From: owner-posdis-digest@lists.xmission.com (posdis-digest) To: posdis-digest@lists.xmission.com Subject: posdis-digest V1 #5 Reply-To: posdis-digest Sender: owner-posdis-digest@lists.xmission.com Errors-To: owner-posdis-digest@lists.xmission.com Precedence: bulk posdis-digest Thursday, January 22 2004 Volume 01 : Number 005 ---------------------------------------------------------------------- Date: Tue, 20 Jan 2004 19:23:18 -0600 From: Mary Jamin Maguire Subject: (posdis) Suspensions I'm on an e-mail discussion list for the city of Minneapolis and this came through recently (in response to some suggested changes for our district) - thought you all might find it interesting. Mary J. Maguire Message: 4 Date: Fri, 16 Jan 2004 18:43:07 -0600 From: "Diane Wiley" Subject: [Mpls] Fw: Zero Tolerance, Zero Evidence To: "Minneapolis Forum" Message-ID: <000a01c3df79$b9583b30$6e01a8c0@altkie.com> Content-Type: text/plain; charset="iso-8859-1" There has been a lot of discussion on the list about Minneapolis Public School policies -- here's some research people might be interested in. diane wiley, Tangletown -- Subject: Zero Tolerance, Zero Evidence http://www.iuinfo.indiana.edu/ocm/releases/zerotolerance.htm The report, "Zero Tolerance, Zero Evidence: An Analysis of School Disciplinary Practice," a review of the use of zero tolerance since its inception in the 1980s, finds no credible evidence that removing students from school has made a contribution to school safety, and substantial data showing that school suspension and expulsion are associated with a number of negative outcomes for schools and students. Among the report's findings: (1) Suspension and expulsion are not reserved for serious misbehavior, and in fact are often used in response to minor misbehavior or attendance-related issues. (2) Minority students, especially African-American students, are consistently overexposed to suspension and expulsion, despite a lack of evidence that those students act out more. (3) Zero tolerance is used so inconsistently across schools and school districts that some researchers have concluded that students wishing to lower their chances of being suspended should change schools rather than change their behavior. (4) High rates of recidivism suggest that zero tolerance is not effective in changing student behavior. (5) The use of zero tolerance may increase school dropout. For example, students who have been suspended are more likely to drop out by 10th grade. - - To unsubscribe to posdis, send an email to "majordomo@xmission.com" with "unsubscribe posdis" in the body of the message. For information on digests or retrieving files and old messages send "help" to the same address. Do not use quotes in your message. ------------------------------ Date: Wed, 21 Jan 2004 10:44:48 -0800 From: "Jody McVittie" Subject: Re: (posdis) Suspensions This is interesting. One of the significant pieces in Ann Platt's study on the school in Sacramento was that in addition to implementing class meeting, they adopted a zero tolerance policy for fighting. Their data is impressive (The study is in a PDF file on the website). Suzanne's school in NC did this too with very positive results. Perhaps the difference is that at least in Suzanne's school they taught students what "fighting" meant with role plays and through discussion...and that it was implemented consistently. Both schools I worked with last year are working on this too and report are noticing a drop in suspensions. They think it is because 1) they are clear about the standard, 2)they are being consistent. (And of course they are also using class meetings) Food for thought. Jody Everett, WA - ----- Original Message ----- From: "Mary Jamin Maguire" To: "Pos. Disc. List" Sent: Tuesday, January 20, 2004 5:23 PM Subject: (posdis) Suspensions > I'm on an e-mail discussion list for the city of Minneapolis and this came > through recently (in response to some suggested changes for our district) - > thought you all might find it interesting. Mary J. Maguire > > Message: 4 > Date: Fri, 16 Jan 2004 18:43:07 -0600 > From: "Diane Wiley" > Subject: [Mpls] Fw: Zero Tolerance, Zero Evidence > To: "Minneapolis Forum" > Message-ID: <000a01c3df79$b9583b30$6e01a8c0@altkie.com> > Content-Type: text/plain; charset="iso-8859-1" > > There has been a lot of discussion on the list about Minneapolis Public > School policies -- here's some research people might be interested in. > diane wiley, Tangletown -- > > Subject: Zero Tolerance, Zero Evidence > > http://www.iuinfo.indiana.edu/ocm/releases/zerotolerance.htm > > > The report, "Zero Tolerance, Zero Evidence: An Analysis of School > Disciplinary Practice," a review of the use of zero tolerance since its > inception in the 1980s, finds no credible evidence that removing > students from school has made a contribution to school safety, and > substantial data showing that school suspension and expulsion are > associated with a number of negative outcomes for schools and students. > > Among the report's findings: > (1) Suspension and expulsion are not reserved for serious misbehavior, > and in fact are often used in response to minor misbehavior or > attendance-related issues. > (2) Minority students, especially African-American students, are > consistently overexposed to suspension and expulsion, despite a lack of > evidence that those students act out more. > (3) Zero tolerance is used so inconsistently across schools and school > districts that some researchers have concluded that students wishing to > lower their chances of being suspended should change schools rather than > change their behavior. > (4) High rates of recidivism suggest that zero tolerance is not > effective in changing student behavior. > (5) The use of zero tolerance may increase school dropout. For example, > students who have been suspended are more likely to drop out by 10th > grade. > > > > > - > To unsubscribe to posdis, send an email to "majordomo@xmission.com" > with "unsubscribe posdis" in the body of the message. > For information on digests or retrieving files and old messages send > "help" to the same address. Do not use quotes in your message. - - To unsubscribe to posdis, send an email to "majordomo@xmission.com" with "unsubscribe posdis" in the body of the message. For information on digests or retrieving files and old messages send "help" to the same address. Do not use quotes in your message. ------------------------------ Date: Wed, 21 Jan 2004 22:42:28 +0000 From: majama@visi.com Subject: Re: (posdis) Suspensions So, Jody - In Ann Platt's study and in Suzanne's school does this mean that if a student "fights" they are suspended and/or expelled as the only possible "solution?" Mary Quoting Jody McVittie : > This is interesting. One of the significant pieces in Ann Platt's study on > the school in Sacramento was that in addition to implementing class meeting, > they adopted a zero tolerance policy for fighting. Their data is impressive > (The study is in a PDF file on the website). Suzanne's school in NC did this > too with very positive results. Perhaps the difference is that at least in > Suzanne's school they taught students what "fighting" meant with role plays > and through discussion...and that it was implemented consistently. Both > schools I worked with last year are working on this too and report are > noticing a drop in suspensions. They think it is because 1) they are clear > about the standard, 2)they are being consistent. (And of course they are > also using class meetings) > Food for thought. Jody > Everett, WA > ----- Original Message ----- > From: "Mary Jamin Maguire" > To: "Pos. Disc. List" > Sent: Tuesday, January 20, 2004 5:23 PM > Subject: (posdis) Suspensions > > > > I'm on an e-mail discussion list for the city of Minneapolis and this came > > through recently (in response to some suggested changes for our > district) - > > thought you all might find it interesting. Mary J. Maguire > > > > Message: 4 > > Date: Fri, 16 Jan 2004 18:43:07 -0600 > > From: "Diane Wiley" > > Subject: [Mpls] Fw: Zero Tolerance, Zero Evidence > > To: "Minneapolis Forum" > > Message-ID: <000a01c3df79$b9583b30$6e01a8c0@altkie.com> > > Content-Type: text/plain; charset="iso-8859-1" > > > > There has been a lot of discussion on the list about Minneapolis Public > > School policies -- here's some research people might be interested in. > > diane wiley, Tangletown -- > > > > Subject: Zero Tolerance, Zero Evidence > > > > http://www.iuinfo.indiana.edu/ocm/releases/zerotolerance.htm > > > > > > The report, "Zero Tolerance, Zero Evidence: An Analysis of School > > Disciplinary Practice," a review of the use of zero tolerance since its > > inception in the 1980s, finds no credible evidence that removing > > students from school has made a contribution to school safety, and > > substantial data showing that school suspension and expulsion are > > associated with a number of negative outcomes for schools and students. > > > > Among the report's findings: > > (1) Suspension and expulsion are not reserved for serious misbehavior, > > and in fact are often used in response to minor misbehavior or > > attendance-related issues. > > (2) Minority students, especially African-American students, are > > consistently overexposed to suspension and expulsion, despite a lack of > > evidence that those students act out more. > > (3) Zero tolerance is used so inconsistently across schools and school > > districts that some researchers have concluded that students wishing to > > lower their chances of being suspended should change schools rather than > > change their behavior. > > (4) High rates of recidivism suggest that zero tolerance is not > > effective in changing student behavior. > > (5) The use of zero tolerance may increase school dropout. For example, > > students who have been suspended are more likely to drop out by 10th > > grade. > > > > > > > > > > - > > To unsubscribe to posdis, send an email to "majordomo@xmission.com" > > with "unsubscribe posdis" in the body of the message. > > For information on digests or retrieving files and old messages send > > "help" to the same address. Do not use quotes in your message. > > > - > To unsubscribe to posdis, send an email to "majordomo@xmission.com" > with "unsubscribe posdis" in the body of the message. > For information on digests or retrieving files and old messages send > "help" to the same address. Do not use quotes in your message. - - To unsubscribe to posdis, send an email to "majordomo@xmission.com" with "unsubscribe posdis" in the body of the message. For information on digests or retrieving files and old messages send "help" to the same address. Do not use quotes in your message. ------------------------------ Date: Wed, 21 Jan 2004 19:51:44 -0500 From: "Suzanne Smitha" Subject: Re: (posdis) Suspensions Mary - What Jody is referring to is: About 8 or 10 years ago, about 30% of the students in our school were really tough kids who brought the neighborhood problems into the school, and wanted to fight to solve their problems. As a staff, we reached a consensus that at the opening of school the year after a pretty tough spring, we would tolerate no fights in the upper grades. On the second day of school, our principal held assemblies by grade level and explained the policy to all students and then modeled a "fight" between her and a student from the audience. The "fight" consisted of a push from the student, and a push back from her, with anger on her face. That was it. They would both be suspended, and we emphasized both. We would tolerate no physical force accompanied by anger. That was for grades 2 - 6. For our younger students, we talked about appropriate behavior and modeled it extensively in our class meetings, but did not set such stringent rules, believing that these younger children had not been in school for many years of their lives, and it was our job to educate them on another way to solve problems without fighting. We had a few students who checked out the new rules, and found they were firm. We had a dramatic drop in fights that year, and in succeeding years. Actually, we really didn't have many fights at all after that. Our population has changed since that time, so it is no longer an issue. I think the reasons what we did worked were the effectiveness of the principal at getting her point across, her (and the staff's) willingness to be firm and consistent, and our total committment to class meetings throughout the school. Students were learning there was another way to solve problems without fighting. Suzanne Smitha Charlotte, NC - ----- Original Message ----- From: To: ; "Jody McVittie" Sent: Wednesday, January 21, 2004 5:42 PM Subject: Re: (posdis) Suspensions > So, Jody - In Ann Platt's study and in Suzanne's school does this mean that if > a student "fights" they are suspended and/or expelled as the only > possible "solution?" Mary > > > > Quoting Jody McVittie : > > > This is interesting. One of the significant pieces in Ann Platt's study on > > the school in Sacramento was that in addition to implementing class meeting, > > they adopted a zero tolerance policy for fighting. Their data is impressive > > (The study is in a PDF file on the website). Suzanne's school in NC did this > > too with very positive results. Perhaps the difference is that at least in > > Suzanne's school they taught students what "fighting" meant with role plays > > and through discussion...and that it was implemented consistently. Both > > schools I worked with last year are working on this too and report are > > noticing a drop in suspensions. They think it is because 1) they are clear > > about the standard, 2)they are being consistent. (And of course they are > > also using class meetings) > > Food for thought. Jody > > Everett, WA > > ----- Original Message ----- > > From: "Mary Jamin Maguire" > > To: "Pos. Disc. List" > > Sent: Tuesday, January 20, 2004 5:23 PM > > Subject: (posdis) Suspensions > > > > > > > I'm on an e-mail discussion list for the city of Minneapolis and this came > > > through recently (in response to some suggested changes for our > > district) - > > > thought you all might find it interesting. Mary J. Maguire > > > > > > Message: 4 > > > Date: Fri, 16 Jan 2004 18:43:07 -0600 > > > From: "Diane Wiley" > > > Subject: [Mpls] Fw: Zero Tolerance, Zero Evidence > > > To: "Minneapolis Forum" > > > Message-ID: <000a01c3df79$b9583b30$6e01a8c0@altkie.com> > > > Content-Type: text/plain; charset="iso-8859-1" > > > > > > There has been a lot of