Creating a Peaceful School
Saturday, February 7, 2015 - 8:00 am to 5:00 pm
College Park High School, Pleasant Hill
THE THEME WAS: PURSUING EQUITY AND ACCESS
and we had breakout sessions that focused on sharing of learning strategies, broadening equity and access, and developing greater empathy.
KEYNOTE SPEAKER: Dr. Toni Antoinette “Taj” Johns.
Dr. Johns is a lecturer in the School of Education at Saint Mary’s College and Adjunct Professor at Bainbridge Graduate Institute.
SHE ANSWERED THE QUESTION......
"How can we begin to utilize and respect different types of knowledge and styles of learning to inspire the learners of today so as to become the successful citizens of tomorrow?"
Dr. Johns learned her practical knowledge of community leadership and the public sector while working for the City of Berkeley as a mental health clinician, liaison and trainer for the police department. She brings this expertise in organizational systems to all of her courses, enabling students to make more effective management decisions.
In addition to teaching at St. Mary's College and Bainbridge Graduate Institute, she serves as CEO of Self Affirming Soul Healing Africans (SASHA), is also a peer reviewer for the Journal of Transformative Learning and a State Board Certified Psychiatric Nurse Technician.
Her publications include: Adult Education: It’s About Race, Handbook on Action Research and How Internalized Racism Can Lead to Substance Use.
and we had breakout sessions that focused on sharing of learning strategies, broadening equity and access, and developing greater empathy.
KEYNOTE SPEAKER: Dr. Toni Antoinette “Taj” Johns.
Dr. Johns is a lecturer in the School of Education at Saint Mary’s College and Adjunct Professor at Bainbridge Graduate Institute.
SHE ANSWERED THE QUESTION......
"How can we begin to utilize and respect different types of knowledge and styles of learning to inspire the learners of today so as to become the successful citizens of tomorrow?"
Dr. Johns learned her practical knowledge of community leadership and the public sector while working for the City of Berkeley as a mental health clinician, liaison and trainer for the police department. She brings this expertise in organizational systems to all of her courses, enabling students to make more effective management decisions.
In addition to teaching at St. Mary's College and Bainbridge Graduate Institute, she serves as CEO of Self Affirming Soul Healing Africans (SASHA), is also a peer reviewer for the Journal of Transformative Learning and a State Board Certified Psychiatric Nurse Technician.
Her publications include: Adult Education: It’s About Race, Handbook on Action Research and How Internalized Racism Can Lead to Substance Use.
THE BREAKOUT SESSION TOPICS INCLUDED:
COMMUNITY CULTURAL WEALTH MODELS / REACHING AT-RISK YOUTH
MINDFULNESS AND EMOTIONAL INTELLIGENCE / LGBT STUDENT-TEACHER ALLIANCES
SOCIAL JUSTICE THINKING / RESTORATIVE PRACTICES / PROACTIVE DISCIPLINE TOOLS
PEER COUNSELOR TRAINING / MANAGING STRESS WITH TRANSFORMATIVE LIFE SKILLS
CREATING A SCHOOL CULTURE OF PEACE / TURNING ANGER INTO ACTION
MENTAL HEALTH RESOURCES / PEACE THROUGH POETRY
BREAKOUT SESSIONS WERE EXTENDED IN LENGTH SO AS TO PROVIDE MORE TIME FOR HANDS-ON, INTERACTIVE SESSIONS and/or DISCUSSION
PRESENTERS INCLUDED:
JAN-ELISE SELLS, Author “Lost & Found, Healing Troubled Teens In Troubled Times”; Marriage, Family, Therapist (MFT); Lecturer/Supervisor, Graduate Counseling Program, St. Mary’s College
Creating Peace through Empathy—Introduction to Peer Counselor Training
To create peaceful schools, students and staff must first understand each other, requiring empathy. It takes skill to demonstrate empathy in order to build trust with those who need and seek support. Through the true stories she collected during the two decades she was a school counselor (at M.L. King Middle School in Berkeley) Sells demonstrated countless examples of these skills, showing how they can help young people in crisis. She used demonstrations, exercises, and role-play. This experiential session introduced participants to effective Peer Counselor training. What participants liked most about Sell's presentation? "Practical exercises!"
Sells taught Peer Counseling, as well as Peer Mediation Skills at the middle school. Students who participated in the training found it extremely valuable. Some said it changed their lives. Many went on to do similar projects at Berkeley High School.
