hallways. Focusing on employee moral is essential. So, I believe doing something positive for the teachers is a necessity. I agree with Melinda, let's create an uplifting, nicely decorated teacher's lounge.
DeleteI love the lounge idea too. To address Michelle Ewald's question I think teacher moral has to be better just like Bridgette said. So, I feel the biggest hurdle is our schedule. I know it was not intended to divide and conquer, but that is what's bothering me most. I miss my colleagues. I feel isolated. So my top is schedule, and then a lounge.
DeleteBridgette, I very much agree with two of your points-focus of consequences and school as a business. If consequenses need to be used within a classroom, as they so often do, I would prefer that the student(s) involved could learn from the event/choices made and grow from them. When possible/time permits, I try to speak with the student prior to the consequence so that there is an understanding of what needs to be changed/addressed. We often speak of choices--good vs. not so good in class. For some it is easy to comprehend why they do what they do, others it is just, "I don't know". Hopefully, one day, they will think more about what they do prior to their actions, rather than during and after.
DeleteThe other is the thought of a school running much like a business. In order for business to thrive, the employees need to thrive. As students (customers) see employees thriving, they, too, should strive to do the same.
I appreciate the thoughtfulness behind the responses to my follow up question! You made some important points, and I wish that I could assure you that those changes would be made. However, if the right time comes up, I will share these concerns/thoughts.
DeleteUpon reviewing these locations at Shubert's School, I can't help but but see benefits of so very many of these suggested areas and resources. I loved the opening statement of the ISS section--'All behavior is a form of communication'. So very many of our students don't know how to communicate what they are feeling about their day/lives. Sadness can be reflected in anger, anger in tears, frustration in 'giving up'. We need to not only listen more with our ears, but also with our hearts. 'The Rage room': The part telling of the student need to physically work out frustrations before he/she is able to 'work out' the actual problem really made me think. When/where can students 'work out the problems of their lives? In the R and R room, I know there are some items of which students can 'work out' some energy. But is it enough?
ReplyDeleteI like the idea of the Clinic being so close to the Principal's office. This way the principal is even just one more person who can touch base with that student who is having a difficult day/moment/problem, someone else whom the student may potentially turn to.
Playground: I like to idea of the 'Safe Place' being found even on the playground. Often events happen (large and small) that cause frustration and a child may simply need a quiet place to think, talk, or just unwind. Adults who are outside can notice when a child is at the area and perhaps 'check in' with student to see what is going on. The picture rule card with hurtful vs. helpful reminders should be helpful for those who may 'forget' the expectations for recess areas. I believe that there are many areas of which our students can 'get away' on the playground, but no designated areas.
Teacher's Lounge: I loved how 'busy' this area seems, but my first thought was, 'we don't have that much time to spend there'. The 'Friends and Family board' reminds me of the pictures that are in the R and R room reminding students who they can be 'safe' with within the building. Such a board in lounge might just remind one another of each of our families and friends. The Kindness Tree, with write ups of good things going on at school can be much needed reminders, especially for days that aren't going so good.
I agree with you, Rhonda. There are a lot of good things happening at Schubert School - we just need to make a plan to begin implementing some of them without becoming overwhelmed because we "bit off more than we could chew." I honestly think that is one of my biggest concerns as a "veteran" teacher on staff. I've seen so many things come and go. Good things came and went because people wouldn't buy-in. Mediocre things stuck because they were easy to implement and became habits. The people who invest become burned-out. I keep thinking that a retreat this summer might be a good way for us as a staff to learn more about ourselves and our own hang-ups so that we can better serve the needs of the kids. But even as I say that, I know it's unlikely to happen. Maybe individual goals would be better. This is a complicated and weighty subject. I'm proud of all of us for tackling it as we have so far.
DeleteI am thinking about the idea of a "Safe Place" on the playground, and I am wondering if we should involve the paras in a discussion to see if this might be possible. Good thought, Rhonda!
DeleteI like your thought of a retreat, even just an afternoon, to get things started. Rather than 'biting off more than one can chew' perhaps each grade level could head up one change/idea to begin with the new year? Just thinking.
DeleteRhonda, that seems reasonable. Then perhaps we could share regularly at staff meetings to report out about how things are going at each grade level.
DeleteI've been thinking a lot about the playground safe place and I think it would be easy enough. E (male former student Rhonda knows well) wanted a "lonely place" when he was in first grade. A safe place is so similar. We could easily use the picnic tables for this. I like Bridgette's idea about posting the rules as well. The pine trees and picnic tables would be a great place to do this.