discussion on the list about Minneapolis Public > > > School policies -- here's some research people might be interested in. > > > diane wiley, Tangletown -- > > > > > > Subject: Zero Tolerance, Zero Evidence > > > > > > http://www.iuinfo.indiana.edu/ocm/releases/zerotolerance.htm > > > > > > > > > The report, "Zero Tolerance, Zero Evidence: An Analysis of School > > > Disciplinary Practice," a review of the use of zero tolerance since its > > > inception in the 1980s, finds no credible evidence that removing > > > students from school has made a contribution to school safety, and > > > substantial data showing that school suspension and expulsion are > > > associated with a number of negative outcomes for schools and students. > > > > > > Among the report's findings: > > > (1) Suspension and expulsion are not reserved for serious misbehavior, > > > and in fact are often used in response to minor misbehavior or > > > attendance-related issues. > > > (2) Minority students, especially African-American students, are > > > consistently overexposed to suspension and expulsion, despite a lack of > > > evidence that those students act out more. > > > (3) Zero tolerance is used so inconsistently across schools and school > > > districts that some researchers have concluded that students wishing to > > > lower their chances of being suspended should change schools rather than > > > change their behavior. > > > (4) High rates of recidivism suggest that zero tolerance is not > > > effective in changing student behavior. > > > (5) The use of zero tolerance may increase school dropout. For example, > > > students who have been suspended are more likely to drop out by 10th > > > grade. > > > > > > > > > > > > > > > - > > > To unsubscribe to posdis, send an email to "majordomo@xmission.com" > > > with "unsubscribe posdis" in the body of the message. > > > For information on digests or retrieving files and old messages send > > > "help" to the same address. Do not use quotes in your message. > > > > > > - > > To unsubscribe to posdis, send an email to "majordomo@xmission.com" > > with "unsubscribe posdis" in the body of the message. > > For information on digests or retrieving files and old messages send > > "help" to the same address. Do not use quotes in your message. > > - > To unsubscribe to posdis, send an email to "majordomo@xmission.com" > with "unsubscribe posdis" in the body of the message. > For information on digests or retrieving files and old messages send > "help" to the same address. Do not use quotes in your message. - - To unsubscribe to posdis, send an email to "majordomo@xmission.com" with "unsubscribe posdis" in the body of the message. For information on digests or retrieving files and old messages send "help" to the same address. Do not use quotes in your message. ------------------------------ Date: Wed, 21 Jan 2004 19:21:42 -0600 From: Mary Jamin Maguire Subject: Re: (posdis) Suspensions Suzamme - Thanks for the clarification, I think your last sentence is a critical component of this process. I read the research article I referenced - - and I think they found that many of the things that we do in Class Meetings and with PD, in general, are waht is effective. Mary on 1/21/04 6:51 PM, Suzanne Smitha at asmitha@mindspring.com wrote: > Mary - > What Jody is referring to is: > > About 8 or 10 years ago, about 30% of the students in our school were really > tough kids who brought the neighborhood problems into the school, and wanted > to fight to solve their problems. As a staff, we reached a consensus that > at the opening of school the year after a pretty tough spring, we would > tolerate no fights in the upper grades. On the second day of school, our > principal held assemblies by grade level and explained the policy to all > students and then modeled a "fight" between her and a student from the > audience. The "fight" consisted of a push from the student, and a push back > from her, with anger on her face. That was it. They would both be > suspended, and we emphasized both. We would tolerate no physical force > accompanied by anger. That was for grades 2 - 6. For our younger students, > we talked about appropriate behavior and modeled it extensively in our class > meetings, but did not set such stringent rules, believing that these younger > children had not been in school for many years of their lives, and it was > our job to educate them on another way to solve problems without fighting. > > We had a few students who checked out the new rules, and found they were > firm. We had a dramatic drop in fights that year, and in succeeding years. > Actually, we really didn't have many fights at all after that. Our > population has changed since that time, so it is no longer an issue. > > I think the reasons what we did worked were the effectiveness of the > principal at getting her point across, her (and the staff's) willingness to > be firm and consistent, and our total committment to class meetings > throughout the school. Students were learning there was another way to > solve problems without fighting. > > Suzanne Smitha > Charlotte, NC > > > ----- Original Message ----- > From: > To: ; "Jody McVittie" > Sent: Wednesday, January 21, 2004 5:42 PM > Subject: Re: (posdis) Suspensions > > >> So, Jody - In Ann Platt's study and in Suzanne's school does this mean > that if >> a student "fights" they are suspended and/or expelled as the only >> possible "solution?" Mary >> >> >> >> Quoting Jody McVittie : >> >>> This is interesting. One of the significant pieces in Ann Platt's study > on >>> the school in Sacramento was that in addition to implementing class > meeting, >>> they adopted a zero tolerance policy for fighting. Their data is > impressive >>> (The study is in a PDF file on the website). Suzanne's school in NC did > this >>> too with very positive results. Perhaps the difference is that at least > in >>> Suzanne's school they taught students what "fighting" meant with role > plays >>> and through discussion...and that it was implemented consistently. Both >>> schools I worked with last year are working on this too and report are >>> noticing a drop in suspensions. They think it is because 1) they are > clear >>> about the standard, 2)they are being consistent. (And of course they are >>> also using class meetings) >>> Food for thought. Jody >>> Everett, WA >>> ----- Original Message ----- >>> From: "Mary Jamin Maguire" >>> To: "Pos. Disc. List" >>> Sent: Tuesday, January 20, 2004 5:23 PM >>> Subject: (posdis) Suspensions >>> >>> >>>> I'm on an e-mail discussion list for the city of Minneapolis and this > came >>>> through recently (in response to some suggested changes for our >>> district) - >>>> thought you all might find it interesting. Mary J. Maguire >>>> >>>> Message: 4 >>>> Date: Fri, 16 Jan 2004 18:43:07 -0600 >>>> From: "Diane Wiley" >>>> Subject: [Mpls] Fw: Zero Tolerance, Zero Evidence >>>> To: "Minneapolis Forum" >>>> Message-ID: <000a01c3df79$b9583b30$6e01a8c0@altkie.com> >>>> Content-Type: text/plain; charset="iso-8859-1" >>>> >>>> There has been a lot of discussion on the list about Minneapolis > Public >>>> School policies -- here's some research people might be interested in. >>>> diane wiley, Tangletown -- >>>> >>>> Subject: Zero Tolerance, Zero