I wanted to share some info from the Agile Learning Center training framework. I don't want to plagiarize, but I'm going to at least try to summarize some of the things I've been reading. I'd love to know what you think!
One section talks about gaining children's cooperation. They recommend avoiding blaming, calling names, threats, or giving orders. Hopefully we wouldn't usually blame kids (the examples were "Look what you did!" or "How dare you!") or call names... but I know that I've used threats ("Do this now or INSERT TERRIBLE CONSEQUENCE HERE!")and given orders. These ways don't really teach students anything... rather, they are attempts to control kids' behavior.
Here are some of the tactics they do recommend.
1. Describe what you see. "I see mud all over the floor in here!"
2. Say it with just one word. "Shoes!" (This would work best if students already knew the expectation, such as "Wipe your shoes" or "Take off your shoes at the door.")
3. Give information. "If we leave mud all over the floor, the custodian will have to clean up after us."
4. Describe how you feel. "When I see mud all over the floor, I feel worried that we're not taking good care of our space."
5. Offer a choice. "You can either take your shoes off at the door, or wipe them really well on the mat."
6. Write a note or make a sign. "Please wipe your feet! Please clean up any muddy footprints!"
7. Preteach, and get kids to verbally confirm by saying "okay." "It is muddy out today, so please wipe your feet when you come in, and wipe up any muddy footprints. Okay?" "Okay!"
They also have a section on problem solving that lists the steps for involving a child in working through his own behavior.
1. Listen to and acknowledge the child's feelings and needs. "You were frustrated that you couldn't get the supply box to close all the way."
2. Avoid criticism such as "You still shouldn't have broken it."
3. Sum up the child's perspective. "So, the problem was that the box wouldn't close all the way."
4. Briefly state your feelings or needs. "It upset me that you broke the supply box. It belongs to all of us. I need everyone to help take care of our things."
5. Invite the child to work on a solution with you. "Can we try to solve this problem together?"
6. Brainstorm and write down all ideas, without commenting. Let the child go first at coming up with ideas, if possible.
7. Decide together which ideas would work best, and which ideas wouldn't work so well.
8. Choose a plan that you both agree on. "You will bring a new supply box tomorrow, and next time you can ask someone for help if you are frustrated!"
9. Make it official by shaking hands or signing an agreement.
10. Revisit if necessary.
Any thoughts?
We all think, learn and play in our own way!
Thursday, September 13, 2018
Tuesday, September 11, 2018
The Behavior Checklist
Hi everyone! I belong to a Facebook group for people with ADHD. Someone recently posted that her child brought this note home from school.
I got permission from her to include it here because I thought it exemplified how Someday School will be different from traditional schools, and how children with ADHD and similar needs may be more successful at our school.
Let's take a look at the checklist and how, ideally, each of these behaviors would be seen or dealt with at Someday School.
Talking instead of completing work or activities. At Someday School, this, by itself, would not necessarily be a misbehavior. Students have the ability to choose what they will work on, how, and when. The problem would really be if the student's talking was disrupting what other students were working on. In the Agile Learning Center materials I've been reading, they talk about having "Quiet Rooms" and "Noisy Rooms." Students can go to the rooms that match their current energy levels and activities. The students would be taught consistently about respecting each other's space. So if the student was continuing to talk in a "quiet room" where others were trying to take a class or concentrate on projects, he would be steered towards one of the "noisy rooms instead.
Interrupting. This is something a lot of people with ADHD struggle with, myself included... I get so excited about what someone is telling me that I just start chiming in without thinking. I would consider this more of a habit to work on, rather than a misbehavior. In Agile Learning Centers they often teach the students various hand signals to use when others are talking, so that they can show their feelings about what is being said without disrupting the speaker. "Sparkle fingers" is one of them, where they waggle their fingers.
Out of seat without permission. This would be a non issue, because in Agile Learning Centers and Sudbury Schools, students are allowed to move around as needed. If students' movement was disrupting others (for example, if the child was doing cartwheels in the library while others are trying to read) he would be given the choice of either controlling his movements to match the room, or moving to another area where he could do cartwheels to his heart's content without disrupting others. We would also work on teaching kids ways to move their bodies when needed, in areas that they can't necessarily get up and do cartwheels. For instance if you're in church, you can't get up and cartwheel down the aisle, but you may be able to do some discrete fidgeting to help get through it.