Her book was available for sale at this event. http://www.troubledteensintroubledtimes.com
MATTHEW LINZNER and RAUL ALCANTAR, Program Coordinators, Oakland Leaf, Oakland
Oakland Leaf Cypher Circles
The Oakland Leaf Cypher Circles borrow from our ancestors’ ritual of sitting in circles as a way of fostering collaboration. Leaf Cyphers are based on Restorative Justice (RJ) circles and have always played a crucial role in the Oakland Leaf programs. Leaf Cyphers align with the first tier of Oakland Unified School District’s RJ practices and principles. RJ represents a shift in the way schools respond to behavior and promote discipline. The session will teach you how to run a cypher to ensure students have a voice, choice, feel connected and build community at the school. The session was led by two Master Teachers who have used Leaf Cyphers with their own programs.
Leaf Cypher Circles are an excellent tool to help build community and give students a voice, which is imperative for a peaceful school. Linzner and Alcantar have taught the Leaf Cypher Circles to their program staff, school staff and other community members. They brought several of their students to the event so as to provide an example of how to do the circles. What the participants said they liked most about the presentation? "Active modeling of how to run a circle", "I needed to see a circle in order to start one".
http://www.oaklandleaf.org
SANDRA SPAULDING, Vice Principal, Olympic High School, Concord
Reaching At-Risk Youth
Some of the most fragile students are the at-risk youth. They may seem like hardened souls who are unreachable, but these are the very youth that need for us to look beyond it and find their true selves. Participants learned some simple strategies to reach these youth and help them get that cap and gown!
Spaulding has seventeen years of teaching experience with all but four of those years in urban schools or alternative education. She is now in her second year as an administrator in alternative education. Spaulding has served on the District Equity Advisory Team for four years. What the participants said they liked most about her presentation? "Sharing experiences and hearing ways of working with at risk youth. Emphasizing authenticity and one's own experiences".
SARWANG PARIKH, Program Manager/ Community Counselor, and DOUGLAS LERCH, MFT Director/Psychotherapist, Seeds of Awareness, Petaluma
Embodied Learning: The Effectiveness of Mindfulness in Creating an Emotionally Intelligent Society
In the Embodied Learning session participants learned tools to regulate difficult emotions for themselves and others through mindfulness based social and emotional learning (MSEL) activities. Presenters will discuss the underpinning of mindfulness and emotional intelligence and how teaching from this foundation undoes shame, and promotes social equity through empathy. Activities will be experiential and body-based.
Seeds of Awareness is an organization that is committed towards shifting and infusing the current education culture with socio-emotional intelligence through building empathy and mindfulness. The current organizational mission is to bring such a curriculum and services to schools. At present it is used by educators and students at six schools across the North and East Bay. What the participants liked most about the presentation? "Hands-on experiences that I can use with students".
http://www.seeds-of-awareness.org
LAURIE GROSSMAN, Independent Consultant/West Coast Program Manager, Inner Explorer
Changing School Environments: Using Mindful Awareness to Bring Peace to Educators, Classrooms and Students.
This session demonstrated how mindful awareness can be incorporated into the school day to create peaceful, supportive learning environments. Mindful Awareness Social and Emotional Learning, MBSEL, facilitates brain changes enabling students and teachers to know peace from the inside, resulting in calmer classrooms and schoolyards, healthier relationships and more effective learning. Participants will experience mindful awareness, engage in activities, and learn the research including the neuroscience behind mindful awareness.
“Game-changer” is a term we have heard used several times in reference to this work. We have seen and are incredibly excited about the potential for this work to make schools, safer, more peaceful, more fun, successful learning environments. Quoting an Oakland principal from several years ago…“What we need at our school is peace like you have on your campus.” She is now a superintendent and uses mindful awareness daily! What one participant said about the presentation? "Loved practicing mindfulness and hearing about the research behind it!"
Inner Explorer has presented at the First International Mindfulness Conference in Rome 2013, The World Congress of Positive Psychology 2013, Wisdom 2.0 2014, and is scheduled as keynote speakers at the Montessori Foundation/IMC Conference 2014 and will be presenting research at the Bridging Hearts and Minds Conference 2015.
https://www.innerexplorer.org
LAURA HALLBERG, Vice Principal, Riverview Middle School, Bay Point
KIM BARANEK, Safe Schools and Youth Director, Rainbow Community Center, Concord
How to be an LGBT Teacher Ally
Participants gained an understanding of what it means to be an ally to LGBT students. Duties, rights and applicable laws related to being an ally were covered. Participants had an opportunity to discuss various scenarios and appropriate ways to respond and enjoyed the "small group work" that was available at this presentation.