Evidence >>>> >>>> http://www.iuinfo.indiana.edu/ocm/releases/zerotolerance.htm >>>> >>>> >>>> The report, "Zero Tolerance, Zero Evidence: An Analysis of School >>>> Disciplinary Practice," a review of the use of zero tolerance since > its >>>> inception in the 1980s, finds no credible evidence that removing >>>> students from school has made a contribution to school safety, and >>>> substantial data showing that school suspension and expulsion are >>>> associated with a number of negative outcomes for schools and > students. >>>> >>>> Among the report's findings: >>>> (1) Suspension and expulsion are not reserved for serious misbehavior, >>>> and in fact are often used in response to minor misbehavior or >>>> attendance-related issues. >>>> (2) Minority students, especially African-American students, are >>>> consistently overexposed to suspension and expulsion, despite a lack > of >>>> evidence that those students act out more. >>>> (3) Zero tolerance is used so inconsistently across schools and school >>>> districts that some researchers have concluded that students wishing > to >>>> lower their chances of being suspended should change schools rather > than >>>> change their behavior. >>>> (4) High rates of recidivism suggest that zero tolerance is not >>>> effective in changing student behavior. >>>> (5) The use of zero tolerance may increase school dropout. For > example, >>>> students who have been suspended are more likely to drop out by 10th >>>> grade. >>>> >>>> >>>> >>>> >>>> - >>>> To unsubscribe to posdis, send an email to "majordomo@xmission.com" >>>> with "unsubscribe posdis" in the body of the message. >>>> For information on digests or retrieving files and old messages send >>>> "help" to the same address. Do not use quotes in your message. >>> >>> >>> - >>> To unsubscribe to posdis, send an email to "majordomo@xmission.com" >>> with "unsubscribe posdis" in the body of the message. >>> For information on digests or retrieving files and old messages send >>> "help" to the same address. Do not use quotes in your message. >> >> - >> To unsubscribe to posdis, send an email to "majordomo@xmission.com" >> with "unsubscribe posdis" in the body of the message. >> For information on digests or retrieving files and old messages send >> "help" to the same address. Do not use quotes in your message. > > > - > To unsubscribe to posdis, send an email to "majordomo@xmission.com" > with "unsubscribe posdis" in the body of the message. > For information on digests or retrieving files and old messages send > "help" to the same address. Do not use quotes in your message. - - To unsubscribe to posdis, send an email to "majordomo@xmission.com" with "unsubscribe posdis" in the body of the message. For information on digests or retrieving files and old messages send "help" to the same address. Do not use quotes in your message. ------------------------------ Date: Wed, 21 Jan 2004 21:19:20 EST From: JaneNelsen@aol.com Subject: Re: (posdis) Suspensions - -------------------------------1074737960 Content-Type: text/plain; charset="US-ASCII" Content-Transfer-Encoding: 7bit In a message dated 1/21/2004 10:40:38 AM Pacific Standard Time, jmcvittie@att.net writes: This is interesting. One of the significant pieces in Ann Platt's study on the school in Sacramento was that in addition to implementing class meeting, they adopted a zero tolerance policy for fighting. Hmmmm. My understanding of what happened at Camelia School was the the principal implemented a zero tolerance policy for fighting, but they still have a lot of fights until the next year when they implemented class meetings. That is the way John Platt used to tell the story -- and the one I always repeated. Wonder what is true? Jane Nelsen - -------------------------------1074737960 Content-Type: text/html; charset="US-ASCII" Content-Transfer-Encoding: quoted-printable
In a message dated 1/21/2004 10:40:38 AM Pacific Standard Time, jmcvitt= ie@att.net writes:
This is interesting. One of the significant pi= eces in Ann Platt's study on
the school in Sacramento was that in additio= n to implementing class meeting,
they adopted a zero tolerance policy for= fighting.
Hmmmm. My understanding of= what happened at Camelia School was the the principal implemented a ze= ro tolerance policy for fighting, but they still have a lot of fights until=20= the next year when they implemented class meetings. That is the way John Pla= tt used to tell the story -- and the one I always repeated. Wonder what is t= rue?  Jane Nelsen
- -------------------------------1074737960-- - - To unsubscribe to posdis, send an email to "majordomo@xmission.com" with "unsubscribe posdis" in the body of the message. For information on digests or retrieving files and old messages send "help" to the same address. Do not use quotes in your message. ------------------------------ Date: Wed, 21 Jan 2004 22:09:27 -0500 From: "Suzanne Smitha" Subject: Re: (posdis) Suspensions This is a multi-part message in MIME format. - ------=_NextPart_000_027D_01C3E06B.3C20A240 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable Just as a comment, we had been doing class meetings for about 2, maybe 3 = years when we implemented the zero tolerance on suspensions. I think = one thing that was happening at that time was that the administrator was = implementing PD herself, in her relationships with the staff. She had = been at the school a little more than a year when we decided on the = plan. I do think there is something critical about the administrator's = leadership in all that. It really helps throughout the building if the = leader is a real PD person. Suzanne ----- Original Message -----=20 From: JaneNelsen@aol.com=20 To: posdis@lists.xmission.com=20 Sent: Wednesday, January 21, 2004 9:19 PM Subject: Re: (posdis) Suspensions In a message dated 1/21/2004 10:40:38 AM Pacific Standard Time, = jmcvittie@att.net writes: This is interesting. One of the significant pieces in Ann Platt's = study on the school in Sacramento was that in addition to implementing class = meeting, they adopted a zero tolerance policy for fighting. Hmmmm. My understanding of what happened at Camelia School was the the = principal implemented a zero tolerance policy for fighting, but they = still have a lot of fights until the next year when they implemented = class meetings. That is the way John Platt used to tell the story -- and = the one I always repeated. Wonder what is true? Jane Nelsen - ------=_NextPart_000_027D_01C3E06B.3C20A240 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable
Just as a comment, we had been doing class meetings = for about=20 2, maybe 3 years when we implemented the zero tolerance on = suspensions.  I=20 think one thing that was happening at that time was that the = administrator was=20 implementing PD herself, in her relationships with the staff.  She = had been=20 at the school a little more than a year when we decided on the plan. I = do think=20 there is something critical about the administrator's leadership in all=20 that.  It really helps throughout the building if the leader is a = real PD=20 person.
Suzanne
----- Original Message -----
From:=20 JaneNelsen@aol.com
Sent: Wednesday, January 21, = 2004 9:19=20 PM
Subject: Re: (posdis) = Suspensions

