The Sound of Music is a Broadway Show (1959) and film (1965). It's iconic! The film won 5 academy awards.! I'm sure many of you have seen it as it plays often on cable (when that was a thing) or when your family had a movie night. Just in case you haven't seen it here is the plot: It's a sweeping tale of Maria, a hard to handle women who was preparing to be a nun in Salzburg, Austria. Her enthusiasm and lack of self-control causes some concern (They break into the song: How do you solve a problem like Maria?). So the Mother Superior sends her to be a governess for Captain Gerog von Trapp's seven children. (A governess is someone who rich people(think royalty, Jane Eyre, etc.) hired to educate and basically raise their children. but you probably already knew that) By the way this is a true story from 1938. The captain is as strict as Maria is free-spirited. The children, when the Captain isn't looking, are really rotten to Maria. They do super mean things (G-rated frog in her bed, spider in her shoe). One night at dinner, when the Captain comes home, Maria shares in a kind and loving way a restorative and empathic conversation. The children start to cry and basically feel really guilty to have been so mean. They grow to love and trust her as she builds relationship and teaches them how to care for one another and do the right thing. Yes, eventually the Captain falls for Maria (who doesn't become a nun) and marry. They escape the Nazi's by walking over the mountains. Of course, all of this occurs with a lot of singing, dancing and joyful expression(except when they confront the Nazis).
So...How to Solve a Problem like behavior in the classroom?
This week as I prepared to sit down to write the blog about the foundation's walkthrough last week; I thought about this film. One of the songs that happen right at the beginning of the movie is "How do you solve a problem like Maria?"(MENTIONED EARLIER) I kept thinking about it and made a connection to all of the hard work every staff member goes through each day to create a safe and engaged environment at Bloomer. Every guest who visits comments on how calm and engaged our school is. This doesn't happen by accident. It is intentional and based on many of the same principles that Maria employed. Relationship, calm positive correction, teaching children when they made a mistake and restoring teacher authority if a first responder had to be called. In addition, the quality of instruction and authenticity of activity drives students to be engaged. They don't misbehave as often if they are interested. We are a work in progress and are trying to support kids to reach goals day by day. Your support and loving commitment keep everything together.
Here are a few notes from the walkthrough:
Lunchroom: Guideline for success & common area expectations posters; high rate of student compliance; 90%, 96%, 98%; positive interactions, smiling adults, positive corrections; lowest area was correction - not because it was negative but because we aren’t always referring back to the expectations/pillars.
Recess: high rate of student compliance, supervisors in zones in both grade levels (5th & 3rd); quick transitions. We watched 5th and 3rd grade. Every teacher & Paraprofessional were in their zone to watch the playground areas. Please make sure you are not standing an talking to one another. They stated this was why our playground looked SO safe!
Trish, the consultant, said it was the best lunchroom she had been in!
- Large water jug so kids aren’t going to the restroom to fill water bottles? The team thought this may prevent so many students from going to the bathroom to fill cups. In addition, please do not allow kids to bring their water bottles to lunch.
- 1 boy & 1 girl restroom pass per grade level. It was observed that as many as 6 students (boys and girls) were in the restroom along with students getting water. The suggestion is to limit the passes and put the girl/boy pass on either side. IF the pass is gone they do not go.
- If we stay in our zones or more staff, would be less behaviors at all grade levels? Different grade levels have been observed outside of the zones. If you need a reminder please let someone on the Foundations team know and they will help.
- Is this a good time of year to revisit passive and active supervisors? The team of observers thought that making a list of lookfors for active supervisors would help make the expectation transparent.
- Student engagement; high ratio of positive to corrective interactions. They suggested to observe or video Abbey Oswald, Trish Dew, and Katie Naughton to see how this is done. Abbey had 100% of her students using their tables with dry erase markers to do a problem string. The ratio was off the chart. Trish managed to move her students with seamless effort through transitions. When Katie's students were working independently it was obvious that expectations were taught and CHAMPS observed because on-task and engagement were high. Voice level and movement minimal.
- CHAMPS has been established - even though not addressed while in there, kids are following the expectations; expectations posted in every classroom and paired with visuals. Remember to keep these in mind for celebrations of success when kids are doing the right thing even when they aren't reminded!
- Trish said, "It's often difficult for teams to see the connection between on-task behavior and engagement." She said that over her observation she felt that there was a clear connection because she could see learning happening as kids worked with their teacher!
- Data collection is easier when expectations are clearly posted. Thank you! Every classroom had them clearly posted. Some were referenced but it was obvious that kids knew them! Seriously guys, you can't fake that!
- They team hypothesized that this contributes to subs wanting to come back because expectations are clear in classrooms and common areas? I would also say Yes INDEED! We had 12 people out that day. They team really came together and supported students who acted out and responded to students in need. WOW!
- Staff is consistent in responses. There were individual's with a variety of styles but there was a common thread to what was said.
Do we need to find time in PD to circle back to Foundations info. They answer is. "Yes". Even though Bloomer was one of the strongest walkthrough to date (Trish's words), we need to keep our skills sharp and continue to refine using the continuous improvement cycle.
Coming back from breaks to revisit expectations/foundations. This is a practice that we did last year and it seemed to follow a consensus that it's a great idea for everyone to do it again.
Champ of the week as school wide reinforcer! Thank you to all of you who continually keep this on your Thursday To Do list. Especially, thank you to Kari, Bri, Julie and OF COURSE SHANNON KELLY! Without this team we may not get it produced each week!
It’s a fun place! "Of course it is". It's the school where everyone wants to be!
We have nice teachers. "Of course you are!" You are like Maria! Even without the singing!
All could say 3 Bloomer pillars. They couldn't do that last year! Yeah for you!
- Should we have a staff member take over morning announcements including stating the pillars? Yes, especially until our new SOM starts. Interviews are tomorrow! I'm confident we will find someone!
I'm thinking specifically about common areas and the interactions I have with students. I need to consistently refer back to the pillars when correcting student behavior. This way students understand that the misbehavior isn't just something that I personally don't like, rather it's something that we don't do at Bloomer because it goes against our pillars. And hopefully this will help them internalize the expected behaviors because they are consistent.
ReplyDeleteWhen it comes to my classroom I can always improve on engagement, especially in the afternoon. I am grateful for Julie's PD last Monday since she was able to show us those resources to better enhance engagement among my students.
ReplyDeleteI have been working towards improving in using consistent language and attention to our champs when transitioning to a new activity especially when we begin independent work. I know this is important as I need my students to be on task and engaged in their work so that I can best deliver small group instruction. With the absence of morning announcements my class has continued to say the pledge, however I would like to continue to have them also note the pillars and possibly self reflect or pair share how they will demonstrate one of the pillars for that day.
ReplyDeleteMaybe work on staying in our zones at recess more consistently?
ReplyDeleteMy students have been doing well following CHAMPS expectation. I will continue to remind students of expectations as needed
ReplyDeleteI feel like if I was observed they would have known the students are well aware of our CHAMPS & Bloomer Expectations. We are consistent in our classroom with these. The area I personally need a refresher AND improvement on is definitely my ratio of positive to corrective interactions with students. Maybe I am struggling to adjust to the younger grade level, not having taught this age group for so many years. But I feel like my expectations should be high, and because they are I am way too far on the corrective side.
ReplyDeleteContinuing to work on transitions within and outside of the classroom.
ReplyDeleteWhen looking at things to improve I would say the engagement piece. I want to make sure all students are participating and learning.
ReplyDeleteI'm trying to keep my focus on coming back to the champs expectations when students aren't meeting them and using the materials posted to encourage those high expectations.
ReplyDelete