de+Grave,+Fredrik

Independent Study Student Page

Here is my Bio:

Hi everyone! My name is Fredrik de Grave and I am new to teaching. Currently I am working on my masters degree and volunteering at Qatar Academy. I also worked at Qatar Academy Al Wakra as the IT Coordinator. Previously I was an IT Project Manager. I am from the Netherlands and have moved to Qatar 3 and a half years ago. I am married and have a 3 and a half year old son. I love to travel and hike. One of my favorite trips was to Peru where I climbed the Inca trail to Machu Pichu for 4 days. I am looking forward to this course.


 * Assignment #1, Journal entry 1: **

I would like to see the Conflict Resolution/Peaceable Schools course include the idea of Restorative Justice. Restorative Justice improves the school environment and restores relationships after the conflict arises. It focuses on developing trusting and caring student to student and student to teacher relationships. It calls for student involvement in all aspects of conflict resolution, such as discipline and creation of preventative measures. It encourages reflection and allows flexibility for repairing relationships and addressing the underlying issues of conflict while minimizing the punitive measures.

I believe that the following concepts would be useful to explore while learning about Conflict Resolution in Schools:


 * 1) **Accountability** – allowing opportunities for individuals who did something wrong to be accountable to others and finding a way to repair it.
 * 2) **Competency Development** – developing pro-social skills in students dealing with conflict.
 * 3) **Community Safety** – building relationships and empowering individuals to take responsibility for their school environment.
 * 4) **Dealing with misbehavior's/conflicts** – focus on problem solving and developing relationships. Restitution as the means of making things right so both sides feel heard and satisfied with the solution.
 * 5) **Attention to relationships and building a community** – developing empathy for both the individual who did something wrong and the one harmed.
 * 6) **Maximizing student involvement in conflict resolution**.

I also would be curious to learn about successful Conflict Resolution Programs/Trainings, what do they involve and what factors make them successful.

I am very interested in “media” therapy and would like to learn more about what effect do powerful images of peaceful communities and sources of conflict have on students. There seems to be little research available in this area. There is however abundant research available on how negative images influence young minds.

The content of this course seems very relevant in schools of today’s world.


 * Assignment #2, Journal Entry 2: **

American History X movie shows how society works. It emphasizes what drives people; fear, jealousy, role models, societal influences, and politics. The movie dated from 1998. It is 16 years old, but as long as there is hate and/or envy amongst people, there will be racism.

The story centers around an average family with a stay at home mother who take cares of the children, a father, who has a steady job as a fireman; family dinners and children attending a public school. It all dramatically changes when the father dies during his duty, killed by a local “black” drug dealer. Derek, the oldest son, changes from a good intelligent, well-behaved student, to a young racist with a severe hate towards “non American” immigrants. This part of the film shows that prior to his father’s death Derek was not a racist. It was only after a traumatic incident such as his father’s death, he became a racist. In this instance it was nurture, or the events of his life as it followed that developed his racism.

Derek shows his leadership by mentoring others, explaining to them why they are better than the “blacks.” He mentors and convinces others by saying “Put that weed away only blacks do that. Have some respect towards yourself,” and “We started this country. We belong here and we are not illegal. Lets join each other so we can do something about it.” In the movie you see that the different “white” groups are emerging into one. This clearly shows once again nurture having an effect on developing racists. The young impressionable minds look for a cause and want to belong. In this case it was unfortunate that they found their place in a hateful organization.

The hate that Derek sows with non – Americans really comes into motion when three “black” thieves try to steels his car. Derek runs out of the house shoots two of the men and when the one of the thieves lays on the ground Derek says “Put your teeth on the curb!” and kicks his head so hard that the thief’s skull breaks. When the police comes, Derek’s face shows pride. He feels justified for killing three men. He looks for confirmation in the three people who stole his car being black.

