Class meetings for safe and caring schools
By: Gene Gauthier assisted by Charlotte Bragg and Vicki Mather
Class meetings for safe and caring schools
By: Gene Gauthier assisted by Charlotte Bragg and Vicki Mather
Developed under agreement with the Minister of Education, province of Alberta, Canada. The Society for Safe and Caring Schools and Communities, 11010 142 Street NW, Edmonton AB T5N 2R1. © 1999 by The Alberta Teachers’ Association Published 1999 Revised © 2006 by The Society for Safe and Caring Schools and Communities All rights reserved. Printed in Canada Any reproduction in whole or in part without prior written consent of The Society for Safe and Caring Schools and Communities is prohibited. ISBN 1-897324-14-6
This booklet was authored by Gene Gauthier and assisted by Charlotte Bragg and Vicki Mather.
Class Meetings for Safe and Caring Schools Holding class meetings1 can be an effective way to decrease school discipline problems, thereby promoting a safe and caring environment. This democratic problem-solving approach serves to enhance responsible behaviour. This booklet discusses the philosophical basis of holding class meetings and provides instruction on class meetings in your classroom. Teachers will need to adapt the strategies and examples provided to make them suitable for the age group they are teaching. Class meetings have been used successfully with students from primary grades through to high school.
The concept of class meetings is developed by Frank Meder (1982).
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Purpose of class meetings The purpose or aim of class meetings is for the teacher and students to collaboratively assist each other to solve social and curricular problems in an atmosphere of mutual respect and dignity. The approach of class meetings is to work on the first three or four incidents (minor conflicts) of misbehaviour before they become major, full-scale discipline problems. This method is a democratic problem-solving approach, in which students are given the autonomy to become self-disciplined, responsible individuals. Through the process of encouragement and the application of logical consequences, class meetings develop self-esteem, self-confidence and feelings of worth within each student. The main objective is to foster responsible behaviour
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Adlerian concepts and principles The philosophy behind the concept of class meetings is based on the psychological principles of Alfred Alder (1870–1937). It is therefore helpful to be familiar with a few basic principles of Adlerian psychology as outlined below.
Humans are social beings In Adlerian psychology, humans are seen as inherently social beings; human problems are therefore regarded as social problems that require the cooperation of others to solve. Thus, the more one cooperates with others, the healthier one becomes psychologically. The aim of class meetings is to train children early in life to effectively solve social problems through collaboration with their peers.
Purposive behaviour Since humans are social beings, all behaviour is directed toward social acceptance; that is, children need to feel accepted, to feel significant, to feel a sense of belonging. Thus, behaviour is purposive; it is directed toward securing a sense of belonging. Class meetings give children the opportunity to participate and achieve a sense of belonging. Participation in class meetings can show children that attention and significance can be achieved through useful, constructive means, rather than through mistaken attempts to attain significance through useless, negative means (misbehaviour).
Encouragement Children who misbehave are “discouraged” or “without heart”; that is, they have not learned how to gain significance in useful ways. Through negative reinforcement, they have mistakenly learned to become significant through useless behaviour, by seeking undue attention, power or revenge, or by giving up and assuming inadequacy (feeling they can’t become significant at all). Class Meetings for Safe and Caring Schools
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Class meetings reduce this misbehaviour and serve to encourage or enhance self-esteem, allowing children to gain a sense of belonging through constructive behaviour.
Holism Adlerian psychology has a holistic emphasis that maintains that the whole is greater than the sum of its parts. Thus, the study of a human being should not be compartmentalized. To understand a person, one must study how that person interacts with his or her total environment, and with other people. Thus, in a therapeutic setting, a family-systems approach is taken, whereby the counselor works with the whole family to improve relationships. Because the classroom is viewed as a large family, class meetings serve to improve relationships between and among peers.
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Frank Meder’s Class Meeting Model Class meeting components The best time to introduce this program is the first week of the school year. The classroom teacher can introduce the concepts in the order outlined below. The components are taught and practised before the first class meeting is held.
