Online Staff Development Workshops

1. Online Staff Development Workshops The next session, The Buzz on Behavior:  Positive & Practical Behavior Management Strategies for Summer Programs, presented by Matthea Marquart and Ameenah Reed, will begin at 11:00 a.m. Please be sure that you hear the music playing through your speakers. Technical support is available by typing in the chat box below this PowerPoint.

2. The Buzz on Behavior:  Positive & Practical Behavior Management Strategies for Summer Programs 2 Transforming Children into Scholars and Leaders Ameenah Reed, Senior Site Manager Matthea Marquart, Director of Training National Center for Summer Learning Virtual Conference Weds, May 20, 11 - 11:50am

3. 3 Welcome & What’s in it for you • Thank you for choosing to spend your time with BELL. • Objectives • By the end of this session, you should be able to: • Describe positive discipline • Explain key components of positive discipline • Describe examples of positive discipline strategies & best practices

4. Workshop Agenda 4 • Introduction & warm-up • Introduction to positive discipline & its key components • Examples & best practices • Wrap-up, Q&A, and further resources

5. How to Use Emoticons on Adobe Connect 5 • Select the appropriate emoticon • The selected emoticon will appear next to your name on the attendee list

6. 6 Intro & Warm-up (10 min)

7. Meet Your Facilitator 7 Ameenah Reed, MPA Senior Site Manager, BELL ***** Strong BELL leader: Ameenah Reed served as the deputy director for BELL’s Springfield region, overseeing 11 summer sites: seven elementary schools and four high schools (grades five through eight transitioning). Under her leadership, scholars in the Springfield region gained 9 months’ skills in reading and 9 months’ skills in math overall during the 2009 summer program. Ameenah has been with BELL since 2005 and has served in site and program management roles in summer and afterschool sites across three BELL regions: Boston, New York, and Springfield. Strong experience in education: Ameenah brings more than 10 years of experience working in the New York City Department of Education as a classroom teacher and in nonprofit afterschool programs.  Strong background: Ameenah holds a bachelor’s degree in professional studies from Audrey Cohen College and an MPA from the Metropolitan College of New York.

8. Meet Your Trainer Matthea Marquart, MSSW Director of Training, BELL ***** Passion for BELL’s work: Matthea leads a team responsible for training staff in all BELL regions to effectively implement BELL’s mission in service of BELL’s 12,000 scholars. Since joining BELL in January of 2005, she has standardized the training curriculum, established a train-the-trainer program, launched a new asynchronous e-learning program, launched a new live virtual (webinar) training program, and presented BELL’s training at national conferences. Passion for training and education: Matthea blogs about training issues on NY Nonprofit Press’s website, and over a dozen of her training-related articles have been published. She was named by Training Magazine as a 2008 Young Trainer to Watch. Matthea has also been a volunteer teacher in three NYC public high schools, and she taught English as a Second Language abroad. Passion for lifelong learning: Matthea has a MSSW from Columbia University and a BA in English from Emory University, where she spent a year abroad at Oxford University. She completed a 2008 Senior Fellowship at the United Way of NYC’s Nonprofit Leadership Development Institute at the Baruch College School of Public Affairs, and she is a member of the 2009 Community Resources Exchange Leadership Caucus.

9. 9 Meet BELL: Our Mission Founded in 1992, BELL’s mission is to enhance the educational achievements, self-esteem, and life opportunities of elementary school children living in low-income, urban communities. BELL served over 7,000 children in the 2007-2008 academic year and over 4,000 children in the summer of 2008 in 5 cities. The children we serve are called “scholars.”

