Social and emotional learning makes sense. Knowing who we are, understanding how our emotions function, and being able to establish and maintain healthy interactions with people supports social, emotional, and academic success as well as improves the quality of life for our students in the future. We can support SEL best by emphasizing the learning and deemphasizing behavior.
Trauma Informed Care, skills and practices, will be more important than ever upon return to classrooms this fall. During this workshop teachers/staff will reflect upon the emotional toll of the past year as well as identify emotional triggers, learn emotional regulation skills, and understand the importance of co-regulation between student and teacher.
by Timothy (Tim) Grivois-Shah, Ed.D. The most successful behavioral supports in schools typically involve 1) frequent doses of positive feedback & prompting, and 2) strong relationships with a trusted mentor. Check-in, Check-out (CICO) is a common framework for behavioral support, and when it works, students of any age know that someone they respect both wantsContinue reading “Support youth in becoming who they want to be, not how we want them to behave.”
Often, we talk about justice as something that we’ll work on when the rest of the work gets done. These articles remind me that our students can’t (and won’t) wait for justice. And, many caring professionals are making progress when and where they can. It’s time for all of us to do the same.
The most important member of any team designing any intervention or service will always be the person the plan is supposed to benefit. Instead of assuming to know how best to help someone, find out sure.
If, by helping my partner schools approach student discipline through a PBIS framework, I was creating a system where a small group of people established behavioral expectations without involving the entire school community and without centralizing the voices of students and families of color, then there was no way that I could say with integrity that the values I was helping schools teach and enforce school-wide at all represented the value system to which every student subscribe
Your PBIS systems are whatever your school makes of them. Implemented uncritically, PBIS risks reinforcing systemic racism. However, schools that are using PBIS data systems have a powerful tool for uncovering and dismantling oppressive discipline practices. By using your PBIS data to answer School Leadership for Social Justice’s 10 Questions, you’ll spend more time helping children and youth learn and grow and less time enforcing expectations that may be causing BIPOC students and families harm.
Self-care is not a luxury to indulge when the work gets done. Caring for ourselves is our duty.
CICO works because the intervention is about strengthening relationships with students and communicating with young people effectively. And, while many schools have done CICO well with in-person learning, CICO for digital learning spaces can be equally effective.
The work of addressing conscious and unconscious bias begins with taking time to deeply explore my own identity and then make space to truly listen to others who do not share my identities. This is never to mean disregarding my own knowledge, skills, and dispositions that grew out of my identity-shaped experiences. It is the critical practice of understanding that people can experience the exact same situation differently based on an array of ways in which an individual can identify.