Embedded Files
Reflect:
Reflect:
How are we reconceptualizing relationships in schools?
How are we reconceptualizing relationships in schools?
How are we working with students to help them define what a healthy relationship looks like and sounds like for them?
How are we working with students to help them define what a healthy relationship looks like and sounds like for them?
How are you spending time connecting with your staff, admin team, students and parents?
How are you spending time connecting with your staff, admin team, students and parents?
How might we recognize our own identity and power into the classroom and how that influences the connections we create in the school community?
How might we recognize our own identity and power into the classroom and how that influences the connections we create in the school community?
How might we celebrate all identities, reframe behaviour and respond with support to the students in our care?
How might we celebrate all identities, reframe behaviour and respond with support to the students in our care?
How might we create the conditions where we apologize when needed, repair relationships and always provide a fresh start? (Between staff, students and families)
How might we create the conditions where we apologize when needed, repair relationships and always provide a fresh start? (Between staff, students and families)
Learn:
Learn:
Something to Read:
Something to Read:
Something to Watch:
Something to Watch:
Something to Engage With:
Something to Engage With:
Act:
Act:
Be Aware of Your Own Social-Emotional State
Be Aware of Your Own Social-Emotional State
Deep Listening
Deep Listening
“Deep listening is a type of listening that aims to relieve the suffering of the other person, supporting personal healing and the development of relational trust.”
-(Street Data, Dugan and Safir, pg.205)
Understand That Language Matters
Understand That Language Matters
Are you spending your time directing or connecting?
Are you spending your time directing or connecting?
"When kids feel connected and trusting of their teachers, there are fewer behaviour problems." - Dr. Jean Clinton
"When kids feel connected and trusting of their teachers, there are fewer behaviour problems." - Dr. Jean Clinton
Be a Warm Demander
Be a Warm Demander
Culturally Responsive Teaching and the Brain by Zaretta Hammond, page 99.
Actions to Warm Demander
Actions to Warm Demander
- Show Strength
Overcommunicate your vision—in meetings, on agendas, on the school walls, on classroom observation tools—so that when a breach happens, you are ready to show strength.Showing strength means holding the line on your vision and not capitulating to deficit language, single stories, or narrow views of student behavior.
Overcommunicate your vision—in meetings, on agendas, on the school walls, on classroom observation tools—so that when a breach happens, you are ready to show strength.Showing strength means holding the line on your vision and not capitulating to deficit language, single stories, or narrow views of student behavior.
- Listen and Affirm
When we practice deep listening, we tune into the message beneath the words, paying close attention to the speaker's nonverbal signals and affirming his or her capacity to grow and change.
When we practice deep listening, we tune into the message beneath the words, paying close attention to the speaker's nonverbal signals and affirming his or her capacity to grow and change.
- Challenge and Offer a Choice
The challenge here is to call somebody in and up to their fullest potential, not to call them out. This is the moment to anchor your coaching conversation in school values, instructional vision, or even the teacher's own values.
The challenge here is to call somebody in and up to their fullest potential, not to call them out. This is the moment to anchor your coaching conversation in school values, instructional vision, or even the teacher's own values.
- Teach the Value of Mistakes (A.K.A. learning opportunities)
It's important to note that for mistakes to result in learning, it must happen in a safe environment, with guidance from someone like a warm demander teacher.Through these approaches, warm demanders hold their students to high standards and provide the support that students need to get there, thus creating an equitable classroom.
Generate Trust
Generate Trust
Focus on Student Agency
Focus on Student Agency
"Agency is the idea that people have the capacity to take action, craft and carry out plans, and make informed decisions based on a growing base of knowledge. In the social ecology of the classroom, agency is about connection to self, peers, adults, the community beyond the classroom, and ultimately the world. Agency doesn’t emerge in a vacuum, nor does it flourish in a traditional classroom where the teacher is positioned as a content expert dishing out knowledge. It emerges in a learning space where power is distributed, knowledge is democratized, diverse perspectives are welcomed, and children are intellectually and emotionally nourished."
- Shane Safir and Jamila Dugan
Thinking About Student Engagment
Thinking About Student Engagment
"Too often we reduce engagement to hands-on "activities" or to a lesson that's fun and interactive, but we don't necessarily connect that interactivity to academic rigor or cognitive capacity building. And that's the thing that's so important. For me, the question is: Do we do enough to create classroom environments for students to be intellectually curious? The problem is not typically with the kids, who always come in with intellectual curiosity on some level. It's with the environments we are creating."
"Too often we reduce engagement to hands-on "activities" or to a lesson that's fun and interactive, but we don't necessarily connect that interactivity to academic rigor or cognitive capacity building. And that's the thing that's so important. For me, the question is: Do we do enough to create classroom environments for students to be intellectually curious? The problem is not typically with the kids, who always come in with intellectual curiosity on some level. It's with the environments we are creating."
Prioritize Positive Connection
Prioritize Positive Connection
Prioritize Relationships
Prioritize Relationships
- Show up: How might we recognize how we bring our own identity and power into the classroom?
- Light up: How might we celebrate all identities, reframe behaviour and respond with support to the students in our care?
- Build up: How might we strive to use an asset lens, honour student voice and reduce the stressors we can?
- Never give up: How might we create the conditions where we apologize when needed, repair relationships and always provide a fresh start?
Be aware of your own stress, your power, how much you request compliance
Be aware of your own stress, your power, how much you request compliance
"Your postive, supportive presence is one of the most significant influences on a student's day."
"Your postive, supportive presence is one of the most significant influences on a student's day."
"You Are The Strategy"
"You Are The Strategy"
-Susan Hopkins
Consider the Brain Science:
Consider the Brain Science:
Brain builders.mp4Brain Builders
Brain Builders
How do the experiences we have in childhood shape the architecture of the brain?
How do the experiences we have in childhood shape the architecture of the brain?
How could you as an educator help build and maintain that architecture?
How could you as an educator help build and maintain that architecture?
How could you leverage your connection with students to help develop their social and emotional skills (executive function and self-regulation)?
How could you leverage your connection with students to help develop their social and emotional skills (executive function and self-regulation)?
Teach How to Solve Conflict
Teach How to Solve Conflict
Strategy #1: Help students think proportionately about their issues (big problem vs. little problem)
Strategy #1: Help students think proportionately about their issues (big problem vs. little problem)
Strategy # 2: Set up a Peace Path on the playground with prompts.
Strategy # 2: Set up a Peace Path on the playground with prompts.
Strategy #3: Pair with a friend to hear different perspectives.
Strategy #3: Pair with a friend to hear different perspectives.
Strategy # 4: Scripted Empathy - looking at problems from a different perspective helps students to walk through issues without being emotionally attached.
Strategy # 4: Scripted Empathy - looking at problems from a different perspective helps students to walk through issues without being emotionally attached.
Strategy # 5: Use a decision matrix to measure positive and negative outcomes
Strategy # 5: Use a decision matrix to measure positive and negative outcomes
Teach About Empathy
Teach About Empathy
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