Not sitting properly. This has always irritated me, because in many classrooms and schools there is a very specific way that students are expected to sit... usually criss-cross-applesauce if the activity is on the floor. Even as an adult I have a horrible time sitting like this for extended periods of time... my legs get cramped! Students should have choices for how to sit... perhaps they could choose to sit in a chair, sit criss-cross-applesauce, kneel, stand, or sit with their legs outstretched. I think a better rule would be about sitting safely. Also, respecting others' space... for example, if you choose to sit in a chair, you should not put your chair right in front of someone who is sitting criss-cross-applesauce, because that would block their view.
Inattention or lack of participation during lessons. This would usually be a nonissue, since students choose their own project based on their interests. It should also be noted that a lot of people with ADHD or autism appear to be spaced out or not paying attention, but are actually soaking in everything that is happening. In a traditional classroom, students are expected to look as if they are paying attention, according to what someone has decided paying attention looks like. In our school, since nobody is forced to join any particular classes or activities, if a student does appear to not be paying attention, it may be assumed that he really is paying attention in his mind... since he is choosing to be there!
Incomplete work. This would be a nonissue since every student is allowed to work at his or her own pace. Using Kanban boards, students will be encouraged to continue working on their projects over time, until they are finished... but they wouldn't have to be finished within a certain time period.
Tattling on others. In Agile Learning Centers and Sudbury Schools, students are encouraged to work out their problems with each other. They're encouraged to make every attempt to work something out, before getting help from an adult. They would be consistently taught ways to do this. Agile Learning Centers often have a "Stop" rule, where if someone says "Stop," you must stop the behavior, if only long enough to talk it out. They often also use the word "request." For instance, if a student is throwing blocks, someone might say, "Stop! I request that you play with the blocks without throwing them, because I'm afraid someone will get hit with one." The other person might accept the request and stop throwing blocks. refuse the request to stop, or they could give a counteroffer: "What if we just throw the blocks over on this side of the room where they won't hit someone?" If the first person isn't satisfied, they might say their request again, and they might eventually go get help from an adult. The adult might remind the block throwers of the school's agreement about using things safely and point out that throwing blocks is not safe. This may all sound really corny and stupid... which is what I sort of thought at first... but then I realized that the students are learning to use their words and solve their own problems, instead of constantly running to a teacher yelling, "TIMMY IS THROWING BLOCKS!" (Of course if someone is putting themselves or others in danger... like playing with matches... then getting help from an adult right away would be encouraged!)
Talking back or being disrespectful to staff. This would be an issue, because students are expected to be respectful to everyone. This could count as a habit to change, and would probably involve a lot of modeling and natural consequences. For example, if a staff member is working with a student on some math, and the student is being disrespectful even after being asked to stop and being given requests to speak more respectfully, the staff member may just stop helping the student and walk away for a while. The student would have to find someone else to help him, or adjust his attitude and respectfully go back to ask the first staff member to continue helping him.
Not following the teacher's directions the first time. This might or might not be an issue, depending on the circumstances. Because the nature of the school is different, it won't always be teachers giving constant directions to students, but rather adults and students working together. However, there are always situations in which an adult would have to give directions to students, for safety or logistical reasons. For instance, a staff member may tell students that it is time to clean up at the end of the day, or may tell students who are outside to play further away from the street. If students don't follow these directions, there may be natural consequences. The student may have to start cleaning up 10 minutes earlier for the rest of the week to make sure that he is ready by dismissal time, or he may have to play in the backyard instead of the front yard since he was not able to follow safety directions in the front yard.
Misuse of supplies or shared classroom materials. This would be an issue, since students are expected to be respectful of our shared supplies and use them safely. I think the first step would be having the student make amends. For instance, if this student broke a supply box by pounding on it, he'd either have to fix it, replace it (maybe by having to be the one to ask his parents to buy a new one and explain why) or do something else around the school to earn what would be the cost of replacing the box. If it happened again, a natural consequence might involve having to be supervised when using the item until he can prove that he's responsible for it. It would also involve a lot of leading by example. If the student was consistently breaking things, that would be something that would need to be addressed with his parents and as a school team.
Being disruptive while lining up or waiting in line. This might be a nonissue... being a small school, there wouldn't be as many lines and it wouldn't be as necessary to be quiet all the time. Being disruptive at a time or place where everyone else needs quietness would result in the student being given the choice to go to another area where he can be noisy... and the eventual natural consequence of having to go to another area.
Running in the classroom/halls. This would only be a minor issue, because of safety, and would most likely just result in a reminder to walk indoors and run outside.