Hallberg believes this is an important topic that often isn’t specifically addressed in the schools. She recently presented at the Welcoming Schools Summit organized by the Inclusive Schools Coalition of Central and East Contra Costa County and the Rainbow Community Center of Concord.
Baranek has been in the Bay Area for 17 years working in youth development and school wellness. She has led the Inclusive Schools Coalition for Rainbow Community Center over the past year and has just been made Safe Schools and Youth Director. Kim is passionate about supporting schools, organizations, and families in building environments where youth of all gender identities, gender expressions and sexual orientations are not just accepted, but celebrated!
www.rainbowcc.org
KRISTIN VOGEL, Teacher/Resource Specialist, Parkside Intermediate School, San Bruno
Empowering Social Justice Thinking for Young Leaders
CANCELLED DUE TO FAMILY EMERGENCY
THERESA GUY MORAN and STEPHANIE CHIN, Community Trainers, East Point Peace Academy, Oakland
Creating a School Culture of Peace
In 2009, amidst increasing violence in Chicago, one high-school implemented a program that led to a 70% reduction of violence in one year. This session combined a mini-workshop in the philosophy that grounded that campaign, and discussed some of the ways in which it was implemented. This philosophy has been used to create cultures of peace around the world, from prisons to schools to social movements.
The model used in Chicago (now up to 90% reduction in overall violence) is a replicable model, and a way to empower more students to be the leaders of a cultural change. Good education cannot happen until there is a culture that supports it. Violence, high suspension and drop-out rates, conflicts that students bring in from their home life, all contribute to a culture that is not conducive to quality education.
What participants liked most about the presentation? "The opportunities to explore some of the curriculum" and "Great stuff, great interaction and wonderful message".
http://eastpointpeace.org
JOSH TOCH, UC Berkeley Student, President, Mind Before Mouth, Berkeley
Mind Before Mouth
This session was about how to end bullying in schools through teen empowerment.
Toch was born with cerebral palsy and has had to deal with bullying all of his life. He shared his experiences with an anti-bullying message so powerful that it earned him 10+ on all of his participant's evaluations. What they liked most? "Everything!!!", "Warmth, honesty, courage and inspiration", "the authenticity, the stories, the candor, the usefulness the proactiveness and the humor", "Please come speak at De Anza High" and "'Overcome' stories are my favorite".
Information on Toch and his organization may be found at:
http://www.mercurynews.com/education/ci_26132112/morgan-hill-teen-wins-36-000-award-combating
JEFF SLOAN, Executive Director, SEEDS Community Resolution Center, Berkeley
Restorative Practices: The Key to Developing Emotional Intelligence in Students
Restorative Practices cultivate a culture in which everyone feels like they belong. They build a particular sense of community in which every member - students, teachers, parent volunteers, aides - feel that they are seen, heard and respected.
Restorative Practices support steady emotional growth in the understanding and skills needed to engage in authentic dialogue and problem solving. They emphasize fairness through understanding, and emotional self-awareness and self-management skills.
Assisting teachers and administrators in creating peaceful schools, resilient students and restorative campuses is an important part of SEEDS mission and vision. In addition to being the Executive Director of SEEDS Community Resolution Center, Sloan is a lecturer in Psychology, Human Development and Business Administration at the university level. What did participants like most about the presentation? "Answering difficulties about instituting the program". "Love it!", "Valued the time to practice a circle after understanding the theory behind the practice".
http://www.seedscrc.org
JAMIE MYRICK, Teacher Trainer, Kennedy High School, Richmond
Proactive Discipline as a Teaching Foundation
Every child is different and every student can learn when our lessons incorporate classroom management tools that don’t take away instructional time. This session demonstrated how to use proactive discipline tools as a teaching foundation. In this manner every student learns. Teachers see progress with students regardless of culture, learning style or disabilities, because proactive discipline tools build community while the teacher focuses on instruction.
