#TMchat Archive
Current and relevant education discussions are held every Tuesday in #TMchat. A weekly guest moderator, considered an expert on the the week's topic, joins @conniehamilton to guide the one hour chat and actively engage with participants. Founder and moderator @conniehamilton supplies her responses to the week's questions visually in Thinking Maps.
Tuesday August 30, 2016
Hi Mary form VA. I teach 2nd
I'm Connie Hamilton. Dominique Smith, Nancy Frey, Doug Fisher and I are your moderators tonight. Let the introductions begin.
Hello! Jenna, ELL Resource Teacher in the Chicago suburbs, joining in!
Our format will include 7 questions. Use A1 to respond to Q1 & remember to include hashtag in all tweets. https://t.co/pCL9pvU2oc
Hello Everyone! Steven, a Middle School Assistant Principal from Missouri, excited for tonight chat
Hello everyone, excited to learn with all of you.
Hi! Adam from VA. K-12 Principal
Here we go! I look forward to hearing what you all have to teach me.
Hi there Tuesday night chat friends.
Lisa McColl, principal in
Leslie Guizzetti from Downriver High School located in Gibraltar, MI
John 3rd Grade from Missouri.
Hi everyone, will be joining fir a bit.
Melanie from KCMO! Middle school admin.
Peg, Instruc Coach/Rdg Spec, from MKE for ! I'm all in!!
OH MY what amazing educational leaders on tonight. Excited to learn from everyone. Meredith, Intervention specialist from SW FL
Hi Sue from Minnesota esl teacher
Q1: Frederick Douglass said, “It’s easier to build strong children than to repair broken men.” Reactions, given tonight’s topic?
I am Terry 3rd gr T from Fl
Michala, literacy coach from Virginia beach. Ready to do some learning tonight!
Stands for "Thinking Maps" Chat. Forum being moderated now
A1 Analogy: Well-made china lasts a lifetime, broken china can be repaired but will never be the same!
# SDSU First class with Dr. Richardson. Looking forward to RP chat!
Good evening everyone! Tyler here from KC. Just made it.
A1: we teach educational skills yet punish behavior. Change the conversation and teach behavior practices
Good evening! Patreece from Milwaukee, WI. HS Literacy Interventionist
A1: Strong relationships build agency and identity, and help students weather hardships.
A1: Not only does it take less time/effort to build strong children, but success is more likely. https://t.co/drmJsdDGCa
A1 agreed ... Children are like credit cards - pay now or later with interest ... Train them well first 💜 https://t.co/P7aE2GIcrd
Q1: Frederick Douglass said, “It’s easier to build strong children than to repair broken men.” Reactions, given tonight’s topic?
Nancy’s question makes me think about the power of adults in children’s lives.
A1:focus on strategies for enabling students to communicate and interact
Kim from Pensacola. Looking forward to this.
A1 I wrk in largest urban school district in MKE. Convs aren't just abt academics anymore-they can't b. Our Ss need so much & we try
A1: Building strong, resilient children prevents us from needing to repair brokenness later.
Our current system of prison pipeline bears the weight of this statement, sadly. https://t.co/8fwZR7Fg8U
Q1: Frederick Douglass said, “It’s easier to build strong children than to repair broken men.” Reactions, given tonight’s topic?
A1:I agree,its easier to train our Ss at a young age than try to retrain ppl as adults.RP makes more sense than 0 tolerance
Retweet Q1. https://t.co/nzC1D74U4H
Q1: Frederick Douglass said, “It’s easier to build strong children than to repair broken men.” Reactions, given tonight’s topic?
Excited for tonight's chat. Let the relationship building start
Good point about the sad fact about prison.
A1. Build the foundation. Everything else follows. Without foundation, it easily crumbles
A1: Build trust with students as the relationship grows and they'll want to learn. Teach to the whole child not just to academics.
A1 better to be proactive than clean up problems
A1: When we foster relationships, Ss trust and buy in to learning, which prevents misbehaviors later.
A1: Great quote! We build the foundations, give them the tools. We can intervene before the problems.
