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Barbara Coloroso - Elaine Segner Chandler...
Transcript of Barbara Coloroso - Elaine Segner Chandler...
Barbara ColorosoWin-Win with consequences; bullying. Punishment v. consequences
Anna Kreisheimer, Elaine Segner, Kandace Jilek, Amy Foote
Hero in the Hallway
Professional Background
• For the past 38 years Coloroso is known as a
• International bestselling author
• Internationally recognized speaker
Professional Background
•Multiple years of training in•Sociology •Special Education•Philosophy
Professional Background •Field experience in
•Classroom teacher•Laboratory school instructor•University instructor•Seminar leader•Volunteer in Rwanda •Mother of her own 3 children
Professional Background
•Appeared on•Oprah, NBC, CBS, ABC•CNN and NPR•Featured in•New York Times, Times, Newsweek•U.S. News & World Report
Fundamental
• Win-win with consequences; bullying, punishment v. consequences
• How both parties can benefit from a consequence, how bullying can be prevented and how there is a difference between punishment and a consequence
Key Points
• Inner discipline• Bullying• Discipline vs. punishment• 3 types of families: Jellyfish,
Brick-wall and Backbone• No rewards
Inner Discipline
• Teach them what you expect in the beginning
• Teach responsibility for own actions
• Set high standards
• Teach by example
Inner Discipline
• Their good behavior is their reward
• Teaches problem solving
• Gives them a feeling of
self-worth
Responsible Students
• Acts out of conviction
• Stands up for values
• Doesn’t wait for adult approval
• Accepts consequences
• Willing to take risks
• Everything doesn’t have to have a purpose
Reward Dependent
• Wins approval
• Does what is told
• Concerned with bottom line
• Hides mistakes
• Lies to avoid consequences
• Self-esteem defined externally
Sticker Praise
• Child becomes dependent on praise
• Child concerned more about pleasing
• No energy left to develop inner self
• Sets up competition among children
• Exaggerates accomplishments
Brick Wall
• Controlled environment
• Punctual, clean, and orderly
• Strict rules
• Rigid enforcement of rules
• Threats and bribes
• Use of humiliation
Jellyfish
• Chaos in physical environment
• Unrecognizable structure
• Unclear punishments and rewards
• Random second chances
• Fake threats
Backbone Classroom
• Set up behavior rules in beginning
• Be consistent
• Follow through
• Have structure with some flexibility
Bullying
• Teachers need to be aware
• Help to prevent
• Protect students
• Teach students about negative affects
Teacher’s Role• Treat students with
respect
• Give them a sense of power
• Provide structure
• Provide support
• Enable problem-solving
Teacher’s Role
• In regards to bullying:
Sit down and talk with bully
Hold bully accountable
Discipline not punishment
Redirect bullies energy in community service
Nurture children with love
Teacher’s Role
• Give children opportunities to:
▫ Make decisions
▫ Take responsibility for actions
▫ Learn from choices
• Guide students rather than rescuing from decisions
Teacher’s Role
• Bystander:
▫ Help them realize and change role
Talk about:
Safety and comfort of siding with bully
Acknowledge you care
Assure children help friends
Teacher’s Role
• Bystander:
▫ Understand fears:
Getting hurt
Not knowing what to do
Making situation worse
Becoming a new target
Students’ Expectations
• Inner discipline:
▫ Make decisions
▫ Take responsibility for actions
▫ Learn from actions
• Students need to:
▫ Like themselves
▫ Think for themselves
Students’ Expectations
• In regards to bullying:
▫ Bully
Restorative justice
Acknowledge it
Make amends
Prevent it happening again
Involved in community service
Students’ Expectations
• Bystander:
▫ Get away from situation
▫ Support victim
Encourage
Motivate to believe in self
▫ Defend friend
▫ Get involved for victim
Bystander Takes an Active Role
Anti-Bullying
Strengths Bully/Bystander
• Bullying:
▫ Bully learns how to act differently
• Bystander
▫ Communicating: Helps bystander feel special
• Students learn inner discipline
Shortcomings Bully/Bystander
• Challenges with the bystander:
▫ Student act on it rather than ignore it
• Challenges with the bully:
▫ Help to realize bullying is wrong
• Learn to talk to the student rather than reward them
Coloroso’s Theory
Circumstances when theory is best implemented
Implemented in the Classroom
• Establish backbone classroom
• Set high expectations
• Establish bully free zone
• Encourage inner discipline
Key Points to Remember
• Consistency
• Structured, yet flexible
• Bullying is not tolerated
• Inner discipline
• Don’t over reward
• Treat students as human beings
• “KIDS ARE WORTH IT”
Scenario
It is the end of the school day and all the students are packing up to leave. Two students in your classroom get into a heated verbal argument that is escalating. You as their teacher know it may turn into a physical fight. What would you do following Coloroso’s rules/guidelines?
Backbone• Flexible
with structure
Jellyfish• No structure
Brick-wall• Strict and
hostile
Graphic Citations for Anna Kreisheimer
• Slide 3 : http://hasslefreeclipart.com/clipart_school/books_spelling.html
• Slide 4 : http://www.teacherfiles.com/clip_art_back_to_school.htm
• Slide 5: <ahref="http://www.hasslefreeclipart.com/clipart_school/blackboard2.html" title="Free clip art">Hasslefree Clip Art</a>
• Slide 6,7,8 http://office.microsoft.com/enus/images/results.aspx?qu=ne
wspaper#ai:MC900281770|
Graphic Citations for Elaine Segner
• Slide 18: http://www.hasslefreeclipart.com/clipart_school/girl_chalkboard.html
• Slide 19-20: http://www.school-clip-art.com/student_clipart.shtml
• Slide 21-23: http://office.microsoft.com/en-us/images/results.aspx?qu=school
• Slide 24-25: http://office.microsoft.com/en-us/images/results.aspx?qu=BUlly
Graphic Citations for Kandace Jilek
• Slide 27, 29, 30: http://office.microsoft.com
• Slide 28: http://www.wikihow.com/Image:Bullying-739607-8257.jpg
Graphic Citations for Amy Foote
• Slide 16,17: clip art www.office.microsoft.com
• Slide 9-10, 12-15: http://www.bing.com/images
• Slide 11, 31: http://www.free-clipart-pictures.net/teacher_clipart.html
References for Anna Kreisheimer
Coloroso, B. (2009-2011). Kids are worth it. Retrieved February 28, 2011, from http://www.kidsareworthit.com/Home_Page.html
Hero in the hallway [video file]. (2007, April 16) Retrieved from http://www.youtube/watch?v=PtfbaKIYyg
References for Elaine Segner
Burden, P. R. (2010). Classroom management creating a successful K-12 learning community. John Wiley And Sons Inc.
Coloroso, B. (2005, April). A bully’s bystanders are never innocent. Education Digest, 49-51.
Coloroso, B. (2011, February 7). An exclusive interview with bullying expert Barbara Coloroso. [Interview with Jewish Family Children’s Services].
Family.ca (Director). (2008). Anti-Bullying Act [Motion Picture].
References for Kandace Jilek
Coloroso, Barbara. The bully, the bullied, and the bystandered. Retrieved from http://schools.hcdsb.org
Gurcan, T., & Tekin, E. Inner discpline. In Discipline models. Retrieved March 6, 2011, from http://www.metu.edu.tr/~e133376/project/index.htm
References for Amy Foote
Coloroso, B. (2011, February 7). An exclusive interview with bullying expert Barbara Coloroso. [Interview with Jewish Family Children’s Services].
Coloroso, B. (2005, April). A Bully’s Bystanders Are Never Innocent. Education digest , 49-51.