Learning to Love Behavior

Learning to Love Behavior Learning to Love Behavior

Amber HalliburtonAmber Halliburton

All about me….All about me….

Top 5 in 20Top 5 in 20

� Quickly, without a lot of thought, list your 5 top accomplishments in about 20 seconds.

� Quickly, without a lot of thought, list your 5 top accomplishments in about 20 seconds.

None of it matters without a positive relationship with a child. They don’t care about your job, your education or any awards or accomplishments. They care about you and how you make

them feel.

None of it matters without a positive relationship with a child. They don’t care about your job, your education or any awards or accomplishments. They care about you and how you make

them feel.

BehaviorBehavior

� EVERY behavior has a purpose.

� Every behavior helps the student gain or escape/avoid something.

� The challenge is to find out the reason for the behavior.

� EVERY behavior has a purpose.

� Every behavior helps the student gain or escape/avoid something.

� The challenge is to find out the reason for the behavior.

Far ReachingFar Reaching

� Social

� Academics

� Relationships

� Create a cycle ?

� Social

� Academics

� Relationships

� Create a cycle ?

10 Words Every Child Should Know

10 Words Every Child Should Know

ResourcesResources

� Valuable information that can aid you in school, work, college and in life.

� Examples include: notes, textbooks, peers, computer, internet, adults

� Valuable information that can aid you in school, work, college and in life.

� Examples include: notes, textbooks, peers, computer, internet, adults

CollaborationCollaboration

� To work together, to seek the input of others

� Peers, friends, colleagues, are valuable resources.

� Collaboration means working together, not taking someone’s work as your own (that is stealing)

� To work together, to seek the input of others

� Peers, friends, colleagues, are valuable resources.

� Collaboration means working together, not taking someone’s work as your own (that is stealing)

Your definition….Your definition….

� Define Respect� Define Respect

RespectRespect

� To treat kindly, to speak to in an appropriate tone, with appropriate topics and maintain recognition of the person’s authority.

� Most of us would have a hard time defining respect. It is often an ideal that we know, but cannot describe.

� To treat kindly, to speak to in an appropriate tone, with appropriate topics and maintain recognition of the person’s authority.

� Most of us would have a hard time defining respect. It is often an ideal that we know, but cannot describe.

AppropriateAppropriate

� Acceptable, following social rules

� I couple this with socially appropriate behaviors.

� What is appropriate for many kids at home is not appropriate for them at school. We must teach what is appropriate and inappropriate. We cannot expect them to know.

� Acceptable, following social rules

� I couple this with socially appropriate behaviors.

� What is appropriate for many kids at home is not appropriate for them at school. We must teach what is appropriate and inappropriate. We cannot expect them to know.

PrivilegePrivilege

� A reward, a special treat, something that you are not required to have

� Examples – location of desk, group work, privilege to choose your work space, privilege to sit with friends at lunch

� School is full of privileges that we often overlook.

� Food, personal space, and other such examples are not privileges and should never be taken away.

� A reward, a special treat, something that you are not required to have

� Examples – location of desk, group work, privilege to choose your work space, privilege to sit with friends at lunch

� School is full of privileges that we often overlook.

� Food, personal space, and other such examples are not privileges and should never be taken away.

Self-AdvocacySelf-Advocacy

� To speak for yourself and your needs in an appropriate, respectful way.

� I cannot see the board. Can you please move my seat?

� Can I please talk to you about my grade. I think there is a mistake on my progress report.

� To speak for yourself and your needs in an appropriate, respectful way.

� I cannot see the board. Can you please move my seat?

� Can I please talk to you about my grade. I think there is a mistake on my progress report.

ConsequenceConsequence

� The end result of an action, this can be good or bad.

� The consequence for not completing your work is a loss of group privilege.

� The consequence for getting a 100 is a drink.

� I use the word interchangeably with most students.

� The end result of an action, this can be good or bad.

� The consequence for not completing your work is a loss of group privilege.

� The consequence for getting a 100 is a drink.

� I use the word interchangeably with most students.

HonestyHonesty

� To tell the truth, without withholding information, altering information or leading someone to believe something besides what is true.

� Move from punitive to purposeful by having students be accountable and honest for what they have done.

