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Lost At School
Transcript of Lost At School
A new approach
to discipline Step 1 - Empathy What Causes Joey's Behavior Problems? Joey & Mrs. Woods using Cooperative Problem Solving Heart “There is no single solution for any challenge, only what the kid and his adult caregivers come up with to address their respective concerns.” The goal of the Empathy step
is to achieve the best possible
understanding of a child’s
concern or perspective related
to a given problem. "Plan A" reasoning:
Students are being intentionally defiant.
"He just wants attention"
"He's manipulating us"
"He's not motivated"
"His parents are incompetent disciplinarians" Empathy Step **Understanding** In conclusion... Changing the Way We Speak to Our Students-
Working with Plan B Step 2 - Define the Problem The adult brings his or her concern about a problem or unmet expectation into consideration. A problem is defined simply as two concerns that have yet to be reconciled: the kid’s and adult’s. Step 3 - The Invitation This step involves restating the two concerns to summarize the problem and inviting the kid to solve the problem collaboratively. Our characters "Plan B" reasoning:
A student becomes challenging when the demands being placed on a kid exceed his capacity to respond adaptively.
Kids don't exhibit challenging behavior in a vacuum. "Durable, effective intervention must focus both on the kid (who has skills to learn and problems to solve) and on people in the kid's environment (who need to understand the true nature of the kid's difficulties and provide opportunities for the problems to be solved and the skills to be learned and practiced)." Backbone Feet When we first engage Joey, we might state our best understanding of Joey’s difficulty We’re trying to get Joey’s concern on the table, trying to understand him. We want to get the clearest possible understanding of what’s going on with Joey, how it relates to his confusion over the assignments and why this makes him act out. “From what we understand you got so upset because you didn’t understand the instructions for the assignment and then you got embarrassed in front of the other kids. Is that about right?” Invitation Inviting the student to brainstorm solutions that are both realistic and mutually satisfactory. Dr. Bridgman: "I wonder if there's some plan you and Mrs. Woods could come up with to let her know you're confused, so you don't disturb the other kids around you. Do you have any ideas about that?" Joey: "You could explain the assignments I'm not going to understand ahead of time" Mrs. Woods: "I could come in before school".
"We could have a signal". Voicing Concerns “As you know the best way to get a handle on each individual kid is to determine his or her strengths, lagging skills, and problems to be solved, and then start teaching each kid skills and helping them solve problems” Joey's Concerns:
Joey sometimes doesn’t understand the assignments given to him.
Joey becomes embarrassed in front of his classmates.
Joey describes he’s tired of getting in trouble at school, he’s tired of not understanding assignments, and he’s tired of being different. Mrs. Wood's Concerns:
Mrs. Woods concern is when Joey isn’t doing his classwork he disturbs his classmates.
Mrs. Woods asked Joey if he had any ideas as to why he gets embarrassed easily in front of his classmates. Mrs. Woods will meet with Joey some mornings and go over any assignments that Joey might find confusing.
If there are any assignments Joey doesn’t understand (because they didn’t get the chance to go over them) he will scratch his nose to let Mrs. Woods know.
Joey can then work on other work (extra worksheets) and make up the work later.
Mrs. Woods starts meeting with Joey's mother so she can incorporate Plan B at home as well. "We need to talk WITH our students, not AT them." "KIDS DO WELL IF THEY CAN" "All the teachers hate me. They like embarrassing me...and getting me in trouble." "With Plan B, kids are being asked to not only generate solutions but also try to make sure that the solutions they generate take another person's concern into account." Many adults, in their eagerness to solve the problem, forget the invitation and tend to impose their will. So in future teaching, we should let kid know that solving the problem is something you’re done with him rather than to him. Giving the kid the first opportunity to think of solutions is good strategy. There is an excellent probability the kid can think of good solutions.