Day One—Formation of a circle The circle formation is essential in creating a democratic atmosphere and promoting good communication skills. The circle symbolizes and promotes a sense of equality among classmates. It allows everyone to see everyone else’s facial expressions and body language. Teach kids how to get from rows into a circle—“Two Q’s, quickly and quietly!” Don’t let 35 students rush at once. Structure is important. Teach in chunks. When teaching the circle formation, prompt children to suggest ways to get their desks out of the classroom structure and into the circle. In this way, students are already developing problem-solving techniques and learning that the solutions are student-directed, not teacher-directed. Begin with one row at a time while others watch. Proceed to the next row and the next, and so on. The idea is to move the desks to the periphery of the classroom, placing the chairs in front of the desks. Students sit quietly in their chairs while the next row moves. The teacher puts his/her chair in place, then calls students one at a time to form a circle. The teacher sits in the circle with the students. If the chairs are connected to the desks, then move each student and his or her desk one at a time as described above. Once the children are in a circle, have them notice their spot in relation to something stationary in the room. They should also
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notice who is seated to their left, right and across from them so they will be able to move to the same spot for subsequent meetings. The rest of this session is spent having students practise getting in and out of the circle in a quick and quiet manner. Hint: Teachers may develop a seating plan for many reasons. It is easier if students move to the same spot every meeting. This avoids children fighting about who sits beside whom. (For example, “Yesterday we were friends. Today, I don’t want to sit beside . . .”) It is better to have children sitting in chairs or desks rather than sitting on the floor, as it is easier to establish one’s private space. Hint: Use a stopwatch—students love to keep track of their own “personal best” time getting into and out of the circle quickly and quietly. Skilled students take between 15–30 seconds.
Day Two—Compliments Class meetings should always begin on a positive note. After the students have formed their circle, Day Two is spent teaching pupils about encouragement. Self-esteem is enhanced by helping students recognize each other for their positive contributions, allowing them to gain acceptance. Instruct students on how to give and receive compliments. Why is this necessary? Adults are often poor at giving and receiving compliments. We give them for material things, training children to compliment for material things rather than acceptable behaviour. (An example of a good compliment is, “You did a great job tidying up the books today! They were stacked neatly on the shelf which will make it easy for us to find them later.”) Teach pupils that compliments are something you say to someone, or a group of people, to tell them what they did that you appreciate. Compliments are statements of encouragement about something someone did for you, or with you, or something nice to help another person. Compliments should emphasize the behaviour or the deed, not the doer. Promote the idea that compliments should emphasize what a person has done that is acceptable, not just what the person possesses or who they are.
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Compliment format Compliments may be given to one or two students by saying: “I’d like to compliment , and for .” If more than two people are to be complimented, say: “I’d like to compliment all those who .” (This can be used to save time.)
“Thank you” Train students to say “thank you” after receiving a compliment, to let the other person know that the compliment was heard and that they were listening. This promotes respect. Have students practise giving compliments. Go around the circle calling each student by name. Students can then either give a compliment to a peer or pass. (This allows the student to think of a compliment without being put on the spot.) The second time around, the teacher calls on the students who passed. If students put up their hand after the second time around, they will have to wait till the next class meeting. (Only go around twice to save time for the rest of the meeting.)
Pitfalls to avoid Compliment refusals For the student who refuses to give a compliment, have other students give a compliment that they would give if they were [Billy]. For example, “Would anyone like to give a compliment if you were [Billy], and we’ll see if he likes any of the suggestions?” Then the teacher says, “Billy do any of these sound exciting to you?” “No, not really,” replies Billy, “But the one about walking home doesn’t sound bad.” Well, do you want to use that one?” responds the teacher. Hint: Notice in the example that the teacher didn’t back the child into a corner. Instead, the teacher allowed other students to work on him. If children are forced to give compliments, they give poor
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compliments—“plastic fuzzies,” fake or phony compliments or end up engaging in a power struggle.
Material compliments Compliments are not given for material things, such as clothes. Give compliments for realistic things, deeds, and for things people have done, behaviour. Talk to the students about not “buying” compliments. For example, students shouldn’t go home and say, “Mommy, take me out shopping so I can get a compliment tomorrow.”
The “best friend” compliment When a student says, “I’d like to compliment for being my best friend,” politely discourage this kind of complimenting by letting pupils know that this can be hurtful to others. Help the children understand that if we say that someone is best, that means that someone else is less than best. This is discouraging. Should best friend compliments occur in a meeting, ask the student giving the compliment, “Would you give a compliment to for what he/she did that shows you she/he is a good friend or is a friendly person?”
Multiple compliments Each person may only give one compliment per meeting. If students indicate that they have more than one compliment to give, say, “Give us your best one today, and save the next one for the next meeting.”
“Back-stabbing” compliments Negative compliments need to be discouraged. An example of a poor compliment would be, “I’d like to compliment Fred on playing a great soccer game and not bugging me.” “Don, can you rephrase that sentence with only the compliment?” By getting the class to decide, the power is taken from the individual student.
The “uncomplimented” The teacher can compliment the whole class for genuine classroom improvements and give each student a compliment in the circle.