� It is not about consequences, but teaching students to be honest.

� To tell the truth, without withholding information, altering information or leading someone to believe something besides what is true.

� Move from punitive to purposeful by having students be accountable and honest for what they have done.

�� It is not about consequences, but teaching students It is not about consequences, but teaching students

to be honest.to be honest.

� Scenario…

� Justin stole Matthew’s pencil. The teacher asks Justin if he stole the pencil. Justin says no. He gets in trouble for lying and for stealing the pencil. The teacher asks again. Justin says yes. Justin gets in trouble for stealing.

� What are we teaching our students?

� Scenario…

� Justin stole Matthew’s pencil. The teacher asks Justin if he stole the pencil. Justin says no. He gets in trouble for lying and for stealing the pencil. The teacher asks again. Justin says yes. Justin gets in trouble for stealing.

� What are we teaching our students?

Necessary ConsequencesNecessary Consequences

� This is not to say that actions cannot have consequences.

� Moving from punitive to purposeful.

� Replacement behaviors

� Longer lasting

� Meaningful

� Can PREVENT future behaviors

� This is not to say that actions cannot have consequences.

� Moving from punitive to purposeful.

� Replacement behaviors

� Longer lasting

� Meaningful

� Can PREVENT future behaviors

AccountabilityAccountability

� To be accountable for one’s actions, to own what you did, to admit to what you did, whether it is good or bad

� We each should be accountable for our choices.

� I need you to own what you did and be open about it.

� To be accountable for one’s actions, to own what you did, to admit to what you did, whether it is good or bad

� We each should be accountable for our choices.

� I need you to own what you did and be open about it.

Self-RegulateSelf-Regulate

� To control one’s self, without another person’s directions, orders or supervision.

� Self-regulate, 2 at a time to the bathroom.

� Are we using good self-regulation?

� To control one’s self, without another person’s directions, orders or supervision.

� Self-regulate, 2 at a time to the bathroom.

� Are we using good self-regulation?

Real World ApplicationsReal World Applications

� How to make it work in a classroom full of kids? With few resources? Little support from home?

� Centralize it – always bring it back to the rules/expectations

� Post it

� Repeat it (and then repeat….)

� How to make it work in a classroom full of kids? With few resources? Little support from home?

� Centralize it – always bring it back to the rules/expectations

� Post it

� Repeat it (and then repeat….)

Cake in the ClassroomCake in the Classroom

� C – Crazy

� A – Aggravating

� K – Kids

� E – Exhaust you!

� C – Crazy

� A – Aggravating

� K – Kids

� E – Exhaust you!

Icing on the cakeIcing on the cake

� I – Identify your most needy kids.

� C – Commit to calling home everyday with a positive comment or update.

� I - Initiate a plan of when to call.

� N - Note the change – positive and negative

� G - Gauge the success of your plan, the student, and the parent.

� Then repeat – either with new kids or with a second layer of icing on a specific student

� I – Identify your most needy kids.

� C – Commit to calling home everyday with a positive comment or update.

� I - Initiate a plan of when to call.

� N - Note the change – positive and negative

� G - Gauge the success of your plan, the student, and the parent.

� Then repeat – either with new kids or with a second layer of icing on a specific student

Academics not BehaviorAcademics not Behavior

� Separate academics and behavior.

� The two are very different.

� Some children are successful in one area and not another.

�We have to start at the area of success.

� In class, a student creates a great project but has a really bad attitude….what do you do? What would you like to do? What should you do?

� Separate academics and behavior.

� The two are very different.

� Some children are successful in one area and not another.

�We have to start at the area of success.

� In class, a student creates a great project but has a really bad attitude….what do you do? What would you like to do? What should you do?

MotivationMotivation

� Work for free?

� What motivates adults?

� What motivates students?

� Do we expect them to work for free?

� Upper and middle class often can see effects of education.

� Some middle and lower class are living day to day.

� Work for free?

� What motivates adults?

� What motivates students?

� Do we expect them to work for free?

� Upper and middle class often can see effects of education.

� Some middle and lower class are living day to day.

Praise and AcknowledgementPraise and Acknowledgement

� A plane crashes on the border of the U.S. and Canada. Where do they bury the survivors?