In a message dated 1/21/2004 10:40:38 AM Pacific Standard Time, = jmcvittie@att.net writes:
This is interesting. One of the significant pieces in = Ann Platt's=20 study on
the school in Sacramento was that in addition to = implementing=20 class meeting,
they adopted a zero tolerance policy for=20 fighting.
Hmmmm. My = understanding of what=20 happened at Camelia School was the the principal implemented = a zero=20 tolerance policy for fighting, but they still have a lot of fights = until the=20 next year when they implemented class meetings. That is the way John = Platt=20 used to tell the story -- and the one I always repeated. Wonder what = is=20 true?  Jane Nelsen
- ------=_NextPart_000_027D_01C3E06B.3C20A240-- - - To unsubscribe to posdis, send an email to "majordomo@xmission.com" with "unsubscribe posdis" in the body of the message. For information on digests or retrieving files and old messages send "help" to the same address. Do not use quotes in your message. ------------------------------ Date: Thu, 22 Jan 2004 12:44:22 EST From: JaneNelsen@aol.com Subject: (posdis) Preschool Questions and Answers - -------------------------------1074793462 Content-Type: text/plain; charset="UTF-8" Content-Transfer-Encoding: quoted-printable Content-Language: en Mary and I thought you all might appreciate the following questions and=20 answers. Let me know if the blue doesn't show up. Jane Nelsen QUESTION/ANSWER: Preschool Questions with Answers in Blue They had three specific questions. Let's see. I really recommend your=20 purchasing =E2=80=9CPositive Discipline for Child Care Providers=E2=80=9D=20= =E2=80=93 it is GREAT! =E2=80=93 so is =E2=80=9C Positive Time-Out=E2=80=9D =E2=80=93 you can order that on line at www.posit= ivediscipline..com=20 or 1-800-456-7770 1. What to do about reconnecting with a two or three year old child, that=20 only comes to day care on Tuesdays and Thursdays (the other children attend=20= more=20 often and the childcare giver wants to reconnect the (Tuesday Thursday only=20 child) to the class. When she (the child care giver) compliments or gives th= e=20 Tuesday Thursday child some special encouragement, the whole class wants som= e=20 special compliment or notice or encouragement. What about me...they are sayi= ng=20 and almost demanding attention.=20 =20 This is SUCH normal behavior!! And SO hard for teachers, because they take i= t=20 so personally! It=E2=80=99s just that kids who are ego-centered don=E2=80= =99t know how to=20 deal with someone else getting all the attention they want! How about starti= ng=20 a greeting time for EVERYONE every day =E2=80=93 Becky Bailey in her book=20= =E2=80=9CI Love You=20 Rituals=E2=80=9D about creating everyday rituals talks about a little song s= he wrote=20 that goes something like =E2=80=9CYou=E2=80=99ve been missed and you=E2=80= =99ve been gone and we=E2=80=99re=20 so glad you=E2=80=99re here.=E2=80=9D this =E2=80=93 and your provider frien= d could have the kids who=E2=80=99 ve been there all week sing to the one who was gone! I always started my day with a song that goes like this: =E2=80=9Cgood morni= ng good=20 morning good morning it=E2=80=99s time to say hello =E2=80=93 and then repea= t.=E2=80=9D Then we=E2=80=99d=20 all get up from our circle and shake people=E2=80=99s hands and ask them how= they are=20 today! And then we=E2=80=99d sing, =E2=80=9C=E2=80=9Dtime to sit down, time=20= to sit down, right away,=20 right away, Now it=E2=80=99s time to read, now it=E2=80=99s time to read, al= l sit down=E2=80=9D (tune=20 is =E2=80=98frere jacques=E2=80=99)Also, pairing the T-Th child with one of=20= the MWF child as=20 partners for a song, or for the =E2=80=9Cwiggle song=E2=80=9D or something d= uring the am=20 greeting would help =E2=80=93 do HaHaThisAway =E2=80=9Cdo a little shaking h= ands=E2=80=A6=E2=80=9D Anyway, it=E2=80=99s=20 important to spend a minute or so of special time with EVERY child every day= =20 in a teacher-child interaction =E2=80=93 such as reading a book. It may see= m=20 impossible to do, but when you start doing that, it actually minimizes the c= ompetition=20 because everyone knows that the teacher will spend a few minutes with=20 everyone before they go home for the day! 2. The other one was about pretend guns. Therer are a group of boys in this=20 class of twos who are always shooting pretend guns. And when any one arrives= or=20 says boo they go crazy with these wild escapades of pretend guns which the=20 child care giver says is not so bad except it is a huge loud out burst that=20= is=20 difficult to settle down time and time again during the day.=20 =20 This is probably more of an issue of how to handle =E2=80=9Cpretend play tha= t is=20 violent in nature=E2=80=9D and it means the staff will need to discuss the i= ssue at a=20 staff meeting and come up with a policy they can live with! Some teachers b= elieve=20 the pretend play with guns is ok =E2=80=93 others don=E2=80=99t want the pla= y in their=20 schools. Many times it is from watching the cartoons or the spy movies, etc= . Isn=E2=80=99t=20 a shame that kids see people on TV getting shot and then they don=E2=80=99t=20= die=20 because they=E2=80=99re right away up again the next program!? Kids don=E2= =80=99t realize it is =E2=80=9C just a movie!=E2=80=9D I had the philosophy that guns are left outside, and=20= just=20 matter-of-factly told the first couple kids who did that in the beginning of= the=20 year. One year I was the sheriff and I really got into my role of taking the= guns=20 and (pretending, though, since they weren=E2=80=99t real guns!) tossing them= outside=20 the room for them to pick up after preschool! It was funny =E2=80=93 invisib= le guns =E2=80=93=20 and the kids got a kick out of the game. The less I made of the guns, the=20 better =E2=80=93 they eventually quit gun-play, for the most part, once you=20= begin to=20 ask, =E2=80=9Chow else could you solve this problem =E2=80=93 on TV they may= do it with guns,=20 but here at preschool we work together to solve a problem =E2=80=93 let=E2= =80=99s see what we=20 can do=E2=80=A6guns hurt people, and I=E2=80=99d rather figure out something= else to play that=20 is more fun.=E2=80=9D Then I=E2=80=99d get out some wooden blocks, dump tru= cks, legos, or=20 maybe put some warm water with bubbles in the water table and the meat baste= rs=20 so the kids could squirt the bubbles with the basters=E2=80=A6sometimes kids= get out=20 the pretend guns when they are bored =E2=80=93 it sounds as though the kids=20= you refer=20 to are taken by surprise =E2=80=93 so maybe the teacher could suggest, =E2= =80=9Cwhat else=20 could we do/say when we are surprised?=E2=80=9D Or maybe teach the kids to=20= just say, =E2=80=9C Wow you surprised me!