LHA Culture/RC/DDMS 2012-2013

East Chicago Lighthouse Academy Culture

The Lighthouse Vision

All students will be taught by an outstanding teacher in a nurturing environment and will achieve at high levels. Each student will develop the knowledge, skills and values necessary for responsible citizenship and life-long learning. The impact of our collective efforts will fundamentally change public education.

TWBAT build on their understanding of Lighthouse Culture and the use of RC/DDMS.

TWBAT implement BEAM, STRIDE, SHINE, the core values, and hopes and dreams into their classroom culture.

TWBAT apply the 3 types of Logical Consequences while keeping the 3 R's and teacher language in perspective.

TWBAT create a lesson plan for the first 2 weeks of school to introduce BEAM and STRIDE or the Core Values.

S H I N E

Build a community of learners!

Develop a sense of security!

Know your families!

You set the tone!

Know your kids!

The 3 R's

Individuals can lose a privilege

and

Groups can lose a privilege

When is reparation

not appropriate?

Foundation of

LHA CULTURE

Self Discipline Humility Integrity Nobility Excellence

tand Straight

e quiet

Responsive Classroom is...

all

ngage in learning

Logical Consequences

eady

B

E

A

M

sk and answer questions

S

T

R

I

D

E

n line

ove your eyes with the speaker

igits behind

Reactive

Core Values

yes forward

Academic Choice

Rule Creation

Closing Circle

Teacher Language

Classroom Organization

• Work Hard. Get Smart. Graduate from college.

• Nothing Less than Excellence.

Proactive

• High Expectations Equal Results

• Today is the day we make it happen

Guided Discovery

Interactive Modeling

Working with Families

Morning Meeting

Reminding

What they already know

Helping Students Remember Expectations

"I'll begin when everyone is ready."

"I am watching for all the ways you are following expectations."

"What's the next step after you are done?"

Redirecting

Giving Clear, Non-Negotiable Instructions

"Book; closed"

Brief-

"Safe rules, Brian"

Direct-

"Show me how you will fix that."

Teacher

Language

Specific-

No pleases and thank yous

Redirecting, Reinforcing, Reminding

or That's not RC

The biggest challenge will be...

Stop. Walk.

Who can raise their hand to tell us what we're supposed to do when I clap my hands?

You know the rules! Why are you not following them?

You all got quiet the first time I signaled, that was nice to see!

I don't understand what makes you think you can do that?

Everyone paid attention really well today. What did anyone notice about today?

I'm done! You need to take a break right now, I've asked you 10 times to be quiet!

Pencils are for writing.

"Everyone lined up so quickly today,

What helped us do that?"

"Most of you participated today, how can

we have more students raise their hand?"

"You've used so many different

colors in your drawing, do you like it?"

Reinforcing

and strengths

naming

Coaching

• Increase desired behavior

• Motivate to find intrinsic reward

• Avoid competition between groups and children

• Try to take out words that carry opinion (Like, good, great)

• Constructive, useful feedback

Logical

Consequences

(cc) photo by theaucitron on Flickr

Privileges are not rewards for students who finish their work. They are not used to bargain.

Loss of privilege

"If you are not responsible, you lose a privilege"

To help children succeed, we need to make sure the degree of privilege

we offer matches what the children are ready to take on.

Part of our contract as a learning community is the expectations that children will act responsibly. We help them learn responsibility by offering practice on tasks integrated into daily arrangements and design of our classroom.

Give an opportunity to fix it: What to do, firm expectations to fix it; discussions are unnecessary

Example: Being the restroom monitor is a privilege. It's an opportunity to learn to be reliable and take responsibility for following the rules and acting autonomously . Every child should have a chance to do the job, and every child needs an opportunity to learn the connection between responsibilities and privileges.

• Simple carelessness

• Impulsivity

• Forgetfulness

A breach of trust includes telling lies, acting or speaking in ways that show disregard for others' rights or feelings, and acting in away that shows disregard for materials in the room

"You broke it, you fix it"

Reparation

Reteach, remind and invoke Consequence

when necessary

When children are upset, losing

self-control, or misbehaving

An immediate time out

or loss of privilege is the

appropriate consequence.

Positive

Time out

Once a misbehaving child has calmed down, he or she will have the necessary energy to listen to the teacher. Then the teacher might direct the child to make reparations if the student broke anything while out of control.

Take a break

• Strategy to practice self control
• Preserving the integrity of the student
• Smooth; continue with a functioning group
• Helps maintain a safe environment

Closing Circle

Guidelines to ensure it's a positive strategy

Not a

punishment!

Realistic

Reflection and Reminders

Building a Community

Relevent

Respectful

Class Meeting

vs.

Morning Meeting

IMPORTANT!

• Explain the purpose to children
• Establish one or two specific places
• Use Time-Out for small disturbances, before a situation gets worse
• Keep Time-Out brief and clarify who decides when it's over
• Use a calm voice and few words
• Use Time-Out democratically
• Remember that Time-Out doesn't work for all children

• Wrap up the day
• Round Circle
• Review the reminders
• Wrap up activity

I feel strongly...

Morning Meeting and Classroom Meeting are not the same. The Class Meeting is a strategy for group problem solving. A teacher can old a special class meeting to address any ongoing issues, but the meeting is never done in place of Morning Meeting.

Circle Of Power and Respect

(C.P.R)

Themes of CPR

CPR can be Student lead

It is still important to be an active member during CPR

Students set goals and declarations and

map out thier steps to achieve their goals.

Extention: Advisory to build a community

Morning Meeting is teacher lead! You need to be the leader of morning meeting. This is a time for modeling skills and social interaction.

Significance

Four Components of Morning Meeting:

Morning Meeting

• Greeting- Children greet by name
• Sharing- Students share news of interest
• Group activity- Short activity done together; cohesion
• Morning Message- Daily message written by the teacher

Goals of Morning Meeting

Fun

• Create positive power; fulfilling children's need to belong.
• Teach social skills through sharing listening, inclusion participation and dialogue
• To model and practice skills children need all day long through daily routine

Format of Morning Meeting

Belonging

• Morning meeting rules and procedures are posted in meeting area
• Children sit in an even circle
• Children come empty handed
• All 4 components are done in order every day

What are the goals and purpose of...

• A Greeting

• Sharing Information

• Group Activity

• Morning Message

(cc) photo by theaucitron on Flickr

I am excited to....