Myrick’s goal is to bring equity to the learning process. She is officially a teacher trainer for the Bay Area Writing Project program and The National Center for Teaching Effectiveness Organization. In addition to participating in conferences she works a classroom instructor and professional storyteller. She believes that all too often we lose our most promising students, particularly in secondary school, based on issues related to financial/cultural/learning style/behavioral equity. Proactive discipline tools can address each of those issues without spending hours with forms or special treats. When classrooms and schools address these problems, communities transform. What participants liked most about the presentation? "Handouts and personal tip and experience", "enthusiastic presenter and knowledgeable".
DANIELLE ANCIN, Program Manager, Niroga Institute
Transformative Life Skills for Managing Chronic Stress and Trauma, in the Classroom and Beyond
Transformative Life Skills (TLS) is a trauma-informed, dynamic mindfulness practice that has been shown to lower students’ perceived stress, increase self-control, school engagement, emotional awareness, and distress tolerance, and alter attitudes towards violence. In this session, participants experienced TLS in their own bodies, learned about the effects of chronic stress, trauma, and adverse childhood experiences on the brain and behavior, and explored what it means to create inclusive and healing classroom and school environments.
This is important information to share because chronic stress and trauma are often misinterpreted factors that cause students difficulty engaging in learning and in many cases lead them to be excluded from the educational system. In order to make school inclusive and healing for all students, teachers and administrators must have awareness of the effects of childhood trauma and chronic stress as well as tools to help students deal with them.
Ancin and her colleagues have conducted trainings on TLS for educators, school administrators, and mental health professionals throughout the country and internationally. She regularly facilitates workshops on TLS, trauma, and vicarious trauma/self-care for school-based mental health staff and educators.
What participants most liked about the presentation? "Scientific base & evidence", "Experiential activities to use with students".
http://www.niroga.org
MIGUEL CASTRO, English Teacher, Mt. Diablo High School, Concord
Community Cultural Wealth Model: Classroom Applications
This session reviewed the barriers in place that prevent Latino(a) students from achieving academic success and took a close look at the six parts of the Community Cultural Wealth Model. The CCW Model shifts the view of students of color from a deficit perspective to the assets that communities of color acquire and how teachers can access students’ hidden intellectualism. Participants left this session with a better understanding of the model, resources for classroom applications, and support for creating a culturally responsive classroom.
Last semester Castro did research on the implementation of restorative justice circles and the impact that they have on student engagement and grades. Equity and access is an area of interest. He serves on the Guardians of Equity committee and receives training in this area and on positive behavior intervention systems. His goal is to help teachers create culturally responsive classrooms. Participants most liked his "perspective on student and ideas to create community", the "highly relevant topic" and "his knowledge and command of the topic".
PANDORA BETHEA, English Teacher, Crespi Middle School, El Sobrante
Peace Through Poetry in the Classroom
How can we create a sense of community and inter-dependence in our classroom by using poetry as the tool? Poetry is a great way for youth to reflect on their individual identity as well as their contribution to the multicultural environment in the classroom. Through this position, the participants explored what peace looks like in the classroom, as they explored contemporary issues of justice and equity.
Bethea is a public school English teacher whose passion is exposing youth to language and poetry in particular. She has directed the Poetry Out Loud programs and taught poetry workshops for youth at the Contra Costa Youth Summit. She is also a world-traveler, published poet, activist, single mother of two grown children pursuing their global dreams, and executive board member of Mt. Diablo Peace and Justice Center. Participants most enjoyed the suggested activities that were presented.
DAN REYNOLDS, English, Film Study and Human Rights Education Teacher, Mt. Diablo High School, Concord
Turning Your Energy (and/or Your Anger) Into Action
Today's youth are more connected than generations who have come before, but many still struggle with a time-worn problem - knowing how to use our concerns to successfully take action to affect change in the world around us. This session focused on strategies and tactics for planning and taking action, and building movements, aimed at helping youth educate, advocate, agitate, and activate themselves and others.
Reynolds is a multiple award-winning teacher of English, Film Study, and Human Rights Education. He works closely with numerous student clubs and organizations and presents often at educational conferences, including the first Creating Peaceful Schools conference in 2012. Reynolds is a member of the Curriculum Study Commission of the Central California Council for the Teachers of English. Participants indicated that the presentation was "information packed", and liked the video presentation.