A1: When dealing with layers of mistrust you have to pull back the layers just to start a foundation. https://t.co/IH5W5WAxCy
A1: Shame and humiliation don’t work in the long run, even if they might deliver short-term results.
A1: We need to remember that children are children - they are learning, growing, exploring. Help them to grow rather than shrink.
Very powerful! https://t.co/DU3P60wOlN
A1: Shame and humiliation don’t work in the long run, even if they might deliver short-term results.
A1. Build relationships, teach communication, and behavioral expectations to establish student supports.
A1: Brain science supports this. Kids are ready to learn, to be built up. Let's nurture them into becoming who they were born to be.
A1 men break when relationships are weak. Teach the skills needed for relationships early
Yes ... And they may bite back https://t.co/WeDRJeUmzc
A1: Shame and humiliation don’t work in the long run, even if they might deliver short-term results.
Prevention is so much easier to do that being reactive. https://t.co/hGsxmnnClr
A1: When we foster relationships, Ss trust and buy in to learning, which prevents misbehaviors later.
We teach our children everything else, we have to teach them all skills of life. https://t.co/sW2Byb4Wrt
A1: We need to remember that children are children - they are learning, growing, exploring. Help them to grow rather than shrink.
A1 Problems are a part of life. Building resilience is important.
I wonder are they really "results" or just compliance?
A1 Build relationships and foundation at the start of the year so there won't be problems later in the year.
A1: What we do has ripple effects over the course of a lifetime. Even the small pebble makes a big ripple in the pond
Q2: A "rewards and punishments" approach is problematic. What are your experiences with this approach, and what might be improved?
How to we create a nurturing environment past the school walls? It truly takes a village? https://t.co/xuTArCPjy4
A1: We need to remember that children are children - they are learning, growing, exploring. Help them to grow rather than shrink.
Teachers who take the time to build relationships w their students give love, trust, and lifelong learning https://t.co/ETD6mXipq3
A1 hard 2 fix a broken soul with all that may have happened, too much history, must start when younger and have positive experiences
Hi . Shannon Croston jumping in a bit late
A1 It takes a lot more time to repair than to build a good, strong foundation.
A1 - Love that! Better to invest time in preparing kids to be successful now than wait & attempt to fix them after they are broken.
A1: Give the students tools to deal with the toxic stress in their lives
Good point. https://t.co/wEUG6c69q6
A1: What we do has ripple effects over the course of a lifetime. Even the small pebble makes a big ripple in the pond
Focus on students' strengths and talents to build capacity rather than focusing on their deficits.
A1: If we lay the foundation and are proactive with Ss, they will be able to rely on those tools into adulthood.
Retweet Q2. https://t.co/9ky3QVnwFw
Q2: A "rewards and punishments" approach is problematic. What are your experiences with this approach, and what might be improved?
Every young mind and heart needs a role model
A2: Rewards and punishment foster an internal locus of control. Our aim is self-regulation.
A2: There's a reason for the behavior. We need to get to the root and help w/what their missing not just give empty "punishments."
A2: Rewards and consequences are cut from the same cloth. Neither is effective in changing behavior. https://t.co/EYuTjey95K
Our actions will have an impact in our students https://t.co/Kj9LXNNKX8
A1: What we do has ripple effects over the course of a lifetime. Even the small pebble makes a big ripple in the pond
Shaming never provides short term gains. It might temporarily stop a behavior while at the same time destroying the relationship.
Well said... https://t.co/lvgV8VWpMs
A1 hard 2 fix a broken soul with all that may have happened, too much history, must start when younger and have positive experiences
A2. Rewards are external motivators… if we want students to change, it needs to be intrinsic motivation, not extrinsic
More effort too! https://t.co/hQibNbKdXd
A1 It takes a lot more time to repair than to build a good, strong foundation.
A2: Rewards and punishments are subjective. Who determines what the definitions are? What makes a lasting change?
This takes time and sometimes we forget that https://t.co/xhCF8CaPVs
A2: There's a reason for the behavior. We need to get to the root and help w/what their missing not just give empty "punishments."
