April 29-May 13

May 13---I think, I learned, I am

The students revisited their leadership goals this afternoon and offered some self-feedback on one thing they’ve done well/improved on/worked towards this week and one thing that they can continue to work on/improve upon/change.

Afterwards, they were asked to think about the year in summary and what their answer would be if someone like a parent or friend asked them what they learned.  They each wrote a one sentence response starting with “I learned…

Finally, we did the fourth and final symbol on the wood tokens.  This is their I AM symbol.  Again, reflecting on the year and who they are now as individuals, the students were asked to complete the statement “I am... and draw a symbol that represents that statement.  

 May 10---Integrity and Leadership

This morning we reviewed what the students had written on Friday April 29 about how they were going to show leadership for the remainder of the school year.  We had enough time today to hear all three examples from all but one absent student.  The purpose: accountability for what you write and say you are going to do. Some common responses: Being kind, being supportive, speaking up, letting others speak up, talking at the appropriate times and not at the inappropriate times, listening to others’ ideas, being positive (specifically when challenged).  Great answers.  The right answers. Now act on it.

May 9---Weekly Homework and Tally Review

Homework was assigned and handed out.  What to expect?  Based on the feedback from last week, and what the students said was needed, the students were told to expect direct, swift, and strict behavior management. 

April 29---What Happens When there’s Deviation from the Normal Schedule

We looked at the data and the results are clear: what happen is an increase in behavioral issues, increased tallies, stressed out teachers and less fun. When asked what is needed (not necessarily wanted) to maintain a respectful classroom, the response was strict and swift consequences (like the tally system), as well as rewards.  We looked at how the behaviors increase when the accountability system is not in place and the daily structure is not maintained.  And then how behaviors decrease when swift and strict consequences and a system for accountability is in place.  There was also recognition that rewards lead to a more respectful classroom.