<span style="font-family: Arial,sans-serif;">During his 3 years in prison Derek undergoes a transformation from a white supremacist to a changed man who no longer believes in his cause. The main reason for this is that he sees his own group members doing business with non-Americans. This gives him an sight that it’s all about business and politics. He parts ways with his group and get a severe punishment. The two persons who stand up for him are not white. They are both black. This is the second defining moment in Derek’s life. It is when nurture shows its effect. His entire outlook on life changes. He was betrayed by his racist organization and supported by two black men. This shows that a specific, personal relationship with a person is very powerful. It can change ones entire outlook on race relations.

<span style="font-family: Arial,sans-serif; line-height: 1.5;">Danny, Derek’s younger brother, really looks up to him and tries to follow his racist footsteps. This shows the impact role models and mentors have on a person’s life. Derek as the older brother would have a strong influence over his brother’s outlook on life. After his release from prison, Derek disapproves of being a racist, however his former actions and beliefs had already created his brother’s views. Derek and Principal Sweeny try to convince Danny that racism is wrong.

<span style="font-family: Arial,sans-serif;">The movie shows what kind of an impact a role model has on an individual. It also shows how casual family interactions shape a child’s mind. For example, Derek looked up to his father, who during family dinners would make statements such “The fire department needed to hire two blacks instead of two better achieved white people. They call it positive discrimination, but at the end can those blacks save me during a fire?” This comment is racist and it plants racist seeds in a child’s mind.

<span style="font-family: Arial,sans-serif;">Another example of Derek’s father expressing his racist views to his young son was when Derek shared how impressed he was with his teacher Mr. Sweeny. His father’s response to that was a statement “Don’t believe what black people say”. In both of the instances above nurture was playing a role in developing racist views of young minds.

<span style="font-family: Arial,sans-serif; line-height: 1.5;">A good example of the school’s role in shaping young minds is the way principal Sweeney handles Danny. Danny wrote a paper for his English class on “Mein Kampf” by Adolf Hitler. Instead of expelling him from school, principal Sweeney took him aside and gave him another assignment. The assignment was to write about his brother and what kind of an impact he has had on Danny. Because of this assignment, you can see that Danny stasrted changing from a racist to a student who started asking himself questions such as, “Is this right what I am doing? Where are those hateful thoughts coming from? Am I really on the right track?”. Danny’s end conclusion in his paper was “hate is baggage, life is too short to be pissed off all the time, it’s just not worth it.” This point shows the impact of a school in a student’s live.

<span style="font-family: Arial,sans-serif;">A. Remembering the film we just watched describe what the elements of a peaceable community or peaceable school might be.
 * <span style="font-family: Arial,sans-serif; line-height: 1.5;">Assignment #3, Journal Entry 3; **
 * **<span style="font-family: Arial,sans-serif;">What would a peaceable school or community look like? **


 * <span style="background-color: #ffffff; font-family: Arial,sans-serif;">A peaceable school is where everyone is treated fairly and everyone is responsible for treating everyone else fairly. This means that every adult in the school is responsible for a positive commitment to make the school peaceable; from teacher to the administrator. Peace is integrated into the curriculum and the curriculum reflects learning tolerance, responsibility, cooperation and respect. Every student feels appreciated in the school and is allowed time to practice peaceful conflict resolution by learning about taking responsibility, and taking an active role in the community. There are high expectations placed on students and how they behave. The parents are available and are participating in the school life. A peaceable school is a community and all it’s members work hard on creating an environment of equal treatment and respect.


 * **<span style="font-family: Arial,sans-serif;">What elements of communication would be included? **

<span style="font-family: Arial,sans-serif;"> Communication in a peaceable school would include the following components:
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif;">Active Listening
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif;">Paraphrasing, which is essential for problem-solving. Students in conflict resolution situation would help each other gain a better understanding of each other's situations through saying what they heard the other person say and what they meant.
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif;">Brainstorming possible problem solving strategies as a group and sometimes as the individual interested parties.
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif;">The strategies would include compromise, taking turns, sharing, apologizing, standing up for self in a respectful manner, talking things out respectfully, walking away from a conflict situation, asking someone to stop what they were doing, etc.