A2: Rewards and punishments don't help Ss learn any life skills. Only compliance.
A2:For most Ss it works,but it doesnt always help the Tier 3 Ss,ISS and OSS doesn't work or we wouldnt have Ss repeat them
Plain and simple. ... It doesn't work!
A2: Rewards and punishments are all external. Improving how, why, and which words we use is the real answer. Communication is key.
A2: You have to let student experience the balance of natural consequences and the exhilaration of positive choices
If rewards are constantly used like bribes students will expect bigger and bigger "rewards" ....when does it end what was learned
A2: Payment & fear achieves behavior but at some pt we can quit. We must ignite motivatation.
But can it start as extrinsic to build intrinsic?
Q2 R and Pis about rules. My experience: poor. Move to natural consequences focused on relationships
A2: Self-regulation has a developmental element, but can be fostered through age-appropriate techniques.
If you focus on the relationship, you don't need the punishment.
A2: Building relationships to understand the behavior is crucial. Rewards and punishments are short term "solutions."
Q2 Rose have never changed hearts, but relationships have
Well said. When trust is built, we can begin to sharpen. In the beginning, just build them up. https://t.co/3MZD0JzDuM
Focus on students' strengths and talents to build capacity rather than focusing on their deficits.
A2 can't reward all good behavior artificial
Yes, but carefully. When rewards are removed, lots of behavior ends.
Jumping in late DeAnne from North Carolina
I think we underestimate the impact we have on their lives. I want to be remembered as one that made a difference.
A2 Need to get to the root cause but that is a difficult task and can take a lot of time and resources to get there
A2: If rewards and punishments were the answer to reform, we wouldn't have prisons full of inmates.
Relationships are the foundation of RP https://t.co/8zaDD5y9nG
If you focus on the relationship, you don't need the punishment.
Me, too! That’s the legacy that I hope for.
A2 Punishment doesn't teach Ss why a behavior was wrong. Rewards don't help with intrinsic motivation.
A2 Compliance ... Works when I'm present but not in other settings or with substitutes https://t.co/WrCYd9vvA9
Q2: A "rewards and punishments" approach is problematic. What are your experiences with this approach, and what might be improved?
Are you trying to change behaviour (control) or build relations (invest)?
Our students must understand the impact they had on a situation
A2. Punishment is easier route to compliance. avoid that trap. Continuous PD on how proactive strat lead to long term benefits
Time and resources...we always need more of that!
It irks me when approval is communicated with the words 'good boy'.
A2: Have to decide if you want a child who is compliant or a child who is caring. R&P will get you compliant, not caring.
A3: What do I see? What do I hear? Are they positive things? Do they make people want to be there?
Rewards and punishments do feel easier when Ts don't know how to do anything else.
Q3: A school’s culture describes what we do, but a school’s climate is how it feels. How do you gauge school climate?
We have to trust our Ss. Poor behaviour is a result of disengagement, not lack of control
Q2 Ts and Ss relationships are so important! Take the time to build them from the first day of school!
And often, if you teach student\peer interactions, they'll self-correct one another. Far more important. https://t.co/Z6GJ2nMKep
A2: You have to let student experience the balance of natural consequences and the exhilaration of positive choices
A3 Respect of multiple cultures and perspectives create climate; including multiple data points and responding to them
Punishment is not restorative, lead with your passion and heart so students can intrinsicly motivate thier own learning. A2
Retweet Q3. https://t.co/2vMr9K0MRg
Q3: A school’s culture describes what we do, but a school’s climate is how it feels. How do you gauge school climate?
It is a slow weaning process ... Last time I had to, it took 6 weeks (I had been out for 8 maternity leave) https://t.co/YHcYNaqIqm
But can it start as extrinsic to build intrinsic?
Don't know the question, but that's the answer for most of our problems. Thank you for sharing his wisdom. https://t.co/dot9y9BNif
Q1: Frederick Douglass said, “It’s easier to build strong children than to repair broken men.” Reactions, given tonight’s topic?
A3. Listening to the amount of laughter and feeling the joy of everyone's smiles.
