Creating a Healthy Community for Participant Success.

1. Clarify a vision of the ideal outcome/program. Where do you want to go?

2. Creating the “WE” environment.

3. Making sense of the relationship between leader and participant.

· Social Frames

· Understanding the relationship between functional or dysfunctional.

4. How to develop your covenant/social contract.

· Collectively created or at least communicated

· Define “what we do here.” Your Expectations

5. Understanding the difference between consequences and punishments.

· Consequences teach lessons, punishments give discomfort

· Implementation needs to be fair, consistent, private, and anger free.

6. Dealing with Power struggles

7. Understanding the Problem student

· Basic Needs (fun, control, competence, love/belonging),

and what happens if they are not met.

· Negative Identity Cycle

8. Use of reality therapy for students who have trouble “buying in.”

9. Address the problems of the group

· Participants generate list of problems

· Discussion of solutions based on the principles introduced earlier.

(packet includes additional appendices)

You Make the Weather for your Program

Your program will be what you make it. You make the “weather” for your program and its participants. If you survey other after-school programs, you will see a great deal of variation. Each has its own socially constructed reality (see appendix). Some are very positive others are hostile. Some help participants succeed, while in others most participants are just passing time. A leader who knows what he/she wants and how to get it can produce results that will help participants learn and grow and in some cases can change lives.

Creating a Great Program Climate

1. Begin by creating a vision. What do you want your program to be like?

(Take 3 minutes to conceive a picture of your “ideal program” in the space on the next page.)

2. Decide on your role

· Police/Security Guard

· Shopkeeper/Supervisor

· Leader/Tribal Chief

3. Build your program piece-by-piece. Learn all you can. Try new things.

4. Develop a positive/effective program:

· Positive Interactions (Social Frames: See handout on following page)

· Trust and Safety (Success ~ Risk-taking)

· Motivation and joy

· Experiences of Success

5. Create a sound context for discipline and your leadership.

· A Social Contract/Covenant

· Clear responsibilities and boundaries

· Knowledge and skills for how to succeed with the most problematic cases.

6. Stick with it! Trust your vision. Keep your focus on long term-outcomes and resist the temptation to revert to quick fixes. Most of the time you will not be able to see the effects of your efforts for some time. Give it time.

Management Workshop Reflections Worksheet

My Expectations: What I visualize should (ideally) happen in my program:

Things I’ll do to promote my vision:

Things I’ll do to solve problems:

Social Frame Development and Classroom Management

Social Frames are culturally embedded, socially-developed, implicit roles and relationships that operate to help society function. In our society, as well as many others, sociologists have determined that there are at least three main frames that implicitly operate. They involve the deference shown by a young person, and the deportment shown by a significant adult. They can be characterized by the following:

Deference (student)	Deportment (teacher/parent)
Student shows RESPONSIBILITY...	They should receive corresponding FREEDOM
Student is SUCCESSFUL....	They should be REWARDED
Student shows LOYALTY and RESPECT....	They should be shown WARMTH and CARING

Discussion Questions:

1. What do you think would happen if in any of these three cases a student showed the appropriate deference and did not get the expected response from the teacher?

2. What if the student was given the response without having shown the deference? For example being given freedom without showing responsibility?

3. What do you think a student would be like if they were raised without any significant adult giving appropriate deportment, and then placed in a class where these were commonly functioning frames?

Managing Your Behavioral Covenant/Contract

1. Develop your Social Contract/Covenant

· Group Rules

· few, and stated positively

· student involvement/ownership

· evolving with changing needs

· Positive expectations

· in this program/class we . . .

· Expect what you can accept

· Teach and test your management

2. Foster Community Relations (see appendix for more ideas)

· Promote respect – and be intolerant of disrespect

· Promote teamwork and mutual interdependence

· Show caring and pride in the groups accomplishments

3. Respond appropriately to contract violations

LEVEL I: Student(s) violates an expectation

· Be a communicator of the news (not the judge/police)

· NATURAL and RELATED consequence (not punishment)

· Consequences need to be CERTAIN and CONSISTENT

· Follow-up with a recognition of positive behavior

LEVEL II: Student disregards/disrespects the group’s collectively developed covenant

· Avoid power struggles and hooks

· Broken Record - simply repeat the consequence

· Help them solve “their” problem

· Tough Love - don’t give in, it’s no favor to them

Curwin and Mendler’s 9 Principles

for Consequence Implementation

1. Always implement a consequence: Be consistent.

2. Simply state the rule and consequence.

3. Be physically close: Use the power of proximity

4. Make direct eye contact. (maybe better said as “make personal contact”).

5. Use a soft voice.

6. Catch the student being good.

7. Don’t embarrass the student in front of the class.

8. Be firm, but anger free when giving the consequence.

9. Don’t accept excuses, bargaining or whining.

Consequences vs. Punishments

A Comparison

Consequences	Punishments
Intend to teach lessons	Intend to give discomfort
Foster internal locus of control	Foster external locus of control
Are proactive	Are reactive
Are logical and related	Are unrelated and personal
Work in the long-term	Work in the short-term
Promote responsibility	Can promote obedience (but more likely resentment)

Successfully Negotiating a Power Struggle

1. Do not manufacture power struggles by the way you teach.

By and large power struggles are a result of a student’s attempt to satisfy an unmet need. Students who feel a sense of power and control, are making progress toward their goals, are supported by the teacher, have avenues to share concerns, and are given choices and not backed into corners by harsh directives will be much less likely to feel the need to engage the teacher in a power struggle.