 * **<span style="font-family: Arial,sans-serif;">What would be tolerated and what would not be tolerated? **
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif;">Respectful listening to each other, talking to each other to solve conflicts would be **tolerated**. Name-calling, assigning blame, violence or harming each other would **not be tolerated**.


 * **<span style="font-family: Arial,sans-serif;">What would the rules be? **
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif;">Listen respectfully
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif;">Active listening
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif;">One person speaks at a time (taking turns speaking)
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif;">Be respectful to each other
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif;">Use “I statements;” “I feel …, because… I would like…”
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif;">When there is a conflict between students you talk about it, be honest and explain how you feel.


 * **<span style="font-family: Arial,sans-serif;">What would the expectations be? **
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif;">Conflict is a part of life, however choose to solve it in a respectful and peaceful way.
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif;">Conflict presents a learning opportunity.
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif;">Students are responsible members of the school community.
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif;">Solving conflict in a peaceful manner allows for development of relationships.
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif;">Use calm voice when possible.


 * **<span style="font-family: Arial,sans-serif;">What would the responsibilities be? **


 * <span style="background-color: #ffffff; font-family: Arial,sans-serif;">Both the teacher and the school are responsible to be the role models. The students will follow a good example.
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif;">The students’ responsibility is to be a non-violent citizen, who solves problems with their peers, parents or teachers by communication and listening.

<span style="background-color: #ffffff; font-family: Arial,sans-serif;">B. Do a web search for Oscar Arias (use a minimum of two sites other than wikipedia)


 * <span style="font-family: Arial,sans-serif;">[]
 * <span style="font-family: Arial,sans-serif;">[]

<span style="background-color: #ffffff; font-family: Arial,sans-serif;">C. Read the Oscar Arias speech to the international educators at the Tri-Association, found at this link.

<span style="font-family: Arial,sans-serif;">D. Post Journal Entry #3 on your web page. (250 - 500 words)
 * <span style="font-family: Arial,sans-serif;">Describe how if Hank (your professor) came to your classroom or community he would observe the elements of a peaceable community.
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif;">What evidence would he see?
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif;">How will you promote peace in your community?

<span style="font-family: Arial,sans-serif;">If Hank were to walk through my classroom, he would see all the IB Learner Profile Attitudes hanging where children can see them and aspire to be them every day of their school lives. Our classroom expectations are posted by the classroom door; Respect, Tolerance, Responsibility and Cooperation. I expect my students to respect one another by listening to each other and trying to put themselves in the other person’s shoes. I expect my students to show Tolerance towards one another and cherish their respective cultures and heritage. I expect my students to take Responsibility for their part of a problem/conflict. I expect my students to Cooperate with one another and give their best everyday.

<span style="font-family: Arial,sans-serif; line-height: 1.5;">If a student misbehaves, I speak to him/her always asking “tell me what happened.” I listen first to all sides. If we can address the situation in a circle discussion, we sit together with the rest of the class and brainstorm solutions. We then talk about how we can all support the student with solutions. How we all have a role to play. We incorporate the learner profile and attitudes into our discussion.

<span style="font-family: Arial,sans-serif; line-height: 1.5;">Hank would also notice that we have 5 Simple Rules posted of what to do if there is a conflict.


 * <span style="font-family: Arial,sans-serif;">Students need to listen to each other.
 * <span style="font-family: Arial,sans-serif;">One person speaks at a time.
 * <span style="font-family: Arial,sans-serif;">Be respectful.
 * <span style="font-family: Arial,sans-serif;">Brainstorm solutions.
 * <span style="font-family: Arial,sans-serif;">Seek help from your teacher if you can’t solve it.

<span style="font-family: Arial,sans-serif; line-height: 1.5;">Within our school we also have, an international day, when all students proudly share their heritage and nationality. We have a potluck with different foods from different countries so the students can get to know each others’ cousins. We share customs and traditions from each others cultures. We also offer a cultural studies course where students learn about different communities and cultures which further promotes tolerance.