KAY DERRICO, Certified Volunteer Educator (Retired middle school teacher, MDUSD)
SUSAN HORROCKS, Certified volunteer Educator (Retired middle school administrator, MDUSD)
National Alliance on Mental Illness Contra Costa
Mental Health Issues and Students
Over 15% of students have mental health needs at any given time. To help address this issue, this session provided: an overview of information about mental illness/mental health and students; classroom lesson plans and resources addressing students’ mental health challenges, suicide prevention, and reducing stigma; and ways participants can be a resource for students and their families. Participants found it to provide "a good overview of mental health" and "good info and resources".
Derrico and Horrocks are part of a mental health organization, National Alliance on Mental Illness Contra Costa (NAMI CC), whose mission includes educating and supporting those who live with mental illness and their family members. As family members and as a educators, they have a particular interest in educating the public about mental illness and the help that is available. Over the years, they have provided dozens of educational experiences, ranging from lessons and activities for middle school students, presentations for high school students, workshops for school nurses and mental health providers, and informational PowerPoints for staffs of other nonprofits, such as the Contra Costa Crisis Center and the Hume Center.
http://www.namicontracosta.org
MELISSA CESARIO, MFT, RDT, Program Director for School Based Services,
Fred Finch Youth Center, Oakland
Youth Voice = Change
This interactive workshop was geared towards youth so as to provide creative ways to support inclusive, safe, and accepting schools. It began to identify positive voice, expression, and strategies to promote (and celebrate) LGBTQ youth and families. Through use of flash mobs, theater, and visual arts, participants learned of opportunities to support LGBTQ youth and families.
Cesario supervises school based mental health programs and provides mental health consultation, workshops, and collaboration to district and school staff. She is a member of the Inclusive Schools Coalition and has enjoyed providing direct services such as Q-Scouts group, Inclusive projects, and teacher workshops. Cesario is committed to creating safe, accepting schools for all students and hopes for freedom to be ourselves.
http://www.fredfinch.org/
________________________________________________________________
JAN-ELISE SELLS, Author “Lost & Found, Healing Troubled Teens In Troubled Times”; Marriage, Family, Therapist (MFT); Lecturer/Supervisor, Graduate Counseling Program, St. Mary’s College
Creating Peace through Empathy—Introduction to Peer Counselor Training
To create peaceful schools, students and staff must first understand each other, requiring empathy. It takes skill to demonstrate empathy in order to build trust with those who need and seek support. Through the true stories she collected during the two decades she was a school counselor (at M.L. King Middle School in Berkeley) Sells demonstrated countless examples of these skills, showing how they can help young people in crisis. She used demonstrations, exercises, and role-play. This experiential session introduced participants to effective Peer Counselor training. What participants liked most about Sell's presentation? "Practical exercises!"
Sells taught Peer Counseling, as well as Peer Mediation Skills at the middle school. Students who participated in the training found it extremely valuable. Some said it changed their lives. Many went on to do similar projects at Berkeley High School.
Her book was available for sale at this event. http://www.troubledteensintroubledtimes.com
MATTHEW LINZNER and RAUL ALCANTAR, Program Coordinators, Oakland Leaf, Oakland
Oakland Leaf Cypher Circles
The Oakland Leaf Cypher Circles borrow from our ancestors’ ritual of sitting in circles as a way of fostering collaboration. Leaf Cyphers are based on Restorative Justice (RJ) circles and have always played a crucial role in the Oakland Leaf programs. Leaf Cyphers align with the first tier of Oakland Unified School District’s RJ practices and principles. RJ represents a shift in the way schools respond to behavior and promote discipline. The session will teach you how to run a cypher to ensure students have a voice, choice, feel connected and build community at the school. The session was led by two Master Teachers who have used Leaf Cyphers with their own programs.
Leaf Cypher Circles are an excellent tool to help build community and give students a voice, which is imperative for a peaceful school. Linzner and Alcantar have taught the Leaf Cypher Circles to their program staff, school staff and other community members. They brought several of their students to the event so as to provide an example of how to do the circles. What the participants said they liked most about the presentation? "Active modeling of how to run a circle", "I needed to see a circle in order to start one".
http://www.oaklandleaf.org
SANDRA SPAULDING, Vice Principal, Olympic High School, Concord
Reaching At-Risk Youth
Some of the most fragile students are the at-risk youth. They may seem like hardened souls who are unreachable, but these are the very youth that need for us to look beyond it and find their true selves. Participants learned some simple strategies to reach these youth and help them get that cap and gown!
