1. When it comes to the concept of Do No Harm, I believe it’s imperative to implement as a future leader. I believe the concept creates a consistent, open, safe and inclusive environment. “No single topic divides a staff and defines a school more than how it approaches rules and discipline.” (Fisher, et. al., Loc. 594) I don’t believe imposing authority onto students will create or foster an environment of respect and positivity. I believe there is a time and a place to discipline students but it’s also about empowering students to assess their actions as appropriate (or not) based on an ethical standard. I also believe that the Do No Harm concept will enforce consistency across the classrooms. Teachers will enforce a uniform concept that will not confuse students as they travel from one classroom to another. This will lead to less confusion amongst the parents and comments such as this: “why is my son getting in trouble for this, Mrs. _______ had no problem with it last year?” Consistent is extremely vital to improving behavior.
2. Future sphere of influence, as the school leader, how would my beliefs be reflected in discipline policies and practices? As a future school leader my beliefs align with the paradigm shift of the Do No Harm concept. As a school teacher, I currently implement the power of self assessment in the area of academics for students and I truly believe it can carry over to behavior and discipline as well. I would begin with setting the foundation with teachers so it can be understood and the purpose behind it, then to parents and then to students as the school year begins.
3. Future sphere of influence, as the school leader, how would my beliefs be reflected in program practices and initiatives? As a future leader, I would create a program that focused on restoration and not just disciplining across the board. The program must involve all stakeholders as they are part of the process as well. Consistency and structure begins in the home and then followed up with in the school. However, the home life may not always be something that we depend to teach consistency so our program would consist on interventions that will not only monitor but support these students as well.
4. Future sphere of influence, as the school leader, how would my beliefs be reflected in our professional development as a community of learners? I would incorporate professional development trainings from leaders and professionals that have experience with the Do No Harm concept that can share testimonies of how it helped change the culture of a school. I would also create a team of teacher leaders that can observe schools that are currently implementing the concept to see first hand how it’s second nature to teachers and students.
5. Is the concept of teaching students to “first do no harm” integrated into the culture of your school (or workplace)? Yes, the first do no harm concept is integrated into the culture of our school. We began late last year because there was a serious issue with inconsistent discipline plans. We appeared to to be trying to many plans instead of focusing on one and being consistent with it. This year, students need to self assess their behavior and how they will rectify it in the future. They take this note home and have to bring back signed by their parent. It’s been working great because students not only write their future corrections but they also speak it.
6. How does your answer to the previous prompt sit with you? I love the fact that our school has taken a step forward in becoming more consistent and empowering students to make changes themselves instead of simply removing privileges.
7. Current sphere of influence: Commit to 5 things you are willing to do this semester that will make your school a more positive restorative place:
Fisher, Douglas; Frey, Nancy; Authors, Ian Pumpian (2012-04-27). How to Create a Culture of Achievement in Your School and Classroom (Professional Development) (Kindle Locations 1567-1568). Association for Supervision & Curriculum Development. Kindle Edition.
2. Future sphere of influence, as the school leader, how would my beliefs be reflected in discipline policies and practices? As a future school leader my beliefs align with the paradigm shift of the Do No Harm concept. As a school teacher, I currently implement the power of self assessment in the area of academics for students and I truly believe it can carry over to behavior and discipline as well. I would begin with setting the foundation with teachers so it can be understood and the purpose behind it, then to parents and then to students as the school year begins.
3. Future sphere of influence, as the school leader, how would my beliefs be reflected in program practices and initiatives? As a future leader, I would create a program that focused on restoration and not just disciplining across the board. The program must involve all stakeholders as they are part of the process as well. Consistency and structure begins in the home and then followed up with in the school. However, the home life may not always be something that we depend to teach consistency so our program would consist on interventions that will not only monitor but support these students as well.
4. Future sphere of influence, as the school leader, how would my beliefs be reflected in our professional development as a community of learners? I would incorporate professional development trainings from leaders and professionals that have experience with the Do No Harm concept that can share testimonies of how it helped change the culture of a school. I would also create a team of teacher leaders that can observe schools that are currently implementing the concept to see first hand how it’s second nature to teachers and students.
5. Is the concept of teaching students to “first do no harm” integrated into the culture of your school (or workplace)? Yes, the first do no harm concept is integrated into the culture of our school. We began late last year because there was a serious issue with inconsistent discipline plans. We appeared to to be trying to many plans instead of focusing on one and being consistent with it. This year, students need to self assess their behavior and how they will rectify it in the future. They take this note home and have to bring back signed by their parent. It’s been working great because students not only write their future corrections but they also speak it.
6. How does your answer to the previous prompt sit with you? I love the fact that our school has taken a step forward in becoming more consistent and empowering students to make changes themselves instead of simply removing privileges.
7. Current sphere of influence: Commit to 5 things you are willing to do this semester that will make your school a more positive restorative place:
- Be consistent with the discipline policy of our school.
- Model good citizenship for the students by helping my colleagues.
- If I see trash or anything out of place, pick it up and/or move it back to the its proper place.
- Listen to students and be authentic with them.
- Be a friend and a big brother to students as they may need a mentor in their life.
Fisher, Douglas; Frey, Nancy; Authors, Ian Pumpian (2012-04-27). How to Create a Culture of Achievement in Your School and Classroom (Professional Development) (Kindle Locations 1567-1568). Association for Supervision & Curriculum Development. Kindle Edition.