No Matter Where You Come From, You Will Learn in this Class!
Focused Area
Improving School Climate for Youth-At-Risk
Relevance to Focused Area
It’s been said that “the best offense is a good defense.” But even the most well run classrooms will experience problems from time to time. When challenging behavior does occur, teachers must be equipped with the necessary tools to handle such challenges in a professional, mutually respectful way that still holds students accountable while minimizing disruptions to learning. This is a tall order, but it can be achieved in all but the most extreme circumstances through the use of some very powerful reactive strategies.
Primary Strand
Social & Emotional Skills
Relevance to Primary Strand
When challenging behavior does occur, teachers must be equipped with the necessary tools to handle such challenges in a professional, mutually respectful way that still holds offending students accoutable while maximizing disruptions to learning. This is a tall order, but it can be achieved in all but the most extreme circumstances through the use of some very powerful reactive strategies.
Responding to misbehavior early increases trust and fosters expectations for teachers and students. Teachers must commit to dealing with behavior problems when they occur by first evaluating the nature of the behavior and its effect on student learning and respond relationally so they may continue to teach.
Conflict is ineveitable, but combat is optional, and with prompt attention paid to emergent misbehavior through early intervention strategies, up to ninety percent of minor behavior problems can be eliminated in the classroom.
Brief Program Description
Conflict is ineveitable, but combat is optional, and with prompt attention paid to emergent misbehavior through early intervention strategies, up to ninety percent of minor behavior problems can be eliminated in the classroom.
Summary
Diffusers
In many cases, you can diffuse challenging exchanges with a simple one or two word response (e.g., "I'm Sorry," "I understand," "Probably so," "Nevertheless"} These four simple phrases or "diffusers," as we call the, provide a powerful way to deter or derail student challenges. They should be delivered matter-of-factly, without skipping-a-beat in you instruction. For example, if a student says, "This is boring," the teacher simply replies, "I'm sorry," or Nevertheless" and continues teaching with out interruption. There is no need to engage the student further at the time of the exchange.
Evidence
Testimonials
Dr. Culpepper's system has transformed the culture and climate of our school. Teachers and students are in sync with consistent school wide behavioral expectations. The success of this system is in the validation of our school being honored as a 2013 California State Distinguished School, a designated and redesignated National Schools To Watch School, Educational Delegation visits from Thailand, and most recently a finalist in the California School Boards Association Golden Bell Award.
Kastner Intermediate is proud to be a state, nationally, and internationally recognized school!
Testimonial
Life Source Charter school's culture and climate has been transformed from frustration and misbehavior to collaboration and respect due to the systematic strategies put in place to change behavior, in order for us to then motivate and engage students.
Format
Individual Presentation
Biographical Sketch
Dr. Deberae Culpepper
Education Leadership PHD, Charter School CEO/Founder/Coach, Education Consultant, Administrator, Teacher
About Me
There is no panacea or single approach to classroom management, engagement, or motivation, and so, Dr. Culpepper has been trained in a range of strategies that help teachers build positive relationships with students and parents. More so, through a simple process, Dr. Culpepper trains teachers to be positive life changers.
Dr. Culpepper was awarded Teacher Leader of the Year by California State University Los Angeles. She’s founder of the Los Angeles County Probation Department’s award winning Operation Read Program focused on teaching incarcerated youth to read with the help of community volunteers. She is a certified classroom management and differentiated instruction trainer. Such training results in less suspensions, detentions, expulsions for all children, especially socioeconomically disadvantaged children. More importantly, the culture and climate of schools transform from one of frustration and misbehavior to one of collaboration and respect.
Struggling teachers sometimes lack classroom management and engagement strategies forcing them to leave the teaching profession early. Dr. Culpepper’s great passion is to bring healing, motivation, and engagement to the learning environment. She helps teachers and students find healthy perceptions of each other by strengthening their relationships. Her work can help teachers find themselves as peaceful participates in a positive learning environment.
Dr. Culpepper’s educational background includes a PHD in Education Philosophy specializing in Education Equity, MA in Educational Leadership, BA Communications, Administrative Credential, Multiple Subject Teaching Credential, Eighteen years of teaching and administrative experience in Los Angeles, California public and juvenile detention schools.
Start Date
10-26-2017 2:00 PM
End Date
10-26-2017 3:15 PM
Recommended Citation
Culpepper, Deberae, "No Matter Where You Come From, You Will Learn in this Class!" (2017). National Youth-At-Risk Conference, West (2015-2017). 7.
https://digitalcommons.georgiasouthern.edu/nyar_vegas/2017/2017/7
No Matter Where You Come From, You Will Learn in this Class!
Conflict is ineveitable, but combat is optional, and with prompt attention paid to emergent misbehavior through early intervention strategies, up to ninety percent of minor behavior problems can be eliminated in the classroom.
