The Values Grounded Learning Environment training provides educators with a comprehensive positive behavior management model, including basic strategies for effective limit setting and positive reinforcement. It is a user friendly model that can be implemented in a variety of educational settings and provides a framework for thoughtfully responding to student behaviors and emphasizing student and staff accountability

Coleman, Lynn

Redivo, Michael J, Ph.D.

English

Georgia Southern University: Digital Commons@Georgia Southern

Georgia Southern UniversityDigital Commons@Georgia SouthernNational Youth-At-Risk Conference SavannahMar 7th, 1:00 PM - 2:15 PMThe Values Grounded Learning Environment:Developing a Positive School Culture and StudentSuccessMichael J. Redivo Ph.D.Desert Heights Academy, mredivo@desert-heights.comLynn Colemanlcoleman@desert-heights.comFollow this and additional works at: https://digitalcommons.georgiasouthern.edu/nyar_savannahPart of the Curriculum and Instruction Commons, Educational Leadership Commons,Elementary Education and Teaching Commons, Junior High, Intermediate, Middle SchoolEducation and Teaching Commons, Secondary Education and Teaching Commons, and the SpecialEducation and Teaching CommonsThis presentation (open access) is brought to you for free and open access by the Conferences & Events at Digital Commons@Georgia Southern. It hasbeen accepted for inclusion in National Youth-At-Risk Conference Savannah by an authorized administrator of Digital Commons@Georgia Southern.For more information, please contact digitalcommons@georgiasouthern.edu.Recommended CitationRedivo, Michael J. Ph.D. and Coleman, Lynn, "The Values Grounded Learning Environment: Developing a Positive School Cultureand Student Success" (2017). National Youth-At-Risk Conference Savannah. 3.https://digitalcommons.georgiasouthern.edu/nyar_savannah/2017/2017/3A Pr ac t i c a l  Gu i de  fo r  Educa t o r sMichael Redivo, Ph.D.PresentersMichael Redivo, Ph.D. Clinical Psychologist Specializing in Children and Adolescents Executive Director at Desert Heights AcademyLynn Coleman, Ed.D. Counseling Psychologist Specializing in children, adolescents, and families Clinician at Desert Heights AcademyTo provide an overview of the Values Grounded Learning EnvironmentHighlight key principles of this model and discuss their utilityVisionValues Grounded Working Model5 C’s and VPC ApproachTo introduce Productive Conflict To introduce the Stage SystemDevelopmentally Informed Classroom System helping students Grow Up Goals of the TrainingScenario 1:Staff: “Good morning, Sam. Please take out your math worksheet and begin working.Sam: “Grr, I hate math. It's stupid. I'm not doing that sheet today. You can't make me. . . .”Staff: (eye rolls) “Okay Sam. Here's the deal. It doesn't matter if you hate math. You HAVE to do it. You DON’T have a choice. So take out your sheet and get started. Sam: “No. I'm NOT doing itRole PlayScenario 1:Staff: “It's NOT up to you, Sam. I'm the teacher and it's my job to make sure you do this. You're going to do WHAT I ASK!”Sam: “Like %@#*! I am. Come over here and MAKE me!” Staff: “I'm sick of your attitude Sam. You wonder why you are failing …you will keep failing if you don't listen to me.”Student: “Whatever …. This is @#!*  I'm out. (walks out of class).Role PlayScenario 2:Staff: “Good morning, Sam. Please take out your math worksheet and begin working.Sam: “Grr, I hate math. It's stupid. I'm not doing that sheet today. You can't make me. . . .”Staff: “I know math isn't your favorite, and that sometimes it can be frustrating. And you're right. I can't make you do it, so I won't try to do that. I will help you through it, though, if you'll take my help”Role PlayScenario 2:Sam: (starting at math sheet and mumbling) “I hate math”Staff: “Please pull out your sheet and start with the problem that seems easiest for you. I'll be around in a moment to see how you're doing and help you out if you need it.You've been making really good choices lately and you're close to moving up to Stage 3. Think about that and your goal to make fun Friday this week as you make your choice. I'll give you time to decide”Sam: “Grrr, fine. But I'm starting with the SHORTEST problem and I‘m going need help!”Role PlayScenario 1:Staff: “That's a great choice, Sam. Thank you for using respectful words to let me know your plan. I'll be over in the next five minutes. If you need support before then, please raise your hand.”Sam: (grumbling and begins on the math lesson)Role PlayScenario 1:Student: “He keeps talking smack . . . he thinks he’s all that . . . just wait . . .”Staff: “Relax . . . You’re making TOO BIG of a deal out of this.”Student: “DON’T tell me to relax . . . I’M PISSED . . . oohhh, he just flipped me off.”Staff: “Stop shouting and SIT DOWN!”  Student:  “DON’T tell me what to do.  You are a *%#@.  I’LL SHOUT IF I WANT TO . . .”Role PlayStaff:   “You will do AS I SAY…otherwise....”Student: “Otherwise WHAT?!  These assignments are STUPID . . . just like you.” (Gets up out of his seat, crumbles up a piece of paper, and tosses it against the wall) Staff: “I have had enough out of you.  Go to the office (BIP) and . . . by the way, forget about going on Friday Fun Day . . . you just lost the privilege.”Student: “I hate you and this school.” (storms out of class)Role PlayScenario 2:Student: “He keeps talking smack . . . he thinks he’s all that . . . just wait . . .”Staff: “I can see that you are angry and for good reason.  Please take a cool down / time out and we will address this situation then.”Student: “WHY DO I GOTTA TAKE A TIME OUT? He’s the one who flipped me off!”Staff: “Your voice is too loud and your behavior is disrupting the class.”Role PlayStudent: “Man . . . I’M GETTING PISSED!”Staff: “I am not asking you to stop being angry.  