ASCD SmartBrief Special Report:Promoting Respectful Schools (Part I)

September 27, 2011 Sign up Forward Archive Advertise News for the Education Profession ASCD SmartBrief Special Report: Promoting Respectful Schools (Part I) Students learn best in an environment in which they feel safe and respected. This two-part ASCD SmartBrief Special Report on Promoting Respectful Schools looks at what educators can do to create such learning environments. Part I looks at how bullying affects students and how educators can address the problem. Part II, to be published Thursday, looks at how schools can develop a culture that focuses on tolerance and respect. We hope you find our special report on Promoting Respectful Schools helpful. If you don’t receive ASCD SmartBrief daily, we urge you to sign up for our timely e-newsletter. ASCD SmartBrief delivers the stories making news in your profession directly to your inbox — for free. At a Glance A little respect can go a long way Bullying is a serious problem in schools, yet responses to bullying incidents can go only so far, writes Marge Scherer, editor-in-chief of ASCD’s Educational Leadership. She shares stories from educators who reflect on their role in changing a disrespectful culture into a respectful one. While it is possible for everyone to bully and be bullied, the teachers note, it also is possible for anyone to promote respect and a more positive school environment. Educational Leadership (9/2011)      Free whitepaper: Facing Down Bullying Download our free whitepaper on the expanding awareness, definition, tactics and strategies surrounding student bullying. Learn steps educators and organizations on national and school levels are taking to promote safe, positive learning environments. Click here for more. Who Bullies and Why? Bullying comes naturally to many students Research has found that teachers and administrators witness only about 4% of all bullying incidents, and it continues to be an increasingly subtle — and serious — problem. Bryan Goodwin, vice president of communications at McREL, writes that studies show more than 70% of bullying is indirect or psychological. Typical bullies are not necessarily stereotypical outcasts and may even be popular or interested in improving their social status. While bullying comes naturally to many students, Goodwin writes that schools should take such behavior seriously and that the most effective preventions work to change the school climate. Educational Leadership (9/2011)      A quarter of high-school students report being bullied About 25% of high-school students say they were bullied during the 2008-09 school year, primarily by being the focus of jokes or the subject of rumors, according to the National Center for Education Statistics. The bullying most likely was to take place in the classroom or school hallways. While fewer students say they were bullied online, a growing number of online incidents resulted in students getting into fights at school or avoiding certain parts of the building. U.S. News & World Report/High School Notes blog (8/24)      Other News 9/11 attacks led to harassment of some Muslim students Education Week (premium article access compliments of EdWeek.org) (9/8)      Free whitepaper: Differentiating Instruction Download our free whitepaper exploring how tailored lessons can engage students at varying learning levels. Visit us online. The Role of Technology Professor: Technology makes bullying easier Bullying increasingly is taking place through text messages, e-mail, social media, video recordings and websites. Kathleen Conn, a professor at Neumann University and a cyberbullying expert, said online bullying originated among male students, but girls more frequently are taking part. Conn said advances in technology have made it easier for students to engage in cyberbullying, which is most common among middle-school students. The Mercury (Pottstown, Pa.) (8/23)      How to prevent bullying on social networks Many educators are beginning to realize that social-networking tools such as Facebook and now Google+ can be used by students to create groups that include, exclude and otherwise bully their peers. In this blog post, graduate research and teaching assistant Ira Socol suggests educators bring these tools into the classroom with forethought and care regarding how they can be used to support open learning environments, while protecting against the creation of harmful and unsafe situations for students. Edutopia.org/Ira Socol’s blog (8/1)      School has students report bullying online A Nebraska middle school offers an online reporting system on its website for students who are bullied. Students can report bullying incidents anonymously, and administrators receive the reports and take action. Since implementing the online reporting this year, administrators say they already have seen a decline in bullying as students become more empowered to report incidents. KHAS-TV (Hastings, Neb.) (9/6)      Should schools be able to punish students for online bullying? A West Virginia high school had the authority to discipline a student for creating a harassing MySpace page about another student, according to a federal appeals court. The U.S. Court of Appeals for the 4th Circuit found that “[s]uch harassment and bullying is inappropriate and hurtful and … it must be taken seriously by school administrators in order to preserve an appropriate pedagogical environment.” The case is the latest to consider the scope of school discipline when the Internet is involved, and rulings have come down on both sides of the issue. Education Week/School Law blog (7/27)      Free whitepaper: Awarding Achievement Download our free whitepaper on how understanding motivation is key to effective recognition programs. Learn more. Preventing Bullying The power of restorative practices Restorative practices, in which students assume responsibility for their bad behavior and receive support in repairing the damage, more likely are to improve student behavior than simply doling out punishments, says Laura Mirsky of the International Institute for Restorative Practices. She writes about three restorative practices that work, including a conference in which the parties discuss the incident and how the situation can be repaired. Other approaches are to have students express how they have been affected by certain behaviors or to hold group discussions in a circle about concerns. Educational Leadership (9/2011)      Using student pledges to deter bullying Maurice Elias, director of the Social-Emotional Learning Lab at Rutgers University, in this blog post encourages teachers to consider their position on creating a pledge for students to sign to help prevent bullying in school. Elias suggests that a powerful and effective pledge created, in part, by and for students would affirm values the students seek to uphold, and would be signed publicly by each student. Edutopia.org/Maurice Elias’ blog (6/13)      The role of mentors in ending bullying Middle-school students who are mentored by college students could be less likely to become bullies, according to the architects of a bullying-prevention program. Education professor Tammy James and middle-school health teacher Marnie Gibson also say that college students could help younger students open up about bullying in a way they will not around adults. “They’re more likely to listen to older students because they look up to them — as opposed to adults looking down on them,” one student said. Daily Local News (West Chester, Pa.) (8/25)      Other News Teacher: 10 steps to decrease bullying The Washington Post/The Answer Sheet blog (8/26)      ASCD Resources Additional Educational Leadership issues Educational Leadership: Promoting Respectful Schools (September 2011) Digital EL: Promoting Respectful Schools (September 2011) Educational Leadership: Schools, Families, Communities (May 2011)      ASCD Resources Book: Inspiring the Best in Students PD Online® course: Bullying: Taking Charge, 2nd Edition Education Update: Cyberbullying: Is It Happening In Your Class? Inservice blog post: Why Respect for Students is a Positive Practice Inservice blog post: Buddy or Boss? Inservice blog post: Building Respectful Schools and Individuals Inservice blog post: Why We Must Teach to Learning Needs, Not Race ASCD Express: Setting Up Teachers for Success Whole Child Podcast episode: A Whole Child Approach to Addressing Bullying Whole Child resources intended to help develop environments that keep students physically and emotionally safe Research a Topic: Character Education      Product announcements appearing in SmartBrief are paid advertisements and do not reflect actual ASCD endorsements. The news reported in SmartBrief does not necessarily reflect the official position of ASCD. Read more at SmartBrief.com A powerful website for SmartBrief readers including: Readers’ Choice Search Archive Grab our News Widget Get this RSS Feed Publish your Press Release Recent ASCD SmartBrief Issues: Monday, September 26, 2011 Friday, September 23, 2011 Thursday, September 22, 2011 Wednesday, September 21, 2011 Tuesday, September 20, 2011 Lead Editor: Amy Dominello Mailing Address: SmartBrief, Inc.®, 1100 H ST NW, Suite 1000, Washington, DC 20005 © 1999-2011 SmartBrief, Inc.® Legal Information

