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Capturing Kids' Hearts
Transcript of Capturing Kids' Hearts
Behave In/ Behave Out
If you have a child's heart, you have his head." -Flip Flippen
Why Capturing Kid's Hearts
Primary focus is to develop healthy relationships
The mission is to win their hearts and lead them to their personal best
You must capture a Kid's heart to get to his head. If that's not where you start, Please do another job instead. Kids must know you to be true. And the key to that is without a doubt...
Two Way Process
Empowerment occurs when students gain the ability to "use and do" what they have been taught.
Apply information learned in communication step
Practice and Apply until it becomes a skill
Handshake, Welcome, Affirm, Model
Begin the day with a greeting
Affirms, Welcomes, and gives students Full Attention
Model Professional Skills
Send students forth to face the future
Prepare Class for "lift-off" (summarize)
Follow the "flight-plan" (commitment)
End on a POWERFUL note
Create a safe environment
Builds Respect and rapport
Makes a positive impact
Get to know students personally, emotionally, and academically
Meet their needs...."The customer knows best"
Listening, attending, conveying, empathy, probing, open-ended questions
to be treated
..you think I want to be treated by you?
..we want to treat each other
when there is a conflict?
Cues People Notice
1. Lean In (Initiative)
3. Eye Contact
5. Facial Expression
Meeting and Greeting Others
(3-5 minutes ONLY)
Show interest in students
Set a Positive Tone For Class
Teaches Leadership skill of Positive Thinking
Once a Social Contract is in Place
At the start of Each Day or Class
Before the contract is created-teachers model it
Call on diff students
Ask questions to show interest (1-2 questions)
Praise after each response (applause, etc.)
Student will Not Answer
Give them extra time
Go to a student you know you will get an answer from
Go back to them and give them another chance
Do one fore them if they still can't/won't give one
Same Student has his/her hand up everyday...
Say, "You always have such great things share but we are going to give someone else a chance today."
Call on another student.
Student responds with a sad answer
Respond appropriately but don't ask questions.
Say, "Let's show we are here to support her/him today."
Go back later and check on them.
Student responds with inappropriate comment
Call Time Out.
Go back to contract and point out respect
Tell student that felt disrespectful to you
Call on a student who you know will respond positively
Student responds with something that is not inappropriate but you would not consider a good thing.
Ask rhetorical question, "And that is a good thing?"
Move to someone else
Did you Know....
_________% of every message communicated through the use of body language.
_________% of a message is communicated through your tone of voice.
_________% of a message is communicated by your words.
What are we communicating to students?
What Else Have You Tried?
...and then what happened
What happened next?
That's interesting, can you tell me more?
What do you think about....?
What is the hardest part about...?
How are you thinking about solving that?
I love hearing the details, can you tell me more?
Key Step: Build Atmosphere of Trust where students "feel free to fail while going through learning process.
What did we do and discuss today?
What is its relevance to you, both now and for your future?
How are you going to use these skills before our next class?
What will result if you don't use these skills?
What will result if you do use these skills?
Building and Implementing the Social Contract
Create Buy-In for the Social Contract
Leader must "sell" the contract...
"How many of you get tired of your teachers nagging you and telling you what to do?
"Well, I am not going to do that because you are big."
"This is your class, so you are going to decide how we treat each other."
The best part is that if you help each other, and I don't have to get involved, there will be no consequences!"
Build the Social Contract
Put four to five students in group
Each member is assigned following roles: facilitator, scribe, spokesperson, timekeeper, on-task person, and affirmer
Give each group the four questions...After they answer the questions reconvene class and discuss
Teacher provides flip chart, markers, and has a volunteer scribe for class
Ask spokesperson from each team to read question and read their list without explanation
Scribe list words on class social contract
Choose one word after each group's turn to process with the group...."How is that going to look in here?"
Ask a "What if" question if needed
Ask scribe to place check mark by exact words or synonyms and to add any new words to the contract
Elements of the Social Contract
3 things needed for social contract to effective...Effort, Listening, No Put Downs
Teach 3 nonverbal signs for all contracts...
A. Signal leader uses with group
B. Signal group uses with each other
C. Signal for put-downs
Implementating the Contract
Have students help create and then sign the contract
Remind them that choices have consequences
Visit the contract at least once a week
When you see someone using non-verbal sign, stop and affirm them.
Ask students for feedback after a week of using the contract
Signal for Put-Downs
1. If it is called, it counts
2. It's not a "toy"-don't joke around, don't play with it
3. Someone can call a foul for someone else
4. If a foul is called, no explanation is needed
Violation of Contract...Address the class by calling timeout, asking:
1. "What is happening here?"
2. "What did we say we would do to help each other?"
3. "Everyone show me the sign."
4. "Are you willing to do that?"
A Successful Social Contract = a self-managing group!
No Meaningful Relationship with an Appropriate Adult
Ask only given questions
No lecturing before, during, or after questions
Don't move to next question till you get an appropriate answer to the question you are asking.
Don't fall for smoke screens or bail them out by giving them the answer or part of the answer.