1. Working With Black Boys Why are they targeted for discipline? In collaboration with the OUSD African-American Male Achievement Office 2011 Lincoln/ AAMA Office Training

5. - Robert J. Walker, Ed.D. (2010). 12 Characteristics of an Effective Teacher. Student Identified personality traits: (1) The teacher came to class prepared, (2) The teacher had a positive attitude about being a teacher and about her/his students, (3) The teacher had high expectation for all students, (4) The teacher was very creative in how she/he taught the class, (5) The teacher was fair in how she/he treated students and in grading, (6) The teacher displayed a personal touch with her/his students and was approachable, (7) The teacher developed a sense of belonging in the classroom; Students felt welcomed and comfortable in the classroom, (8) The teacher was able to admit mistakes when she/he made an error, (9) The teacher had a sense of humor, (10) The teacher gave respect to students and did not deliberately embarrass them, (11) The teacher was forgiving, and did not hold grudges, and (12) The teacher displayed compassion and students felt that the teacher was genuinely concerned about their problems and could relate to them. Lincoln/ AAMA Office Training

6. - Robert J. Walker, Ed.D. (2010). 12 Characteristics of an Effective Teacher. 12 identifiable personal and professional characteristics of an Effective Teacher: (1) Prepared, (2) Positive, (3) High Expectations, (4) Creative, (5) Fair, (6) Personal Touch, (7) Develops a Sense of Belonging, (8) Admits Mistakes, (9) Sense of Humor, (10) Gives Respect to Students, (11) Forgiving, and (12) Compassionate. Lincoln/ AAMA Office Training

7. Lincoln/ AAMA Office Training Student Quotes: “ She was always prepared.” “ He was very positive.” “ She had high expectation for me.” “ She was the most creative teacher I have ever had!” “ He was so fair!” “ I liked her personal touch.” “ I felt that I was a part of the class.” “ She showed me compassion when my mother died.” “ He was so funny!” “ She taught her class in a fun way.” “ I was never bored in his class.” “ He gave all the students respect and never embarrassed us in front of the class.” “ She did not hold what I did against me.” “ He was the first teacher I had that admitted that he made a mistake. “ She apologized to me.”

8. Lincoln Monthly Training Alignment Rigorous Academic Learning Environment Prioritizing Behavioral Health Needs Effective teaching Learning how to learn Caring about learning Academic success Social development Sustainable, Adaptable, Behavior patterns

14. Culturally Responsive Strategies 1. Be clear about who you are: (race, class, gender, etc.) because it speaks more than what you say –Sharroky Hollie, Culturally Responsive 2. Be Student Centered: Their class or your class, their assignment or your assignment, their education or your education? Are you facilitator or Director of learning? 3. Cultural Consultation: Consult someone who is in the business of addressing a particular group Lincoln/ AAMA Office Training

18. Applied Behavior Analysis ABA works to change what? Influence the persons behavior by controlling the environment. What’s in your environment is everything from your thoughts to physical stimuli. Change to train and shape behavior – make it more likely positive behavior will occur and less likely negative behavior will occur. Includes self-management of your environment. Physical setting, curriculum, schedule, how we teach, type and delivery of rewards and punishers. “ Behavior analysis is the design of environments that promote appropriate behavior.” Lincoln/ AAMA Office Training

20. Applied Behavior Analysis What is a “positive behavior intervention” I can use today? Amazing power of positive reinforcement. The matching law – what you reinforce most will occur most frequently. Ways to make it more powerful – handout. Lincoln/ AAMA Office Training

21. Applied Behavior Analysis Why is it so important to emphasize positive interventions – isn’t punishment effective? Side effects of punishment: - disrupted relationship - lack of skill building - models punishment which is not an intervention student will be able to use - can make it more difficult to gain compliance the next time - may create power struggle Lincoln/ AAMA Office Training

27. Expectations 1. No quick fix 2. Cumulative: It took a long time to get this way, it will take a while to change 3. Give the strategy time Lincoln/ AAMA Office Training