2. Avoid being “hooked in” by the student.

If the student tries to hook you in by making you feel guilty or responsible for their inappropriate behavior, simply ignore the hook and give the responsibility back to the student. If you become drawn in on a personal level, the student is then in control.

3. Move into a private (and out of a public) encounter.

If the encounter begins publicly, quickly move it into a private, one-to-one interaction. A public stage will put the student in a position where they must defend their image, and put you in a position that you feel the need to demonstrate your power.

4. Calmly acknowledge the power struggle.

It is counterproductive to show anger or to “flex your muscle.” Instead, with a calm voice, acknowledge to the student that things appear to be heading toward a power struggle, which would surely make any eventual outcome worse. Ask the student to consider how the situation could end up in a “win-win” scenario.

5. Validate the student’s feelings and concerns.

Use phrases such as, “I understand that you feel the way you do, but that does not mean that it excuses what you did,” “Those feelings make sense, I can see why you think that, but . . .“ Feelings are important and valued, but they are beside the point.

6. Keep the focus on the student’s choice, and simply state the consequence (repeating if necessary).

No matter what “hook” the student tries to use, keep the focus on the fact that the student made a choice to violate the rule/social contract (i.e., “I understand that you feel this is unfair, but you made the choice to ____ and the consequence we decided on for that is ____.”) They chose to act in the way they did, and therefore they need to accept responsibility. If the student does not want to accept the logical or agreed upon consequence, then they can make the choice to accept a more significant consequence, such as losing the opportunity to be part of the class/activity.

7. Put your emotional energy into constructive matters.

After you have successfully communicated to the student their choices, it is not useful to dwell on this student’s behavior. Shift your attention back into your teaching. Model constructive, rational, positive behavior.

BASIC NEEDS

We all have basic human needs that must be satisfied or we experience dissonance leading to internal and/or external reactions. Below is a list of what could be considered 5 of the most basic needs. Each is examined in terms of what may result when it is not met followed by some teacher behaviors that might facilitate its attainment.

POWER:

We need to feel that we have some control over our destiny. If we do not feel we have any power, common internal reactions include becoming withdrawn and passive aggressiveness, while common external reactions include rebellion and hostility. Teachers can give students a sense of power by giving students choices, giving responsibility for aspects of the class, giving rights, and refraining from bossiness.

LOVE/BELONGING:

We need to feel like we are loved and that we are a wanted part of a group. If we feel perpetually unloved, alienated or isolated, common internal reactions include a sense of guilt, worthlessness, loneliness, lowered self-esteem, while common external reactions include acting out, over achievement, clowning, and pleasing. Teachers can give students a greater sense of love and belonging by recognizing unique qualities and talents, creating an emotionally safe, community environment, and showing a sense of caring to the students.

COMPETENCE:

We need to feel a sense of self-efficacy. If we feel useless, incompetent or unappreciated, common internal reactions include losing motivation and/or a sense of inadequacy, while common external reactions include bragging, acting overly competent, attention getting, and excuse making. Teachers can give students a greater sense of competence by focussing on progress and not products, recognizing incremental achievement and original ideas, expressing high expectations, and helping students achieve the goals they have set for themselves.

FREEDOM:

We need to feel like we are autonomous and have freedom of choice. If we feel too restricted or imprisoned, common internal reactions are to become withdrawn or resentful, while common external reactions include fighting back, active resistance and/or seeking paths around the authority. Teachers can help students experience freedom through supporting autonomy and creativity (when students act responsibly).

FUN:

We need to be able to have fun and express ourselves. If we are put in a repressive and/or tedious environment, common internal reactions include boredom, frustration and daydreaming, while common external reactions include making one’s own fun, engaging the teacher in (off-task) games, and hostility. Teachers can promote students’ sense of fun by the use of humor, providing opportunities for creative play, making learning interesting and a thoughtful use of healthy competition.

Changing the Negative-Identity Behavior Pattern of a Student

Students misbehave for many reasons (i.e., they are bored, repressed, displacing aggression, forgetful, or testing their power, etc.), and in the average class, most students will exhibit only occasional problematic behavior. Most students see themselves trying to achieve success (i.e., perform successfully, win friends, achieve goals, etc.), using positive behavior (i.e., effort toward some positive goal, trying to do the right things, etc.).

