By Rita Stein, Roberta Richin, Richard Banyon, Francine Banyon, Marc Stein
The selections today=s scholars make ripple outward to their rapid kinfolk and college group; a few affecting society within the type of educational underachievement and college violence. How will we aid scholars make the suitable judgements and do the perfect issues? try instruction and educational rigor on my own can't aid our scholars research good. steel detectors and surveillance gear by myself can't preserve faculties secure. studying and protection, in spite of the fact that, are inextricably attached to the basics of personality and behavior. once we support scholars make the relationship among personality and behavior, we start to supply them a secure setting conducive to studying. In Connecting personality to behavior: supporting scholars Do the proper issues, the authors illustrate find out how to attach personality, behavior, and your school=s curriculum. through adopting the rules of recognize, impulse keep an eye on, compassion, and fairness, the varsity communityCincluding bus drivers, cafeteria staff, scholars, mom and dad, lecturers, and principalsCcan advertise defense and studying inside of and past the varsity partitions. those guiding ideas are usually not an add-on to an already complete curriculum. via their connection to ethical improvement, language arts, structures, citizenship, and self-discipline, they're already a part of a standards-driven curriculum and tutorial application. The authors, with services as school room academics, directors, counselors, and psychologists, convey you ways scholars in any respect grade degrees be successful and will learn how to do the appropriate issues. Our scholars rely on us to aid them study and remain secure. Their destiny, and ours, will depend on how good we be successful.
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Extra info for Connecting Character to Conduct: Helping Students Do the Right Things
3 shows how teaching, learning, disciplinary practices, counsel, and support activities can be integrated to help students demonstrate respect. 3 as a visual organizer, Mr. DeLuca decided how to integrate his instructional, support, and discipline activities within the classroom. The principal, Mrs. Griffin, and the other members of the administrative and pupil personnel teams used the same visual organizer to create their integrated plans. 3—Example of Integrating Curriculum, Discipline, and Support Practices Curriculum Areas –English Language Arts: Listening and Speaking –Social Studies: Citizenship –Math: Prediction and Skills Counsel and Support Practices Within and outside of class –Ask for help –Use the help –Offer help Respect Discipline Practices –Schoolwide rules –Class rules –Procedures –Expectations –Consequences Administrator Planning Mrs.
During the first month of school, the Centerville High School staff emphasized how to use RICE to manage the daily schedule, the academic calendar, and other issues that arise across grade levels and subject areas. In the process, staff members achieved their goals to increase instructional time and to support school safety. The Third Month of School During second period, Ms. Barett saw two students running down the corridor. As the hall monitor stopped the students, Ms. Barett recognized Brittany and Tara, seniors at Centerville High.
Mr. DeLuca’s special role is to be like our coach. All the students have to be prepared for school, do homework, and do a good job in class. That’s how we become a good team. Our class made rules to achieve our goals. Our rules are about using Respect, Impulse Control, Compassion, Equity. That spells RICE! Our whole school agreed to follow the same rules! You have a special role, too. Help me practice following RICE at home, and help me get ready for school every day. special attention to being prepared, completing homework, and participating appropriately in class.
Connecting Character to Conduct: Helping Students Do the Right Things by Rita Stein, Roberta Richin, Richard Banyon, Francine Banyon, Marc Stein