ByMarilyn Lane

Building A Home Called School Number 3

Through the Ages

The Industrial Age Mass production required

Physical Strength Personal Fortitude

The Information Age/Technology The Knowledge Worker

Thinking Proficient in left brain

The Conceptual Age

What We Have

Automation/Technological Acceleration Globalization/Emerging Nations Abundance/Affluence Whole Brain Thinking

School Reform

Jefferson John Dewey Individualized Instruction Phonics vs. Whole Language Project Based Learning Accountability/Test Taking Standards/NCLB

What We Do

We are currently preparing students for jobs and technologies that don’t yet exist…. In order to solve problems we can’t even anticipate.

We Know

“ We can’t solve problems by using the same kind of thinking we used when we

created them.”

- Albert Einstein

Current Best Practices

Brain Based Learning

Differentiation

The Whole Child

Rigor, Relevance and Relationships

What We Know

“Evidence abounds that schools serve as a protective shield to help children withstand the multiple vicissitudes that they can expect of a

stressful world. Good schools play a remeliative role in the lives of at-risk children simply by offering care and support, maintaining high

expectations for all youth and striving to fully engage their students.”

- Bernard

What We Also Know

“Research has shown that when teachers are empathetic and consistent, allow students to manage themselves and

encourage them to make decisions, the classroom is a better place and so is the

school.”

- University of Minnesota directed by investigators from the University of North Carolina at Chapel Hill

(127 schools on school connectiveness

Building A Home Called School

What We Need

The 5 Building Blocks of Basic Needs

.

SecurityIdentityBelonging

PurposeCompetence

.

The First Day of School

Creating The Climate

“I’ve come to the frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the classroom ,It’s my daily mood that makes the weather. As a teacher I possess a tremendous power to make a child’s life miserable or joyous. I can humiliate or humor, hurt or heal. In all situations it is my response that decides whether a crisis will be escalated or deescalated, a child humanized or dehumanized.”

Haim Ginott

Safe Protective Welcoming Supportive Respectful Caring Scholarly

The Environment is…

Security Means…

• Non-Judgmental Acceptance of Ideas• Clear Consistent Expectations• Comfort with Risk-Taking

• A Hierarchy of Help• A Sense of Community• Choices and Consequences• Trust• Personal Responsibility

Security Also Means…

• Anticipation/ Planning • Process and Procedures• Rules• Shared Decision Making

• Parents as Partners• Participation and Involvement of Students• Structure/

Teaching Love and Dignity

…”When a strong, loving teacher comes to the aid of the least respected child in his class, something happens in the emotional climate of the room, Every child breathes a sigh of relief. If Linda is safe from even overweight Linda, then I must be safe too. By defending the least popular child in the room, the teacher demonstrated 1) that she shows no favoritism,2) that she respects everyone, and3)that she will stand up for anyone who is being treated unjustly.”

James Dobson

Expectations

Respect

Responsibility

Cooperation

Student Rights

To be safe

To be respected

To have appropriate work and resources

To have a caring certified teacher

To ask for help

The Student

All students participate in respectful

work

Students work in flexible groupings as

well as independently

Students assume more responsibility

for their own learning

Identity

“It is our choice that we show who we are, not what we do.”

- Harry Potter

School/Class Identity

• A Mission Statement

• A Defined Climate and Culture

• Children are accepted as they are

• Pride

• Personal Responsibility

• Students are Scholars

• Children are recognized and valued as individuals

Identity Means…

• Self-Awareness

• Understanding and expressing feelings

• A Knowledge of strengths/areas for improvement

• New roles/ experiences

• Heroes

• Knowing our place in the world

Identity Also Means…

• Acceptance of physical self

• Gender issues

• Attitude

• Management of emotions

• Mindset

• Learning Style

• Validation from people who matter

• A Celebration of who I am

Boys…

FEEL…

• Need to suppress

emotions• Peer pressure to

conform and fit in• Bullied because

considered “too feminine” or “nerds”

• Must try to meet expectations of others

NEED…• Encouragement to feel

and express emotions• Someone to listen and

to empathize• Explanation about

gender stereotyping and expectations

• Encouragement to follow own interests

• Help to find interest-based groups

• To be careful of stress and overload

Girls…

FEEL…• Choose between

being smart and being popular

• Identity is body image

• Voiceless

NEED…• Interaction w/positive

female role model• Affirmation of assertive

behavior• Validation that women

can have career/life choices and enjoy them (balance of roles)

• Identity is who we are & what we do

• Accept that intelligence is valued and intelligence is power

Kids Who Are Different

Here’s to the kids who are different, The kids who don’t always get A’s,The kids who have ears twice the size of their peers, And noses that go on for days…Here’s to the kids who are different,The kids they call crazy or dumb, The kids who don’t fit, with the guts and the grit Who dance to a different drum…Here’s to the kids who are different,The kids with the mischievous streak, For when they have grown, as history’s shown, It’s their difference that makes them unique.

