Hacking School Discipline
Summary
The connection between brain research, trauma, and evidence-based educational practices is clear: when students feel safe and a sense of belonging, they are more likely to engage in learning. This session will help participants understand how to create an intentional sustainable, multi-tiered system of support (MTSS) that yields increased student connectedness, engagement, and academic achievement.
We will discuss the role of social-emotional learning (SEL), restorative practices, and connection as protection in the development of brain-aligned discipline. Connection is a key factor in the development of students with a growth mindset and an interest in learning. Restorative practices help teachers build relationships with their students and build trust within their classrooms. These are examples of crucial factors in creating more equitable systems that consider the whole child. Student voice and agency are also two essential elements of working toward accomplishing this goal. We will discuss the importance of creating a more student-centered educational experience by providing increased opportunities for both their voices and their actions.
This session will provide a framework for strategic planning and discussions with district representatives who are implementing these approaches. Time to respond to real scenario questions from participants will also be included. You will leave with where to start, how to sustain the practices, and what it looks like to have an intentional sustainable, multi-tiered system of support (MTSS)
Hacking School Discipline
The connection between brain research, trauma, and evidence-based educational practices is clear: when students feel safe and a sense of belonging, they are more likely to engage in learning. This session will help participants understand how to create an intentional sustainable, multi-tiered system of support (MTSS) that yields increased student connectedness, engagement, and academic achievement.
We will discuss the role of social-emotional learning (SEL), restorative practices, and connection as protection in the development of brain-aligned discipline. Connection is a key factor in the development of students with a growth mindset and an interest in learning. Restorative practices help teachers build relationships with their students and build trust within their classrooms. These are examples of crucial factors in creating more equitable systems that consider the whole child. Student voice and agency are also two essential elements of working toward accomplishing this goal. We will discuss the importance of creating a more student-centered educational experience by providing increased opportunities for both their voices and their actions.
This session will provide a framework for strategic planning and discussions with district representatives who are implementing these approaches. Time to respond to real scenario questions from participants will also be included. You will leave with where to start, how to sustain the practices, and what it looks like to have an intentional sustainable, multi-tiered system of support (MTSS)