� A plane crashes on the border of the U.S. and Canada. Where do they bury the survivors?

Logic PuzzleLogic Puzzle

� A Ping-Pong Ball in a Hole

� Your last good ping-pong ball fell down into a narrow metal pipe imbedded in concrete one foot deep. How can you get it out undamaged, if all the tools you have are your tennis paddle, your shoe-laces, and your plastic water bottle, which does not fit into the pipe?

� A Ping-Pong Ball in a Hole

� Your last good ping-pong ball fell down into a narrow metal pipe imbedded in concrete one foot deep. How can you get it out undamaged, if all the tools you have are your tennis paddle, your shoe-laces, and your plastic water bottle, which does not fit into the pipe?

� All the tools are random things that are not going to help you. All you have to do is pour some water into the pipe so that the ball swims up on the surface. And if you say that you don't have any water, then think about what you drank today and if you can use that somehow :-) http://brainden.com/logic-puzzles.htm

� All the tools are random things that are not going to help you. All you have to do is pour some water into the pipe so that the ball swims up on the surface. And if you say that you don't have any water, then think about what you drank today and if you can use that somehow :-) http://brainden.com/logic-puzzles.htm

Why Some students work (and some don’t)

Why Some students work (and some don’t)

� Need for approval/fear

� Personal satisfaction/failure

� Challenge/too hard

� Praise/Ridicule

� Rewards/Never get it

� Need for approval/fear

� Personal satisfaction/failure

� Challenge/too hard

� Praise/Ridicule

� Rewards/Never get it

Ways to PraiseWays to Praise

� Praise and Rewards can be easy.

� Economical

� Pencils and school supplies serve 2 purposes.

� Individualized

� Given with expectation

� Given randomly

� Passes – silent lunch pass, free time on the computer, etc.

� Praise and Rewards can be easy.

� Economical

� Pencils and school supplies serve 2 purposes.

� Individualized

� Given with expectation

� Given randomly

� Passes – silent lunch pass, free time on the computer, etc.

What to PraiseWhat to Praise

� If you can observe, you can praise it!

� It’s not always about academics!

� Materials brought to class

� Raised hands

� Not talking

� Looks nice

� Name on paper

� ANYTHING YOU CAN OBSERVE

� If you can observe, you can praise it!

� It’s not always about academics!

� Materials brought to class

� Raised hands

� Not talking

� Looks nice

� Name on paper

� ANYTHING YOU CAN OBSERVE

� The harder it is to praise, the more likely the child needs it.

� What are the circumstances that have created that child?

� How would we as adults respond in that situation?

� The harder it is to praise, the more likely the child needs it.

� What are the circumstances that have created that child?

� How would we as adults respond in that situation?

Understanding the ParentUnderstanding the Parent

� While the parent may not have the same parenting style as you, most still care about their child.

� Most parents love their children. � We are not here to assess how they express their love to their child, but to help their child as much as we, the teacher can.

� We cannot change the home, but we can change the school-home interaction.

� While the parent may not have the same parenting style as you, most still care about their child.

� Most parents love their children. � We are not here to assess how they express their love to their child, but to help their child as much as we, the teacher can.

� We cannot change the home, but we can change the school-home interaction.

Food for thought…Food for thought…

� Families with children are by most accounts among the fastest growing segments of the homeless population. In the United States an estimated 1.35 million from 600 thousand families will experience homelessness today, while 3.8 million more will live in “precarious housing situations.” Put another way, of every 200 children in America, 3 will be homeless today and more than double that number will be at risk for homelessness.

� Families with children are by most accounts among the fastest growing segments of the homeless population. In the United States an estimated 1.35 million from 600 thousand families will experience homelessness today, while 3.8 million more will live in “precarious housing situations.” Put another way, of every 200 children in America, 3 will be homeless today and more than double that number will be at risk for homelessness.

In your class….In your class….