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He/she can give the student, who doesn’t get many circle compliments, some throughout the day. Here are some suggestions to inspire creative compliments in your classroom. Tell the students to consider the following: • Prepare two or three compliments to give—in case your first choice was given by someone else! • Give a unique compliment to a person you haven’t complimented before or for a behaviour you haven’t seen before. • Imagine what it would be like if you never received a compliment. Keep in mind that you want to give compliments to different people. Hint: Students enjoy keeping an “encouragement booklet.” They can write examples during the week and select one prior to the class meeting. Hint for Starting Out: For the first 5 days of the compliments segment, name sticks can be used as a written assignment. The teacher can add some compliments to the list of students who did receive only a few compliments. All students will have an equal amount of compliments. The compliments could be displayed on a bulletin board with each student’s picture and/or sent home with the newsletter. At the beginning of the year, try printing the students’ names on popsicle sticks and putting them in a colorful can. Have each student draw the name of someone to compliment. This is helpful when students are just starting out and may not be sure who to compliment. Be careful not to force students to give compliments, as described above. Compliments should come from the heart. Hint: Compliment time can be the most encouraging part of the day for some students. Teachers also find that the compliments can be the most fruitful part of the class meeting as they can see the resulting increase in the self-esteem level of the children.
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Day Three—Agenda As with most adult meetings, class meetings are never held without an agenda. If children are going to be making decisions during class meetings, what are they going to be making decisions on? The agenda comprises social problem-solving matters and curricular concerns, such as planning a field trip, planning a class party or planning other academic projects that the teacher and students work on together. Discuss how the agenda will be made up. The agenda can be a loose-leaf folder or notebook placed on a counter top or in any other convenient and visible location. Students are responsible for adding items to the class meeting agenda on their own time. If they are too young, the teacher can assist them. Hint: Students are taught to try to solve problems on their own before placing items on the agenda. However, if the problem persists, they should place the item on the agenda (so as not to promote tattling). Students should, however, be encouraged to report behaviour that is harmful to another person, like bullying and instigator. The instigator is a student who steps in to tease the bully, then backs away to watch the result. “The person who is accused is identified...” The accused person should never be identified, even in the classroom. The self-esteem at all times is paramount. It is important that students understand that they are not to add items to the agenda during class time while the teacher is instructing. They are responsible for doing this on their own time. (Therefore, the agenda item must be important to that individual.) Discuss with the children when to add items to the agenda. Some good times are when they are leaving for morning recess, lunchtime, afternoon recess or on their way home. Discourage students from writing in the agenda immediately after coming in from recess, as a cooling off period can be important. Hint: Allow a few minutes before the listed times above.
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Teach and consistently reinforce the importance of confidentiality. What is discussed in class meetings should not be shared with others outside the classroom. Names of the accused should not be written on the agenda which could be read by others who are not members of the class. The person who is accused can be identified during the class meeting if the student who wrote the problem on the agenda wishes to pursue a solution. Hint: If students are old enough to understand, teach them about the Freedom of Information and Protection of Privacy Act while discussing the importance of confidentiality. Remind students often to focus on solving the problem behaviour and not the person.
How to use the agenda For students who can write 1. Write your name on the agenda. 2. In parenthesis, write down the problem. NAME: Dan Jan Teacher
PROBLEM: (A student in our class tripped me during soccer.) (Someone stole my pen. My pen is missing.) (Book shelves are untidy.)
For students who can’t write There are several ways this can be handled, however, the teacher usually writes the students’ names and their concerns in the agenda. Hint: Teachers say that the process of recording items on the agenda can be as important (or even more important) as discussing the items during the class meeting. For example, when a student complains to a teacher about a peer, the teacher listens and respectfully says, “That sounds like something you may want to place on the agenda!” This takes the teacher “off the hook” from dealing with the issue at that moment. This teaches independence and encourages children to solve their own problems without adult intervention. However, teachers should be sensitive to reports that may involve bullying. If a bullying issue is not successfully dealt with through classroom meetings other measures must be taken.
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Refer to the bullying booklets in this series for more information on the topic of bullying. Problems are often solved before they are placed on the agenda. For example, “If you don’t give back that ball, it’s going on the agenda!” is a veiled threat. The student could be told to say, “You are being disrespectful”. If the incident is not solved, then he/she will know that it will be an agenda item. Items may also be placed on the agenda but solved before the class meeting. For example, Janet places the issue of missing pencils on the agenda. Ron sees it and says, “Oh Jan, here are your pencils. I found them in my desk. I didn’t realize I had them.” The problem is solved before the meeting and can be skipped over when it comes up on the agenda. Hint: Meetings should not go beyond 30 minutes at the upperelementary level. If you don’t cover all the items on the agenda, continue from where you left off at the next meeting. If not held daily, meetings should be held at least three times a week. Otherwise, the agenda items can become backlogged. If problems aren’t solved within a reasonable time frame, students become discouraged and class meetings lose their value. Problems revert to getting the teacher to resolve everything. This leads to stress, burnout . . . and unsafe, uncaring schools.