=E2=80=9D 3. A child who eats lunch for as long as possible to avoid nap time. The=20 schedule is lunch then nap so he eats forever which cuts into the children= =E2=80=99s nap=20 time and the childcare givers rest time too. =20 I know this can be a real problem when the provider is on the food program,=20 esp.! I don=E2=80=99t think the real issue is taking a long time to eat! Is=20= it possible=20 to have the child begin before everyone else? Then =E2=80=93 he=E2=80=99d h= ave enough time=20 to eat, if time is really the issue. This is likely a power struggle =E2= =80=93 and=20 one which the child is the winner =E2=80=93 they need to work on a solution=20= that is a=20 win-win and think creatively. How about a question, =E2=80=9CWould you like= to finish=20 your lunch after your nap or in five minutes? Your choice =E2=80=93 we can=20= set the=20 time, and then you=E2=80=99ll be able to scrape your plate.=E2=80=9D Try li= mited choices =E2=80=93 such=20 as =E2=80=9Cyou can finish your lunch at the table in the director=E2=80=99s= office, or save=20 your lunch =E2=80=98til after nap. Everyone is getting ready to take their=20= nap now,=20 and we know you won=E2=80=99t want to miss a snooze! Because after that we g= o outside=20 and you love to play outside!=E2=80=9D Also, having a transition activity s= uch as a=20 story or some stretching to a musical tape, or a quiet-time activity such as= in=20 Clare Cherry=E2=80=99s Quiet Time Activities =E2=80=93 then that might draw=20= him into not=20 wanting to miss the next thing=E2=80=A6 4. And last but not least a child who will not share (only child) and has=20 quite a tantrum about how it was his and apparently he never seems to get ov= er=20 it. They have a blue chair where he is told to go to after one of these non=20 sharing episodes. But he at almost three doesn't seem to want anyone to ever= play=20 with him. =20 OK - here=E2=80=99s the last answer! I=E2=80=99d recommend you purchase as= the first book=20 for these providers, =E2=80=9CTime Out =E2=80=93 It=E2=80=99s Uses and Abuse= s!=E2=80=9D What a great=20 opportunity this little boy=E2=80=99s teacher has to teach him how to share.= Sometimes=20 preschool teachers get into blaming parents for not teaching the kids how to= do=20 things BEFORE they get to preschool! If he has never experienced sharing, w= hy=20 would he know how to do it?! It=E2=80=99s like expecting kids to know how t= o =E2=80=9CUse Your=20 Words=E2=80=9D without teaching them the words to say! Teachers use this ph= rase all=20 the time and TELL kids to =E2=80=9CUse Your Words!=E2=80=9D But they just a= ren=E2=80=99t thinking,=20 until a trainer points this out, and then they say, =E2=80=9COh =E2=80=93 th= at makes perfect=20 sense =E2=80=93 of course I have to teach them!=E2=80=9D =20 So =E2=80=93 I would really recommend that they AVOID punishing him when he=20= doesn=E2=80=99t=20 share. At ALMOST THREE he doesn=E2=80=99t get it! He needs to practice befo= re he can=20 get it =E2=80=93 and he will need 100 times (well, maybe not QUITE that long= !) to=20 practice before it becomes a skill he actually can DO! =20 Sharing comes in several stages =E2=80=93 first a child has to OWN something= before=20 it can be shared =E2=80=93 that=E2=80=99s a step they GET, actually! Elizab= eth Crary=E2=80=99s=20 problem-solving books =E2=80=9CI Want It=E2=80=9D is a good example of a boo= k the teachers can use=20 to learn the options children have =E2=80=A6 they need to learn them before=20= they can=20 teach them! The teacher can suggest a trade, get another related toy (such=20= as=20 a different truck if the boy has a truck someone else wants, or better yet,=20 the teacher could get a plank block and suggest they build a ramp to play=20 together. They could make a sand timer and let the boy know that one of his= choices=20 might be to play with it for a few more minutes and when he sees the sand=20 stop falling or the timer buzz, it will be time for him to find another toy=20= =E2=80=93 but=20 keep the =E2=80=9CI=E2=80=99ll tell you when 5 min, is up=E2=80=9D out of th= e equation here! The=20 teacher wants to look for ways to empower the child to make friendly choices= . =20 Another option here is for the teacher to tell the person who wants what the= =20 little boy has to =E2=80=9Ccome back later when he is done playing with it;= =E2=80=9D or =E2=80=9Cwhy=20 don=E2=80=99t you get a ____ and play with him,=E2=80=9D or =E2=80=9Cask him= when he will be done=E2=80=A6=E2=80=9D =20 In other words, the teachers need to understand child development =E2=80=93=20= and what=20 CAN be expected of kids at certain ages, and when they are expecting too=20 little or too much. The teacher=E2=80=99s attitude really changes when she=20= begins to look=20 at these issues from a point of =E2=80=9Cunderstanding=E2=80=9D rather than=20= from the =E2=80=9CI have=20 to get him to share=E2=80=9D standpoint! I really believe that if this litt= le boy=20 COULD share, he would! =20 =20 Can you imagine how that would seem to a person who never had to share=20 anything with another child because there haven=E2=80=99t been any other chi= ldren to share=20 with before??? MAKING him share is impossible, but through how the teacher=20 reacts she will either set in motion a =E2=80=9Cmean teacher=E2=80=9D view i= n the boy=E2=80=99s eyes, or=20 =E2=80=9CMy teacher helps me share.=E2=80=9D And this can affect a kid=E2= =80=99s view of =E2=80=9Cschool=E2=80=9D=20 for the breadth of their school career! =20 Now =E2=80=93 I KNOW that the teachers do not mean to be MEAN! Before I stu= died=20 Child Development I, too, expected young children to be able to share =E2= =80=93 I had to=20 learn it too =E2=80=93 and actually thought to myself, =E2=80=9CWhy doesn= =E2=80=99t this kid share =E2=80=93=20 he won=E2=80=99t have any friends!=E2=80=9D So, my answer is actually the s= tory of a=20 personal journey, myself, and I hope you will share this with your providers= ! Thanks. They will love you forever.=20 =20 My goal is for the teachers to be =E2=80=9CHooked=E2=80=9D on Positive Disci= pline! Although=20 it seems like a mighty amount of work, it is worth it in the end, to find=20 these relationship-building ways of working with other people =E2=80=93 when= the teachers=20 begin to =E2=80=9Cget it=E2=80=9D they will enjoy their job so much more, an= d be able to=20 really influence the next generation toward a more peaceful, respectful way=20= of=20 relating to each other! =20 I am hoping to start selling PD books at this school. Keep up the GREAT=20 WORK!!! H. Perhaps other Associates will have some wise words for you =E2=80=93 I=E2= =80=99ll leave that=20 up to them to contact you! It=E2=80=99s been fun to answer these four questi= ons!=20 Mary Hughes (Omaha, Ne.) - -------------------------------1074793462 Content-Type: text/html; charset="UTF-8" Content-Transfer-Encoding: quoted-printable Content-Language: en

