Embedded Files
Culturally Responsive Practices (CRP) is defined as the utilization of the diverse cultural norms of a classroom and of individual scholars to better direct classroom instruction (What is the definition of cultural responsiveness, EDWeek, Will and Najarro). The ideas and practices of CRP are important to the counseling department at Forest Park High School because it shows that we value all of our students and include them in not only how we teach, but how we excel as a community.
The leadership of Forest Park High School ensure that all faculty and staff identify and differentiate all of our diverse cultures and that we study the norms of those within our school to ensure that inclusion is the center of our educational focus.
"What lies beneath the surface is what the traditional educational system has ignored: the rich wealth of knowledge of those communities, their ways of thinking and ways of thinking and being in the world, the languages they speak, and their way with words." Teddi Beam-Conroy, University of Washington, Associate Teaching Professor.
Culturally Responsive Practices and Social Emotional Learning
Social Emotional Learning allows the student to develop personal skills, awareness of self and personal discipline which are critical to success not only at Forest Park but in the broader community (Source: CASEL).
At Forest Park High School, administration embraces PBIS as a tool to create more SEL awareness in students. Our PBIS lead, Ms Shorts, creates weekly lesson plans that are shared with the entire faculty to be taught every Wednesday. Those lessons are supported by the PBIS Bucks or "Panther One Bucks" which reward our scholars for utilizing PBIS and SEL in and outside of the classroom.
Self-awareness,
Self-management,
Social awareness,
Relationship skills, and
Responsible decision-making.
How do I see myself?
How do I see myself?
Self-Awareness is the ability to have an honest look at ones self and what one values, how one processes information and emotions. Self-thoughts can spread and influence others around you which is why it is important to have accurate self-awareness
Can I regulate myself?
Can I regulate myself?
It is important that scholars mater the ability to have thought and emotions and manage how they react to them and their surroundings. This requires self-discipline and conflict resolution abilities.
How do I see the world around me?
How do I see the world around me?
Can you empathize with people that are not like you? Can you understand what someone is saying without having experienced it yourself? Social awareness means that one can create sympathy and empathy with those that are not like us.
Secondary Priority
Secondary Priority
In order to build a community of thriving scholars, the administration at FPHS has made this aspect of SEL a priority. Positive relationship skills is an important aspect of adolescence and adulthood. With good relationship skills, the school environment cuts down on fights and misunderstandings with peers and with adults. CASEL defines relationship skills as the ability to build positive relationships, especially with diverse individuals and groups, using a variety of methods such as active listening, and communication and conflict resolution skills. Click image to learn more.
Secondary Priority
Secondary Priority
The ability to make wise and safe decisions is one of the priorities at Forest Park High School. As budding adults, our administration emphasizes the opportunities that our scholars have to enhance their lives daily by the decisions they make. CASEL defines Responsible Decision Making as “the ability to make constructive choices about personal behavior and social interactions based on ethical standards, safety concerns, and social norms.” Click image to learn more.
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