<span style="font-family: Arial,sans-serif;">Hank would also see that I am promoting peace in the school community by giving the students specific roles. I assign my students classroom jobs such as student helper (tutor), mediator, etc. We also read a lot of stories and role play so my students are prepared with ready made answers when conflict arises. We often brainstorm different strategies for the role plays as this exercise helps the students come up with their own when faced with conflict.


 * <span style="font-family: Arial,sans-serif;">[], this article helped me understand more what a peaceable classroom is.


 * Assignment #4, Journal entry 4: **


 * || Q1 || Q2 || Q3 || Q4 || Q5 ||
 * Fredrik de Grave || F || F || F || F || T ||
 * MvW || T || T || F || F || T ||
 * JK || F || T || T || T || T ||
 * EP || T || F || F || F || F ||
 * LH || F || T || F || F || T ||
 * Answers || T || F || F || F || T ||

Do an individual reflection on what you thought, what you learned and be sure to comment on the following specific points. (250 + or -):

1. **Why do you think the rate of homicide violence has gone down in the last 800** **years?** When reading the research paper of Eric Monkkonen, I was surprised to notice that the world has become less violent. I have believed that the world has become more especially in the last 100 years. Maybe my belief stems from extensive media coverage of every morbid happening from my own neighborhood, to my country and the world. Violence sells papers, gets views on e-media and brings the ratings to TV stations. Violence sells and makes money. The violent stories also live on by being told at dinner tables and gatherings. So, why did the homicide violence go down in the last 800 years? People’s standard of living has gone up. We congregate around big cities. Our law enforcement and forensic methods have improved dramatically. Our medical treatment has improved dramatically. We don’t have to struggle to meet our basic needs; poverty and hunger are no longer prevalent.

I did not over or underestimate the violence in the US, the main reason is that I didn’t think about violence in different parts of the world but as a global environment problem. Violence is everywhere. However, I over estimated the violence rate in general. I thought that there would be more violence than the statistics show.
 * 2. Did you over or underestimate violence in the United States? **

All of them said that violence is not the answer, however the media presents and shows violence as an act of justice.
 * 3. What did your 4 subject colleagues think about violence in general? **

After reviewing the question with my colleagues, all of them expected the rate to increase, we concluded that we thought that violence was increasing by the way violence is presented in the news, video games and movies.
 * 4. Why? **

I enjoyed learning about the topic, reading the research paper and doing the quiz. All of the above, made me more aware of what is happening around the world when it comes to homicide in relation to society. I think I would have never analyzed this subject so deeply on my own, however, it was an eye-opener for me to see proof that the world has become a better place to live. It is interesting to see that over the years we have become less violent (homicide rate).
 * 5. What did you think about this lesson?**


 * <span style="color: #222222; font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Watarboarding - This is an "enhanced" interrogation technique. Write a brief comment about what you think about using torture or other "enhanced" interrogation techniques. (less than 250 words): **

<span style="color: #222222; font-family: Arial,sans-serif; font-size: 10pt;"> @http://www.youtube.com/watch?v=4LPubUCJv58 - Demonstration Waterboarding <span style="color: #1155cc; font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">@http://www.youtube.com/watch?v=0BRg9PUYyjc <span style="color: #222222; font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;"> – Interview former legal CIA counselor John Rizzo

<span style="color: #222222; font-family: Arial,sans-serif; font-size: 10pt;">I watched two youtube movies about waterboarding. Please see the links above. One was a demonstration, which showed how it works. I was shocked how fast the treatment was and what kind of affect it had on the person who got the treatment. After a few seconds when the treatment started they needed to stop. The person who had the treatment couldn’t breathe and had the feeling he was drowning. Still after this demonstration, the person sometimes wakes up at night soaking wet with fear.

<span style="color: #222222; font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">The second link that I watched was an interview with the former legal CIA counselor John Rizzo who actually approved this treatment. Even though the world sees this treatment as torture, John Rizzo disagrees and says this treatment is totally legal and does not classify as a torture.

