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Innhold levert av Ross Greene. Alt podcastinnhold, inkludert episoder, grafikk og podcastbeskrivelser, lastes opp og leveres direkte av Ross Greene eller deres podcastplattformpartner. Hvis du tror at noen bruker det opphavsrettsbeskyttede verket ditt uten din tillatelse, kan du følge prosessen skissert her https://no.player.fm/legal.
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School Values
Manage episode 150644653 series 1001952
Innhold levert av Ross Greene. Alt podcastinnhold, inkludert episoder, grafikk og podcastbeskrivelser, lastes opp og leveres direkte av Ross Greene eller deres podcastplattformpartner. Hvis du tror at noen bruker det opphavsrettsbeskyttede verket ditt uten din tillatelse, kan du følge prosessen skissert her https://no.player.fm/legal.
Many schools have mission statements, but not an explicit description of values. Many schools have delineated values but don't pay attention to them. But values are what should guide every decision and intervention, so it's a good idea to know what they are.
…
continue reading
142 episoder
Manage episode 150644653 series 1001952
Innhold levert av Ross Greene. Alt podcastinnhold, inkludert episoder, grafikk og podcastbeskrivelser, lastes opp og leveres direkte av Ross Greene eller deres podcastplattformpartner. Hvis du tror at noen bruker det opphavsrettsbeskyttede verket ditt uten din tillatelse, kan du følge prosessen skissert her https://no.player.fm/legal.
Many schools have mission statements, but not an explicit description of values. Many schools have delineated values but don't pay attention to them. But values are what should guide every decision and intervention, so it's a good idea to know what they are.
…
continue reading
142 episoder
Alle episoder
×Lots of helpful topics covered today including adjusting the model for kids with language difficulties, drilling for information, wording unsolved problems, and more!
1 Helping Behaviorally Challenging Students 45:01
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45:01On the first Monday of every month at 3:30 pm Eastern time, from September through May, Dr. Ross Greene and four principals from schools in the U.S. and Canada cover a wide range of topics related to behaviorally challenging students and school discipline in general and Dr. Greene's Collaborative & Proactive Solutions (CPS) model in particular. You can call into the program to get your questions answered or submit them via email here. And, if you can't listen live, all the programs are archived in the Listening Library on the Lives in the Balance website or through i-Tunes.…
Well, we finally had our first program of the school year, and our primary focal point -- led by our newest co-host, Heidi O'Leary, Special Education Director in Topsham, Maine -- was on how to write a CPS-flavored IEP, driven by the Assessment of Lagging Skills and Unsolved Problems (ALSUP). This is big...…
1 Are CPS and Applied Behavior Analysis Compatible? 45:02
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45:02Applied behavior analysis (ABA) is very commonly applied for behaviorally challenging kids in schools these days...but is ABA compatible with CPS? Are we just talking different languages?
Lots of territory covered on today's program, including a discussion about school values...but at the end of the program we discussed whether reward programs work for anyone in the building. We thought not...
1 Can Traumatized Kids Participate in Plan B? 45:05
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45:05Kids with trauma histories may need Plan B even more than most, as it's where their concerns are heard and addressed and they begin to feel that they can influence outcomes. Of course, all kids need to feel that way.
1 Best Thing to Do with Crises? Prevent Them! 43:57
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43:57Pardon the repetition, but crisis prevention is far superior to crisis management, and there are lots of things about Collaborative & Proactive Solutions that make crisis prevention more feasible.
1 Help! This Student is Completely Out of Control! 43:45
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43:45If a student is highly volatile, unstable, reactive, and unsafe, there are a few things to bear in mind: (1) s/he didn't get that way overnight; (2) there must be many expectations the student is having difficulty meeting; (3) reducing those expectations -- Plan C -- is a very good way to get things stabilized; and (4) even if takes a lot of time and energy to stabilize that student, it's a lot less time and energy than that student is consuming when s/he's unstable.…
1 When Good Teachers Are Asked to Do Too Much 45:36
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45:36What happens when class size, systemic issues, and the overwhelming needs of students outstrip a teacher's capacity to respond adaptively? It can't be good...