Position Opening – The Wellington School

The Wellington School is accepting applications for the position of Head of Upper School beginning in the 2012-2013 school year.

The Wellington Upper School Head is responsible for envisioning and implementing a forward-thinking curriculum consistent with Wellington’s student-centered vision of education. The Head supervises and inspires the faculty, staff and students in the Upper School and is responsible for overseeing student discipline in the context of a joyful and purposeful atmosphere. The Head reports directly to the Head of School. The ideal candidate will have an advanced degree, administrative experiences preferably in an independent school setting, and a vibrant sense of the possibilities of a secondary school education.

Please visit www.wellington.org for more information about the school. Employment Opportunities in the About tab pull-down menu contains the link to The Wellington School application, the only application the school accepts.

Please submit the following documents in an e-mail attachment to Brenda Bell at bell.
· Application (download from www.wellington.org, About Tab, Employment Opportunities)
· Cover letter
· Resume
· Statement of educational philosophy

The application period closes on October 30.

Brenda L. Bell | Assistant to the Head of School

The Wellington School | Lifelong Learners, Lifelong Leaders
3650 Reed Rd, Columbus, OH 43220 | Voice: 614-324-1660 Fax: 614-442-3286
www.wellington.org

Craig Jones Appointed to Regional Equity Board

Congratulations goes out to Craig Jones, Counselor at The Wellington School (Columbus, OH) for his recent appointment to the ISACS Equity Committee. Please click on the link below for additional information about Mr. Jones’ appointment and the mission of ISACS.

http://www.wellington.org/podium/default.aspx?t=204&nid=718852&bl=%2fpodium%2fpush%2fdefault.aspx%3fs%3d483%26i%3d23324%26snd%3d1a9540b2-5a9a-4403-9624-ec733416ece0