Spaulding has seventeen years of teaching experience with all but four of those years in urban schools or alternative education. She is now in her second year as an administrator in alternative education. Spaulding has served on the District Equity Advisory Team for four years. What the participants said they liked most about her presentation? "Sharing experiences and hearing ways of working with at risk youth. Emphasizing authenticity and one's own experiences".
SARWANG PARIKH, Program Manager/ Community Counselor, and DOUGLAS LERCH, MFT Director/Psychotherapist, Seeds of Awareness, Petaluma
Embodied Learning: The Effectiveness of Mindfulness in Creating an Emotionally Intelligent Society
In the Embodied Learning session participants learned tools to regulate difficult emotions for themselves and others through mindfulness based social and emotional learning (MSEL) activities. Presenters will discuss the underpinning of mindfulness and emotional intelligence and how teaching from this foundation undoes shame, and promotes social equity through empathy. Activities will be experiential and body-based.
Seeds of Awareness is an organization that is committed towards shifting and infusing the current education culture with socio-emotional intelligence through building empathy and mindfulness. The current organizational mission is to bring such a curriculum and services to schools. At present it is used by educators and students at six schools across the North and East Bay. What the participants liked most about the presentation? "Hands-on experiences that I can use with students".
http://www.seeds-of-awareness.org
LAURIE GROSSMAN, Independent Consultant/West Coast Program Manager, Inner Explorer
Changing School Environments: Using Mindful Awareness to Bring Peace to Educators, Classrooms and Students.
This session demonstrated how mindful awareness can be incorporated into the school day to create peaceful, supportive learning environments. Mindful Awareness Social and Emotional Learning, MBSEL, facilitates brain changes enabling students and teachers to know peace from the inside, resulting in calmer classrooms and schoolyards, healthier relationships and more effective learning. Participants will experience mindful awareness, engage in activities, and learn the research including the neuroscience behind mindful awareness.
“Game-changer” is a term we have heard used several times in reference to this work. We have seen and are incredibly excited about the potential for this work to make schools, safer, more peaceful, more fun, successful learning environments. Quoting an Oakland principal from several years ago…“What we need at our school is peace like you have on your campus.” She is now a superintendent and uses mindful awareness daily! What one participant said about the presentation? "Loved practicing mindfulness and hearing about the research behind it!"
Inner Explorer has presented at the First International Mindfulness Conference in Rome 2013, The World Congress of Positive Psychology 2013, Wisdom 2.0 2014, and is scheduled as keynote speakers at the Montessori Foundation/IMC Conference 2014 and will be presenting research at the Bridging Hearts and Minds Conference 2015.
https://www.innerexplorer.org
LAURA HALLBERG, Vice Principal, Riverview Middle School, Bay Point
KIM BARANEK, Safe Schools and Youth Director, Rainbow Community Center, Concord
How to be an LGBT Teacher Ally
Participants gained an understanding of what it means to be an ally to LGBT students. Duties, rights and applicable laws related to being an ally were covered. Participants had an opportunity to discuss various scenarios and appropriate ways to respond and enjoyed the "small group work" that was available at this presentation.
Hallberg believes this is an important topic that often isn’t specifically addressed in the schools. She recently presented at the Welcoming Schools Summit organized by the Inclusive Schools Coalition of Central and East Contra Costa County and the Rainbow Community Center of Concord.
Baranek has been in the Bay Area for 17 years working in youth development and school wellness. She has led the Inclusive Schools Coalition for Rainbow Community Center over the past year and has just been made Safe Schools and Youth Director. Kim is passionate about supporting schools, organizations, and families in building environments where youth of all gender identities, gender expressions and sexual orientations are not just accepted, but celebrated!
www.rainbowcc.org
KRISTIN VOGEL, Teacher/Resource Specialist, Parkside Intermediate School, San Bruno
Empowering Social Justice Thinking for Young Leaders
CANCELLED DUE TO FAMILY EMERGENCY
THERESA GUY MORAN and STEPHANIE CHIN, Community Trainers, East Point Peace Academy, Oakland
Creating a School Culture of Peace
In 2009, amidst increasing violence in Chicago, one high-school implemented a program that led to a 70% reduction of violence in one year. This session combined a mini-workshop in the philosophy that grounded that campaign, and discussed some of the ways in which it was implemented. This philosophy has been used to create cultures of peace around the world, from prisons to schools to social movements.
