Barbara ColorosoWin-Win with consequences; bullying. Punishment v. consequences

Anna Kreisheimer, Elaine Segner, Kandace Jilek, Amy Foote

Hero in the Hallway

Professional Background

• For the past 38 years Coloroso is known as a

• International bestselling author

• Internationally recognized speaker

Professional Background

•Multiple years of training in•Sociology •Special Education•Philosophy

Professional Background •Field experience in

•Classroom teacher•Laboratory school instructor•University instructor•Seminar leader•Volunteer in Rwanda •Mother of her own 3 children

Professional Background

•Appeared on•Oprah, NBC, CBS, ABC•CNN and NPR•Featured in•New York Times, Times, Newsweek•U.S. News & World Report

Fundamental

• Win-win with consequences; bullying, punishment v. consequences

• How both parties can benefit from a consequence, how bullying can be prevented and how there is a difference between punishment and a consequence

Key Points

• Inner discipline• Bullying• Discipline vs. punishment• 3 types of families: Jellyfish,

Brick-wall and Backbone• No rewards

Inner Discipline

• Teach them what you expect in the beginning

• Teach responsibility for own actions

• Set high standards

• Teach by example

Inner Discipline

• Their good behavior is their reward

• Teaches problem solving

• Gives them a feeling of

self-worth

Responsible Students

• Acts out of conviction

• Stands up for values

• Doesn’t wait for adult approval

• Accepts consequences

• Willing to take risks

• Everything doesn’t have to have a purpose

Reward Dependent

• Wins approval

• Does what is told

• Concerned with bottom line

• Hides mistakes

• Lies to avoid consequences

• Self-esteem defined externally

Sticker Praise

• Child becomes dependent on praise

• Child concerned more about pleasing

• No energy left to develop inner self

• Sets up competition among children

• Exaggerates accomplishments

Brick Wall

• Controlled environment

• Punctual, clean, and orderly

• Strict rules

• Rigid enforcement of rules

• Threats and bribes

• Use of humiliation

Jellyfish

• Chaos in physical environment

• Unrecognizable structure

• Unclear punishments and rewards

• Random second chances

• Fake threats

Backbone Classroom

• Set up behavior rules in beginning

• Be consistent

• Follow through

• Have structure with some flexibility

Bullying

• Teachers need to be aware

• Help to prevent

• Protect students

• Teach students about negative affects

Teacher’s Role• Treat students with

respect

• Give them a sense of power

• Provide structure

• Provide support

• Enable problem-solving

Teacher’s Role

• In regards to bullying:

Sit down and talk with bully

Hold bully accountable

Discipline not punishment

Redirect bullies energy in community service

Nurture children with love

Teacher’s Role

• Give children opportunities to:

▫ Make decisions

▫ Take responsibility for actions

▫ Learn from choices

• Guide students rather than rescuing from decisions

Teacher’s Role

• Bystander:

▫ Help them realize and change role

Talk about:

Safety and comfort of siding with bully

Acknowledge you care

Assure children help friends

Teacher’s Role

• Bystander:

▫ Understand fears:

Getting hurt

Not knowing what to do

Making situation worse

Becoming a new target

Students’ Expectations

• Inner discipline:

▫ Make decisions

▫ Take responsibility for actions

▫ Learn from actions

• Students need to:

▫ Like themselves

▫ Think for themselves

Students’ Expectations

• In regards to bullying:

▫ Bully

Restorative justice

Acknowledge it

Make amends

Prevent it happening again

Involved in community service

Students’ Expectations

• Bystander:

▫ Get away from situation

▫ Support victim

Encourage

Motivate to believe in self

▫ Defend friend

▫ Get involved for victim

Bystander Takes an Active Role

Anti-Bullying

Strengths Bully/Bystander

• Bullying:

▫ Bully learns how to act differently

• Bystander

▫ Communicating: Helps bystander feel special

• Students learn inner discipline

Shortcomings Bully/Bystander

• Challenges with the bystander:

▫ Student act on it rather than ignore it

• Challenges with the bully:

▫ Help to realize bullying is wrong

• Learn to talk to the student rather than reward them

Coloroso’s Theory

Circumstances when theory is best implemented

Implemented in the Classroom

• Establish backbone classroom

• Set high expectations

• Establish bully free zone

• Encourage inner discipline

Key Points to Remember

• Consistency

• Structured, yet flexible

• Bullying is not tolerated

• Inner discipline

• Don’t over reward

• Treat students as human beings

• “KIDS ARE WORTH IT”

Scenario

It is the end of the school day and all the students are packing up to leave. Two students in your classroom get into a heated verbal argument that is escalating. You as their teacher know it may turn into a physical fight. What would you do following Coloroso’s rules/guidelines?

Backbone• Flexible

with structure

Jellyfish• No structure

Brick-wall• Strict and

hostile

Graphic Citations for Anna Kreisheimer

• Slide 3 : http://hasslefreeclipart.com/clipart_school/books_spelling.html

• Slide 4 : http://www.teacherfiles.com/clip_art_back_to_school.htm

• Slide 5: <ahref="http://www.hasslefreeclipart.com/clipart_school/blackboard2.html" title="Free clip art">Hasslefree Clip Art</a>

• Slide 6,7,8 http://office.microsoft.com/enus/images/results.aspx?qu=ne

wspaper#ai:MC900281770|

Graphic Citations for Elaine Segner

• Slide 18: http://www.hasslefreeclipart.com/clipart_school/girl_chalkboard.html

• Slide 19-20: http://www.school-clip-art.com/student_clipart.shtml

• Slide 21-23: http://office.microsoft.com/en-us/images/results.aspx?qu=school

• Slide 24-25: http://office.microsoft.com/en-us/images/results.aspx?qu=BUlly

Graphic Citations for Kandace Jilek

• Slide 27, 29, 30: http://office.microsoft.com

• Slide 28: http://www.wikihow.com/Image:Bullying-739607-8257.jpg

Graphic Citations for Amy Foote

• Slide 16,17: clip art www.office.microsoft.com

• Slide 9-10, 12-15: http://www.bing.com/images

• Slide 11, 31: http://www.free-clipart-pictures.net/teacher_clipart.html

References for Anna Kreisheimer

Coloroso, B. (2009-2011). Kids are worth it. Retrieved February 28, 2011, from http://www.kidsareworthit.com/Home_Page.html

Hero in the hallway [video file]. (2007, April 16) Retrieved from http://www.youtube/watch?v=PtfbaKIYyg

References for Elaine Segner

Burden, P. R. (2010). Classroom management creating a successful K-12 learning community. John Wiley And Sons Inc.

Coloroso, B. (2005, April). A bully’s bystanders are never innocent. Education Digest, 49-51.

Coloroso, B. (2011, February 7). An exclusive interview with bullying expert Barbara Coloroso. [Interview with Jewish Family Children’s Services].

Family.ca (Director). (2008). Anti-Bullying Act [Motion Picture].

References for Kandace Jilek

Coloroso, Barbara. The bully, the bullied, and the bystandered. Retrieved from http://schools.hcdsb.org

Gurcan, T., & Tekin, E. Inner discpline. In Discipline models. Retrieved March 6, 2011, from http://www.metu.edu.tr/~e133376/project/index.htm

References for Amy Foote

Coloroso, B. (2011, February 7). An exclusive interview with bullying expert Barbara Coloroso. [Interview with Jewish Family Children’s Services].

Coloroso, B. (2005, April). A Bully’s Bystanders Are Never Innocent. Education digest , 49-51.