When it comes to the concept of Do No Harm, I believe my actions affects others, so implementing this with students to create a safe environment in the class, school, and community. Students be accountable for their actions. Furthermore, the restorative practice develops problem solvers and empathetic individuals by facilitating Habit 5, Seek first to understand, then be understood.
Future sphere of influence, as the school leader, how would my beliefs be reflected in discipline policies and practices?
As a school leader, my beliefs focuses that each child is a leader, therefore, they have a voice and I allow students to talk about their actions and how they affect on people they care about. In addition, I have implemented various behavior intervention plans (BIPs) for SSTs and IEPs to enhance positive behaviors and diminish negative behaviors. All students can participate in a classroom with prompts and cues. Last year, I had three self-monitoring behavior chart and this chart empowered students about their own behavior. Through consistency and praise, my students were able to participate and learn in my classroom.
Future sphere of influence, as the school leader, how would my beliefs be reflected in program practices and initiatives?
My beliefs reflect on the program practices and initiatives are similar because I allow students to explain themselves and why they felt the need to misbehave. Although, it is time consuming, my students must understand that their actions have a consequence, either a positive or negative consequence.
Future sphere of influence, as the school leader, how would my beliefs be reflected in our professional development as a community of learners?
Antecedent, Behavior and Consequence (ABC) helps professionals to assess the function of behaviors. After the analysis of the ABC data, educators can develop a plan to best suit the child's needs. My beliefs of BSP and positive reinforcements can foster the RV community of learners on our professional development by sharing my resources based on Special Education Specialist Credential. In addition, implement the new paradigm of restorative practice to understand why their student is behaving a certain way. The restorative practice allows students to create their own solutions and develop empathy.
Is the concept of teaching students to “first do no harm” integrated into the culture of your school (or workplace)?
Yes, "first do no harm" is integrated into Riverview School culture. For instance, students are able to speak about the incident and use a 7 Habits behavior management chart. The chart allowed students to reflect on how the other student felt and come up with a plan if the problem occurs again, and what they could have dealt with the situation differently. The behavior management chart embedded the 7 Habits and restorative practice.
How does your answer to the previous prompt sit with you? I practice the 7 Habits each day and would like to be more conscious of the "teach-able moments" in were I can reinforce positive behavior.
Future sphere of influence, as the school leader, how would my beliefs be reflected in discipline policies and practices?
As a school leader, my beliefs focuses that each child is a leader, therefore, they have a voice and I allow students to talk about their actions and how they affect on people they care about. In addition, I have implemented various behavior intervention plans (BIPs) for SSTs and IEPs to enhance positive behaviors and diminish negative behaviors. All students can participate in a classroom with prompts and cues. Last year, I had three self-monitoring behavior chart and this chart empowered students about their own behavior. Through consistency and praise, my students were able to participate and learn in my classroom.
Future sphere of influence, as the school leader, how would my beliefs be reflected in program practices and initiatives?
My beliefs reflect on the program practices and initiatives are similar because I allow students to explain themselves and why they felt the need to misbehave. Although, it is time consuming, my students must understand that their actions have a consequence, either a positive or negative consequence.
Future sphere of influence, as the school leader, how would my beliefs be reflected in our professional development as a community of learners?
Antecedent, Behavior and Consequence (ABC) helps professionals to assess the function of behaviors. After the analysis of the ABC data, educators can develop a plan to best suit the child's needs. My beliefs of BSP and positive reinforcements can foster the RV community of learners on our professional development by sharing my resources based on Special Education Specialist Credential. In addition, implement the new paradigm of restorative practice to understand why their student is behaving a certain way. The restorative practice allows students to create their own solutions and develop empathy.
Is the concept of teaching students to “first do no harm” integrated into the culture of your school (or workplace)?
Yes, "first do no harm" is integrated into Riverview School culture. For instance, students are able to speak about the incident and use a 7 Habits behavior management chart. The chart allowed students to reflect on how the other student felt and come up with a plan if the problem occurs again, and what they could have dealt with the situation differently. The behavior management chart embedded the 7 Habits and restorative practice.
How does your answer to the previous prompt sit with you? I practice the 7 Habits each day and would like to be more conscious of the "teach-able moments" in were I can reinforce positive behavior.
| Current sphere of influence: Commit to 5 things you are willing to do this semester that will make your school a more positive restorative place: 1. Drop the labels of bully and victim in the school. 2. Ask the following questions: What happened? What were you thinking during the incident? How did you feel? Feelings now? who else has been affected? What do you need to to fix this? 3. Create a circle time and ask each child "What is important to you?" to develop a safe environment in the classroom. 4. Be consistent and acknowledge students for their positive efforts. 5. Have students be accountable for their actions in class and school. Resources Fisher, D., Frey, N., & Pumpian. I. (2012). How to Create a Culture of Achievement In Your Schools and Classrooms. Alexandria, VA: ASCD. |