A3:I think you can just feel it when you enter a building, how do ppl greet you, how do Ss act, what you permit you promote
A3: Restorative practices signal to kids and adults that it’s relationships, not rules, that are most important.
A2. Rewards are those that have intrinsic motivation . Punishment puts learning to a halt. Choose wisely.
A3 you gauge with surveys. You understand by experiencing
Boom. https://t.co/JzKfaGU8M8
I think we underestimate the impact we have on their lives. I want to be remembered as one that made a difference.
Rules are a part of life. Consequences aren't evil. The key to successfully using them in the classroom is HOW you use them.
A3 many time substitutes are a good gauge of school climate
A2: Natural consequences & rewards. Creates a space for s to accept responsibility, for their behavior & reward or consequence
we are focusing on relationships that are broken rather than rules that are broken
Hard to argue with facts and numbers. https://t.co/k2HOF0SoHR
A2: If rewards and punishments were the answer to reform, we wouldn't have prisons full of inmates.
A3: Do Ss share ideas or compete/slow down for one another? Do Ss communicate their weaknesses & risk regularly. This is cultivated.
It's our responsibility as leaders to make sure Ts have lots of other strategies to use.
A3 Aware of hallway conversations - pos or neg? Talk in Tchr circles? St to st conversations? Kind? Caring? https://t.co/IelOlQuv15
Q3: A school’s culture describes what we do, but a school’s climate is how it feels. How do you gauge school climate?
walking the through the hall of the school says more the the mission on the wall
A2: Build trusting relationships w/Ss and rewards and punishment are not necessary
A3: Positive school climate is associated with higher levels of teacher academic optimism about students (Kilinc, 2013).
A3 school climate is felt when people walk in the door. .. Is it a warm and caring env't, is their laughter, curiosity, joy, talking
Yes and no. Rules and consequences don't create a perfect world, but without them you would have chaos.
A3. Culture is unforeseen energy that drives a building (good or bad).You feel it when you enter building. Leader drives this energy
A3: See how the kids greet you and how they say goodbye. Will tell you EVERYTHING.
teaching students to restore the relationships through providing the tools to communicate is essential through trust
A3 You can hear school climate when you walk through the school doors! Words are powerful! Use them to build up our students!
A3: Smiles. Ss proud to tell you about their achievements/work & willing to ask for help. Staff, too, actually :)
I completely agree. There needs to be a balance based on positive relationships.
A3: Ask anyone that might contribute to or be impacted by climate.
A3 I could've wrttn S up 4 bing late/disrespectful, but 2 what end? So he would hate school exp. even more? https://t.co/vjL0TT84fk
A3: How do YOU feel walking into the building? Are you proud of/love/are excited about your school, your staff, your students?
A3. A school's climate drives the culture. It's like having guests in your home. Feeling comfortable to take risks a be yourself
A3: Climate is organic and a result of culture combined with trust. Doesn't always mean agreement, but does mean feeling comfortable.
A3 ask the kid sitting against the wall missing recess what the climate is like.
A3 We receive emails from admin when guests or subs tell them a compliment. Decide as a staff what to work on.
A3: School climate shines through the faces of Ts and Ss. Positive attitudes and relationships grow a positive school climate
Yes, I am very proud when people visit our school.
Climate includes students and staff feelings. https://t.co/vgAOqeCVk8
A3: How do YOU feel walking into the building? Are you proud of/love/are excited about your school, your staff, your students?
I was thinking this exact thing today when students responded to being greeted.
we purposely call our kids hosts and our subs guests for this reason.
Agree! https://t.co/NIctOdPngh
A3: School climate shines through the faces of Ts and Ss. Positive attitudes and relationships grow a positive school climate
Q4: RP has 2 facets: peace-building and peacemaking. How might peace-building efforts decrease the need for peacemaking?
Retweet Q4. https://t.co/Q7cdF3xAdg
Q4: RP has 2 facets: peace-building and peacemaking. How might peace-building efforts decrease the need for peacemaking?
I love hearing students referred to as learners or scholars. Sets a tone.