Mary and I thought you all might appreciate the=20= following questions and answers. Let me know if the blue doesn't show up. Ja= ne Nelsen

 

QUE= STION/ANSWER: Preschool Questions with An= swers in Blue

They had three specific questions. Let's see. I really recommend your purchasing =E2=80= =9CPositive Discipline for Child Care Providers=E2=80=9D =E2=80=93 it is GRE= AT! =E2=80=93 so is =E2=80=9CPositive Time-Out=E2=80=9D =E2=80=93 you can or= der that on line at www.pos= itivediscipline..com or 1-800-456-7770

 

1.  What= to do about reconnecting with a two or three year old child, that only= comes to day care on Tuesdays and Thursdays (the other children attend more= often and the childcare giver wants to reconnect the (Tuesday Thursday= only child) to the class. When she (the child care giver) compliments = or gives the Tuesday Thursday child some special encouragement, the who= le class wants some special compliment or notice or encouragement. What abou= t me...they are saying and almost demanding attention.

 

This is SUCH normal behavior!! And SO hard= for teachers, because they take it so personally!  It=E2=80=99s just that kids who are ego-centered don= =E2=80=99t know how to deal with someone else getting all the attention they= want! How about starting a greeting time for EVERYONE every day =E2=80=93 B= ecky Bailey in her book =E2=80=9CI Love You Rituals=E2=80=9D about creating=20= everyday rituals talks about a little song she wrote that goes something lik= e =E2=80=9CYou=E2=80=99ve been missed and you=E2=80=99ve been gone and we= =E2=80=99re so glad you=E2=80=99re here.=E2=80=9D this =E2=80=93 and your pr= ovider friend could have the kids who=E2=80=99ve been there all week sing to= the one who was gone!

I always started my day with a song that g= oes like this: =E2=80=9Cgood morning good morning good morning it=E2=80=99s=20= time to say hello =E2=80=93 and then repeat.=E2=80=9D  Then we=E2=80=99d all get up from our circle and sh= ake people=E2=80=99s hands and ask them how they are today! And then we=E2= =80=99d sing, =E2=80=9C=E2=80=9Dtime to sit down, time to sit down, right aw= ay, right away, Now it=E2=80=99s time to read, now it=E2=80=99s time to read= , all sit down=E2=80=9D  (tune= is =E2=80=98frere jacques=E2=80=99)Also, pairing the T-Th child with one of= the MWF child as partners for a song, or for the =E2=80=9Cwiggle song=E2= =80=9D or something during the am greeting would help =E2=80=93 do HaHaThisA= way =E2=80=9Cdo a little shaking hands=E2=80=A6=E2=80=9D  Anyway, it=E2=80=99s important to spend a minute= or so of special time with EVERY child every day in a teacher-child interac= tion =E2=80=93 such as reading a book.&nbs= p; It may seem impossible to do, but when you start doing that, it ac= tually minimizes the competition because everyone knows that the teacher wil= l spend a few minutes with everyone before they go home for the day!

 

2. The other one was about pretend guns. Therer are a=20= group of boys in this class of twos who are always shooting pretend gun= s. And when any one arrives or says boo they go crazy with these wild escapa= des of pretend guns which the child care giver says is not so bad except it=20= is a huge loud out burst that is difficult to settle down time and time agai= n during the day.

 

This is probably more of an issue of how t= o handle =E2=80=9Cpretend play that is violent in nature=E2=80=9D and it mea= ns the staff will need to discuss the issue at a staff meeting and come up w= ith a policy they can live with!  Some teachers believe the pretend play with guns is ok =E2=80=93 others=20= don=E2=80=99t want the play in their schools.  Many times it is from watching the cartoons or the spy movi= es, etc. Isn=E2=80=99t a shame that kids see people on TV getting shot and t= hen they don=E2=80=99t die because they=E2=80=99re right away up again the n= ext program!? Kids don=E2=80=99t realize it is =E2=80=9Cjust a movie!=E2=80= =9D I had the philosophy that guns are left outside, and just matter-of-fact= ly told the first couple kids who did that in the beginning of the year. One= year I was the sheriff and I really got into my role of taking the guns and= (pretending, though, since they weren=E2=80=99t real guns!) tossing them ou= tside the room for them to pick up after preschool! It was funny =E2=80=93 i= nvisible guns =E2=80=93 and the kids got a kick out of the game.  The less I made of the guns, the better= =E2=80=93 they eventually quit gun-play, for the most part, once you begin=20= to ask, =E2=80=9Chow else could you solve this problem =E2=80=93 on TV they=20= may do it with guns, but here at preschool we work together to solve a probl= em =E2=80=93 let=E2=80=99s see what we can do=E2=80=A6guns hurt people, and=20= I=E2=80=99d rather figure out something else to play that is more fun.=E2= =80=9D  Then I=E2=80=99d get o= ut some wooden blocks, dump trucks, legos, or maybe put some warm water with= bubbles in the water table and the meat basters so the kids could squirt th= e bubbles with the basters=E2=80=A6sometimes kids get out the pretend guns w= hen they are bored =E2=80=93 it sounds as though the kids you refer to are t= aken by surprise =E2=80=93 so maybe the teacher could suggest, =E2=80=9Cwhat= else could we do/say when we are surprised?=E2=80=9D  Or maybe teach the kids to just say, =E2=80=9CWow y= ou surprised me!=E2=80=9D

 

3. A child who eats lunch for as long as possible to a= void nap time. The schedule is lunch then nap so he eats forever which cuts=20= into the children=E2=80=99s nap time and the childcare givers rest time too.=

 