DeleteCan we talk to administration about the retreat and the paras about the playground ideas?
DeleteISS Room - I guess this would be the equivalent of R & R at our school. I like their set-up, but I think extensive training would be needed to have it work effectively. I do think that our R & R staff members have tried to create different zones within the room. I also think they're open to suggestions and more information.
ReplyDeletePrincipal's Office - I think this one is tough to weigh-in on since we've recently experienced a change in leadership. But I know Celeste would be open and willing to implement these ideas if possible...and perhaps she already has some things in the works.
Clinic - We don't have one. At one point, I thought Paul had been talking about a possible in-house clinic situation but nothing ever came of that.
Teacher's Lounge - I love the idea of using that space to promote the well-being of our staff. If we can't do it for ourselves, we're going to have a hard time guiding others to it and through it.
Playground - Let me preface this by saying that I haven't done recess duty in a few years, and I'm sure things have changed. As a matter of fact, I know we've made some positive changes like walking laps instead of standing on the wall and giving students jobs such as shoveling. The playground could really use a safe place. I used to feel like I was the "safe place" for many of our students when I had recess duty in the past... many would just hang out with me and follow me around. I'm sure this still happens now with others. I'd always encourage them to go play but many just wanted the closeness and connection. I like the Schubert School playground very much.
So overall, I think our set-up is very different from the Schubert School. Definitely more differences than similarities.
I looked more carefully at the Shubert's School info after reading your post, and as far back as I can remember, we have not used the Teachers' Lounge as a meeting spot. That is an interesting thought, though I don't know if it's practical.
DeleteSo my thought for a lounge would be the room next to the computer lab. We are housing 4-H and one student/adult in a prime location. How about giving them a small room and giving the prime real estate to the teachers/staff. If it was comfy and decorated nicely, it would make a great meeting place for staff meetings too. It's plenty big enough. We could paint it, decorate it, and equip it with all we need to be, and feel better.
DeleteI'm sure, that between all of us, renovation of both of these locations could easily take place over the summer, if we put our heads together. I believe this would be a contributeion of a bit of time, resources and energy would make a BIG difference towards the 'thriving' mentioned in earlier posts.
DeleteGood ideas, and positive energy. Let me know what I can help with to get this in motion.
DeletePlayground- While I don't think there are too many playground concerns at Mio, Schubert's school playground had a lot of helpful things. The posted rules, safe place, and time machine would be very useful outside.
ReplyDeleteTeachers Lounge- This was so intriguing to me. It felt like a place to go and feel safe, supported, and valued. We don't really have a teachers lounge. We have a room in k-2 and some people eat in it sometimes, I don't know the 3-5 procedure. I know one of Paul's initial goals was to get us to eat together and that just didn't happen, in fact we see each other less than ever before. I really liked the "Jobs" board. It would be nice to see who is doing what, where, and when...including the duty schedule. Noting absent teachers/paras/administration would be incredibly helpful as well. We could even do these things in the copy room.
Principals Office - Because we have R&R, I think the principal's office is rarely used except in extreme measures and I have spent very little time in Celeste/Pauls office. In fact, the only reason I have to be in the office at all, is to drop things off to Becky. They do have that adorable events board though!
ISS/R&R - Mio's room DOES have a safe place, but it's not called that. It also has a friends & family board (helpers). The time machine would be great in there because I think it would be a great place for kids to learn about it/practice it.
Chapter 9 and 10 are about changing our own mindset to see behaviors as a call for help. I haven't made it through chapter 10 yet, so I haven't figured out Conscious Discipline's philosophy of it yet, but I can say when I look at my classroom screamer and ask myself "What does she need?" or my classroom shut downer and ask "What does he need?" I feel more contained and in control of that child, myself, and my classroom. I feel like the way I handle situations in that mindset make me happy with what it would look like on the outside, as opposed to how I would normally handle it. Now if I could get some control of my classroom wild card, that would be greeeeaaaaaat.
I am also trying to finish my reading. I feel so far behind and I want to get as much as I can out of the book too. I agree with you especially about the teachers lounge. Wouldn't it be nice to take a stack of papers out of our rooms to be able to sit down and grade and see people once in a while that we never see. I'd love more staff bathrooms too.
DeleteI completely agree that the time machine strategy would be very well-suited to R & R. In theory, there is the time & space to do it - and it is something that could be practiced there but used anywhere.
