Tagged With "discipline"

ACE's & COVID-19 - Change is coming: Ethos is, as ethos does - Are we all on-board with the following ethos? ETHOS: If a child commits a criminally-prosecutable act then it is a matter for doctors, not police (for HIPPA, not FERPA)! Well? Onboard? If one grasps the prior, the following is then readily self-evident: CORPORAL PUNISHMENT lays the foundation for abuse and occurs in 80% of households and 15% of schools. Corporal Punishment implicitly perpetuates, condones and promotes th

By Taylor Walker, Witness LA, November 11, 2019 Research and the national conversation around racial disparities in school discipline have largely remained focused on the outsized disparate treatment that black students receive when compared with their white peers. Yet Native American youth face much the same disciplinary treatment in schools that black students do, according to a report from San Diego State University and Sacramento Native American Higher Education Collaborative (SNAHEC)...

From our recent book: Eyes are Never Discipline is not something we do to children. It is something we help them to build from within. Far too often school district discipline policies and procedures equate discipline with forms of punishment. For many schools, the code of conduct is made of long lists of possible behavioral infractions and the associated consequences (i.e., punishments). To properly engage with this debate, an overview of terminology is needed. “Discipline,” on the one...

By Carolyn Jones, EdSource, October 29, 2019 More California schools are allowing disruptive students to serve suspensions on campus instead of sending them home. But experts said educators need to provide those students with high-quality behavior counseling for that approach to be successful. Schools throughout the state have embraced in-school suspensions in recent years, as studies have shown that traditional out-of-school suspensions can hurt students’ academic performance and actually...

Co-regulating Students Correcting student behavior is part of our work as educators yet often it can lead to escalation of student behaviors. As teachers we can learn ways that can lead to students actually hearing what it is we say. Note: For anything positive to come of our concern both the adult and the young person need to be in the executive center of our brains!! I intentionally use the term "care-fronting" rather then confronting. As teachers and administrators we want to learn skills...

Where to begin... My heart is full of hope and joy as I watch the trauma-informed schools movement swell across our nation and planet. The science of ACEs is mind-bending to say the least and we are now able to open up a much deeper dialogue about human behavior and health. Ultimately this work is about healing… All. Of. Us. A new consciousness is taking root around ending the “us vs them” construct. The idea is growing that we’re all on this journey together and that no matter where our...

By Ashley Ruano, Fix School Discipline, October 1, 2019 The #StudentNotSuspects coalition has long worked in Los Angeles to end the random searches policy that discriminate against students and create a hostile campus environment for students to learn. For many years, Los Angeles Unified School District implemented mandatory random metal detector searches in middle and high schools. The searches did not make campus environments more secure. Instead, the policy targeted, and criminalized...

By NINA AGRAWAL, SONALI KOHLI, OCT. 1, 2019, LA Times In middle school, Anthony Avila would stand up in class, talk to friends when he wasn’t supposed to and sling his legs across a second chair. His disruptive behavior got him sent to the office a lot, where he would sit in silence, often stewing. In high school, Avila’s math teacher used another tactic. She kept him in class when he acted up and opened her room early so they could talk. When other teachers still sent him to the office, the...

These trauma-informed education resources are linked to narrative illustrations of the same topic at LucidWitness.com. The narratives are designed to be used as 'Public Service Announcements' in social media, to help grow broad, general-public awareness of developmental trauma.

For my masters I looked at the relationship between preschool teachers’ level of education and expulsion rates—quite interesting and the results were not surprising. Your proposed project sounds really interesting. I just saw an article, I think in the ACEs Research community, on teachers’ perceptions of discipline and their ACE scores.

That sounds excellent! I don't know of formal research, but I use Mentimeter in my trainings to compare and contrast the groups ACE scores with Resilience scores. Not surprising, our graduate school counseling students had high ACE and high resilience. I was a little surprised that my district teachers/staff group actually had a lower than average ACE scores. I hope you'll share your outcomes!!

Great piece that should be taught to every teacher (and every school resource officer)!

Love the article, Michael. As a long time school psychologist, I am very familiar with the dance up and down the discipline process, as adults (both teachers and parents) are very much partners with the student in how the trajectory goes for students were are already suffering and lacking skills. Often our responses can lead to further disengagement in school and adult level conflicts which the student observes, which further detracts from their ability to have agency in their developing...

Hello, I’m new to the Ace Connection. I’m excited to be a member. Question: I am pursuing a Master’s Degree in Education Administration. I would like to do my master’s thesis’s on teachers’ personal ACE score and their perception of discipline practices in schools. Does anyone know of research that addresses these issues (or something similiar)? Thanks in advance!

We do similar work - and our experience is that it is easier to move away from punishments than to move away from rewards...and both cause some harm. What is your experience in helping folks move away from rewards?

Hi Rebecca, tell me if students have any codes of conduct and discipline policies to follow in the schools?.

Sajjad, Our schools have expectations and classrooms have student generated guidelines (which look very similar to adult generated guidelines). The difference is that when someone doesn't follow the guidelines the response is: regulate, relate, reason and then repair the mistake. Of course, safety always comes first which can require removal from the situation (or sometimes even the school) - but the repair is what re-establishes connection and helps reconstruct the community. This is what...

Jody thanks for the prompt response to my question. We used rewards as for both tangible and intangible since last couple of years. Its particularly challenging for problem kids, but its an incentive to get them to do their work, get along better, and make the right choices. I personally feel that sometimes starting with something the student likes to do, rather than giving them something may be a better reward for them. We have to workout as how to help folks move away from rewards.

Sajjad, The frame shift that I think needs to happen is the recognition that these students are not "making choices" when their behavior is inappropriate. As Mona Delahooke explains, it is bottom up behavior. We aren't teaching anything with rewards. When students are self regulated they can choose. When they aren't they cannot. It ends up being demoralizing for kids to tell them to make "good choices" and they do when they can - and when they can't and mess up and later get back into their...

Jody, I really appreciate the way you have explained as how to help folks move away from rewards. I will share the ideas within the local community and see if it works.

Thanks Sajjad, I invited a colleague who has a lovely one-pager on rewards to share it. I suspect she'll post it some time today.

Rebecca, I love your Golden words (we’re all on this journey together and that no matter where our efforts lie, we have an opportunity to be a part of this mission.)

Jody, Thank you very much for sharing the one-page handout on rewards. I will share in the local community schools very soon.

Thanks, Dan, for putting together this amazing array of resources. Lou

Download and share this free resource! https://sounddiscipline.org/sel-at-home We hope this brochure will be helpful for parents and those who work with parents - it contains SEL resources and tools drawing from Positive Discipline and the latest brain and child development science. Please share and let us know if it is helpful! Parents and all those who work with children are also invited to our next online workshop - Reimagining Resilience 1: Using a Trauma Lens which begins this Thurs,...

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