Occasionally a student will enter your class who has developed a pattern of anti-social behavior. In these cases, if the problem is not organic (i.e., ADHD, a mental or emotional handicap), it is usually related to the student having developed a negative identity pattern. The negative identify pattern is the result of the behavior modification cycle depicted below.

Student attempts negative behavior

Others get upset

and give lots of attention

Student attempts positive behavior

Others’ language confirms

“role.” Negative self-image develops

Others are not impressed

Work is unfavorable in

comparison to others

student chooses more

negative behavior

CHANGING THE PATTERN:

The key to transforming a negative-identity cycle into a positive-identity cycle is to first, alter the system, and then second, reconstruct it. Let’s explore how a teacher could stop the cycle, and then replace the dysfunctional with functional behavior.

A good starting point is the use of EXTINCTION at stage 1. Extinction essentially refers to the removal of the reinforcement for the unwanted behavior. The reinforcement that is motivating the student’s behavior is probably somewhat complex, but it likely includes teachers and students getting annoyed, laughing, being shocked, or giving pity after the student exhibits dysfunctional/inappropriate behavior. Therefore, the worst thing that you can do is get upset and single the student out. Try to determine the reinforcing stimuli the student is attempting to achieve with their behavior and remove that stimuli. But be prepared for an extinction burst (the student will exaggerate the behavior for a while when the reinforcement is removed). The second equally important teacher behavior at stages 1 & 2 is to promote more positive behavior. That means helping the student meet their basic needs especially competence and love/belonging. In most cases, a sense of inadequacy is at the heart of this problem.

At stage 2, the most powerful reinforcement is going to come from peers. It will not be easy, but you need to create an expectation that “in this class, we only encourage each other to act in ways that are positive for ourselves and for the class as a whole.” This can be accomplished through the teacher’s encouraging language, modeling, and class meetings.

At stage 3, it is critical that the student has explicit/written goals that they are working toward. These goals should define behaviors that are within the student’s control that they want to exhibit each day (i.e., effort toward getting work done, appropriate behavior, treating others well, positive self-talk, etc.). The student needs to know them well and commit to them. This is where the practice of SHAPING will be very critical. The teacher needs to reinforce (i.e., recognize, note in assessments, reward, etc.) attempts by the student to achieve their goals of positive behavior even if they are not entirely successful. If the teacher reinforces behavior that is close to that desired, the student will be able to build up to full goal achievement. If the student experience failure and/or a lack of support toward his/her goals at any point they will no doubt revert to their trusty negative ID cycle behavior.

At stage 4, and through out the cycle, it is essential that the teacher be absolutely intolerant of any labeling by peers or the student themselves that promotes a negative-identity (i.e., “In this class, there are no ‘bad kids’, ‘fools,’ ‘dumb kids’ ‘losers, ’failures,’ and especially no helpless victims.”).

Use of Reality Therapy (W.Glasser)

1. Establish involvement with the student

The student needs to know that the teacher cares, can be trusted, and has their best interest in mind. When a teacher takes an interest in a student, there is a greater opportunity to communicate intimately/authentically when the time comes.

2. Focus on the behavior

Determine what the problem is. Help the student assess their own condition. Ask questions such as, “what do you think the problem is?” or “what happened?” But be careful not to fix blame or accuse.

3. The student must accept responsibility for the behavior

Without assigning blame or shame, the teacher helps the student accept responsibility for their actions. Do not accept excuses. “Can you accept the responsibility for the choices that you made?”

4. The student should evaluate the behavior

Ask the student if the behavior was helpful or hurtful? “What did it produce?” Help the student analyze the situation. “What do you think just happened?” “What will result if that interaction keeps happening?” “What will help you get what you want and be good for the rest of us?”

5. Develop a plan

Collaboratively come up with a plan of action that can also act as a contract. Have the student write it as much as is possible.

6. The student must make a commitment to following the plan

The student must show persistent effort toward their goal. The behavior change will only occur to the degree that the student makes an internal commitment to it. Keep the locus of control on the student.

7. Follow up and follow through

If the plan is not working, it should be altered, and/or if the student does not meet their obligations the consequences written into the plan should be implemented.

Appendix A: Creating A Great Program Climate

1. Start the Year on a positive note

· Get the participants involved right away.

· What statement does your first activity make?

· You are setting off in some direction, it is easier to get going in a direction that you like off the bat than have to work to pull them back in shape later.

· Make getting to know names a priority.

· Let the participants know where the ship is heading early.

2. Creating positive expectations

· Use the walls to help convey your messages.

· Display participant work early. Let them know it is their space.

· Use bulletin boards to make a statement or provide information.

· Put up your favorite sayings/quotes/messages.

· Use language effectively

· Use your mantras, “in this program we . . .”

· Make a rule that language needs to be “life giving” and not destructive. So no put downs, no rudeness, no disrespect or self or other.

· Use scheduled time for put ups and recognition.

· Make program expectations as explicit (behavioral/operational/practical) as possible. Practice them. Use concrete specifics when discussing them. Make them a personal part of the social contract.