� According to recent federal data, during the 2007-2008 school year 794,617 homeless children and youth were enrolled in public schools. This number, however, is an underestimate, as not all school districts report data to the U.S. Department of Education, and because the data collected represents only those children identified and enrolled in school. Furthermore, the number does not include all preschool-age children, or any infants and toddlers

� According to recent federal data, during the 2007-2008 school year 794,617 homeless children and youth were enrolled in public schools. This number, however, is an underestimate, as not all school districts report data to the U.S. Department of Education, and because the data collected represents only those children identified and enrolled in school. Furthermore, the number does not include all preschool-age children, or any infants and toddlers

Always on the move…Always on the move…

� Too often, homeless children have to change schools because shelters or other temporary accommodations are not located within their school district. Homeless children and youth frequently transfer schools multiple times in a single year because of these conditions.

� Too often, homeless children have to change schools because shelters or other temporary accommodations are not located within their school district. Homeless children and youth frequently transfer schools multiple times in a single year because of these conditions.

Negative EffectsNegative Effects

� Every time a child has to change schools, his or her education is disrupted. According to the Institute for Children and Poverty, homeless children are nine times more likely to repeat a grade, four times more likely to drop out of school, and three times more likely to be placed in special education programs than their housed peers.

� Every time a child has to change schools, his or her education is disrupted. According to the Institute for Children and Poverty, homeless children are nine times more likely to repeat a grade, four times more likely to drop out of school, and three times more likely to be placed in special education programs than their housed peers.

National Coalition for the Homeless

National Coalition for the Homeless

� http://www.nationalhomeless.org/factsheets/education.html

� http://www.nationalhomeless.org/factsheets/education.html

Ideal livingIdeal living

� Sleeping in a room with 6 people, you on the couch – 3 of the people in the room are under 5

� The only heat is the blankets you have on your bed. You have to move close to your brother just to keep warm.

� No running water� No breakfast� Walked to school/caught a ride (if you were lucky)

� POP QUIZ!!!!!� Response?

� Sleeping in a room with 6 people, you on the couch – 3 of the people in the room are under 5

� The only heat is the blankets you have on your bed. You have to move close to your brother just to keep warm.

� No running water� No breakfast� Walked to school/caught a ride (if you were lucky)

� POP QUIZ!!!!!� Response?

Not really fun after allNot really fun after all

� New sports equipment in PE

� New games

� Really fun teacher

� Easy A

� I have to change clothes in front of people…no shower in 3 days, no other clothes to put on…I feel sick….

� New sports equipment in PE

� New games

� Really fun teacher

� Easy A

� I have to change clothes in front of people…no shower in 3 days, no other clothes to put on…I feel sick….

Game TimeGame Time

� Class challenge� 2 groups (one is always “smarter”)

� 2 at a time to the board

� Up front at the board, everybody’s looking

� I know they see my dirty hair, same clothes I wore yesterday that my baby brother spit up on. I know that they think I am trash

�WRONG ANSWER – everyone laughs…I want to leave…

� Class challenge� 2 groups (one is always “smarter”)

� 2 at a time to the board

� Up front at the board, everybody’s looking

� I know they see my dirty hair, same clothes I wore yesterday that my baby brother spit up on. I know that they think I am trash

�WRONG ANSWER – everyone laughs…I want to leave…

Let’s Get CreativeLet’s Get Creative

� Choose one of the following:

� Create a computer game to display this concept

� Video tape you and your friends completing a task

� Create a tri-fold displaying the information – all information typed

� WITH WHAT? WHEN? HOW?

� Choose one of the following:

� Create a computer game to display this concept

� Video tape you and your friends completing a task

� Create a tri-fold displaying the information – all information typed

� WITH WHAT? WHEN? HOW?

OptionsOptions

� Providing options to students can meet all of your objectives, but give some control back to kids.

� Provide 3-4 options that are acceptable to you that the student may enjoy.

� Poster, paper, photo story, PowerPoint

� Provide options on the order of work they complete.

� This or that first (Does it really matter?)

� Providing options to students can meet all of your objectives, but give some control back to kids.

� Provide 3-4 options that are acceptable to you that the student may enjoy.

� Poster, paper, photo story, PowerPoint

� Provide options on the order of work they complete.

� This or that first (Does it really matter?)

Accessible to allAccessible to all

� Provide options for students who do not have materials, support or ability to complete outside the school environment.

� Provide options for students who do not have materials, support or ability to complete outside the school environment.