I am asking you to take a time out to calm your behavior so we can deal with this situation in a good way.”Student: “Man . . .” (he mumbles as he walks over to take a time out)Role PlayOverviewValues: Respect Humility AccountabilityDiversityVisionCampusClassroomTransportationStaffProductive Conflict ModelBringing Vision to LifePurpose and Vision = ‘The Why’ of our workStaff who have a clear sense of vision and purpose  are far more successful in their work with their students than those who just ‘show up.’Successful students = Vision for their educationEffective Teachers = Explain the Why before lessons & help students clarify Why their education is important Visionary & Purposeful WorkVision:To help students grow up, academically and behaviorally, by teaching and reinforcing positive values that guide successful behaviorTo help staff grow up professionallyVision of the Values Grounded Learning Environment ModelThe power of vision is incredible! Research indicates that children with 'future-focused role images' perform far better scholastically and are significantly more competent in handling the challenges of life. Teams and organizations with a strong sense of mission significantly outperform those without the strength of vision… Vision is the best manifestation of creative imagination and the primary motivation of human action. It’s the ability to see beyond our present reality."-- Stephen R. Covey, A. Roger Merrill, Rebecca R. Merrill: First Things FirstVisionWindshield Thinking promotes thinking BEFORE acting –Thinking with a direction / positive goal in mind (VISION)Rear View Mirror Thinkingpromotes acting BEFORE thinking – Without directionStaying focused on the past“Windshield Thinking” versus “Rear View Mirror Thinking”“Windshield Thinking”Goal: Creating an school environment where the learning process is valued by ALL Staff use the values to guide their behavior toward students AND toward each otherThe VALUES provide the means to accomplish the VISION and Productive Conflict protects the integrity of this developmental process.Values Grounded Learning EnvironmentGoal: BEHAVIOR = POSITIVE VALUESCreating an environment where the learning process is valued by ALL involvedStaff behavior toward students can add Value or Devaluethe learning environmentWhat values define your classroom / school?  Does your behavior consistently match your values?Values Grounded Learning EnvironmentConflict and mistakes need to happen for learning to occur.  Values Grounded learning environments promote humility and provide an invitation to learn from one’s mistakes.Gratitude = Humility = Taking appropriate risks HOW DO YOU ENCOURAGE MISTAKES AND HUMILITY IN YOUR LEARNING ENVIRONMENT?Fear of conflict and mistakes leads to AVOIDANCEVG learning environments offer reminders and encouragement that conflict can be healthy and leads to growth; mistakes are part of learning.  Values, Conflict, Mistakes, and LearningWhy focus on conflict as part of learning and growth ?   Conflict is a natural part of the learning processConflict: Understanding and ManagingEquilibriumDisequilibrium Meaningful learning and growth often involves one stepping outside their comfort zoneConflict: Understanding and ManagingEstablish greater comfort with our own discomfort enables us to continue to learn and NOT be avoidantYerkes Dodson Curve … Stress … Cortisol …. Learning1. Consistency 2. Competency3. Clarity4. Consequences5. Calmness Five C’s of Positive Behavior ManagementWays to promote positive emotional expression & avoid Cortisol Conversations / DialogueV P C approachValidatePromoteConsequenceVPC all relates back to Vision and Values Limit Setting and Emotional Management SkillsRisk factors contributing to emotional distress in high risk youth: Poverty Family Violence Physical/Sexual Abuse Parental Abandonment Community Violence Substance Abuse Discrimination Psychiatric Illness in Family of OriginRisk Factors and Impact on Behavior“When experiencing multiple risk factors, youth become more prone to developing psychiatric disorders and acting out in hurtful and aggressive ways, e.g., violence, substance abuse.”Tipping Point (Garbarino, 1999)Risk Factors and Impact on BehaviorMultiple risk factors is equated with ‘toxic stress’ (Robert Putnam, 2014)Adverse Childhood Experience Scale (Felliti, 1998)Students bring these risk factors  / diagnosis(es) with them to class Risk factors compromise coping skills & challenge staff’s / administrator’s Vision Increase in emotional reactivityMore likely to have outburstsMore likely to personalizeMore likely to act before thinkingSoda activityWater bottle activityRisk Factors and Impact on Behavior Be Consistent – Stay consistent in setting limits / redirecting negative behavior that disrupts / devaluesthe learning environment Clarity – Use behavior language in stating the desired replacement behavior Stay Positive – Remember that consistently redirecting negative behavior protects the integrity of the Values Grounded Learning Environment  Calm – Use calm tone and do not let student control emotional mood of situation Consequences – Limits FIRST…then consequences. Limit Setting & 5 C’sKey principle to effective classroom managementManage your environment NOT each studentInterventions & StrategiesOtherwise, your environment willmanage you!Make limits about the behavior not the person.  Focus on redirecting behavior and not emotion. Request REPLACEMENT behaviorLimit SettingReplacement Behavior = Values = Classroom Expectations Value Guided Learning Environment invites unity among staff with the purpose of promoting what is valuable in one another!ConclusionContact InformationMichael Redivo, Ph.D.mredivo@desert-heights.com(602) 743-2956Lynn Coleman, Ed.D.lcoleman@desert-heights.com(602) 277-4482

The Values Grounded Learning Environment: Developing a Positive School Culture and Student Success

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The Values Grounded Learning Environment: Developing a Positive School Culture and Student Success

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