Download Connecting Character to Conduct: Helping Students Do the by Rita Stein, Roberta Richin, Richard Banyon, Francine Banyon, PDF
By Rita Stein, Roberta Richin, Richard Banyon, Francine Banyon, Marc Stein
The choices today=s scholars make ripple outward to their instant kin and faculty neighborhood; a few affecting society within the kind of educational underachievement and college violence. How do we aid scholars make the ideal judgements and do the precise issues? attempt guidance and educational rigor by myself can't support our scholars study good. steel detectors and surveillance gear on my own can't retain faculties secure. studying and protection, even though, are inextricably hooked up to the basics of personality and behavior. once we support scholars make the relationship among personality and behavior, we commence to provide them a secure setting conducive to studying. In Connecting personality to behavior: assisting scholars Do the ideal issues, the authors illustrate how you can attach personality, behavior, and your school=s curriculum. through adopting the foundations of recognize, impulse regulate, compassion, and fairness, the college communityCincluding bus drivers, cafeteria employees, scholars, mom and dad, academics, and principalsCcan advertise safeguard and studying inside of and past the college partitions. those guiding ideas are usually not an add-on to an already complete curriculum. via their connection to ethical improvement, language arts, platforms, citizenship, and self-discipline, they're already a part of a standards-driven curriculum and tutorial application. The authors, with services as school room lecturers, directors, counselors, and psychologists, convey you the way scholars in any respect grade degrees prevail and will learn how to do the proper issues. Our scholars depend upon us to assist them examine and remain secure. Their destiny, and ours, relies on how good we be triumphant.
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Extra info for Connecting Character to Conduct: Helping Students Do the Right Things
He helped his students develop a plan to apply the principles of respect, impulse control, compassion, and 02--CH2--20-29 9/14/00 9:56 AM Page 23 THE FIRST TEN DAYS 23 equity in all their classroom and school activities. His students collaboratively wrote the first element of the class constitution: All members of the school community are entitled to respect. The class constructed a list of ideas that illustrate what respect looks, sounds, and feels like. 1). Mr. DeLuca’s students wrote a letter to their parents and guardians to explain the goal of Centerville Elementary School; the goal of their class; their roles as learners within that class; their teachers’ role; the parent’s or guardian’s role in supporting the student’s learning; guiding principles (RICE); and procedures for succeeding in class.
Take everything with me when I leave the bus. m. Bring in the mail. Drop off backpack and school stuff in kitchen. Take care of the dog. Check messages. Call Mom and tell her I’m home. Talk with friends on the phone. Wait for Carrie to get home from school. m. Watch tapes of TV shows I recorded. Baby-sit Carrie. m. Help Carrie empty dishwasher, set table, do other dinner prep stuff. m. Have dinner, clean up. Review all assignments due for this week. m. Start homework. Follow the homework guide to do my homework.
Griffin had each student complete a template to create a behavior replacement plan. Here is an example of a completed form: 1. What rules did I break? I broke the rules that require respect and impulse control. 2. What role did I not fulfill? I did not fulfill my role as a learner and a person who must help keep our school safe. 3. What will I do and say the next time I feel like repeating this behavior? The next time I feel like fighting I will concentrate on how I want to be free to eat lunch with my friends and stay in class instead 02--CH2--20-29 9/14/00 9:56 AM Page 27 THE FIRST TEN DAYS 27 of going to in-school suspension.