I know this can be a real problem when the= provider is on the food program, esp.! I don=E2=80=99t think the real issue= is taking a long time to eat! Is it possible to have the child begin before= everyone else?  Then =E2=80= =93 he=E2=80=99d have enough time to eat, if time is really the issue.  This is likely a power struggle=20= =E2=80=93 and one which the child is the winner =E2=80=93 they need to work=20= on a solution that is a win-win and think creatively.  How about a question, =E2=80=9CWould you like to fi= nish your lunch after your nap or in five minutes?  Your choice =E2=80=93 we can set the time, and then yo= u=E2=80=99ll be able to scrape your plate.=E2=80=9D  Try limited choices =E2=80=93 such as =E2=80=9Cyou ca= n finish your lunch at the table in the director=E2=80=99s office, or save y= our lunch =E2=80=98til after nap.  Everyone is getting ready to take their nap now, and we know you won= =E2=80=99t want to miss a snooze! Because after that we go outside and you l= ove to play outside!=E2=80=9D  Also, having a transition activity such as a story or some stretching to a=20= musical tape, or a quiet-time activity such as in Clare Cherry=E2=80=99s Qui= et Time Activities =E2=80=93 then that might draw him into not wanting to mi= ss the next thing=E2=80=A6

 

4. And last but not least a child who will not share (= only child) and has quite a tantrum about how it was his and apparently he n= ever seems to get over it. They have a blue chair where he is told to go to=20= after one of these non sharing episodes. But he at almost three doesn't seem= to want anyone to ever play with him.

 

OK = - here=E2=80=99s the last answer!&= nbsp; I=E2=80=99d recommend you purchase as the first book for these=20= providers, =E2=80=9CTime Out =E2=80=93 It=E2=80=99s Uses and Abuses!=E2=80= =9D What a great opportunity this little boy=E2=80=99s teacher has to teach=20= him how to share.  Sometimes p= reschool teachers get into blaming parents for not teaching the kids how to=20= do things BEFORE they get to preschool!&nb= sp; If he has never experienced sharing, why would he know how to do=20= it?!  It=E2=80=99s like expect= ing kids to know how to =E2=80=9CUse Your Words=E2=80=9D without teaching th= em the words to say!  Teachers= use this phrase all the time and TELL kids to =E2=80=9CUse Your Words!=E2= =80=9D  But they just aren=E2= =80=99t thinking, until a trainer points this out, and then they say, =E2= =80=9COh =E2=80=93 that makes perfect sense =E2=80=93 of course I have to te= ach them!=E2=80=9D

 

So =E2=80=93 I would really recommend that= they AVOID punishing him when he doesn=E2=80=99t share. At ALMOST THREE he=20= doesn=E2=80=99t get it!  He ne= eds to practice before he can get it =E2=80=93 and he will need 100 times (w= ell, maybe not QUITE that long!) to practice before it becomes a skill he ac= tually can DO!

 

Sharing comes in several stages =E2=80=93=20= first a child has to OWN something before it can be shared =E2=80=93 that= =E2=80=99s a step they GET, actually! = ; Elizabeth Crary=E2=80=99s problem-solving books =E2=80=9CI Want It= =E2=80=9D is a good example of a book the teachers can use to learn the opti= ons children have =E2=80=A6 they need to learn them before they can teach th= em!  The teacher can suggest a= trade, get another related toy (such as a different truck if the boy has a=20= truck someone else wants, or better yet, the teacher could get a plank block= and suggest they build a ramp to play together.  They could make a sand timer and let the boy know that o= ne of his choices might be to play with it for a few more minutes and when h= e sees the sand stop falling or the timer buzz, it will be time for him to f= ind another toy =E2=80=93 but keep the =E2=80=9CI=E2=80=99ll tell you when 5= min, is up=E2=80=9D out of the equation here!  The teacher wants to look for ways to empower the child to= make friendly choices.  Anoth= er option here is for the teacher to tell the person who wants what the litt= le boy has to =E2=80=9Ccome back later when he is done playing with it;=E2= =80=9D  or  =E2=80=9Cwhy don=E2=80=99t you get a ____ and pl= ay with him,=E2=80=9D or =E2=80=9Cask him when he will be done=E2=80=A6=E2= =80=9D

 

In other words, the teachers need to under= stand child development =E2=80=93 and what CAN be expected of kids at certai= n ages, and when they are expecting too little or too much.  The teacher=E2=80=99s attitude really changes= when she begins to look at these issues from a point of =E2=80=9Cunderstand= ing=E2=80=9D rather than from the =E2=80=9CI have to get him to share=E2=80= =9D standpoint!  I really beli= eve that if this little boy COULD share, he would! 

 

Can you imagine how that would seem to a p= erson who never had to share anything with another child because there haven= =E2=80=99t been any other children to share with before???  MAKING him share is impossible, but through ho= w the teacher reacts she will either set in motion a =E2=80=9Cmean teacher= =E2=80=9D view in the boy=E2=80=99s eyes, or =E2=80=9CMy teacher helps me sh= are.=E2=80=9D  And this can af= fect a kid=E2=80=99s view of =E2=80=9Cschool=E2=80=9D for the breadth of the= ir school career!

 

Now =E2=80=93 I KNOW that the teachers do=20= not mean to be MEAN!  Before I= studied Child Development I, too, expected young children to be able to sha= re =E2=80=93 I had to learn it too =E2=80=93 and actually thought to myself,= =E2=80=9CWhy doesn=E2=80=99t this kid share =E2=80=93 he won=E2=80=99t have= any friends!=E2=80=9D  So, my= answer is actually the story of a personal journey, myself, and I hope you=20= will share this with your providers!

 

Thanks. They will love you forever.

 

My goal is for the teachers to be =E2=80= =9CHooked=E2=80=9D on Positive Discipline!=   Although it seems like a mighty amount of work, it is worth it= in the end, to find these relationship-building ways of working with other=20= people =E2=80=93 when the teachers begin to =E2=80=9Cget it=E2=80=9D they wi= ll enjoy their job so much more, and be able to really influence the next ge= neration toward a more peaceful, respectful way of relating to each other!

 

I am hoping to start selling PD books at this sc= hool.   Keep up the GREAT WORK!!! H.<= /FONT>

Perhaps other Associates will have some wi= se words for you =E2=80=93 I=E2=80=99ll leave that up to them to contact you= ! It=E2=80=99s been fun to answer these four questions!

Mary Hughes (<= SPAN style=3D"COLOR: blue">Omaha, Ne.)

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