If your school is implementing PBIS, you may be wondering which "tier" is the best fit for Collaborative & Proactive Solutions. The truth is, CPS is relevant to all three tiers. If that's the case, how important are the tiers?
Our first program of the new school year was recorded live at Waterville (Maine) Junior High School, which had massive numbers of disipline referrals, detentions, and suspensions during the 2015-2016 school year. This year, led by principal Carole Gilley and assistant principal Doug Frame, they'll be implementing Collaborative & Proactive Solutions, with the goal of dramatically reducing those numbers. On this program, they received some guidance from school leaders who've been there and done that.…
On the last program of the school year, we were able to respond to some callers and some emailers...including one teacher who's very frustrated by her school system's approach to students' challenging behaviors and is having difficulty changing the system on her own.
1 Does "This is Boring" Mean "I'm Not Motivated"? 44:19
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44:19"I'm bored" could mean many different things, all of which await discovery in the Empathy step of Plan B. What are the odds that "I'm not motivated" is the student's concern? Slim and none.
Many schools have mission statements, but not an explicit description of values. Many schools have delineated values but don't pay attention to them. But values are what should guide every decision and intervention, so it's a good idea to know what they are.
1 Something's the Matter with this Picture 45:14
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45:14On today's program, our panel responded to an email from an anguished teacher who was looking for some guidance on what went wrong with one of her students and his parents.
As always, we covered lots of territory on today's program...including how CPS can help students who are in fight or flight mode and how to help kids who have very tough lives outside of school.
Goodness, there sure are a lot of ways to stray from the CPS model...and we heard about a lot of them on this program!
Those adult-imposed consequences that are so popular in schools these days...do we really need 'em? You can probably guess the answer...
What happens when parents and teachers skip concerns and jump straight to solutions? Probably nothing good.
On this final program of the school year, one of our principals told us about a student whose behavioral challenges have been making life very difficult...for himself and her. How best to get things on track?
1 Why Isn't the CPS Model Being Implemented in Every School? 45:08
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45:08Our principals weighed in on this question...and lots of others.
Schools abide by a least restrictive environment standard in placing kids in classroom settings...shouldn't schools also adhere to a least toxic response standard in helping students with behavioral challenges?
Are there students who are simply unmotivated to do well, or is it always more complicated than that? Is motivation the engine or the caboose? Alas, this was a very interesting discussion...
Susan described a new student with some interesting and unexpected points of view...and the discussion started rolling from there...
1 Seismic Shift: Focusing on Problems Rather Than Behaviors 46:12
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46:12Dr. Greene and the principals focused on a variety of topics, but probably the biggest: the importance of shifting away from focusing on behaviors (and modifying them) and toward the problems giving rise to those behaviors (and solving them).
It's that time of year again...the students are back, and the problems that were unsolved at the end of last school year are probably still unsolved now (except in British Columbia, where school hasn't started yet due to mitigating circumstances). Today's program focused on assumptions about why students have difficulty meeting expectations, and whether we should start by assuming that they really can meet those expectations or immediately leap into solving problems collaboratively to find out why they're not. An omen of programs to come...…
Our guest on today's program was Tim Graves, Superintendent of Schools and Programs in the Near North District School Board in Ontario, Canada. He has some interesting ideas about the characteristics of schools that successfully implement the CPS model (and those that struggle), and those ideas sparked a very interesting discussion among our group of principals.…
The Educators Panel shared their thoughts on an article that recently appeared in the Christian Science Monitor (click here) in which recommendations for improving school discipline from the Discipline Disparities Collaborative were described. And they had some thoughts on a bunch of other things too!…
On this month's program, the Educators Panel tackled the question of how to ensure that CPS outlives a principal's tenure in the building...and then got an update from (and had some guidance for) Mallett School in Farmington, Maine, one of the schools implementing CPS building-wide.
What's crystal clear is that the CPS model is really helpful for behaviorally challenging (and other) students. But, among the various resounding messages from today's program, it's also clear that educators get a lot out of it too.
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