A4 PB efforts build relationships. If you care about someone you are less likely to hurt them and more likely to make it right
A4: If we can teach Ss how to properly diffuse situations, reteach when needed, we won't need peacemaking or reduce need for
A4: Peace building = relationships, communication. Peacemaking = conflict resolution.
A4 Vivian says being proactive vs. reactive is always more effective.
completely agree, but if a leader doesn't feel this way it can trickle down
A5: Ss have skills to deflect arguments/confrontations. They can solve problems before they would need peacemaking.
A3 Climate is about relationships with all stakeholders.
We have all three authors of Restorative Practices for Positive Classroom Management book in NOW. https://t.co/fIrs7dZVgW
One is proactive. One is responsive. The more proactive the less responsive needed
Yes. The motive behind your rules and consequences is key. Is it to make things better or just keep students in line..
So true! Leadership for RP is critical.
A4 peacemaking is reactionary. It requires more time than peace-building because it is situation specific and not broad enough
A4 It is more important to establish a positive culture built on relationships and proactive intervention.
pronunciation is so important! The most beautiful sound in the world is the sound of your name.
A4 knowing one another & building positive relationships allows you to be resilient through conflict without toxins
We must be proactive! https://t.co/mnltGIedqy
One is proactive. One is responsive. The more proactive the less responsive needed
A3 - When a classroom centers around mutual respect & care for one another, you instantly feel it. It is so powerful to see.
A4: Proactive and preventative approaches reduce the need for crisis management.
A4: Again this circles back to relationship building with students and staff
Sorry have to go. My iPad seems to be freezing up ... Not a good sign, will check tomorrow for rest of chat. Thank you everyone
A4: peace-building addresses problems together. Peace-making means problems already happened as a result of poor peace-building
heard this today in math. Is it an error or a mistake. Our perspective guides our interaction.
when student co-create the rules, they know the why & are committed
A4 When working with students, empowering them to make the difference in their own lives.
And taking time to pronounce correctly. I always wanted 2 make sure I was respecting Ss by practicing https://t.co/YldCZf9rYl
pronunciation is so important! The most beautiful sound in the world is the sound of your name.
When we show our Ss we are being proactive, they will start to do the same
A4 Peacebuilding will provide Ss with the skills needed to solve issues so it doesn't become a problem that requires peacemaking.
A3 I gauge climate by what people do when they first walk in. If they say hi and smile a lot, that's a good sign
My rm: a nonverbal S started communicating thru keyboard. Inclusion increased. Need to value others more.
will there be an archive of this we can check out? Awesome topic!
We love our restorative practice work at and what that does for both middle and high school students.
Model the benefits of preventing conflict. https://t.co/NRy8SMGi3k
When we show our Ss we are being proactive, they will start to do the same
and gives us tools when it's a true crisis.
A4: Peace building efforts equip kids with social-emotional skills.
Of course... always use to archive https://t.co/Y3RRkuZScb
will there be an archive of this we can check out? Awesome topic!
A4: Front Load the kindness and care so that trust is built before conflict occurs. Easier to make peace if trust is present.
A4. Develop a culture of empathy. Teach perspective and reflection.
A4: PB is proactive & PM is reactive.
This is solid. Are we giving kids rules or are we guiding them to name and learn skills? https://t.co/DCoUDPzdIn
when student co-create the rules, they know the why & are committed
A4 Peace building rather than conflict resolution builds a culture of strength, not resistance. Teach kids how to be in the world.
Interesting view. I agree that perspective makes all the difference in the world for teacher effectiveness.
When you build a climate of mutual respect, you minimize the need for peacemaking
Nice analogy. How did it go? https://t.co/A4m3Z4Mv6G
told a para educ that supervision was like smoozing at a dinner party. Keep moving, notice & compliment.
Q5: RP is first and foremost a proactive approach. How do you build relationships inside the classroom?
I recall mispronouncing a S's name for weeks before she corrected me. She said it wasn't a big deal. YES it was.
East County has a restorative practice focus at the county office to support schools in this work.
A5: Procedures that are respectful create a psychologically safe space for students to learn and grow.