Inappropriate behavior in the restroom. This would be an issue, if our location had a restroom large enough where multiple students would be in it at once. If it was just a one-time thing it would probably just involve being reminded of how to be respectful of others in the restroom. If it was continuous, and depending on the seriousness, it might involve talking with the parents, and possibly the natural consequence of having to wait until the restroom is empty before using it or having to have an adult monitor the restroom.
Not keeping hands to self. This is something that students would have to at least attempt to work out on their own on a case-by-case basis. If the situation was serious and the student was putting others in real danger, that would have to involve talking to the parents and coming up with a plan to make sure everyone stays safe.
Arguing with peers. This is something that students would have to at least attempt to work out on their own. Since arguing is not actually dangerous, this would be a good opportunity for students to practice using their words to work things out.
Lack of manners and poor sportsmanship. This would probably be more of a habit to change and would involve a lot of leading by example, and natural consequences. For example, if a student shows poor sportsmanship by getting upset and storming away whenever he doesn't win a game, others might not want to play games with him. If the student enjoyed playing games with others, he would have to learn better sportsmanship. Teachers could help him process that and figure out a plan for changing.
Not following recess rules/rough play. Some rough play would probably be allowable at Someday School, within reason. However, if people were getting hurt, the students would be involved in coming up with new agreements for how to keep everyone safe. If a student does not want to follow the rules that have been agreed upon, he may have to do other activities instead.
I think the bottom line is that Someday School will put most of the responsibility for learning and behavior on the students themselves. The focus would be on respecting oneself and others, and on natural consequences for actions. We would surely communicate with families about what a student is working on... but I can't imagine just sending home a laundry list of all of a student's wrongdoings on a daily basis.
What are your thoughts on this?
In the next post, I'd like to share some information from the Agile Learning Centers training framework on ways of getting children to cooperate and on alternatives to reward and punishment systems.
I got permission from her to include it here because I thought it exemplified how Someday School will be different from traditional schools, and how children with ADHD and similar needs may be more successful at our school.
Let's take a look at the checklist and how, ideally, each of these behaviors would be seen or dealt with at Someday School.
Talking instead of completing work or activities. At Someday School, this, by itself, would not necessarily be a misbehavior. Students have the ability to choose what they will work on, how, and when. The problem would really be if the student's talking was disrupting what other students were working on. In the Agile Learning Center materials I've been reading, they talk about having "Quiet Rooms" and "Noisy Rooms." Students can go to the rooms that match their current energy levels and activities. The students would be taught consistently about respecting each other's space. So if the student was continuing to talk in a "quiet room" where others were trying to take a class or concentrate on projects, he would be steered towards one of the "noisy rooms instead.
Interrupting. This is something a lot of people with ADHD struggle with, myself included... I get so excited about what someone is telling me that I just start chiming in without thinking. I would consider this more of a habit to work on, rather than a misbehavior. In Agile Learning Centers they often teach the students various hand signals to use when others are talking, so that they can show their feelings about what is being said without disrupting the speaker. "Sparkle fingers" is one of them, where they waggle their fingers.
Out of seat without permission. This would be a non issue, because in Agile Learning Centers and Sudbury Schools, students are allowed to move around as needed. If students' movement was disrupting others (for example, if the child was doing cartwheels in the library while others are trying to read) he would be given the choice of either controlling his movements to match the room, or moving to another area where he could do cartwheels to his heart's content without disrupting others. We would also work on teaching kids ways to move their bodies when needed, in areas that they can't necessarily get up and do cartwheels. For instance if you're in church, you can't get up and cartwheel down the aisle, but you may be able to do some discrete fidgeting to help get through it.
Not sitting properly. This has always irritated me, because in many classrooms and schools there is a very specific way that students are expected to sit... usually criss-cross-applesauce if the activity is on the floor. Even as an adult I have a horrible time sitting like this for extended periods of time... my legs get cramped! Students should have choices for how to sit... perhaps they could choose to sit in a chair, sit criss-cross-applesauce, kneel, stand, or sit with their legs outstretched. I think a better rule would be about sitting safely. Also, respecting others' space... for example, if you choose to sit in a chair, you should not put your chair right in front of someone who is sitting criss-cross-applesauce, because that would block their view.
