Article: Choosing to Be Positive

Article: Choosing to Be Positive by Jones, Bailey, Brion-Meisels and Partee

What have you personally learned about teaching from the reading?

From reading this article, I have learned that it's best not to remove a student from the classroom for challenging behavior but to use that opportunity to teach the student self-regulation and conflict resolution strategies.

What is the author's message that we are meant to take away from the reading?

Developing quality relationships with students are important to student learning and growth. With challenging behavior, punitive disciplinary measures are not effective. Using the foundation of a quality relationship to teach students with challenging behavior the skills necessary for conflict resolution is a more effective method.

Will you use any ideas from the reading directly with your students?

I am interested in the classroom council idea however I think a less formal "debrief" session at the end of a block (like Paula P recommended in our cohort meeting) might be more suitable for a high school classroom. Students are prompted to share not only what they learned, but also what didn't work in class also and how we can improve for the next day. 

What questions have arisen for you in the reading?

What types of things would you have in a Cool Down toolbox for high school students? Often high school students are allowed to "take a walk" to remove themselves from the stressful situation but I have always wondered if leaving them alone with their thoughts is helpful or harmful. A teacher at our school has a sensory walk area that students can use but I wonder how often it gets used and by whom.

What competency(ies) are addressed by the reading?

a.3.a. In the area of the learner and learning, Learning environment, as demonstrated by: Working with learners to create and access learning environments that support self-directed individual and collaborative learning, based on each learner's interest and passions; 

How: The SECURe strategies recognize the student's role in addressing behavior issues and building relationships with adults and peers. Scaffolds are provided to teach students how to resolve conflict.

a.3.b. In the area of the learner and learning, Learning environment, as demonstrated by: Use of learning environments not limited to the classroom, but extended into the larger community as well as virtual experiences

How: The SECURe strategies can be implemented outside of the classroom and should be a school wide effort.

d.2. In the area of professional responsibility: Collaboration, as demonstrated by collaborating as a member of the larger learning community, with learners, families, colleagues, other professionals, and community members to leverage resources that contribute to student growth and development, learning and well-being.

How: For the best social-emotional growth to occur, it needs to be a schoolwide effort to create a culture of non-punitive measures for resolving conflict.