<span style="color: #222222; font-family: Arial,sans-serif; font-size: 10pt;">I believe waterboarding is a way of torture and I do not agree with this kind or any kind of torture treatments. However it made me think about what is at stake, for example, if we do not get information from a terrorist maybe hundreds or millions of people will die. Nevertheless, given the waterboarding treatment, I believe that an individual would say anything to make it stop including lying. Therefore, waterboarding might warrant the results of a confession, but it does not guarantee any reliability.


 * Assignment #5, Journal Entry # 5 : **

**Part 1:** **Amygdala** is part of the limbic system. It is located at the end of the hippocampus. Amygdala is responsible for the memory of emotions especially fear. It stores memories associated with emotional events and emotional learning. Some argue that it is our memory of fear that makes us afraid.

Amygdala is one of the oldest parts of the brain. It is responsible for the fight, flight, or freeze response. Amygdala is all about emotions. It is not about logic.

**“Hijacking of a Brain”** occurs when amygdala perceives a threat, it can make a person act irrationally and disproportionately reactive to the given situation. Once the amygdala learns something, it always remembers it. “Hijacking of a brain” is a disproportionately emotional response to a stimuli. It is a fight, flight, or freeze response.

I observed a student accidentally bumping into another student on the playground. The student who was bumped into jumped right into an aggravated fight. His brain clearly got hijacked by his amygdala where he perceived an accidental bump as a serious threat where he saw the need to fight. When questioned after the fight, the student said that everyone is always picking on him. In his mind he was defending himself from a serious threat, not an innocent, accidental bump. This was a clear case of “hijacking of the brain.”


 * Part 2: TED Talk, Amy Cuddy **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">This was a very interesting lecture in what nonverbal communication really says about yourself. It made one think about what kind of impact non-verbal communication has on other people while communicating. Amy points out how we interact and most importantly how we judge others only by observing them.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 1.5;">The outlook says more then what you say. I found the comparison to animals interesting. Animals show outward when they feel powerful, or anxious. This also transpires in people with non-verbal communication. When you feel powerful, you stand up straight and take a lot of space around you. When you are feel anxious, stressed or scared, you make yourself small, with your arms folded.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Amy’s research shows that if you change your posture, showing confidence, you can trick yourself and feel confident. Her test results showed that when a person changed their posture into a more dominant position (holding it for two minutes), the testosterone levels went up and the cortisol levels went down allowing the person to feel more at ease.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">The same test was carried out asking people to take the posture of being nervous, stressed and not feeling welcomed. The testosterone levels went down and the cortisol levels went up therefore making the person feel nervous and stressed.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 1.5;">I can relate to this philosophy. When going to job interviews, I used to wait sitting down and because of that I would get nervous and what goes with it, sweaty hands. The feedback that I got from the interviewer was that the person interviewing me found my appearance disorganized and even a bit clumsy. That is not the first impression I wanted to make. Now when I go for a job interview, I do not sit, I just stand and wait with my hands free until the interviewer calls me, so I can give him a strong handshake. Because of this little change I feel more confident and have the feeling I am in control of my own emotions.


 * Assignment #6, Journal Entry #6: **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">**Conflict** is a disagreement or an argument between two people or groups of people. It is when different parties feel things are not fair, someone is not getting their fair share, or when things of value have been broken, or taken.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">**Conflict resolution** is when we attempt to come up with ways of resolving the conflict. When trying to solve a conflict there are a few helpful things to keep in mind such as assuming positive intentions, listening for understanding, avoiding making things worst, working together and finding a solution.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 1.5;">Understanding how everyone feels is important. Everyone should be able to say how they feel without interruptions. During this phase it helps to listen, assume positive intentions and try to put yourself in the other person’s shoes. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 1.5;">Avoiding making things worst is also very important when trying to resolve a conflict. It is helpful to establish a few ground rules; no put-downs, no screaming or shouting, no nasty remarks, etc. no fighting, kicking, pushing etc. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 1.5;">When trying to solve conflict, it is important to work together. It is often helpful to make “I statements,” such as “I feel hurt, when” and “I hear what you are saying, but I feel…” Try to say how you feel without blaming the other person. Using a calm voice is often helpful. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 1.5;">Finally finding a solution is the last stage of conflict resolution. All sides should brainstorm possible ways of solving the conflict. The more solutions you come up with the better. Writing them down often helps.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 1.5;">Kid’s Health has the above explained in more detail: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 1.5;">[]

