June+4,+2009 

June 4, 2009 Developmental Designs A+ Advisory: We discussed how we can get all in Middle School to use some of the techniques we learned in our workshop.

Game: Ra-Di-O was played and discussed by the group. It is a good game to teach students how "static" can affect others in the class. It can teach empathy. The game can be adjusted to include course content.

Pathways to Self Control:
 * //"Everyone makes mistakes, in the class we fix our mistakes sometimes on the on spot, sometimes later after we've figured out the best way to fix it."//**

In small groups we discussed when we might use the different pathways to self-control.
 * Notice a student not wearing safety goggles. "I am waiting to start when every one gets his safety goggles on." **Objective is to catch a rule-breaking when it starts. **
 * ** Redirect a student. Move to place yourself between students who are talking. "Focus." **Preserve the social contract, maintain optimum climate for learning.
 * Problem solve. After a class keep a student who was talking during class. "I noticed that you were talking during class today. This shows disrespect for you classmates. What 's up with the talking? Is there a way I can help you to follow the class rules?" **Clarify the situation, understand the students better, and renew their connection to the social contract.**
 * Return. "Remember what we talked about yesterday? Find a new seat." **I****t is time for the students to return to the classroom and repair whatever damage they have created by** **their** **disruptive actions. Preserve relationships; preserve learning.**
 * Repair. "You need to apologise to the students next you since you have not respected their right to learn. Take a different seat." **I****t is time for the students to return to the classroom and repair whatever damage they have created by** **their** **disruptive actions. Fix what is broken.**

Modeling Take a Break: We had a conversation as to what our social contract looks like and sounds like in our class. You can refer back to the student goals and declaration in this process. Our voice should be calm and confident when informing a student to take a break. The teacher will go to the student's desk and quietly tell that student to take a break. The take a break chair should be in the same place. The amount of time spent in the take a break chair is 15 seconds and 2 minutes.


 * Question: Should the 8th grade teachers use different color fix-it plans to help keep track of which student is having trouble in which classes.** **Should we also have different color "coupons"?** **Should one of the coupons be used to go to the buddy room?**

Honoring the social contract Teachers' job: 1. Maximize teaching time 2. Notice all student behavior 3. Redirect students whenever a rule is broken 4. Redirect efficiently, without making it personal 5. Be consistent - fair 6. Keep it positive - Acknowledge success

Students' job: "Internal Self-control"

1. Maximize learning 2. Try to follow rules 3. Accept any/all redirections 4. Don't take a redirect personally 5. Fix your mistake 6. Use cues offered by others

Journal about a child who was especially challenging last year from the perspective of the student or teacher in the f rom of a lettr or diary entry. What are the child's assets?Describe the rpoblem and when it occurs (choose only one)How did ti make you feel when the problem occured?Why do you thinkg it happened? What is the need tryng to be met? (p. 166)What unresolved questions do you have? I wonder ......
 * Practice solving problems with an especially challenging student**

Team Meeting
 * //Lezlee will send a copy of the coupons she uses to all of the team members. She will decide the color of the coupons each quarter. The first quarter she gives five coupons. She gives fewer each quarter. She allows the students to cash time back in for "points." This will be used for class time only.//**

Agenda items:


 * The fit-it plan sheet with be typed up and distributed after the day-1 team meeting. It will include the class rules as established from student input. **

Rule Breaking: What is effective redirection? How can we be more consistent in our redirection? How can we be more consistent in our language? After a division meeting on redirecting language, laminated copies of the yellow card of teacher language will be given to ALL TEAM MEMBERS.

Take a Break: We can model the take a break chair for the students and have them role play - **Day 2 Each teacher should decide where in the classroom the Take A Break chair will be located. It should be facing the class so that the student can continue to see the class activity. **

Buddy Room: Lezlee will use her office as a Buddy Room. Becky can use Kathleen. Kathleen can use Becky. Math teachers can use Dianne. Sergio will use Miriam or Juan. Xander will use ??????? We don't know where his room will be located yet. Enrichment teachers will be notified at to the location of the Take a Break chair and the Buddy Room.

How will we keep track of fix-it plans? The Grade Level Coordinator will be given the tab-out fix-it plans. Each teacher's fix-it plan will be printed on a different color. We need to include both time of day and date of the fix-it plan. The plan on page 181 of Guidelines for //Developmental Designs for Middle School 1// can be used but should be amended to include time, date, and teacher.

Students will sign into the Take a Break chair.

The 8th grade team will use a sign out chart for errands and bathroom breaks.