A B C’sA B C’s

ABasic Continuum

Nothing is permanent. Everything can be earned or lost. It is always at the discretion of the teacher, but can be contingent on what YOU say and want.

Silent lunch for a week. Motivation?

ABasic Continuum

Nothing is permanent. Everything can be earned or lost. It is always at the discretion of the teacher, but can be contingent on what YOU say and want.

Silent lunch for a week. Motivation?

� Lose a privilege, after appropriate behaviors are displayed, it is returned

� To teach replacement behaviors, we must show kids what we want

� Provide guidelines

� Reward positive choices

� Lose a privilege, after appropriate behaviors are displayed, it is returned

� To teach replacement behaviors, we must show kids what we want

� Provide guidelines

� Reward positive choices

Typical Routine AlternativesTypical Routine Alternatives

� Games – worksheet makeover

� Group work – specific roles (recorder, reporter, supporter)

� Teams - competition

� Rubrics – teach them to assess themselves and others

� Materials – give options

� Testing – oral, group, team, etc.

� Calls home – immediate

� Games – worksheet makeover

� Group work – specific roles (recorder, reporter, supporter)

� Teams - competition

� Rubrics – teach them to assess themselves and others

� Materials – give options

� Testing – oral, group, team, etc.

� Calls home – immediate

Examples of everyday “choices”

Examples of everyday “choices”

� Even or odd

� Choose 10 out of 20 to complete.

� 3 assignments- complete in any order

� Write in a different color pen/marker/crayon (something out of the norm)

� Type on the computer

� Different mediums to complete work

� Allow group, partner or individual work

� Allow whisper time while they work

� TECHNOLOGY!!!!!!!

� Even or odd

� Choose 10 out of 20 to complete.

� 3 assignments- complete in any order

� Write in a different color pen/marker/crayon (something out of the norm)

� Type on the computer

� Different mediums to complete work

� Allow group, partner or individual work

� Allow whisper time while they work

� TECHNOLOGY!!!!!!!

Group ConsequencesGroup Consequences

� Token System

� Never a loss, only recognizing gains

� Points – earned and lost

� Collaboration

� Individual and Group

� All students must complete all work or the entire class has a specific consequence.

� From outside source – compliments from other teachers/staff/administrators

� Token System

� Never a loss, only recognizing gains

� Points – earned and lost

� Collaboration

� Individual and Group

� All students must complete all work or the entire class has a specific consequence.

� From outside source – compliments from other teachers/staff/administrators

Classroom JobsClassroom Jobs

Most missed out on these opportunities when they were younger.

Most missed out on these opportunities when they were younger.

Shhhhh……Shhhhh……

� Intentional Pause

� Intentional Ignoring

� Silence

� Rote answers/Repetition

� Check your tone in all that you say. It’s not in what you say, but the way you say it.

� Intentional Pause

� Intentional Ignoring

� Silence

� Rote answers/Repetition

� Check your tone in all that you say. It’s not in what you say, but the way you say it.

The Way You Say ItThe Way You Say It

Get in line. When you’re ready, we will go.

You aren’t working. Are you working?

Stop talking. When it’s quiet, we can…

You haven’t done anything at all.

Do you need help?

Sit in your seat. Are you in your seat?

Command/Demand/

Accusation

Question/Statement to refocus, redirect, and ready students for learning

� Many students in poverty are louder than children in middle class homes.

� Role-play, model, listen to examples of appropriate tone.

� The vocabulary of a child in poverty by age 8 is less than ½ of a child in middle class.

� Teach them to access resources.

� Many students in poverty are louder than children in middle class homes.

� Role-play, model, listen to examples of appropriate tone.

� The vocabulary of a child in poverty by age 8 is less than ½ of a child in middle class.

� Teach them to access resources.

“Hit it and Quit It”“Hit it and Quit It”

� Say what you have to say and then be quiet.

� Students do not need or respond well to long speeches about their behavior.

� Over-talk on our part often increases or even causes behaviors.

� We have to be different than their norm if we expect them to act different than in their norm.

� Say what you have to say and then be quiet.

� Students do not need or respond well to long speeches about their behavior.

� Over-talk on our part often increases or even causes behaviors.