<span style="font-family: Arial,Helvetica,sans-serif;"> From my previous assignment, I observed a student accidentally bumping into another student on the playground. The student who was bumped into jumped right into an aggravated fight. His brain, clearly got hijacked by his amygdala, where he perceived an accidental bump as a serious threat where he saw the need to fight. When questioned after the fight, the student said that everyone is always picking on him. In his mind he was defending himself from a serious threat, not an innocent, accidental bump. This was a clear case of “hijacking of the brain.”

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 1.5;">I believe that the involvement of emotions and the amygdala hinders conflict resolution. As human beings we cannot divorce ourselves from emotions. Since amygdala remembers everything we experience especially fearful situations, it plays a large role in our response. It is important to learn ways to express our emotions and overcome the initial fight, flight, or freeze response.


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Assignment #7, Journal Entry #7: **


 * __<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Journal #7, Part 1 __**

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Your assignment #7 is to Identify and deliver 3 - I Messages (1 correction or negative "I" message & 2 positive or Rewarding messages) Post your "I" Messages on your wiki page. Tell what the reaction was to your "I" messages!

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 1.5;">Negative I Statement (Instructing my son to eat faster so we can do something else)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 1.5;">Behavior: Franky, when you’re eating so slowly, <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 1.5;">Event: we are all waiting <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 1.5;">Feeling: and that makes me frustrated. //<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 1.5;">Franky's Response //<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 1.5;">: no reaction and keeps eating the same slow way

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 1.5;">Positive I statements 1 (Same as Negative I statement but now in a form of a compliment)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Behavior: Franky, for the past 3 days, I noticed that you are finishing your food without any complaints, <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 1.5;">Event: having breakfast is so much nicer, <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 1.5;">Feeling: I am so proud of you. //<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 1.5;">Franky's response: //<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 1.5;"> a big smile and finished his breakfast

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Positive statement 2 (Telling my wife she is a great team-player when it comes to cleaning up the house)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Behavior: Eliza, the last couple of weeks I noticed that you are doing the dishes, <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 1.5;">Event: because of this the kitchen always looks clean and tidy, <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 1.5;">Feeling: I feel that we are a great team together.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 1.5;">On your wiki page give Gigi and "I message" to help her change her behavior and after she changes her behavior give her another "I Message" to reinforce her behavior change. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 1.5;">Your assignment is two final "I Messages" One corrective and one positive!
 * __<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Assignment #7, Part 2 __**

__<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 1.5;">Corrective I statement: __ <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 1.5;">Gigi, my boyfriend noticed that you are coming over while I am not there and you are going through our stuff, he feels that his privacy is invaded, he asked me if it is possible for you to call before coming over?

__<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 1.5;">Positive I statement: __ <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 1.5;">Gigi, I noticed that for the last couple of visits you called first to see if we were home, this makes your visits a welcome gift and I really appreciate it that you call first.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 1.5;">The link on the wiki doesn't appear to work, I found the link on youtube: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 1.5;">[] <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 1.5;">EXTRA CREDIT ASSIGNMENT!
 * __<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Assignment #7 part3: __ **

__<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 1.5;">What do you think of this video / new article? __ <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 1.5;">I think the teacher doesn't know what to do anymore and sent the letter as a cry for help from the parents. Before sending such a letter it’s better if she went first to the principal or other peer teachers to discuss the matter. This is an assumption of course and maybe she went to the principal and her peer teachers, but seeing the letter that she sent to the parents this is probably not likely.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 1.5;">I also think that she needed to discuss the child odor and the dirty clothes directly with the parents one to one. I think that would have been more effective. I don’t think that sending a letter to all parents is an effective way of dealing with this problem as I find the parents who send their child to school in dirty clothes are not likely to read a general letter in the first place nevermind taking it to heart and making the requested changes. A personal conversation, meeting or phone call would have been a lot more effective.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">__Would an "I" message have worked better?__ If she talks with the parents one to one, using a I message would have been a better approach. If the I message was worded in a positive way, the parent wouldn’t feel confronted and embarrassed.

