Asian American Pacific Islander Month DDSD 2024.pptx
Course Objective 1 Power Point
1. Helping Students Feel Like
They Belong
KRISTEN BOUWMAN
SPED 578
COURSE OBJECTIVE 1: CONNECTING WITH
STUDENTS
2. Overview
Introduce Self
Mendler: Questions about Belonging
Mendler: Belonging vs. Zero Tolerance
Personal Practicum Experiences
PBIS Evaluation Tools
Effective Ways of Connecting with Students
3. Introduce Self
Kristen Bouwman
2nd year grad student in school psych program @
MSUM
Hometown: Alexandria, MN
Interests: travelling, watching movies, visiting with
friends, eating at restaurants, dogs, and much
more…
Thesis topic: Positive Behavior Support
Plans for my future in school psychology: Intern and
work near Prescott, Arizona!
4. Mendler: Questions about Belonging
When you make mistakes, what kinds of things do others
say or do that are helpful? (p. 9)
How can you encourage your students to “relate” more
effectively with each other? (p. 9)
Are you highlighting specific ways that students can get
along with each other more peacefully and effectively?
(p. 74)
When put-downs or other divisive comments are
heard, do you set limits, and stop class to address the
issue in a manner that gets students thinking and
problem solving? (p. 74)
5. Mendler: Belonging vs. Zero Tolerance
“To keep our schools safe, we must work hard to keep from acquiring
bureaucratic rigidity.” (p. 89)
E.g. harsh zero tolerance policies
Consequences of misbehavior include…(p. 89)
Teaching a replacement behavior -and/or-
Being “Politically Correct” with a punishment that may be…
Lenient to please the parent
Harsh to please the angry teacher
Harsh zero tolerance policies “ further alienate already disenfranchised
youth” (p. 16)
The need to belong is “essential to learning” (p. 6)
Versus feeling “isolated and lonely”
E.g. harsh zero tolerance policies of suspension and expulsion
6. Personal Experiences
Thesis
Using a positive behavior support intervention (Circle of
Courage) to reduce/prevent problem behavior in an alternative
school setting
Circle of Courage is an intervention based on traditional Native
American child rearing practices: belonging, mastery,
independence, & generosity.
Brendtro, Brokenleg, & Van Bockern, 1990
(Mentioned in Mendler p. 6 & Long Articles 2.4, 9.2, & 9.5)
Learning more about belonging associated with Circle of
Courage during my thesis writing process has taught me that
to connect with students they need to feel they belong to a
community of learning.
7. Personal Experiences (Cont’d)
Elementary practicum site:
Positive Processes
Newcomers center
Welcomes new American students to the school & teaches basic
school attending behaviors (e.g. waiting in line, hand raising, etc.)
Helps make new American students feel like they belong and
teaches behaviors that aid in their belonging
Preventative for future problem behaviors associated with
belonging and not understanding school attending behaviors
Discipline philosophy
“We believe that discipline is guidance” “Through discipline we
strive to teach appropriate conduct and personal responsibility”
(school handbook)
Discipline “…should restructure your relationship with your
students” (Girls and Boys Town Educational Model)
Uses connecting with students to teach/guide students to behave
appropriately
8. Personal Experiences (Cont’d)
Elementary practicum site (cont’d)
Punitive Processes
Zero Tolerance
“Detention room for four tardies”
• Despite circumstances?
“Defiance of school staff”
• What does this mean?
• Not well defined
• Interpretable
9. PBIS Evaluation Tools
School-Wide Evaluation Tool (SET)
Seven Features
1-2 Behavioral expectations defined & taught
Positive: Newcomers Center, Boys Town Model
Negative: “Defiance of school staff” not well defined
3-4 Acknowledgement & correction procedures
Positive: Teach/guide discipline philosophy
Negative: “Detention room for 4 tardies” despite circumstances
5-7 Monitoring and evaluation, management, and district-level
support
10. Effective Ways of Connecting with Students
Helping students feel like they belong:
Ask an opinion from a student who rarely offers one (p. 25)
Use the 4H method (p. 26)
Call a student/parent at home (p. 37,38)
Eat lunch with a student who feels disconnected (p. 39)
Ask a nonparticipating student an open ended question (p. 47)
Play “Find someone who…” (p.64)
Use “think, pair, share” (p. 67)
Encourage students to help with each other’s problems (p. 69)
Break bread together (p. 77)
11. Effective Ways of Connecting with Students
(Cont’d)
Helping students feel like they belong by using the
4H method (p. 26):
Greet students daily with one of the 4 H’s
Handshake
High five
“How are you?”
“Hello.”