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School Wide Rules

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Lori, my school is a MIBLSI school (miblsi.cenmi.org/) and we have moved from writing rules (what you should NOT do) to writing (and directly teaching) positive behavior expectations. The three main school wide expectations are BE Respectful, Be Responsible, and Be Safe. Everything relates to these three behavior expectations. In each area of the school there are specific procedures to follow to ensure these expectations and we agree as a staff what needs to be taught and reinforced to maintain it. It is amazing to watch our culture change from "NO" to "YES" and from "blame and shame" when breaking rules to "celebration" for successes! I loved your blog article! I am copying it and doing a little mailbox PD when I get back to school next week and re-posting it on my blog at www.maestrasasha.com (wordpress). Thanks! Sasha

Consultant - Teacher Recruitment at Calgary Board of Education

Hi Robin Your school wide

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Hi Robin
Your school wide expectations are brilliant and truly reflect deep core values you are instilling in your students. I also love Harry Wong and no matter how many years I teach I still use his book, especially at the beginning of the school year. It sounds like you have a classroom that would be a joy to learn in!

Consultant - Teacher Recruitment at Calgary Board of Education

Hi Robin Your school wide

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Hi Robin
Your school wide expectations are brilliant and truly reflect deep core values you are instilling in your students. I also love Harry Wong and no matter how many years I teach I still use his book, especially at the beginning of the school year. It sounds like you have a classroom that would be a joy to learn in!

Consultant - Teacher Recruitment at Calgary Board of Education

Your school wide expectations

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Your school wide expectations are brilliant and truly reflect deep core values you are instilling in your students. I also love Harry Wong and no matter how many years I teach I still use his book, especially at the beginning of the school year. It sounds like you have a classroom that would be a joy to learn in!

HS science teacher from northeast Indiana

Three rules have served my education career well....

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1. Don't forget WHO you are.... (i.e. you ARE important and I value you, but you certainly are not the only one in class who needs attention and assistance, etc)
2. Don't forget WHERE you are... (i.e. this is a shared facility that we each care for--this isn't your home and this furniture isn't yours personally, etc)
3. Don't forget WHY you are here today... (what adventure in learning can we discover together today?)

Middle School Performing Arts Teacher

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Before the rules, our classroom has a philosophy: UBUNTU (which means "I am because we are.") The entire curriculum and our rehearsal process centers around this concept of community.

We have 2 big rules:
1. We respond with "Yes, and..." rather than using NO or BUT in order to affirm one another's thoughts before adding our own.
2. Make each other look good. This applies to the teacher and the student. It keeps mocking and judgment and self-serving behavior to a minimum.

And I always tell them that "What touches the heart, touches others" and I ask them to be heart-first with their words and songs and how they use them in rehearsal and on stage.

Does it always work? Of course not. But these ideas are always present and help to get us back on track in moments of stress, which are ever-present in the performing arts.

Consultant - Teacher Recruitment at Calgary Board of Education

Amazing, thoughtful comments!

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Wow, the comments brought forward here are truly thoughtful and insightful. I wish I could sit down with each one of you and have a conversation about the points you have brought forward. Writing blogposts is interesting when I write from on specific point of view or perspective and it leads to so many different ideas I never thought of initially. Many thanks for all of your amazing comments. They are truly appreciated.

we expect from children what we do not accept ourselves

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could you imagine "the trainer´s evaluation", if trainer sets up those rules? He won´t be training again in that company. People expects fun/engagement/active interaction during ALL DAY in training paid by their company. Why do we not request that for our own children?

Extensible to adult learning...

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... in fact those tasks are very "adult" in nature, which just goes to prove that "adult" learning has nothing to do with chronological age.

I've just emailed a link to this article to a dozen or more colleagues: we're all involved in a large adult (in the chronological sense) training project at a utility, where the client is implementing a million (seems like it anyway) new processes and associated systems.

Lori, if an adult approach like yours can work for chronological kids, surely it can work for chronological adults? Or will it?.... Problem is that so many chronological adults went through school and even undergrad years being taught at the pedagogic end of Knowles' continuum "From pedagogy to andragogy".

But we're taking heart from the fact that kids at your elementary school can be adult...

Regards

Jim

Music educator and professional development trainer based in Hampshire, UK.

Self Determination Theory

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Spot on. Deci et al (Rochester University) SDT has autonomy as an essential element for fostering intrinsic motivation. The opposite pole to this is control. Furthermore they reckon that controlling teachers do so becuase they feel controlled themselves, from above.
Michael Griffin
www.musiceducationworld.com

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