1. When it comes to the concept of Do No Harm, I believe....
I believe that the idea of Do NO Harm sounds like a very positive way of running a school. I especially like the idea of the restorative process. Having just said this I do not believe that I am a supporter through and through. I am fine with dealing with behavior issues in a no harm way but I would like to add a consequence to each situation. I agree that keeping kids out of the classroom for silly things like chewing gum or being late wouldn't be productive. But, life is about actions and reactions. If your actions are desirable you receive a desirable outcome. If your actions are less than desirable your reaction, outcome, or consequence is less than desirable also. It is essential that students realize this early on. I am not saying corporal punishment or time out at recess. But the consequence should fit the action, just like real life.
2. Future sphere of influence, as the school leader, how would my beliefs be reflected in discipline policies and practices?
I really like the DO NO Harm approach with a twist, the consequence. I would like all teachers to be on board with behavior and establish a sense of consistency. No system can be successful without the buy-in and full implementation by all stakeholders. Everyone should enforce the beliefs of whatever program is adopted. Inconsistencies are what creates loop holes or pockets where students are not 100% clear about the expectations. Or at least they can claim that they are not.
3. Future sphere of influence, as the school leader, how would my beliefs be reflected in program practices and initiatives?
As a future school leader I plan on deciding on a program and implementing it at my school site. In order to ensure that this implementation is a success I plan on training my staff on the program, implementing an assembly a month in order to build my school culture, and making the follow through of the program accessible to all. This will ensure that my staff is willing to follow through with the implementation.
4. Future sphere of influence, as the school leader, how would my beliefs be reflected in our professional development as a community of learners?
I believe that professional developments should serve a current need at a school site or district. Too many times I find myself dosing out at professional developments because what we are doing isn't pertinent to my classroom. I would take a staff survey in order to decide what pd I would bring to my staff before I decide on one. This would ensure maximize buy-in and successful implementation of the subject of the pd.
5. Is the concept of teaching students to “first do no harm” integrated into the culture of your school (or workplace)?
We don't call our approach to behavior managemet do no harm but I do feel like we include a lot of the strtegies. We have also successfully implemented the Leader in Me program. With this program our students have learned a lot about character and behavior. They are not so quick to react negatively to an outside influence. They are always looking to be proactive and not reactive. We talk to the doer as well as the victim and attempt to resolve the issue with them. In my classroom I ask my students to talk things out when they have a conflict. I love to hear them. They have a great understanding of how others should be addressed, even when they are upset. Together they always come up with the best solutions to their problems.
6. How does your answer to the previous prompt sit with you?
I am very comfortable with how behavior is addressed at my school. One thing that I do in my classroom that I would like to see through out the school is a consequence system.
7. Current sphere of influence: Commit to 5 things you are willing to do this semester that will make your school a more positive restorative place:
5 things that I commit to
I believe that the idea of Do NO Harm sounds like a very positive way of running a school. I especially like the idea of the restorative process. Having just said this I do not believe that I am a supporter through and through. I am fine with dealing with behavior issues in a no harm way but I would like to add a consequence to each situation. I agree that keeping kids out of the classroom for silly things like chewing gum or being late wouldn't be productive. But, life is about actions and reactions. If your actions are desirable you receive a desirable outcome. If your actions are less than desirable your reaction, outcome, or consequence is less than desirable also. It is essential that students realize this early on. I am not saying corporal punishment or time out at recess. But the consequence should fit the action, just like real life.
2. Future sphere of influence, as the school leader, how would my beliefs be reflected in discipline policies and practices?
I really like the DO NO Harm approach with a twist, the consequence. I would like all teachers to be on board with behavior and establish a sense of consistency. No system can be successful without the buy-in and full implementation by all stakeholders. Everyone should enforce the beliefs of whatever program is adopted. Inconsistencies are what creates loop holes or pockets where students are not 100% clear about the expectations. Or at least they can claim that they are not.
3. Future sphere of influence, as the school leader, how would my beliefs be reflected in program practices and initiatives?
As a future school leader I plan on deciding on a program and implementing it at my school site. In order to ensure that this implementation is a success I plan on training my staff on the program, implementing an assembly a month in order to build my school culture, and making the follow through of the program accessible to all. This will ensure that my staff is willing to follow through with the implementation.
4. Future sphere of influence, as the school leader, how would my beliefs be reflected in our professional development as a community of learners?
I believe that professional developments should serve a current need at a school site or district. Too many times I find myself dosing out at professional developments because what we are doing isn't pertinent to my classroom. I would take a staff survey in order to decide what pd I would bring to my staff before I decide on one. This would ensure maximize buy-in and successful implementation of the subject of the pd.
5. Is the concept of teaching students to “first do no harm” integrated into the culture of your school (or workplace)?
We don't call our approach to behavior managemet do no harm but I do feel like we include a lot of the strtegies. We have also successfully implemented the Leader in Me program. With this program our students have learned a lot about character and behavior. They are not so quick to react negatively to an outside influence. They are always looking to be proactive and not reactive. We talk to the doer as well as the victim and attempt to resolve the issue with them. In my classroom I ask my students to talk things out when they have a conflict. I love to hear them. They have a great understanding of how others should be addressed, even when they are upset. Together they always come up with the best solutions to their problems.
6. How does your answer to the previous prompt sit with you?
I am very comfortable with how behavior is addressed at my school. One thing that I do in my classroom that I would like to see through out the school is a consequence system.
7. Current sphere of influence: Commit to 5 things you are willing to do this semester that will make your school a more positive restorative place:
5 things that I commit to
- providing my student with more concrete guidelines when "talking out" their problems
- doing more research on the restorative approach
- hold an assembly where teachers would role model the restorative process
- encourage other teachers and staff to speak to kids in a respectful manner and offer advise on how to do that
- meet with the principal to see if she is interested in incorporating the restorative process at our school site