How can you rationalize taking time for class meetings? Add up the time you currently take trying to control discipline. You will find more time is spent on discipline than for class meetings. Without the meetings, teachers can become stressed by attempting to solve the students’ problems, rather than training them how to resolve their own issues.
Days Four and Five—Natural and logical consequences Students are trained to differentiate consequences from punishment. Punishment is unacceptable in a democratic classroom or in a safe and caring school. 12
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Consequences are an alternative to autocratic punishment. The aim of consequences is to assist children to become responsible for their own behaviour and thus, self-disciplined individuals. Consequences should help children learn more appropriate ways to behave.
Natural consequences Introduce the concept of natural consequences on Day Four with the following role play: Imagine that this morning you got up to go to school and you were hungry, so you made some Tosties. You poured milk on your cereal and began to gobble it down, when suddenly, you looked at the clock, only to discover that it was time to rush off to school. No one was left at home and you hurried off to school. On the way there, you realized that you forgot to finish your cereal or put the milk away. What is the natural consequence that will happen before you get home? Hint: Do not accept answers with human involvement. Discuss possible natural consequences for these situations. What’s the natural consequence of the following situations? • If mom or dad doesn’t put gas in the car • If the dishes are not washed for a week • If the shingles blow off the house and you don’t fix them • If you don’t brush your teeth • If you don’t take a bath • If you go outside in the winter without a coat Hint: Help children to realize that natural consequences are arranged by nature and not by people.
Logical consequences Logical consequences occur when people arrange the consequence. Explain to the students that, because we are social beings, social problems arise. Nature cannot solve these issues, so we need to learn how to solve these problems ourselves.
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Explain to the students that most of the problems placed on the agenda will be solved through logical consequences. The class will come up with the consequences together, after they have learned a few guidelines.
The “Four Rs” of logical consequences Before a consequence can be logical it must be 1. Related: Explain that this means goes with, has something to do with, belongs to, is like. For example, you forgot to set the table when it was your turn so your father asks you to clear the table after dinner. 2. Reasonable: Explain that this means not too easy or simple, not too severe or difficult, something just right. For example, Marnie broke Yuet’s pencil so Marnie was asked to use money from her allowance to buy Yuet a new pencil. Many students do not receive an allowance and some students have pencils provided to them. Another example might be, “You broke someone else’s toy/game, a reasonable result would be to replace it with your own money. If you do not have any money, you will have to work at home or school to earn some money to pay for it. #3. For example, be replaced with: If you call someone a nasty name, you are being disrepectful to that person. The consequences will be that you will lose a good friend, or many friends because other students will notice how you treat others. Continue with: “Remind students...” Teacher Note: The student’s anonymity is paramount. 3. Respectful: If a consequence is going to be respectful, it must not hurt anybody’s feelings or make him or her feel bad. For example, Braeden called Alf a nasty name. We wouldn’t suggest that Alf call Braeden a nasty name as a consequence because that would be disrespectful. Instead, we might ask Braeden if he could think of two genuine compliments and tell them to Alf. Remind the class that the purpose of class meetings is to help one another solve problems. We’re not out to get others, to punish, hurt or make others feel bad about themselves, but to
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help them learn from their misbehaviour. Everyone should be left with his or her dignity intact. 4. Responsible: Explain that the person responsible for the problem is held accountable for the consequence, not someone else. #4. Explain to the students that we are responsible for our own behaviour and accountable for the consequences of it. We always have choices. A consequence must fit all “Four Rs” to be a consequence; otherwise it will likely be a punishment. Class meetings are designed to be helpful, if a decision is not helpful, then one of the “Four Rs” is not being followed and the decision could be punishing. Punishment causes or encourages people to get even or be revengeful. It results in unsafe and uncaring schools. Hint: If the “Four Rs” are listed on a poster or bulletin board the students will be able to refer to them during class meetings and will be reminded of them throughout the day. The “Four Rs” of logical consequences are on a magnet and are available from the ATA’s SACS Project. The following examples may be used to teach students the difference between logical consequences and punishment.
Instructions K–3 can continue using circle time to discuss incidents as they arise or from the list below. 1. Divide the class into groups of three or four. Have the groups choose roles: leader, secretary/reporter, timer and so on. 2. Present each group with one or two of the following problems and have them brainstorm several possible solutions for each. • Name-calling at morning recess. • Kicking people during a soccer game. • Trouble getting into line after lunch. • Spitting on benches during gym. • Switching seats on the bus. • Wandering around the room during science class.
