1. When it comes to the concept of Do No Harm, I believe
I think that the Do No Harm concept is ideal for any learning environment. Students have the right to be in a learning environment that is supportive and safe. No student should fear going to school, they should instead want to learn because of how safe and supportive the environment is there. Well behaved students are that way because it is innate, they feel they should behave that way. Students that do not, most likely do not realize that their behavior affects others negatively and steps should be taken to ensure that they how others are affected. This is something that can be accomplished through restorative discipline practices whenever possible.
2. Future sphere of influence, as the school leader, how would my beliefs be reflected in discipline policies and practices?
I do not believe in punishing a student constantly for the same type of behavioral problems. I do feel as though having 1 on 1 talks with them, as well as those that they affect is a more effective way of getting students to see how their actions affect others. While there are students who may not be able to empathize well with others, the more that we try to get them to see the world through the eyes of others, then the more we can build up that ability.
3. Future sphere of influence, as the school leader, how would my beliefs be reflected in program practices and initiatives?
Ideally, students would not be suspended and instead have to face those that they affected and make amends. That way, students would not miss instruction and continue to attend school. Parents would also have to be involved: providing consistent discipline at home and encouraging positive behaviors.
4. Future sphere of influence, as the school leader, how would my beliefs be reflected in our professional development as a community of learners?
Professional development should be devoted to developing the needs of a school. If a school has behavior issues as a whole, then PD should be provided for everyone on how to better address the behavioral needs of students. Many times PD is used on housekeeping type things such as announcements that can be sent in a concise email. PD should instead focus on improving instruction and helping teachers learn how to better address discipline issues.
5. Is the concept of teaching students to “first do no harm” integrated into the culture of your school (or workplace)?
Yes. Students are encouraged, since kindergarten, to be positive role models, outstanding citizens, and respect others. Students that have done an exceptional job of demonstrating one of the different positive characteristics of our school are recognized in a school wide assembly. Students enjoy seeing their peers succeed and students enjoy being positive role models for each other.
6. How does your answer to the previous prompt sit with you?
While I am sure there may be ways to improve upon it, there are no real major behavioral issues at school. Students are happy and teachers enjoy few classroom disruptions.
7. Current sphere of influence: Commit to 5 things you are willing to do this semester that will make your school a more positive restorative place:
1. Talk to my students more frequently in non-academic settings
2. Have students recognize how their actions affect others
3. Continue to encourage students to exhibit positive behavior not only at school, but everywhere in their lives
4. Recognize as many small accomplishments as possible from all students
5. Talk to other teachers and share how restorative practices can help benefit not only them, but our school
I think that the Do No Harm concept is ideal for any learning environment. Students have the right to be in a learning environment that is supportive and safe. No student should fear going to school, they should instead want to learn because of how safe and supportive the environment is there. Well behaved students are that way because it is innate, they feel they should behave that way. Students that do not, most likely do not realize that their behavior affects others negatively and steps should be taken to ensure that they how others are affected. This is something that can be accomplished through restorative discipline practices whenever possible.
2. Future sphere of influence, as the school leader, how would my beliefs be reflected in discipline policies and practices?
I do not believe in punishing a student constantly for the same type of behavioral problems. I do feel as though having 1 on 1 talks with them, as well as those that they affect is a more effective way of getting students to see how their actions affect others. While there are students who may not be able to empathize well with others, the more that we try to get them to see the world through the eyes of others, then the more we can build up that ability.
3. Future sphere of influence, as the school leader, how would my beliefs be reflected in program practices and initiatives?
Ideally, students would not be suspended and instead have to face those that they affected and make amends. That way, students would not miss instruction and continue to attend school. Parents would also have to be involved: providing consistent discipline at home and encouraging positive behaviors.
4. Future sphere of influence, as the school leader, how would my beliefs be reflected in our professional development as a community of learners?
Professional development should be devoted to developing the needs of a school. If a school has behavior issues as a whole, then PD should be provided for everyone on how to better address the behavioral needs of students. Many times PD is used on housekeeping type things such as announcements that can be sent in a concise email. PD should instead focus on improving instruction and helping teachers learn how to better address discipline issues.
5. Is the concept of teaching students to “first do no harm” integrated into the culture of your school (or workplace)?
Yes. Students are encouraged, since kindergarten, to be positive role models, outstanding citizens, and respect others. Students that have done an exceptional job of demonstrating one of the different positive characteristics of our school are recognized in a school wide assembly. Students enjoy seeing their peers succeed and students enjoy being positive role models for each other.
6. How does your answer to the previous prompt sit with you?
While I am sure there may be ways to improve upon it, there are no real major behavioral issues at school. Students are happy and teachers enjoy few classroom disruptions.
7. Current sphere of influence: Commit to 5 things you are willing to do this semester that will make your school a more positive restorative place:
1. Talk to my students more frequently in non-academic settings
2. Have students recognize how their actions affect others
3. Continue to encourage students to exhibit positive behavior not only at school, but everywhere in their lives
4. Recognize as many small accomplishments as possible from all students
5. Talk to other teachers and share how restorative practices can help benefit not only them, but our school