The model used in Chicago (now up to 90% reduction in overall violence) is a replicable model, and a way to empower more students to be the leaders of a cultural change. Good education cannot happen until there is a culture that supports it. Violence, high suspension and drop-out rates, conflicts that students bring in from their home life, all contribute to a culture that is not conducive to quality education.
What participants liked most about the presentation? "The opportunities to explore some of the curriculum" and "Great stuff, great interaction and wonderful message".
http://eastpointpeace.org
JOSH TOCH, UC Berkeley Student, President, Mind Before Mouth, Berkeley
Mind Before Mouth
This session was about how to end bullying in schools through teen empowerment.
Toch was born with cerebral palsy and has had to deal with bullying all of his life. He shared his experiences with an anti-bullying message so powerful that it earned him 10+ on all of his participant's evaluations. What they liked most? "Everything!!!", "Warmth, honesty, courage and inspiration", "the authenticity, the stories, the candor, the usefulness the proactiveness and the humor", "Please come speak at De Anza High" and "'Overcome' stories are my favorite".
Information on Toch and his organization may be found at:
http://www.mercurynews.com/education/ci_26132112/morgan-hill-teen-wins-36-000-award-combating
JEFF SLOAN, Executive Director, SEEDS Community Resolution Center, Berkeley
Restorative Practices: The Key to Developing Emotional Intelligence in Students
Restorative Practices cultivate a culture in which everyone feels like they belong. They build a particular sense of community in which every member - students, teachers, parent volunteers, aides - feel that they are seen, heard and respected.
Restorative Practices support steady emotional growth in the understanding and skills needed to engage in authentic dialogue and problem solving. They emphasize fairness through understanding, and emotional self-awareness and self-management skills.
Assisting teachers and administrators in creating peaceful schools, resilient students and restorative campuses is an important part of SEEDS mission and vision. In addition to being the Executive Director of SEEDS Community Resolution Center, Sloan is a lecturer in Psychology, Human Development and Business Administration at the university level. What did participants like most about the presentation? "Answering difficulties about instituting the program". "Love it!", "Valued the time to practice a circle after understanding the theory behind the practice".
http://www.seedscrc.org
JAMIE MYRICK, Teacher Trainer, Kennedy High School, Richmond
Proactive Discipline as a Teaching Foundation
Every child is different and every student can learn when our lessons incorporate classroom management tools that don’t take away instructional time. This session demonstrated how to use proactive discipline tools as a teaching foundation. In this manner every student learns. Teachers see progress with students regardless of culture, learning style or disabilities, because proactive discipline tools build community while the teacher focuses on instruction.
Myrick’s goal is to bring equity to the learning process. She is officially a teacher trainer for the Bay Area Writing Project program and The National Center for Teaching Effectiveness Organization. In addition to participating in conferences she works a classroom instructor and professional storyteller. She believes that all too often we lose our most promising students, particularly in secondary school, based on issues related to financial/cultural/learning style/behavioral equity. Proactive discipline tools can address each of those issues without spending hours with forms or special treats. When classrooms and schools address these problems, communities transform. What participants liked most about the presentation? "Handouts and personal tip and experience", "enthusiastic presenter and knowledgeable".
DANIELLE ANCIN, Program Manager, Niroga Institute
Transformative Life Skills for Managing Chronic Stress and Trauma, in the Classroom and Beyond
Transformative Life Skills (TLS) is a trauma-informed, dynamic mindfulness practice that has been shown to lower students’ perceived stress, increase self-control, school engagement, emotional awareness, and distress tolerance, and alter attitudes towards violence. In this session, participants experienced TLS in their own bodies, learned about the effects of chronic stress, trauma, and adverse childhood experiences on the brain and behavior, and explored what it means to create inclusive and healing classroom and school environments.
This is important information to share because chronic stress and trauma are often misinterpreted factors that cause students difficulty engaging in learning and in many cases lead them to be excluded from the educational system. In order to make school inclusive and healing for all students, teachers and administrators must have awareness of the effects of childhood trauma and chronic stress as well as tools to help students deal with them.
Ancin and her colleagues have conducted trainings on TLS for educators, school administrators, and mental health professionals throughout the country and internationally. She regularly facilitates workshops on TLS, trauma, and vicarious trauma/self-care for school-based mental health staff and educators.