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• • • • • • • •
Wasting time during library period. Improper use of the restroom. Not doing exercises during Phys. Ed. Swearing at the lunch table. Tardiness after lunch. Not turning in homework. Stealing pencils. Laughing at another student who is showing negative or painful behaviour • Not allowing certain students to join in games at recess. 3. After 15–20 minutes, have each group secretary report their possible solutions to each problem. 4. With the class as a whole, review which answers violate the “Four Rs” criteria and which could be retained as a possible logical consequence to be implemented by a class. Hint: Remember, every item on the agenda doesn’t have to have a consequence. Several agenda items may be dropped when they come up because they are no longer important to the person who placed them on the agenda or the problem may have been resolved. (Isn’t it wonderful that the problems can be solved without the teacher’s immediate intervention?) Sometimes a decision cannot be agreed upon, so the situation is merely discussed. For example, if a kickball was kicked up on the roof the situation may be discussed without a consequence being applied. (The natural consequence—that is, no ball to play with— may be enough especially if such a situation seldom happens.) The pupils may have reached a consensus that nothing will happen this time until it gets put on the agenda again. For example...(the natural consequence of the ball being kicked up on the roof...)”. The consequence is that all students have to go without a ball because of the action of one or more students. If a person had kicked hisown ball on the roof, this would be a just action.
Solutions vs. consequences Sometimes it is hard to tell if something is a solution or a consequence; sometimes they may be a little of both. The solution may be that nothing will be done about what happened this time.
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But, the class will discuss a remedy to prevent the problem from occurring again. For example, Bertha put a behaviour on the agenda that involved James throwing her papers down on the floor. James admitted to the behaviour. The teacher asked James what he thought should happen. James said, “I don’t know, let the class make some suggestions.” Some class suggestions were, “I think he should apologize to Bertha,” “Write an apology,” “I think that from now on, he shouldn’t let go until Bertha takes the papers from him” and “I think we should move him to the back of the row, so he won’t be able to throw anyone’s papers but his own.” (The latter was the class’s decision.) Often a discussion about a concern will bring about positive change, without a consequence. Example should be anonymous. Moving the student to the back of the row is punishment. Write an apology is a respectable way to handle it.
Video presentation Teachers have found the “Class Meeting Video with Frank Meder” and his class to be helpful in giving students a visual model of an actual class meeting. Originally intended to train teachers, students also benefit from the video. Show this video at the end of your class meeting training week as a review and to show students two sample meetings in action. See the “For More Info...” section for information on how to order the video. The following are the class meeting procedures outlined in the video.
Class meeting procedures 1. The student who placed the item on the agenda defines the incident. 2. Ask other students if they have any information about this incident. No names are to be given. “Is that accurate?” Obtain clarification. Classmates may ask questions or give input to achieve clarification.
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3. Omit #3 and #4. Ask the accused what should happen, give a logical consequence. (This is a face-saving device; it also gives the accused empowerment in solving the problem.) 4. Class vote: How many agree with ? If the majority agree, then proceed to Number 8 below. If the majority disagree, then proceed as follows. 5. No names will be used. Add: Review the four R’s of logical consequences. Other suggestions: The class brainstorms three other logical consequences, of which one will be selected as the most helpful for the student named. 6. The teacher reads each consequence to the class to make sure everyone understands what they are to vote on. The vote is then taken by a show of hands. Students vote for only one suggestion. Advise students to select the consequence that they consider most helpful and not the most hurtful. Discourage popularity votes. 7. The teacher declares the class decision. The accused is/are given a limited choice, for example, “John, do you want to sit out this afternoon’s recess or tomorrow morning’s?” The concept of limited choice is to have the offender involved in the decisionmaking process, and also owning the responsibility. The result is listed on a classroom chart to be referred to when the incident arises again. The teacher deals with the misbahving student on a one-to-one basis later and not in front of the class. Continue with: The misbehaving student is given...” Replace the word “problem” with incident. 8. Discuss helpful hints or tips. These suggestions help students avoid the incident if it occurs again. 9. Next agenda item.
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Conclusion Be risk-takers—hold class meetings. Both you and your students will greatly benefit from them. Your class meetings may not go smoothly at first. But hang in there. Keep plugging. It won’t work if you don’t try. Good luck!