10. 10 BELL’s 2008 Summer Program Schedule 6 week summer program, June 30 – August 8, 2008

11. 11 Awards & Impact Excellence in Summer Learning: BELL Summer was named one of the nation’s three best summer learning programs by the Center for Summer Learning at Johns Hopkins University. U.S. Senate: BELL Summer inspired new legislation created by Senators Barack Obama (D-IL) and Barbara Mikulski (D-MD) called the STEP UP Act, which seeks to make public funds available to provide high-quality summer learning opportunities to children. Social Capitalist Award: For the third year in a row, BELL won the Social Capitalist Award from Fast Company magazine and the Monitor Group, which recognizes high-performing non-profits that combine innovation and entrepreneurship to create sustainable solutions to social challenges. American Federation of Teachers: In its American Educator magazine, the AFT recognized BELL Summer as one of the nation’s best summer learning programs for children. Training Magazine: BELL’s Summer 2008 training earned the Blended Learning & Performance Project of the Year award.

12. New Project: Licensing Our E-learning 12 BELL is seeking a small group of external partners interested in a beta pilot of licensing our e-learning. Interested organizations can visit www.bellnational.org/elearning or email elearning@bellnational.org

13. 13 Summer E-learning Modules

14. 14 Warm-up Activity Reflect & type in chat: Reflect - Think about a moment in your childhood (in school if possible), when you were punished negatively. Type into chat - how did this make you feel? (Type feelings.)

15. How to Chat on Adobe Connect 15 • Go to the Chat pod. Select “Everyone” in the “To” box, to chat to everyone. • Type your message in the chat section, then hit “Send.”

16. 16 Warm-up Activity Reflect & type in chat: Reflect - Think about a moment in your childhood (in school if possible), when you were punished negatively. Type into chat - how did this make you feel? (Type feelings.)

17. 17 Intro to Positive Discipline (15 min)

18. How to Vote in a Poll on Adobe Connect 18 • Click on the answer choice you want to select

19. 19 Poll: What is positive discipline? • Ignoring negative behavior to focus only on the positive behaviors • Teaching children to make good behavior choices by using strategies like incentives, reflection, and routines • Paying children to make good behavior choices, like adults are paid at work • Being friends with children, so they have positive friendships with adults who care about them

20. 20 Poll: What is positive discipline? • Ignoring negative behavior to focus only on the positive behaviors • Teaching children to make good behavior choices by using strategies like incentives, reflection, and routines • Paying children to make good behavior choices, like adults are paid at work • Being friends with children, so they have positive friendships with adults who care about them The goal of positive discipline is to equip children with the skills they need to be successful in school and in life

21. Positive Discipline vs. Negative Punishment 21

22. Key Components of Positive Discipline 22 Consistency & consequences Established routines Teaching through modeling, practice, repetition, & reflection Collaborative rules Culture of respect & patience Getting to know your children

23. How to Vote in a Poll on Adobe Connect 23 • Click on the answer choice you want to select

24. 24 Poll: Which Two Components? • We will cover two of the key components of positive discipline in depth. Which two should we focus on?(Note: the powerpoint slides include all six, so you have them as a reference.) • Established routines • Consistency & consequences • Collaborative rules • Teaching through modeling, practice, repetition, and reflection • Culture of respect and patience • Getting to know your children

25. 25 Established Routines • Establishing routines can mean the difference between creating an atmosphere that promotes learning & enrichment, vs. chaos. • Sample checklist of needed routines: • Arrival and dismissal • Entering the room • Partner work • Transitions from one activity to the next • “Unexpected” situations • Free/choice time • Distributing/collecting materials and clean-up • Bathroom/water break Remember to teach children the routines.

26. 26 Consistency & Consequences Teaching good behavior is not an overnight process – it requires consistent effort over time Key considerations: • Classroom procedures should follow a predictable pattern, so that children can feel safe knowing what to expect from day to day • Rules should be applied fairly, and should be enforced at all times • The adult should be the dependable, trustworthy authority figure, with an even mood and steady control of the classroom • Positive behavior should be rewarded with attention, so that children don’t need to act out for attention and can learn that positive behavior has positive consequences • Consequences must be fair & appropriate • E.g. rule of thumb for time-outs – maximum of one minute per year the child has been alive