Mindset

Fixed

Growth

Obstacles ChallengesPraise AssessmentAttitude of Entitlement Effort

Positive feelings come from being honest about yourself and accepting your personality, and physical characteristics, warts and all; and, from belonging to a family that accepts you without question.

Willard Scott

A Sense of Belonging

Belonging

• Caring Connections

• Assuming Responsibility to the School

• Communication

• Acceptance and Appreciation

• Finding Commonalities

• School Pride

Belonging Means…

• Developing social skills• Empathizing• Contributing to the group/others• Being with mental peers• Having opportunities for service learning• Practicing traditions• Making caring connections• Assuming responsibilities

Purpose

“You don’t have to take life the way it comes to you. By converting your dreams into goals and your goals into plans, you can design your life to come to you the way you want it. You can live your life on purpose.”

Bob Moawad

Our Purpose

Statue of Liberty

Superman Testing

Counseling Life Skills

Citizenry Lifelong Learning

Teaching our Passion

Developing Purpose

• Exploration of interests• Opportunity to pursue passions• In-depth and complex learning• Problem Solving• Goal Setting• Relevance• Define values• Vision for the future

Lighting the Personal Fire

• Share your passion• Help set personal goals and ways to

achieve them• Determine needs and interests• Support self-initiated activities• Speak the language of encouragement• Facilitate work in area of interest• Provide opportunities for challenge• Teach respectful Self-Advocacy

Building Personal Power

Scholarliness: The Right Reasons for Learning

• Work that is meaningful and challenging

• Serves higher human needs and values• Satisfies craving for knowledge

The Effects of Effort

I am suggesting that we do more to push our young people beyond their comfort zone, to do things right and to be ready to suffer some short-run pain for longer gain.”

Thomas Friedman

Competence

Remember!“The surest path to high self-esteem is to be successful one perceived would be difficult.”

Dr. Sylvia Rimm

Personal Competence

Recognize the importance of Attitudes Realize Self-Knowledge Explore options/alternatives in Decision

Making Establish Problem Solving Techniques Develop Relationships Celebrate Attainment of Goals

Competence Skills

• People Skills

• Communication

• Time Management

• Technology

• Ability to Access Critical Resources

• Cooperation and Contribution to the Group

Accessing Critical Resources

• People Skills• Decision-Making Skills• Problem Solving Skills• Time Management• Technology• Social Activism/Control

Celebrating Success

• Attaining Goals

• The Effects of Effort

• Quality Work

• Friendships

• Self-Knowledge

Emotional Wellbeing

• Feel comfortable with oneself

• Feel right about other people

• Able to meet the demands of life

Becoming A Gifted Educator

Be: Willing to go outside of your

comfort zone An advocate for your students A model and a mentor

Encourage: The pursuit of in-depth learning Respectful questions Risk-taking

Know: Your students What you teach How students learn

Hold: High expectations Students accountable for

quality work

Provide: Research & standards-based

instruction Pervasive caring Opportunities for interaction

w/mental peers

Share: Who you are Your passion Your knowledge

Take: Care of the care-giver

Fostering Emotional Wellbeing in the Classroom

“One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings. The curriculum is so much necessary raw material but warmth is the vital element for the growing plant and for the soul of the child..”

Carl Jung

What will Your School Be?

Do whatever it takes. If educators make their school a positive “alternative culture”-a culture that says, “We will teach you whether or not your folks love you, regardless of what language you speak at home”. We need to say, “When you are with us, you belong to us, and we will do everything and anything for you.”

Lorraine Monroe –School Leadership Academy

Cheers

A school where…

Everybody knows your name and everybody’s glad you came

Cheers

You wanna be where you can seeOur troubles are all the same

You wanna be where everybody knows your name

You wanna go where people know people are all the same.

You wanna go where everybody knows your name!

http://www.youtube.com/watch?v=xYcX534JqG4