DeleteI am going to use your philosophy about thinking "what do they need" with my college students. I believe that with any age group, changing my way of thinking will help me to be a more effective instructor.
DeleteI agree with you Nicole. When you start learning how to focus on the student's behavior problems as a need and not a problem, you begin feeling more grounded and able to handle the situation differently.
DeleteAfter reviewing each of the areas of the model school, I notice many differences. I'm not familiar with the playground so I can't speak about that. Shubert's school had a principals office set up with a safe place, rules posted, the principals job posted on the walls. The last time I was in the principals office, it had a calendar, data, and schedule posted on the wall. I didn't see any of the things Shubert had on the wall. The teachers lounge in Shubert''s School was decorated nicely, painted, not cluttered, and had expectations posted all over the walls. It looked like a positive, friendly place to eat lunch and have meeting. From what I have observed about the lower el teachers lounge, it is filled with clothing for kids, a table, a fridge and a microwave. I have only been in there about 2 times in 5 years so I may be missing a lot of good things that go on there. In 3-5 grades, we usually eat together in a teachers classroom. Lunch time has always been a positive time where we can talk to each other, bounce ideas off each other, and show each other support. This year it is very different due to scheduling. It's lonely, quiet, and we don't touch base with each other because the schedule does not permit. I feel very out of the loop. I am thankful for the people who come and eat with me because sometimes, it's the best part of the day. The schedule is where the most improvements could be made. I miss my colleagues that I know well, and have missed several opportunities getting to know new staff this year. I can improve here by taking my own time after school to visit other teachers classrooms and visit with them. In Shubert's school the ISS room is set up for skill building relationships, self regulating skills, and no restraints. It has a lot of structure to help make the kids successful. The power struggles for special needs students were decreased. Mio's middle school - high school has an R&R room for students to work. I'm not sure if it is for ISS also. It has been very helpful to send the hard cases in 3-5 grade there, as the students do not like to go. I think it would be very helpful to have a room more like that for 4-5 grades, and maybe even third. We need more for the kid who isn't really causing trouble, but does not do any work. In Shubert's school they had a rage room with tools like a stationary bike that gives the students a chance for physical activity to work their rage out before calming can take place. Mio's R&R room also has a pull up bar, a few pedaling mechanisms, and other things to help with physical activities. I know I have to change my personal mindset a lot in order to buy into all the techniques and strategies that this book has taught us. I have been asking my students what they think a fair consequence is and they are often harder on themselves that I would be so that has been effective. They don't really seem to care if they are pinned back or they have to do laps. Each class will be different so it will be everchanging.
ReplyDeleteMany teachers in our school use some form of a behavior chart/levels, but this book does not really discuss that idea. What are your thoughts about making that system more uniform between grade level classrooms, maybe even within the school?
DeleteI do not use a behavior chart/levels for my fifth grade students. I also feel that fifth grade should not go to the elementary R&R, but to ISS in the HS hallway. They need to be transitioned, and when behavior problems arise in the MS/HS that is where they will go, or sent to the office.
DeleteI think most of us follow the same rules in 3-5 but it may be changing a lot since we are trying to figure out how to get our students to cooperate and do work etc. since we don't have a second recess/work room. Again it all goes back to the schedule. Kids need recesses, and teachers need prep every day for all of us to be our best. I agree with you Michelle that we need to have a more uniform system, and it may be tweaked at different grade levels. And Bridgette agree that our tough cases should not go to R&R in the lower el because they don't care if they are sent there.
DeleteMelinda, your comment about each class being different is important for us all to keep in mind. My group this year couldn't be more different from my group last year. I've allowed this year's group to have a level of responsibility and "freedom" to make choices that is unprecedented in my career as a teacher...because they want it, need it, and I know they can handle it. You have to be able to "read the room" and really get to know the kiddos as a group and individually. So that makes me wonder...what are the Conscious Discipline strategies that will be best for all kids and staff members moving forward? That's a good place to start. Maybe we need to revisit our staff goals to help determine that?
DeleteNicole all groups are surely different. We need to put a few tools in our teacher kit. I like the sound of your current class coming up. They sound wonderful. I was really dreading the current class I have because I was expecting them to be very low, and some of them are, but they are so different from the class last year that was higher, but very exhausting. I find myself enjoying this class much more than last years.
DeleteMelinda, I found myself giggling when I read about consequences chosen by students. They really are their hardest critic and dish out far more to themselves than I would dish out. I often find myself talking them down as well. But think about how many times you had to self-evaluate yourself and you cut yourself down out of humbleness? They really are the same as us!
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