A5: You make time each day to talk to Ss, take an interest in their interests, smiles and high 5s each time they enter school
A5 make sure structures are in place to allow the time and space needed to build relationships
A4: Naturally, if PB tools are in place there is less of a need for PM.
A5. Find ways to connect, like common interests!
Agree. I had one student where I had such difficulty pronouncing his name. I practiced over and over. https://t.co/KmVCq8vkgk
I recall mispronouncing a S's name for weeks before she corrected me. She said it wasn't a big deal. YES it was.
A5 Teacher and student relationships are the foundation for student learning. TRUST is important.
A5: look for non-verbal feedback to connect with student during circles
A5 build relationships through shared experiences that allow freedom and a sense of control at the same time
https://t.co/NoXnH27mOS
I had the same experience and felt so bad about it. I think about Dominique and HIS name often pronounced Dominic.
A5 being honest, being kind, listening and learning with students. Know when to let ss solve problems on their own
Don't forget to include we all want to see your comments. https://t.co/IoOdXb1q6d
He started moving on the playground! Step 2 is distracting S before they cause trouble. They forget they were up to no good.
Retweet Q5. https://t.co/GNJjOjWRKe
Q5: RP is first and foremost a proactive approach. How do you build relationships inside the classroom?
A5: Have lunch, talk with them, read their writing and comment, find out about them, listen, observe and talk with them.
Ok but lets give students some credit. Do they really HAVE to create rules to understand them? It's not rocket science
Continue this the whole year! Our students search for this https://t.co/pLBSo7sL4Z
A5: Have lunch, talk with them, read their writing and comment, find out about them, listen, observe and talk with them.
A5: Teach communication skills through accountable talk.
A5 Since I don't have my own clssrm or Ss anymore; I always follow up w/ thx u note to T & baked treat 2 Ss
A5: Get to know your students on a non-academic level
Exactly! And Ts need time to process, feedback and ongoing training
A5 you can review the thinking maps by sharing personal information
A5. Had a kinder teacher who spent 2 min 1-on-1 w/ a student for a week & rotated to a new child. Purposeful relationship building.
A5 Students must know that you truly care about them.
They do need to own them. Ours are school wide & tied to ESLR's. Becomes culture.
Sentence stems are one way to start this at a very young age. https://t.co/24U7u92Xw6
A5: Teach communication skills through accountable talk.
A5 Using morning meetings to work on greeting one another, discuss feelings, talk about body language, and solve issues together.
A5: Allow Ss time to share their stories, likes/dislikes, interests. T shares,too. Help Ss to see themselves in each other.
A5b I explain to Ss that my daughter, who is autistic & intell disabled, baked the treat. They are empathetic & always respectful.
A5: Take true interest in the Ss and then connect it to their academics. Learning and relationships will continue to build!
no, never said that. But, they are more deeply invested when they do. They learn to design relationships in life.
Ohhhhh I like that. Good stuff, especially for math/science type work.
2x10's allow for relationships to be built
A5. Too often if we don't purposefully plan to reach every student some go w/out the relationship being built.
A5: Foster communication with regularly scheduled circles and class meetings. Don’t wait for a crisis!
As a T, my Ss know we are family. At school their T and classmates always have their back! Parents know this, too.
That old quote... they don't care how much you know until they know how much you care. https://t.co/WRvbF5gbJD
A5 Students must know that you truly care about them.
I was reading your mind :-) such a marvelous mind it is ....
A5. We conduct AM & PM counseling groups. Reflect on goals and progress made each day.
A5. Get the Ss to see they all have different skills they excel at; can work together and see the positive in each other
A5 So often little things: Stop. Eye contact. Active listening w/ more than "uh huh."Give Ss what they need & want: our full selves
Hop in and talk to all three authors right now. https://t.co/63tSRYBxtE
I read this book this summer! Took a lot of ideas away from it.
A4 you also learn so much about student fro journaling they love your feedback
This year we have daily morning meetings and closing circles and it's been wonderful! https://t.co/ogzzoATa3y
A5: Foster communication with regularly scheduled circles and class meetings. Don’t wait for a crisis!