� We have to be different than their norm if we expect them to act different than in their norm.

A break in environmentA break in environment

� Allow a student that is struggling to “help” even for just a moment.

� Allows the student to regain composure.

� A break from current setting.

� A time to “save face”

� This is not necessarily a reward, but a chance to change the current circumstances.

� Allow a student that is struggling to “help” even for just a moment.

� Allows the student to regain composure.

� A break from current setting.

� A time to “save face”

� This is not necessarily a reward, but a chance to change the current circumstances.

“Trash it Out”“Trash it Out”

� Trash it out – a time for student to speak without interruption

� Set ground rules first – no inappropriate language, tone or accusations

� His or her side of the story

� Can be oral or written

� Students need to be HEARD!

� Trash it out – a time for student to speak without interruption

� Set ground rules first – no inappropriate language, tone or accusations

� His or her side of the story

� Can be oral or written

� Students need to be HEARD!

Expectations should be HIGHExpectations should be HIGH

� Set your goal and work moment by moment to attain that goal.

� Yes or no – not yeah, naw, sound effects or eye tricks

� Body language –

� Be ware of cultural implications and your own limitations

� Set goal for engagement in the conversation – not control

� Set your goal and work moment by moment to attain that goal.

� Yes or no – not yeah, naw, sound effects or eye tricks

� Body language –

� Be ware of cultural implications and your own limitations

� Set goal for engagement in the conversation – not control

The Way THEY say itThe Way THEY say it

� Yes or No – expect the best

� Model what you want

� Role play

� This is what I heard….

� An opportunity for student’s to say it correctly in the correct way

� Yes or No – expect the best

� Model what you want

� Role play

� This is what I heard….

� An opportunity for student’s to say it correctly in the correct way

Considering our own purpose and role

Considering our own purpose and role

Punitive or Purposeful ?Punitive or Purposeful ?

Question and AnswerQuestion and Answer

Contact InformationContact Information

� Amber Halliburton

�Walter Johnson Middle

� Email – ahalliburton@burke.k12.nc.us

� Powerpoint is located on wikispaces at http://learningtolovebehavior.wikispaces.com/

� Amber Halliburton

�Walter Johnson Middle

� Email – ahalliburton@burke.k12.nc.us

� Powerpoint is located on wikispaces at http://learningtolovebehavior.wikispaces.com/

Baggage ActivityBaggage Activity

� Acquire a suitcase, preferably old, beat up suitcase.� Give students several copies of a shirt (or black sheets of paper)

� Discuss that we all carry “baggage” everywhere we go. A lot of times we don’t know what’s in each other’s suitcase of baggage.

� Encourage students to write possible “baggage” that either they or their peers bring to school with them everyday. Remind them this is anonymous.

� Have students place shirts in suitcase when finished.� Discuss answers with students.

� Acquire a suitcase, preferably old, beat up suitcase.� Give students several copies of a shirt (or black sheets of paper)

� Discuss that we all carry “baggage” everywhere we go. A lot of times we don’t know what’s in each other’s suitcase of baggage.

� Encourage students to write possible “baggage” that either they or their peers bring to school with them everyday. Remind them this is anonymous.

� Have students place shirts in suitcase when finished.� Discuss answers with students.

Baggage Activity RealityBaggage Activity Reality

� My dad has 3 kids. 2 of them get to live with him. I don’t. I haven’t since my mom left when I was 5. I have lived in over 60 group homes. I once had to live in a cage in a group home. I get to call my dad. Sometimes I call him more than once. He just doesn’t have the minutes to call me back, but I get to hear his voice on the machine.

� My dad has 3 kids. 2 of them get to live with him. I don’t. I haven’t since my mom left when I was 5. I have lived in over 60 group homes. I once had to live in a cage in a group home. I get to call my dad. Sometimes I call him more than once. He just doesn’t have the minutes to call me back, but I get to hear his voice on the machine.

� I am number 5 out of 5 kids. My grandma and grandpa have raised all of us. My mom and dad are both in and out of jail. My brother and 2 sisters already have kids. Most of the time, I have to watch their babies. I have been beaten in and out of a gang. I have been sexually active since 12.

