Creating a Safe and Respectful Environment on Our Nationâ€™s School Buses Tim...
Embed Size (px)
Transcript of Creating a Safe and Respectful Environment on Our Nationâ€™s School Buses Tim...
Creating a Safe and Respectful Environment on Our Nations School BusesTim Duffey, Training Specialist, Safe and Supportive Schools Technical Assistance Center
Page *Our Goals
ModulesPage *Page *See Something. Do Something: Intervening in Bullying BehaviorCreating a Supportive Bus Climate:Preventing Bullying 12
Page *Module Training MaterialsComprehensive trainers guideCompanion handoutsComprehensive PowerPoint slides1234Collateral materials to reinforce curriculum content
Workshop Overview and Preparation GuidePage *
Sample HandoutsPage *
Sample PPT SlidesPage *
Samples of Posters and Palm CardPage *
Reviewer CommentsPage *I think the trainer packet is great. It follows the process step by step with attention-getting activities as it goes. The Handouts are excellent. The descriptions and explanations are great. First, let me say Im very impressed. This training is consistent with most of the broader student management training Ive seen, and it appears highly discussion-based and interactive . . . .I thought this was an excellent resource and will be a great tool for trainers to utilize!! Verypleased to see thistraining that sets the climate that puts us in a position to address bullying.
I like it! All of it.
A Walk Through the CurriculumPage *
One way to get the attention of students on the bus and their willingness to address bullying among their peers is to write up the whole bus when serious bullying occurs.FALSEGood Advice?/Bad Advice?
If a student swears, it is best to write down the actual curse words a student uses (unless your school policy forbids it). TRUEGood Advice?/Bad Advice?
When writing a good report or referral, it is important to include your own personal perspective about the students motivation or comparisons to his or her siblings.FALSEGood Advice?/Bad Advice?
A high-quality report or referral includes details about what you, as the bus driver, said and did in response to student bullying behavior. TRUEGood Advice?/Bad Advice?
Page *Continuing Our Walk . . .
Page *Who Was There for You?
On your card, record: What was it about that person that caused him or her to have such a positive impact on your life?
Page *In Closing . . .
**Elmer Able and Bob Wilkinsonthose are the names of my bus drivers for 10 of my 12 years of attending school in rural NW North Dakota. These men drove me to school daily as an elementary student, and one of them drove bus for my entire class on the traditional Senior Skip Week to the Black Hills of South Dakota. They literally watched me, my siblings and our age-mates grow up in front of their eyes. Bus drivers get that chance every daythey make daily installments in the lives of our nations students.
Our Design Team has been honored to create these Training Modules to support our nations bus drivers. In fact the lead curriculum designer, Jim Conway was himself a bus driver in the early years of his professional live. The job was in NY City, where he drove a van for the morning run from the lower East side of Manhatten to Park Avenue for a variety of schools. One morning, VERY EARLY, Jim and an aide couple studnets at 2nd Avenue and 4th St. route when they saw two men who appeared to have spent the night out on the town and were evidently working their way back to wherever it was they called home. As Jim stopped the van at a stoplight, one of the men approached the van. Not sensing any danger from him, Jim rolled down his window to see what the man wanted. The man asked if they could just get a ride home. Jim explained district policy would not allow him to do that. Oh, thanks man, the gentleman said, I thought it was worth a try. As the van pulled away the aide asked Jim Do you know who that was?. Yeah, he does, said Jim, that was John Lennon, but he still cant ride in the van!
So in honor of bus drivers everywhere . . . We proceeded to develop these two training modules that we hope will serve all of Americas school bus drivers in dealing with challenging behaviors and, perhaps most importantly, to create a supportive bus climate where such behavior is LESS LIKELY to occur.
*Reveal each goal and speak briefly to how these goals guided our design and development process.
Emphasize that a primary underlying premise of our work was to acknowledge and draw out the wisdom, practical experience and effective strategies already present in todays bus drivers.
On last point, emphasize what we mean by world-class (based on quality research (16 references Module 1; 6 references Module 2), rooted in good adult learning practice, engaging and interactive, and providing opportunity for new skill development).We were charged with designing two two-hour modules. (Some content had to be eliminated)
Briefly describe the focus of each module. Refer to packet handouts that provide a summary outline of each Modules agenda. Explain our rationale for putting the bullying content first (identified as a key issue among bus drivers) and that after meeting that need, we felt wed be on stronger footing to help them look at ways to create a more supportive bus climate.
Designed to be used in sequence though we believe they could be delivered individually, or even switched with additional preparations.*Briefly describe each (Following slides will provide more depth on each)*Discuss key elements of the Trainers Outline. Simple, straightforward layout, step-by-step instructions, over scripted to leave no stone unturned, notes where alternative activities may be utilized, etc. Built on our understanding of the experience level of trainers in districts across Americatheyll be able to adapt and customize according to local needs. That very diversity was a challenge, but we worked hard to build in flexibility for various size districts, locations (rural, suburban, urban). [Designed for 12 -50 participants; again adaptable.]*Briefly describe how handouts relate to and support content of Trainers Outline and include reference citations for sources of additional information. Citations are includedtied to same list in Curriculum. Credibility enhanced as a result. Provide take-aways for drivers.*Discuss briefly effort to keep PPT slides to a minimum, to be engaging and bus-centered, to be supportive of the curriculum and to serve as a key resource for visual learners. *Discuss the intentional reiteration of key content messages. Both are intended to serve as reminders of the module content, to reinforce the strategies offered both in terms of intervening and prevention of bullying behavior.*As slide is displayed, discuss reviewers were comprised of: 1.) Dept. of Education staff, 2.) Members of the National Association for Pupil Transportation and 3.) the National Association of State Directors of Pupil Transportation Services.
AND REALLY GOOD input that dramatically improved the end product. (Continued review to be collected by participant evaluations and trainer feedback on NAPT site.)
*The next four slides are part of Activity 6 in the workshop design. If desired by the client and time allows, I will engage participants in a sampling of this activity to give them an idea of the*Give the example of Activity 4 in Module 2.*Thats what weve been up to the past month. We welcome the continued feedback of trainers as these modules get delivered.
Discussion: What have you heard that you know will resonate with bus drivers in your state?
Thanks again to: 1.) Dept. of Education staff, 2.) Members of the National Association for Pupil Transportation and 3.) the National Association of State Directors of Pupil Transportation Services.
We have enjoyed this process and now welcome the opportunity to pass it on to the trainers across the country.*