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For more info . . . Bibliography Allan, J., and J. Nairne. 1993. Class Discussions for Teachers and Counsellors in Elementary Schools. 2d ed. Toronto: Ontario Institute for Studies in Education. Bubbico, M., F. Meder and J. Platt. “General Guidelines for Meetings.” Unpublished handout. (see writer) Dreikurs, R., B. Grunwald and F. Pepper. 1982. Maintaining Sanity in the Classroom: Classroom Management Techniques. New York: Harper & Row. Krenz, D., and D. MacDougall. 1984. 25 Classroom Activities to Change the World Through Encouragement: A Manual for Teachers Counsellors and Principals. Edmonton: K. & M. Enterprises. Meder, F. J. 1982. “Why Class Meetings?” Individual Psychology 38, no. 2: 173–82. Meder, F. J. “Class Meeting Video with Frank Meder.” Nelsen, J. 1982. Positive Discipline. Fair Oaks, Calif.: Adlerian Counselling Center. Nelsen, J., L. Lott and S. H. Glenn. 1993. Positive Discipline in the Classroom: How to Effectively Use Class Meetings and Other Positive Discipline Strategies. Rocklin, Calif.: Prima Publishing. Nelsen, J., 1996. et al. Positive Discipline: A Teacher’s A–Z Guide. Rocklin, Calif.: Prima Publishing. To order Frank Meder’s video on Classroom Meetings, please call 1-916-797-1100. The video costs US $50.00 (plus shipping and handling). Schools can leave a message with the school name, address and a purchase order number. The video will be shipped and billed to the school. For more information on class meetings, to order a copy of a handout with general guidelines or to book a workshop on class meetings, contact Gene Gauthier at St. Matthew School, 8735 132 Avenue, Edmonton AB T5E 0X7; phone (780) 473-6575 or fax (780) 478-6031.
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Websites The Society for Safe and Caring Schools and Communities www.sacsc.ca Alberta Education //ednet.edc.gov.ab.ca/safeschools/content.html Tri-faculty Research (The Faculties of Education from the Universities of Lethbridge, Calgary and Alberta): www.education.ualberta.ca/educ/research/tri-fac/tri-fac.html
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The Society for Safe and Caring Schools and Communities Resources The Society for Safe and Caring Schools and Communities’ resources and materials are available through Alberta Learning’s Resources Centre (LRC), 12360 142 St. NW, Edmonton, Alberta, T5L 4X9. Tel: 427-5775 in Edmonton. Elsewhere in Alberta call 310-0000 and ask for the LRC or fax (780) 422-9750. To place Internet orders, visit www.lrc.learning.gov.ab.ca *These materials are eligible for the Learning Resources Credit Allocation (25% discount). Contact the LRC for details. The Society for Safe and Caring Schools and Communities has four program areas and an inventory of promotional items:
I. SUPPORTING A SAFE AND CARING SCHOOL
This program area helps build a SACS culture. It includes information about SACS, an assessment tool to aid in planning and quick, easy-to-read booklets that review current research on SACS topics and successful programs. □ Safe and Caring Schools in Alberta Presentation: Includes Video, overheads and brochures. LRC # 455297 □ The SACSC: An Overview (K–12) (Pkg of 30) Overview of SACSC programming. (2001, 4 pp.) LRC # 445298
$25.00 ea $15.00 ea
□ Attributes of a Safe and Caring School (K–12) (Pkg of 30) A brochure for elementary, junior and senior high schools, describing the $15.00 ea characteristics of a safe and caring school. (1999) LRC # 445313 □ The SACSC: Elementary Booklet Series (16 booklets) (K–6) (see LRC website) LRC # 445610
$50.00 ea
□ The SACSC: Secondary Booklet Series (15 booklets) (7–12) (see LRC website) LRC # 445628
$50.00 ea
□ Preschool Bullying: What You Can Do About It—A Guide for Parents and Caregivers (1–6) Advice on what parents can do if their child is being bullied or is bullying others (2000, 24 pp.) LRC # 445347 $4.00 ea for 10+ $5.00 ea □ Bullying: What You Can Do About It—A Guide for Primary Level Students (K–3) Contains stories and exercises to help children deal with bullies and to stop bullying others (1999, 28 pp.) LRC # 445397 $4.00 ea for 10+ $5.00 ea □ Bullying: What You Can Do About It—A Guide for Parents and Teachers of Primary Level Students Tips to help teachers and parents identify and respond to children who are involved in bullying (2000, 12 pp.) LRC # 445454 $4.00 ea for 10+ $5.00 ea □ Bullying: What You Can Do About It—A Guide for Upper-Elementary Students and Their Parents Directed at students who are the victims, witnesses or perpetrators of bullying, and their parents (2000, 16 pp.) LRC # 445321 $4.00 ea for 10+ $5.00 ea PRICES SUBJECT TO CHANGE WITHOUT NOTICE