Inattention or lack of participation during lessons. This would usually be a nonissue, since students choose their own project based on their interests. It should also be noted that a lot of people with ADHD or autism appear to be spaced out or not paying attention, but are actually soaking in everything that is happening. In a traditional classroom, students are expected to look as if they are paying attention, according to what someone has decided paying attention looks like. In our school, since nobody is forced to join any particular classes or activities, if a student does appear to not be paying attention, it may be assumed that he really is paying attention in his mind... since he is choosing to be there!
Incomplete work. This would be a nonissue since every student is allowed to work at his or her own pace. Using Kanban boards, students will be encouraged to continue working on their projects over time, until they are finished... but they wouldn't have to be finished within a certain time period.
Tattling on others. In Agile Learning Centers and Sudbury Schools, students are encouraged to work out their problems with each other. They're encouraged to make every attempt to work something out, before getting help from an adult. They would be consistently taught ways to do this. Agile Learning Centers often have a "Stop" rule, where if someone says "Stop," you must stop the behavior, if only long enough to talk it out. They often also use the word "request." For instance, if a student is throwing blocks, someone might say, "Stop! I request that you play with the blocks without throwing them, because I'm afraid someone will get hit with one." The other person might accept the request and stop throwing blocks. refuse the request to stop, or they could give a counteroffer: "What if we just throw the blocks over on this side of the room where they won't hit someone?" If the first person isn't satisfied, they might say their request again, and they might eventually go get help from an adult. The adult might remind the block throwers of the school's agreement about using things safely and point out that throwing blocks is not safe. This may all sound really corny and stupid... which is what I sort of thought at first... but then I realized that the students are learning to use their words and solve their own problems, instead of constantly running to a teacher yelling, "TIMMY IS THROWING BLOCKS!" (Of course if someone is putting themselves or others in danger... like playing with matches... then getting help from an adult right away would be encouraged!)
Talking back or being disrespectful to staff. This would be an issue, because students are expected to be respectful to everyone. This could count as a habit to change, and would probably involve a lot of modeling and natural consequences. For example, if a staff member is working with a student on some math, and the student is being disrespectful even after being asked to stop and being given requests to speak more respectfully, the staff member may just stop helping the student and walk away for a while. The student would have to find someone else to help him, or adjust his attitude and respectfully go back to ask the first staff member to continue helping him.
Not following the teacher's directions the first time. This might or might not be an issue, depending on the circumstances. Because the nature of the school is different, it won't always be teachers giving constant directions to students, but rather adults and students working together. However, there are always situations in which an adult would have to give directions to students, for safety or logistical reasons. For instance, a staff member may tell students that it is time to clean up at the end of the day, or may tell students who are outside to play further away from the street. If students don't follow these directions, there may be natural consequences. The student may have to start cleaning up 10 minutes earlier for the rest of the week to make sure that he is ready by dismissal time, or he may have to play in the backyard instead of the front yard since he was not able to follow safety directions in the front yard.
Misuse of supplies or shared classroom materials. This would be an issue, since students are expected to be respectful of our shared supplies and use them safely. I think the first step would be having the student make amends. For instance, if this student broke a supply box by pounding on it, he'd either have to fix it, replace it (maybe by having to be the one to ask his parents to buy a new one and explain why) or do something else around the school to earn what would be the cost of replacing the box. If it happened again, a natural consequence might involve having to be supervised when using the item until he can prove that he's responsible for it. It would also involve a lot of leading by example. If the student was consistently breaking things, that would be something that would need to be addressed with his parents and as a school team.
Being disruptive while lining up or waiting in line. This might be a nonissue... being a small school, there wouldn't be as many lines and it wouldn't be as necessary to be quiet all the time. Being disruptive at a time or place where everyone else needs quietness would result in the student being given the choice to go to another area where he can be noisy... and the eventual natural consequence of having to go to another area.
Running in the classroom/halls. This would only be a minor issue, because of safety, and would most likely just result in a reminder to walk indoors and run outside.
Inappropriate behavior in the restroom. This would be an issue, if our location had a restroom large enough where multiple students would be in it at once. If it was just a one-time thing it would probably just involve being reminded of how to be respectful of others in the restroom. If it was continuous, and depending on the seriousness, it might involve talking with the parents, and possibly the natural consequence of having to wait until the restroom is empty before using it or having to have an adult monitor the restroom.
Not keeping hands to self. This is something that students would have to at least attempt to work out on their own on a case-by-case basis. If the situation was serious and the student was putting others in real danger, that would have to involve talking to the parents and coming up with a plan to make sure everyone stays safe.