__<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 1.5;">What could the "I message" have been? __ <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 1.5;">“Parent’ s name”, I noticed that sometimes (child’s name) clothes appear a bit dirty and disheveled, some of the children are saying that to your him/her and he/she feels embarrassed about this.


 * Assignment #8, Journal Entry #8: **

Please see the attached behavior Contract for one of my grade 1 students and a daily chart (feedback chart).

This particular student is working on keeping hands to self and using kind words. He has a long history of hitting other students and saying mean things to them. This happens especially during recess and free time play. I wanted to word his goal using positive language therefore instead of saying “No hitting, no pushing, no kicking,” I chose to state his goal as “keeping hands to self.” His second goal is saying kind words, so again I chose to word it positively instead of saying “No name-calling, no saying mean things,” etc.

I also chose to provide the student with what the expected behavior looks like and what it does not look like. I feel this is crucial to the student success as in this section of the behavior chart I am defining the expected outcome.

I am also providing the external motivation. In this particular instance, external motivator was chosen carefully. I know this student loves playing soccer, so we sat down and agreed on the measures of success explained in the chart and what the reward would be. In this case it is choosing three friends (this student is a bit of a bully so thinking about who his friends are is good) and playing an honest game of soccer with them. I feel that I often aspire for my students to get motivated intrinsically, but find that with younger students the effects are much quicker with extrinsic motivators. I definitely agree with the Theory of Choice in the article. That is what creation of a good classroom environment is all about.

Parental support is a crucial component of success, therefore I ask parents sign all behavior contracts for younger students. I make sure I am in daily communication with the parents and ask them to speak to their child about their day and their chart. I also make a point of talking to the student about their chart at the end of the day. I feel that this level of concern on both the teacher’s and parent’s part allows the student to see the importance that is placed upon their behavior.

I also place natural consequences on the behavior contract for both the student and the parent to see. It is important that everyone including all adults that see this student during the day use the same approach. The consequences are logical, so if the student says unkind things or pushes others, he gets removed from play and placed in timeout to cool down and think about his next move.

** Student’s Great Day Chart ** ** Date: __ ** ** 7:15 – 7:35 ** ||   ||   ||  ** 7:35 – 8:20 **  ||   ||   ||  ** 8:25 – 9:10 **  ||   ||   ||  ** 9:10 – 9:25 **  ||   ||   ||  ** 9:25 – 10:10 **  ||   ||   ||  ** 10:15 – 11:00 **  ||   ||   ||  ** 11:00 – 11:45 **  ||   ||   ||  ** 11:50 – 12:10 **  ||   ||   ||  ** 12:15 – 12:35 **  ||   ||   ||  ** 12:40 – 1:25 **  ||   ||   ||  ** 1:25 – 1:55 **  ||   ||   ||
 * Behavior Chart:**
 * ** Did I do these? **  **(following directions, staying in seat, hands to self and working)**  || [[image:handshake.jpg width="165" height="139"]] || [[image:bee kind.png width="173" height="161" align="center"]] ||
 * ** Morning Meeting **
 * ** Specials **
 * ** Language **
 * ** Snack time **
 * ** Reading **
 * ** Math **
 * ** Arabic **
 * ** Recess **
 * ** Lunch **
 * ** Language **
 * ** Math **

// Please check on the columns when student exhibits the behaviors. Leave it blank if he does // // not exhibit the behaviors. //


 * Behavior Contract **

**First page:** **Grade 1 Student** **Daily Monitoring Sheet** **Date:**


 * ** Goals ** ||  ** Sunday **  ||  ** Monday **  ||  ** Tuesday **  ||  ** Wednesday **  ||  ** Thursday **  || ** Totals ** ||
 * Hands and feet kept to self