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□ Bullying in Schools: What You Can Do About It—A Teacher’s Guide (1–6) Describes strategies that teachers can follow to stop bullying in schools (1997) LRC # 445339 $4.00 ea for 10+ $5.00 ea □ Beyond Bullying: A Booklet for Junior High Students (7–9) Explains what students should do if they are being bullied or if they see someone else being bullied (2000) LRC #445470 $4.00 ea for 10+ $5.00ea □ Beyond Bullying: What You Can Do To Help—A Handbook for Parents and Teachers of Junior High Students (7–9) Defines bullying behaviours and suggests strategies that parents and teachers can follow to deal with it (1999, 16 pp.) LRC #445488 $4.00 ea for 10+ $5.00 ea
□ Bullying is Everybody’s Problem: Do You Have the Courage to Stop It? (Pkg of 30) (7–12) A brochure for senior high students, defines bullying and provides advice on how to respond to it (1999) LRC # 445305 $15.00/pkg □ Bullying and Harassment: Everybody’s Problem—A Senior High Staff and Parent Resource (10–12) Provides advice for parents and teachers of high school students on how to deal with bullying (2000, 12 pp.) LRC # 445496 $4.00 ea for 10+ $5.00 ea □ Class Meetings for Safe and Caring Schools (K–12) Explains how regular class meetings can help teachers and students work out conflicts before they become major problems (1998, 20 pp) LRC # 445587 $4.00 ea for 10+ $5.00 ea □ Expecting Respect: The Peer Education Project—A School-Based Learning Model (K–12) Provides an overview of Expecting Respect, a project that trains junior and senior high students to make classroom presentations on establishing healthy social relationships (1999, 16 pp.) LRC # 445462 $4.00 ea for 10+ $5.00 ea □ Safe and Caring Schools: Havens for the Mind (K–12) Reviews the role of SACS in healthy brain development and learning LRC # 445503 $4.00 ea for 10+
$5.00 ea
□ Media Violence: The Children Are Watching—A Guide for Parents and Teachers (K-12) Contains tips for parents and teachers in countering the effects on children of media violence (1999, 12 pp.) LRC # 445511 $4.00 ea for 10+ $5.00 ea □ Peer Support and Student Leadership Programs (K-12) Describes effective peer support programming for various grade levels. (2000, 30 pp.) LRC # 445503 $4.00 ea for 10+ $5.00 ea □ Niska News (K–12) A collection of articles about SACS reprinted from The ATA News (1999, 36 pp.) LRC # 445529 $4.00 ea for 10+ $5.00 ea □ Principals’ Best (K–12) Describes activities and strategies that various schools in the province have undertaken to create a safe and caring environment for students (1999, 16 pp.) LRC # 445545 $4.00 ea for 10+ $5.00 ea
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□ Volunteer Mentorship Programs: (K–12) Describes a number of successful programs in which adult volunteers were assigned to serve as mentors to school-aged children (2000, 28 pp.) # 445579 $4.00 ea for 10+ $5.00ea □ Volunteer Mentorship Program: (K–12) A video portrays programs in which adults from the community work with children to help them develop various skills (1999, 9 ½ min.) LRC # 445602 $ 7.00 ea □ Volunteer Mentorship Program: A Practical Handbook (includes 3.5” disk) (K–12) Explains how to set up programs in which adults serve as mentors to school-aged children (1999, 44 pp. plus a computer disk containing sample documents used in the program) LRC # 445595 $10.00 ea
II. TOWARD A SAFE AND CARING CURRICULUM— RESOURCES FOR INTEGRATION
These resources are recommended and approved by Alberta Learning. They integrate violence prevention into all subjects K–6 and are divided into five topics: (approximately 85 pp.) 1. Building a Safe and Caring Classroom/Living Respectfully 2. Developing Self-Esteem 3. Respecting Diversity and Preventing Prejudice 4. Managing Anger and Dealing with Bullying and Harassment 5. Working It Out Together/Resolving Conflicts Peacefully Student resource sheets are available in French. To order, check (F). Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
□ # 445446 □ # 445371 □ # 445389 □ # 445404 □ # 445412 □ # 445420 □ # 445438
F□ F□ F□ F□ F□ F□ F□
(Out of Province $69.00) (Out of Province $69.00) (Out of Province $69.00) (Out of Province $69.00) (Out of Province $69.00) (Out of Province $69.00) (Out of Province $69.00)
$49.00 $49.00 $49.00 $49.00 $49.00 $49.00 $49.00
□ Anti-Bullying Curriculum Materials: Social Studies Grades 10, 11, 12 Developed by Project Ploughshares Calgary, this booklet contains a series of exercises that teachers can use to incorporate the topic of bullying into the high school social studies curriculum (1999, 81 pp.) LRC # 445563 $10.00 ea □ Classroom Management: A Thinking and Caring Approach Written by Barrie Bennett and Peter Smilanich, this manual outlines numerous strategies that teachers can use to cope with misbehaviour in the classroom and create a learning environment that encourages student learning (1994, 342 pp.) LRC # 445660 $31.60 ea □ SACSC series of six full-color posters A series of six full-color posters highlighting the key SACSC concepts. LRC # 444836 $ 9.00 ea
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The Society for Safe and Caring Schools and Communities
III. TOWARD A SAFE AND CARING PROFESSION
SACSC trains inservice leaders and workshop facilitators. The following workshops are designed to help teachers implement the curriculum resources.