What participants most liked about the presentation? "Scientific base & evidence", "Experiential activities to use with students".
http://www.niroga.org
MIGUEL CASTRO, English Teacher, Mt. Diablo High School, Concord
Community Cultural Wealth Model: Classroom Applications
This session reviewed the barriers in place that prevent Latino(a) students from achieving academic success and took a close look at the six parts of the Community Cultural Wealth Model. The CCW Model shifts the view of students of color from a deficit perspective to the assets that communities of color acquire and how teachers can access students’ hidden intellectualism. Participants left this session with a better understanding of the model, resources for classroom applications, and support for creating a culturally responsive classroom.
Last semester Castro did research on the implementation of restorative justice circles and the impact that they have on student engagement and grades. Equity and access is an area of interest. He serves on the Guardians of Equity committee and receives training in this area and on positive behavior intervention systems. His goal is to help teachers create culturally responsive classrooms. Participants most liked his "perspective on student and ideas to create community", the "highly relevant topic" and "his knowledge and command of the topic".
PANDORA BETHEA, English Teacher, Crespi Middle School, El Sobrante
Peace Through Poetry in the Classroom
How can we create a sense of community and inter-dependence in our classroom by using poetry as the tool? Poetry is a great way for youth to reflect on their individual identity as well as their contribution to the multicultural environment in the classroom. Through this position, the participants explored what peace looks like in the classroom, as they explored contemporary issues of justice and equity.
Bethea is a public school English teacher whose passion is exposing youth to language and poetry in particular. She has directed the Poetry Out Loud programs and taught poetry workshops for youth at the Contra Costa Youth Summit. She is also a world-traveler, published poet, activist, single mother of two grown children pursuing their global dreams, and executive board member of Mt. Diablo Peace and Justice Center. Participants most enjoyed the suggested activities that were presented.
DAN REYNOLDS, English, Film Study and Human Rights Education Teacher, Mt. Diablo High School, Concord
Turning Your Energy (and/or Your Anger) Into Action
Today's youth are more connected than generations who have come before, but many still struggle with a time-worn problem - knowing how to use our concerns to successfully take action to affect change in the world around us. This session focused on strategies and tactics for planning and taking action, and building movements, aimed at helping youth educate, advocate, agitate, and activate themselves and others.
Reynolds is a multiple award-winning teacher of English, Film Study, and Human Rights Education. He works closely with numerous student clubs and organizations and presents often at educational conferences, including the first Creating Peaceful Schools conference in 2012. Reynolds is a member of the Curriculum Study Commission of the Central California Council for the Teachers of English. Participants indicated that the presentation was "information packed", and liked the video presentation.
KAY DERRICO, Certified Volunteer Educator (Retired middle school teacher, MDUSD)
SUSAN HORROCKS, Certified volunteer Educator (Retired middle school administrator, MDUSD)
National Alliance on Mental Illness Contra Costa
Mental Health Issues and Students
Over 15% of students have mental health needs at any given time. To help address this issue, this session provided: an overview of information about mental illness/mental health and students; classroom lesson plans and resources addressing students’ mental health challenges, suicide prevention, and reducing stigma; and ways participants can be a resource for students and their families. Participants found it to provide "a good overview of mental health" and "good info and resources".
Derrico and Horrocks are part of a mental health organization, National Alliance on Mental Illness Contra Costa (NAMI CC), whose mission includes educating and supporting those who live with mental illness and their family members. As family members and as a educators, they have a particular interest in educating the public about mental illness and the help that is available. Over the years, they have provided dozens of educational experiences, ranging from lessons and activities for middle school students, presentations for high school students, workshops for school nurses and mental health providers, and informational PowerPoints for staffs of other nonprofits, such as the Contra Costa Crisis Center and the Hume Center.
http://www.namicontracosta.org
MELISSA CESARIO, MFT, RDT, Program Director for School Based Services,
Fred Finch Youth Center, Oakland
Youth Voice = Change
This interactive workshop was geared towards youth so as to provide creative ways to support inclusive, safe, and accepting schools. It began to identify positive voice, expression, and strategies to promote (and celebrate) LGBTQ youth and families. Through use of flash mobs, theater, and visual arts, participants learned of opportunities to support LGBTQ youth and families.
Cesario supervises school based mental health programs and provides mental health consultation, workshops, and collaboration to district and school staff. She is a member of the Inclusive Schools Coalition and has enjoyed providing direct services such as Q-Scouts group, Inclusive projects, and teacher workshops. Cesario is committed to creating safe, accepting schools for all students and hopes for freedom to be ourselves.
http://www.fredfinch.org/
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