I read something really great in the paper today. A charter school in Western NY has received a $575,000 grant from the US Department of Education to change the way they approach student behavior in the classroom. The school is going to be using a model called “Positive Behavioral Intervention and Support”. Instead of focusing on negative, punitive methods, a common theme in classrooms nation wide, they will adopt methods of positivity, praise, and reward to improve student teacher relationships, and the classroom environment in general. In preparation the school has been training faculty and staff on rewards-based solutions for positive behavior. The idea is that if kids are praised for a job well done they will feel greater self worth and be more committed to contributing positively in the classroom. This approach is based on the fact that student behavior is influenced by many factors and that we need to look at the individual student as we work towards a very necessary shift towards the model of “Whole Child, Whole School, Whole Community”. A foundation of wellness. Doesn’t it just make sense?
I hear a lot about what’s wrong with our public education system in NYS from teachers, board members, and people in our state and local government. It’s usually delivered as a messy tangle of invective, finger pointing and name calling and it gets us nowhere. I’m always amazed by how infrequently I hear the voices of the students, many of whom are dealing with peer pressure, lack of resources, no parental support and teachers who have given up on them. If we would all stop and listen to the kids I think we’d find a very clear message of what their challenges are and how they affect school performance.
Below is a link to something our District is doing to give the kids a voice. Take a minute to listen then propose it to your District.
I came across this article today about zero-tollerance policies in schools and their negative impact on students. It’s an important read as it discusses alternative approaches to disciplinary action in the form of “trauma-informed methods” to improve behavior. This goes back to the idea that kids are coming to school with a lot of issues based on socioeconomic background, and these issues are directly affecting behavior in the classroom. Punishing and suspending isn’t working it’s only adding to the problem. Out-of-the-box alternatives are what we need to focus on.
I thought it was a good idea when I purchased my organic peppermint deodorant over the holidays. It was 11 bucks but well worth the purchase price to protect myself against the harmful aluminum in regular deodorants that can contribute to Alzheimer’s. Now I’m done smelling like a Christmas tree and so is my daughter. Not to say that she’s abandoning hygiene. She’s embracing it to an extreme! But this wasn’t so only a few short years ago. When my daughter was in the 7-10 age bracket she had a very different relationship with water. Hand washing, showers, teeth brushing, and general cleansing simply did not agree with her. It was like the commingling of nuts and raisins or peas and carrots. Some people feel that they just shouldn’t be mixed. So I had the arduous task of trying to instill an understanding of the importance of proper hygiene in my child. During those years that I fought my battle I thought to myself, wouldn’t it be great if this was part of a health curriculum that was being taught on a regular basis to kids in school? Doesn’t it seem like it should be a basic right for our kids to receive this fundamental information? Sadly as a society we think differently. If your school district has a mandated health curriculum that is offered on a regular basis from grades K-12 you are lucky. I guess our district feels that that education should happen at home. But what about the kids who don’t have that level of parent engagement? In our district those kids are in the majority. That’s right. MAJORITY. An adopted health curriculum that follows a student from K-12 is a necessity. It should not be viewed as an option.
Last year for several days I worked with a group of dedicated teachers and administrators to adopt a health curriculum. I’ll be honest, the work was tedious and difficult but the end result was that we selected on a company that could provide our district with the necessary materials. That was half the battle. Next is getting our school board to agree with us that these materials are necessary to properly educate our kids and move us towards adopting the foundation of whole child, whole school, whole community. I for one will be at that meeting imploring the board to find the money to support this very important initiative.