I am so happy to hear that!!
When my Ss create rules, it's a step closer 4 them to understand it isn't my class--it's our class.
Yep. Yep. And yep. Let's be intentional every day. https://t.co/BCMkAKiLGv
A5. Too often if we don't purposefully plan to reach every student some go w/out the relationship being built.
I think need may be strong, but I follow your logic. Nobody asked me about business or tax laws, but I still follow..
A6 RP is embraced when it is between students. resisted when it's between a student and teacher
Q6: RP is well-known as a conflict resolution approach. Why and when is it embraced or resisted?
Absolutely, this is an all the time thing. https://t.co/0lmRN0U3Lo
Continue this the whole year! Our students search for this https://t.co/pLBSo7sL4Z
A5: Have lunch, talk with them, read their writing and comment, find out about them, listen, observe and talk with them.
This video is pretty impressive to watch Mahad change.
Such an excellent graphic/perhaps if we focus on one each month think of the change that could take place. https://t.co/lFjj5kvaem
Yes. Ours are simple: Be Safe, Be Responsible, Be Respectful, Include. They agree on what this means.
A6:Resisted by ppl who think we should be 0 tolerance,but 0 tolerance doesn't work,embraced when ppl see the why and data backing it
A6: Families of offenders are grateful their child has another chance. Victim’s families may want punishment.
Restorative practices + conflict resolution = healing....good convo
A6 RP is embraced when it's a good kid made a mistake. Resisted when a bad kid needs to learn a lesson
Retweet Q6. https://t.co/6TpGyZsGUt
Q6: RP is well-known as a conflict resolution approach. Why and when is it embraced or resisted?
How do we help victim's families see the benefit of restorative practices? https://t.co/JFbuMebeHW
A6: Families of offenders are grateful their child has another chance. Victim’s families may want punishment.
We have to make sure our families understand our philosophy
A6: It's not what we're used to -ppl think misbehavior =s punishment.We need to understand punishment doesn't address the real prob.
A6: A misconception is that RP means that no one is ever suspended, and that it’s all about leniency.
A6 for me, RP is hard to embrace when it is repeated behavior. Although I know I probably did not provide the right kind of support
I have visions of and sitting around the kitchen table for tonight. Pic???
Communication. This may be a long road; help & healing takes patience. Don't rush. Give respectful gift of time
Engaging in conversations about RP with 30 doc students
Building a strong community pays for all of us. They feel loved and safe. I feel peaceful and caring.
Dominique is in his doc class and they are all on the chat.
The year I only suspended 2 students for gross misconduct/Ss understood that wasn't an option achievement soared.
A6 Embraced when Ts want to make a change and resisted by those who have always done things a certain way and continue to do it.
A6. It is a mindset shift that takes time. Have to decide if you are going to do everything possible and not give up
I am at home, in shorts and a t-shirt, enjoying the San Diego sunset, reading ideas from others.
A6: We ask educators to recall when they’ve been a victim (easy) and when they’ve been an offender (harder.)
A6: in braced when the teacher cares about relationships. Resisted when the teacher cares about control
is showing his doc class power of being connected educator! . Thanks for joining https://t.co/ilYmKOLOg6
Engaging in conversations about RP with 30 doc students
Now that’s an awesome group!
Q7: What’s the difference btwn getting even & getting well? How might understanding difference create healthy learning environment?
A7: getting even means staying in the conflict. Getting well means moving forward with the support needed
We have to make sure as Ts that we are moving forward and not getting even
Retweet Q7. https://t.co/ML78ov2iHp
Q7: What’s the difference btwn getting even & getting well? How might understanding difference create healthy learning environment?
A7: This can be in conflict with the values the child has been taught at home. It’s critical to involve families.
A7:This would change the way our Ss think, no longer is getting even the right way, because it is a never ending cycle
A7 powerful contrast - getting even vs getting well 🙂 ... Restoration brings longer lasting peace https://t.co/9kwKvJM9qu
Q7: What’s the difference btwn getting even & getting well? How might understanding difference create healthy learning environment?