__ Use kind words __ ||  ||   ||   ||   ||   || ** _ ** ||
 * Comments/Teacher Signature ||  ||   ||   ||   ||   ||   ||

**Sheet Returned Signed**
 * Parent Comment/Signature ** :

__** Teacher’s Signature: **_____


 * 25 = Perfect Score! – Student will choose 3 friends and play football for 20 minutes on the football field.**


 * 20-24 = Student will choose 2 friends and play football for 10 minutes outside.**


 * 20 or less = Oh no! Let’s do better soon!**


 * NOTES: **
 * Student is to keep his hands and feet to himself.
 * Student is to use kind words.

** Student’s Intervention Plan **
 * Second Page:**

Student will have his Daily Monitoring Plan posted in the classroom. It will be updated after every class block. Those teachers who are not teaching in teacher’s room will send out an email with an update regarding student’s target behaviors after each class. At the end of each day teacher will review student’s form with student.


 * ** This looks like ** ||  ** This does not look like **  ||
 * Keeping hands and feet to self. || Touching, kicking, smacking anyone. Throwing things at anyone. Touching anyone in anyway. ||
 * Use kind words. || Name-calling, put-downs, saying hurtful things. ||


 * MATTER OF FACT REDIRECTION: **

Teacher will silently give student a yellow card as a warning placing it visibly on his desk. If he does not follow the redirection within a reasonable amount of time, the teacher will place a red card on his desk and send him into timeout for 5 minutes in the classroom. This will be a chair away from other students.


 * DESK AWAY FROM OTHER STUDENTS: **

If student comes back from time out and continues the same behaviors, he will be sent to work at a desk away from the other students where he will stay until the end of the activity at hand. At the end of the activity, student will be asked if he is ready to join the class. He can return quietly to his seat and rejoin the group, or choose to remain in his “new” desk.


 * TIMEOUT: **

If student misbehaves during recess, he will be sent to sit on a bench for a timeout for 3 minutes. After 3 minutes, a supervisor on duty will ask student is he is ready to rejoin the other students. Then, what does he think he needs to do to rejoin the other students. The idea being apologize, “Keep hands, feet to self.”


 * SPECIALS: **

The same plan as above should be followed; Matter of fact redirection,” “Desk away from other students,” however if student continues to misbehave please email teacher for consequences. Please email or call student’s parent weekly including all feedback from the week good and bad.


 * Assignment #9, <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 1.5;">Journal Entry # 9: **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">After taking the Baum & Nicols Personality Profile Test, I discovered that I am a “Creative Problem Solver.” Generally, I agree with this profile, but as we learn in life we can adopt the skills from the other personality profiles. As a kid I was always involved in multiple projects. I had a creative imagination. I couldn't really focus for a long time on one topic and when I started something I was already focusing on the outcome.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">During my life, people often pointed out that I was disorganized; for example, I had a messy desk, and could be kind of stubborn when it comes in doing what I wanted to do. I was also often complimented on using my flair when I wanted things to be done correctly. I think, I have mostly been unaware of my personality type, but completing this test brought things to light for me.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">During my carrier, I used the pointers people gave me, positives and negative, to learn the skills of the other personality profiles. By learning those new skills, which did not come to me naturally, I am not completely disorganized any more. I can focus more on one topic for a longer period of time and finish it within the given timeline.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">After doing this test it was no surprise to me, that I am a “Creative Problem Solver”, however by reading this article I understood more about myself and about the other personality profiles.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Eliza, my wife, also took the test and without any surprise we discovered that she is a “Practical Manager.” She likes things orderly and organized. She is punctual and always finishes what she starts giving herself demanding deadlines. We talked about our profiles. It was fun reading the write ups about each personality type and discussing the examples from real life. I think, unaware, we already knew what kind of profile we have because in our marriage we fill in the gaps and each other’s needs.

My weebly
 * Assignment #10,Journal entry #10:**