CKH for Low Income Area High School Shockley

CKH for Low Income Area High School Shockley Su Knightdale High School CKH Champion

Bio • Keli Su 蘇克力 (Shockley) • Original: Taiwan (台灣） Ø江蘇 沛縣 Ø陝西 西安 • Current: Knightdale High School Mandarin • Career: Engineer, Programmer, Taichi master, Qi. Gong healer, soccer player, hiker, Marine lieutenant. . • Digital portfolio: Click here or tinyurl. com/keli-su-dp

CKH • • • What is CKH? EXCEL model Shake Hands Good Things Journal Classroom Activities Social Contract I, III Hand Signals Violate the Social Contract Support from admin and one policy school Classroom ambassador Launch

What is CKH? • • • CKH: Catch Kids Heart Social Contract Before and After Before: know each other by activities After: We all follow the S. C. Purpose: Our purpose is to make better adults--both future and present--to create a self-managing school. If our school is self-managing, adults can spend less time on discipline and classroom management, and more time on teaching and helping students grow.

EXCEL Model E - Engage: Handshake, Welcome, Affirm, Model X - Xplore: Listening Skills, Safe Environment C - Communicate: Content, Dialogue, Flexibility E - Empower: Use and Do, Develop Skills, Encouragement L - Launch: End and Send, Summary, Passion

Blank EXCEL Agenda

Shake hands_first touch • Handshakes are a professional skill, and a good handshake sends a powerful, positive signal to a potential employer (or, really, almost anyone). We use handshakes to invite relationships with other members of our school community and also to begin the conversations that will happen during class periods. Teachers also use the handshakes to check in with students as they enter the room, and, sometimes, prevent problems from coming into the classroom.

Good things • • • 3 ~ 5 minutes only Call on different students, if their hands aren’t up Ask questions to show interest in responses Applaud after each response Teacher or students lead

Journal_in Chinese class • Journal question written on the board • Topics to Improve Self-Expression, to Encourage Creativity, a Response to Literature, • Chinese history, philosophy, China's World Heritage, Intangible Cultural Heritage, etc. . • Process journal: sharing • Review: Xplore the group is today; help to connect to the material

Classroom activities Before: to know each other and ready for S. C. After: the content activities

Social contract_I Purpose: A self-managing group Instructions: • Put five or six students in a group. • Each member of the group is assigned one of the following roles facilitator, scribe, spokesperson, timekeeper, on-task person, and affirmer. • Give each group the four questions (see next page) Have each group narrow their list to their top 5 responses. After each group answers all four questions, they reconvene a class, but remain with their group members. • The teacher provides a flip chart and markers, and has a volunteer come to the front of the room to be a scribe for the class.

Social Contract_II Activity 1. How do you want to be treated by me (teacher)? 2. How do you want to be treated by each other? 3. How do you think I (the teacher )want to be treated by you? 4. How do you want to treat each other when there is conflict?

Social Contract_III Team roles • Facilitator: Directs the discussion • Makes sure everyone is participating • Makes sure every answer is well members: defined • Scribe: writes responses down for the group • Spokesperson: speaks for the group • Timekeeper: keeps track of time • On-task person: keeps group focused on task at hand • Affirmer: Acknowledges & supports contributions from group members

Hand Signals • Hand signals are non-verbal cues that allow members of a classroom community to communicate with each other without disrupting the classroom environment. Teachers can bring a class back together without shouting. Students can remind neighbors and teammates to come back to the Social Contract without embarrassing them publicly. The hand signals offer all members of the classroom community a productive, non-confrontational means of addressing inappropriate behaviors (including those behaviors that we might find extremely annoying. ) • Times up • Fault • On / off task

Violate the Social Contract • When a student has reached the point where they would receive ISS or OSS, that student will report to your class and the consequence will be served the following day. • ISS: In School Suspension • OSS: Out School Suspension

Behavior Model • Behavior Model process and what it will look like in your classroom: • Whole class warning • Proximity warning • 4 Questions + 5 th Question • Behave Out

4 Questions 1. 2. 3. 4. What are you doing? What are you suppose to be doing? Are you doing it? What are you going to do about it? 5. What is going to happen if you break our social contract again?

Support from Admin and One Policy School • When a student has reached the point where they would receive ISS or OSS, that student will report to your class and the consequence will be served the following day. • The tardy table will be open at the beginning of 3 rd period and after each lunch. So if a student is late to your class after lunch they must have a pink slip to enter. • The tardy table location will be outside of Room 1613 • Please see the table below with additional consequences for tardies (It has been updated in the Handbook as of 09/12/16)

Classroom ambassador • Know CKH and Social Contract • Proud of my class 1. Welcome the guest 2. Introduce yourself 3. Ask guest to sign in the Social Contract

Launch • • Summarize Commitment to action Meaningful ending: story, quote, mantra Share your passion • My launch: 千里之行, 始于足下. --老子 If you have a child’s heart, you have his head. -- Flippren www. flippengroup. com

Q & A