Arguing with peers. This is something that students would have to at least attempt to work out on their own. Since arguing is not actually dangerous, this would be a good opportunity for students to practice using their words to work things out.
Lack of manners and poor sportsmanship. This would probably be more of a habit to change and would involve a lot of leading by example, and natural consequences. For example, if a student shows poor sportsmanship by getting upset and storming away whenever he doesn't win a game, others might not want to play games with him. If the student enjoyed playing games with others, he would have to learn better sportsmanship. Teachers could help him process that and figure out a plan for changing.
Not following recess rules/rough play. Some rough play would probably be allowable at Someday School, within reason. However, if people were getting hurt, the students would be involved in coming up with new agreements for how to keep everyone safe. If a student does not want to follow the rules that have been agreed upon, he may have to do other activities instead.
I think the bottom line is that Someday School will put most of the responsibility for learning and behavior on the students themselves. The focus would be on respecting oneself and others, and on natural consequences for actions. We would surely communicate with families about what a student is working on... but I can't imagine just sending home a laundry list of all of a student's wrongdoings on a daily basis.
What are your thoughts on this?
In the next post, I'd like to share some information from the Agile Learning Centers training framework on ways of getting children to cooperate and on alternatives to reward and punishment systems.
Monday, September 3, 2018
Example Kanban Board
In my last post, I mentioned how students can use Kanban boards to organize their plans for learning and exploring. A general Kanban board could organize all of someone's ideas of things they want to do. For instance, in the "To Do" section, someone might have, "Read Superfudge," "Paint a portrait of my mother," "Memorize the 12's multiplication tables," "Learn to play a song on the ukulele," and "Start a food drive." Whenever they begin working on one of these goals, they would move that over to the "In Process" section. And once they've finished, they can move it to the "Done" section. They'd be able to see all of their accomplishments build up.
A Kanban board can also help you organize the steps to a specific goal. For instance, if someone wanted to learn to play a song on the ukulele, they might put in the "To Do" section, "Buy a ukulele," "Check out a book about playing the ukulele," "Ask for recommendations about an easy beginner song for the ukulele," "Find a Youtube video tutorial," "Watch video tutorial," and "Watch tutorial again while following along with my ukulele." As they worked on each step, they'd move it to "In process," and finally "Done."
Think of how a team might use a Kanban board to organize a group project. They could decide together what steps need to be done, and write those down. They could divide the steps up among team members, and write the initials of the correct team members on each task. As team members work on the tasks, they can also see where everyone else is on their assigned tasks. This would make them accountable to each other, and also give them the chance to help each other out... for example if Team Member A has already finished his 2 tasks, and Team Member B still has his tasks in "To Do," Team Member A might offer him a hand.
My aunt and I are planning to have a garage sale this weekend. This project, which seems a little daunting because it involves selling a whole garage full of furniture and assorted randomness, has seemed a little daunting. I decided this might be a good chance to put a Kanban board into action! I told my aunt I would make one.
This is the Kanban board I made for the garage sale. Ideally you would use a magnetic white board. I didn't have one handy, so, being resourceful, I decided to use the lid of a plastic bin. How do you like it?
A Kanban board can also help you organize the steps to a specific goal. For instance, if someone wanted to learn to play a song on the ukulele, they might put in the "To Do" section, "Buy a ukulele," "Check out a book about playing the ukulele," "Ask for recommendations about an easy beginner song for the ukulele," "Find a Youtube video tutorial," "Watch video tutorial," and "Watch tutorial again while following along with my ukulele." As they worked on each step, they'd move it to "In process," and finally "Done."
Think of how a team might use a Kanban board to organize a group project. They could decide together what steps need to be done, and write those down. They could divide the steps up among team members, and write the initials of the correct team members on each task. As team members work on the tasks, they can also see where everyone else is on their assigned tasks. This would make them accountable to each other, and also give them the chance to help each other out... for example if Team Member A has already finished his 2 tasks, and Team Member B still has his tasks in "To Do," Team Member A might offer him a hand.
My aunt and I are planning to have a garage sale this weekend. This project, which seems a little daunting because it involves selling a whole garage full of furniture and assorted randomness, has seemed a little daunting. I decided this might be a good chance to put a Kanban board into action! I told my aunt I would make one.
This is the Kanban board I made for the garage sale. Ideally you would use a magnetic white board. I didn't have one handy, so, being resourceful, I decided to use the lid of a plastic bin. How do you like it?
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