� I am number 5 out of 5 kids. My grandma and grandpa have raised all of us. My mom and dad are both in and out of jail. My brother and 2 sisters already have kids. Most of the time, I have to watch their babies. I have been beaten in and out of a gang. I have been sexually active since 12.

� My teacher is so nosey. It's just a knot on my head. She asked me about so I told her. My mom hit me with a pool ball. She was drunk and I was mad and she hit me. I deserved it. My teacher called DSS about it and they came to my house. Did my teacher not know that I would get into so much trouble for telling that? I deserved it and I told her not to tell. She just had to go tell. My mom found out who called DSS and then she called my teacher and told her a lot of mean things. Then I got hit, but I deserved it. I have to be more careful.

� My teacher is so nosey. It's just a knot on my head. She asked me about so I told her. My mom hit me with a pool ball. She was drunk and I was mad and she hit me. I deserved it. My teacher called DSS about it and they came to my house. Did my teacher not know that I would get into so much trouble for telling that? I deserved it and I told her not to tell. She just had to go tell. My mom found out who called DSS and then she called my teacher and told her a lot of mean things. Then I got hit, but I deserved it. I have to be more careful.

� I changed schools in 6th grade. I hated my new school. My old school let me sit in the custodian's closet where the shower thing is and all the cleaners are and play my video game all day. I didn't bother them and they didn't bother me. My new school was awful. They made me stay in class all day and wouldn't let me leave except for bathroom and lunch. I spent the first 3 weeks under the table, barking, growling and trying to bite my teacher. I hated her. I would also bite myself. It made me feel better. I would bite my skin off and make myself bleed. Sometimes the angels would tell me to do. Sometimes I would talk to dead people. The angles were nice, but when they all started talking at the same time it was so loud. I just wanted it to stop. I used to try to kill myself a lot.

� I changed schools in 6th grade. I hated my new school. My old school let me sit in the custodian's closet where the shower thing is and all the cleaners are and play my video game all day. I didn't bother them and they didn't bother me. My new school was awful. They made me stay in class all day and wouldn't let me leave except for bathroom and lunch. I spent the first 3 weeks under the table, barking, growling and trying to bite my teacher. I hated her. I would also bite myself. It made me feel better. I would bite my skin off and make myself bleed. Sometimes the angels would tell me to do. Sometimes I would talk to dead people. The angles were nice, but when they all started talking at the same time it was so loud. I just wanted it to stop. I used to try to kill myself a lot.

� I am a child who watched my daddy die when I was five. He went to get money from a drug dealer and was shot and killed. I sat there until the police came. I was a victim of hurricane Katrina. I lived in a stadium for 6 months. I spent time in a juvenile detention center. I was 16 in 8th grade and could not read. I changed my life around, learned to read and returned to regular classes. My life was on the right track. I wanted to join the Marines. I was later shot at 17 by a police officer. I was in the wrong place at the wrong time.

� I am a child who watched my daddy die when I was five. He went to get money from a drug dealer and was shot and killed. I sat there until the police came. I was a victim of hurricane Katrina. I lived in a stadium for 6 months. I spent time in a juvenile detention center. I was 16 in 8th grade and could not read. I changed my life around, learned to read and returned to regular classes. My life was on the right track. I wanted to join the Marines. I was later shot at 17 by a police officer. I was in the wrong place at the wrong time.

� My mom used to tell me I was retarded. I believed her. She would tell me I was fat and that I was too dumb for school. She said because I was dumb, we got a check every month. She didn’t want me in regular school. I did good in my classes and finally got to go back. Now she thinks I am smart. I think I am a lot smarter than I was then. I’m not retarded.

� My mom used to tell me I was retarded. I believed her. She would tell me I was fat and that I was too dumb for school. She said because I was dumb, we got a check every month. She didn’t want me in regular school. I did good in my classes and finally got to go back. Now she thinks I am smart. I think I am a lot smarter than I was then. I’m not retarded.

No Idea….No Idea….

Relationships MatterRelationships Matter

� The good news…

� Everything begins with a positive relationship. Everyday we have the choice to positively impact a child.

� Will you?

� The good news…

� Everything begins with a positive relationship. Everyday we have the choice to positively impact a child.

� Will you?