□ Toward a Safe and Caring Curriculum—ATA Resources for Integration: Kindergarten to Grade 6* □ Toward a Safe and Caring Secondary Curriculum—Approaches for Integration*
IV. TOWARD A SAFE AND CARING COMMUNITY
This program area is designed to help all adults who work with children—parents, teachers, coaches, youth group leaders, music instructors—model and reinforce positive social behaviour, whether at school, at home or in the community. The community program includes a series of 2-2½ hour workshops for adults and older teens.
• • • • • •
Living Respectfully* Developing Self-Esteem* Respecting Diversity and Preventing Prejudice* Managing Anger* Dealing with Bullying* Working It Out Together — Resolving Conflicts Peacefully*
□ Who Cares? Posters (Pkg of 30) LRC # 444654 $ 9.80 ea □ Who Cares? CD-ROM and brochure Describes the Safe and Caring Communities Project, a collaborative effort between the ATA and the Lions Clubs of Alberta (1998) LRC # 444646 $ 4.35 ea □ Who Cares? video and brochure Describes the Safe and Caring Communities Project, community program $ 5.95 ea (1997, 11 minutes) LRC # 444638 □ Toward a Safe and Caring Community Workshops Action Handbook: A Guide to Implementation Provides specific information about how to implement the ATA’s Safe and Caring Schools Project—Toward a Safe and Caring Community Program. In addition, the handbook provides suggested activities and strategies to help communities continue to work on issues related to enhancing respect and responsibility among $ 7.00 ea children and teens. LRC # 455304 □ Violence-Prevention Catalogue of Alberta Agencies’ Resources Compilation of the information that was gathered from over 200 organizations and community groups who work in the area of violence prevention, and with children and youth in character development through community leadership. LRC # 455312 $ 7.00 ea
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SACSC PROMOTIONAL ITEMS
□ SACSC cards with color logo and envelopes (Pkg of 40) Blank card and envelope, featuring the SACSC logo LRC # 444547
$ 10.00 ea
□ Niska hand puppet Featuring the Niska mascotLRC # 444555
$ 14.00 ea
□ Niska labels (800 peel & stick labels per pkg) Featuring the Niska mascot # 444571 $ 4.00 ea □ Niska mouse pad 8 ½” by 9 ½” featuring the Niska mascot LRC # 444563
$6.00 ea
□ Niska tattoos (125 per pkg) A 1½” by 1½” temporary tattoo featuring Niska $23.40 ea LRC # 444597 □ Niska water bottles (5 per pkg) 5 white plastic water bottles featuring the Niska logo LRC # 444612 $ 8.50 ea □ Niska zipper pulls (5 per pkg) Bronze, featuring the Safe and Caring Schools Logo LRC # 444589 $ 7.75 ea □ SACSC award buttons (Pkg of 30–2 ¼” buttons) LRC # 444620 □ SACSC coffee mug LRC # 444604
$ 10.00 ea $ 5.45 ea
□ Safe and Caring Schools and Communities pencils (Pkg of 30) Inscribed with “Toward a Safe and Caring Community” LRC # 444662 $10.70 ea □ Niska T-Shirt (white, featuring the Niska mascot front and back) □ LRC # 444745 adult X-large; □ LRC # 444737 adult large; □ LRC # 444729 adult medium; □ LRC # 444711 adult small; □ LRC # 444703 youth X-large; □ LRC # 444696 youth large; □ LRC # 444688 youth medium; □ LRC # 444670 youth small
$10.50 ea
□ SACSC men’s golf shirt (white, featuring the Niska mascot) □ LRC # 444787 X-large; □ LRC # 444779 large; □ LRC # 444761 medium; □ LRC # 444753 small
$24.95 ea
□ SACSC women’s golf shirt (white, sleeveless, featuring the Niska mascot) □ LRC # 444828 X-large; □ LRC # 444810 large; □ LRC # 444802 medium; □ LRC # 444795 small
$24.45 ea
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The Society for Safe and Caring Schools and Communities
*All workshop materials can be ordered from the SACSC office by inservice leaders and workshop facilitators who have successfully completed the training: e-mail offi
[email protected], fax (780) 455-6481 or phone (780) 447-9487.
ISBN 1-897324-14-6