27. 27 • Collaborative Rules: Tips • Phrase rules positively (Avoid “Don’t” and “No”) • Write the rules in sentences starting with “We” or “I,” e.g. “We promise”/”I will” • Maximum of 3-5 rules • Create the rules with your scholars’ participation • Have scholars sign the rules • Give the rules a name, e.g. Community Agreements, Contract, or Promises • Review the rules every day

28. Teaching through modeling, practice, repetition, and reflection 28 • Children do not pop out of the womb knowing how to behave in every situation. They need to be taught appropriate behavior, just as they need to be taught academic subjects. • To teach children good behavior choices: • Model the behavior • Explain the behavior • Practice the behavior • Discuss the behavior • Remind them of the expected behavior at the start and end of every day • Reflect on the expected behavior • Provide feedback about behavior, and correct inappropriate behavior

29. 29 • Culture of Respect and Patience • Effective partnerships with children are transformational, not transactional. • To-do’s to create a culture of respect: • Be well prepared for program, especially with lesson plans. If a teacher’s not well prepared, it creates windows of opportunity for students to disengage, which leads to making poor choices. Conversely, if a teacher’s well prepared, it keeps kids out of trouble. • Include children in decision-making in the classroom, to develop their capacity for mature and respectful interactions with their peers. • Develop positive relationships with the children, and model positive relationships with other adults at your program. • Make sure interactions with youth are quality interactions. • Provide opportunities for autonomy and choice, by building thoughtful opportunities into lesson plans. • Note: yelling at children is not a respectful form of classroom management.

30. 30 • Getting to Know Your Children • The better informed you are about the children you serve, the better you can understand the reasons they act a certain way. This will help you treat them as individuals & with empathy, and it will help you teach them to make good behavior choices. Keep developmental stages in mind as well, to help you understand age-appropriate behavior. • Ways to get to know your children: • Get-to-know-you activities • Ask the children about their lives, in a mentoring way • Ask families about past behavior and any recent changes in their lives that may contribute to acting up • Ask teachers about past behavior

31. How to Chat on Adobe Connect 31 • Go to the Chat pod. Select “Everyone” in the “To” box, to chat to everyone. • Type your message in the chat section, then hit “Send.”

32. 32 Chat: Communicating expectations • Please share by typing in chat: • How can you communicate your behavior management expectations & systems to parents, both before the program begins and after the program has started? • How can you communicate your behavior management expectations & systems to the children you serve?

33. 33 Examples & Best Practices (15 min)

34. Poll: Impact on Learning 34 • How much instructional time do you believe is wasted on behavior issues every hour? • 5 minutes • 10 minutes • 15 minutes • 20 minutes

35. Color Card Management System 35

36. Visual, Simple, and Portable 36

37. Sample Variation 37

38. Sample Variation 38

39. Sample Variation 39

40. Sample Variation 40 For older scholars, this type of chart works well because they want to be part of the group.

41. Sample Variation 41

42. Sample Variation 42

43. How to Use Emoticons on Adobe Connect 43 • Select the appropriate emoticon • The selected emoticon will appear next to your name on the attendee list

44. Use Chat & Emoticons to Share 44 Emoticon Have you used a similar system before? If yes, please chat How did it work? Do you have tips for how to make it successful?

45. 45 Scholar Dollars / Behavior Bucks • Can be given when you “catch a scholar being good,” or given to everyone at the start of the day with penalties to pay • Save up for longer-term prizes • Can be in conjunction with other behavior systems

46. Behavior Journal 46 • Can include lunch detention as an additional consequence • Gives children a chance to reflect

47. Scholar of the Day 47 • Special lunch seating • Given a crown & sticker • Chosen by teachers for excellence in learning & behavior

48. Use Chat & Emoticons to Share 48 • Emoticon • Are these good examples of positive discipline in action? • If yes, please chat • What makes these good examples? • If no, please chat • What makes you say no?

49. Chat: What will you do? 49 • Please share: • What special behavior management technique will you implement that’s unique to your program? • How will it build your children’s self-esteem?

50. 50 Wrap-up (10 min)