Side note - did I mention it is >really< raining hard in SW FL today? Time to build an ark. https://t.co/RQ6msMJ6Lz
A7. Getting well is seeing the bigger picture and understanding how our actions create a better outcome
I love this, Connie! I've been using our outside snack/recess times to sit with Ss and get to know them. https://t.co/3MjclPkeXK
A7 We had prob. w/ Ss lang.; specifically cursing. Discssd w/ P- lang. @ school must b diff than lang @ home https://t.co/m1RIv5IgTb
A7: This can be in conflict with the values the child has been taught at home. It’s critical to involve families.
A7: Children taught to get even may struggle at first with the ways amends can be made.
A7: Getting well focuses on what Ss can do for and understand about themselves and not what they can do to/for others
A7: Getting even=retaliation, while getting well is restoring relationships. Understanding the difference builds love and tolerance.
A6 Gotta remember that it's okay to get upset, but not okay to let it show. Getting even is a way of letting it show.
A7: Getting well must be backed by action, not just something we give lip service to.
A7 Getting even is impulsive and done out of anger which leads to more problems. Getting well is problem resolution that takes time
Getting even = Two people hurt
Getting well = Two people healing.
I used to make lunch 4 Ss. Ss 'won' lunch w/ Ms. G. Could bring up to 3 friends. Learned a lot during lunch!
As educators we cannot personalize some of the actions done by our students
A7: Changes Ss mindset. Focus changes to bettering self.
A6 I agree and we need to create a world of adults that want to "get well" https://t.co/GqbdCclveG
A7:This would change the way our Ss think, no longer is getting even the right way, because it is a never ending cycle
A7: Getting well is the end goal! The result is Ss understanding how to be solve problem. Ss agree to disagree w/mutual respect
A7. Watching a student get well after years of being a terribly sad child is so inspiring it is hard to put into words.
Actions students make tell us something about them. True in academics and in behavior.
power with
not
power over
I was okay letting Ss show anger w/ perimeters.Ss 2 focus on feelings;doing their bst 2 prctice self-control
Q8: A team mindset improves job satisfaction, and provides support in challenging situations. Are you part of a productive team?
A8 Productive teams have members with a unified vision, develop growth mindsets and help each other attain that vision
A8: Engage in team-building activities w/ colleagues to facilitate strong relationships between and among the adults in the school.
A8:Any team that does whats best for Ss are, I believe we are part of one, but we constantly have to remember the Ss and the why
Retweet Q8. https://t.co/n2P6TU8muJ
Q8: A team mindset improves job satisfaction, and provides support in challenging situations. Are you part of a productive team?
A8: Consider what’s in your power to change; begin there. Ask yourself if students you are responsible feel hopeful and cared for.
. Perimeters are definitely key! We can be a model to students showing anger when we keep our cool.
A8 LOVE this! Dinner w/ colleagues on Friday; Saturday fun run. Next wk Brewer game! Camaraderie Club! https://t.co/NMBLlkWZaA
A8: Engage in team-building activities w/ colleagues to facilitate strong relationships between and among the adults in the school.
A8: Take action, even if there’s only one student you must reach. You could be the one person who makes a difference.
A8: Give time to new Ts entering a new school mid-year. Don't make them have that "new student" feeling.
A8 first we must understand what a productive team is. Canteens be productive and not restorative?
A8. As a P, I try to strengthen our team through my daily actions to show them I care
A8 A true team mindset messed coexist with a restorative mindset
Thank you for the wonderful convo!
Thank you all for a great conversation!
Thank you so much for joining me tonight! Let's all do good work!
We have worked really hard to make school a positive place for Ss. Common goals and a growth mindset bring us together.
! Loved it all! Thank you, Huge fan!! Thank you, ! Super fun! Wrk at 6:30 a.m. English team mtg!
Thank you for joining tonight while amazing moderated.
A8 We always discuss what is best for Ss when coming up with a plan to implement. My principals catch phrase is "Make It Happen."
Thank you and for moderating tonight's chat!
