As you think about the three steps to Plan B, (1) Empathy, (2) Define the Problem, and (3) Invitation, what do you imagine might be the most challenging in doing a Plan B (other than finding time).
My problem is remembering the steps to take. I really am a big believer in what this book teaches so far. I have read the samples several times trying to get the question/comments in order. I guess it takes practice. I have thought of making a cheat sheet on an index card and taping it to my desk! I have actually used this process on two kids since I started this book. I find I feel better going through this process. I didn't realize how "hands off" I get with the kids because of rushing to teach. I have invited kids to "lunch" two different times so give me a chance to take with the in private. I used the steps but find close to the end I forget the script but it works out in the end. Like the book said, it will take practice.
Sherry, I am so impressed by your enthusiasm! Ross Greene has done some of this work for you. Here is the link to his paperwork: http://www.livesinthebalance.org/paperwork - you will find the ALSUP Guide; The Problem Solving Plan (helps you to track progress with students); The Drilling Cheat Sheet (strategies that can be used in the empathy stage); and, what you are really looking for - The Plan B Cheat Sheet - an overview of the key components of a Plan B meeting. Even with all these resources, you are right, it takes practice. It is even challenging to get the wording of the unsolved problem right. Good for you for jumping in and giving it a shot! Keep posting your questions/challenges and I will try to provide some direction for you.
Thank you Sue for that link. I couldn't see the lagging check list on my kindle so I got a book from Christa. I still couldn't read any of that. But I really like the cheat sheets and will be using them. Glad they have the link. Glad you shared.
Thank you Sue for the link! I have two students that I would love to try this with. I agree with Sherry, at times I feel I am forgetting steps or saying something the wrong way. Especially if a circumstance becomes heated or ongoing during the day. It is quick for me to revert back to Plan A when the student continues time after time to exhibit poor behavior or do the opposite of what is asked. I agree with what Laura had said previously, we really need to sit down at data days or a child study and get the ALSUP filled out. I feel this could really benefit our building. Sue I do have a question. I have a student who has a lot going on outside of school. There is always some rather difficult situation going on at home. The child fixates on whatever the problem of the current day is and has a very difficult time doing any school work. I feel very bad for the child but don't know how to catch him up with in the curriculum. When I try to work with him he wants to discuss what is going on in the family. Do you have a suggestion as how I can get him to focus on school more?
Hi Christina. To answer your question about the student who has a lot of stuff going on at home: You still may be able to do a Plan B meeting with this student. Without knowing this student, and without seeing a completed ALSUP, I am imagining that the unsolved problems might sound something like this: I've noticed that you have difficulty focusing on school work instead of things that are happening at home. What's up? Again, the goal is to be a teammate with your students in solving problems. You may get some really useful information about the student's concerns. You concern would sound something like this: "The thing is, I want you to be able to focus on what we are doing in class, so you are learning. He/she may be able to come up with a solution that meets both criteria - it is realistic and it is satisfying to both parties. Some interventions for students who are having difficulty with transitioning from home to school: -Give them 3-5 minutes at the beginning of the day to talk about what is going on -Check in-with a trusted adult (other than the teacher) in the morning to discuss issues -Have a "worry box" or "baggage box" so the student can literally write down/drop off their worries/baggage at the beginning of the day. In my experience, when we collaborate with students, they give us really helpful information and then can have some meaningful input into the solution. Hope this is helpful!
Hi Christina. I have a similar student. My student has PTSD and mom hasn't even given me details because it is too hard for her to relive herself. I have to guess. I gave my student a journal. It is private. The other day she invited me to read it and it was eye opening into her suffering. I went through Plan B with her. She was going to the bathroom a lot so that is how I approached it although I knew a little more. She told me she need breaks when she got the bad things in her head. We came up with a break area behind my desk with cushions and her journal. We now keep her journal in a secret place behind my desk. She still goes to the bathroom more than others but her anxiety makes her feel that way. So far the plan is working and mom cried when I told her the student was opening up and talking to me. Mom was crying because she was happy because they have been working with her for over 2 years. I am so glad this has helped me help my student.
Thanks Sue and Sherry for the suggestions:) I will definitely be putting them into place this week. I loved the baggage box. I feel so many students have so much baggage now. Great ideas!
Sue, thank you for posting the cheat sheet! Like Sherry, I was thinking I would need that on hand as well. It seems like you just have to say everything perfectly so that it doesn't shut the student down from opening up to you when there's a problem to solve. For me, I think the invitation will be difficult. I have a student in my classroom that I'm specifically thinking of, who struggles getting along with a few students in class, often making rude comments to them or bossing them around. I still need to do an ALSUP for her, but I imagine when we would get to the invitation portion, she may tell me the things that other students are doing that she doesn't like, instead of coming up for a solution that works for both of us. Maybe it won't go that way if I go through all of the steps, but what would you suggest if a child is more focused on the behavior of others, instead of their own? Thank you!
Sherry, the journal idea is great! I love that you carved out a break area for her to use, too.
Christina, I am glad you found suggestions helpful. Let us know how they work for you.
Stephanie, there are a couple of important things to remember when wording the unsolved problem. First, it should be free of the behavior, and second, it should be split. I will give you an example of what I mean by split. A clumped unsolved problem may sound something like - I've noticed that you are having difficulty getting along with some kids at school. A split unsolved problem is specific. A split unsolved problem may sound like, I've noticed that you are having difficulty getting getting along with Katie and Jessica in class. She may talk about things that other students are doing that she doesn't like - that's a good thing. When you drill for information, you will be looking for under what circumstances, clarification of what exactly is happening, etc. If you get to the invitation step and she continues to be focused on the behavior of others, there is a good chance that you left the empathy stage too quickly and haven't heard all of her concerns. You can always go back to the empathy step. If you don't get it right, that's o.k. We can talk through it and maybe I can offer some suggestions at that point. I can also help you word your unsolved problem before your meeting, if you like. Hope this helps - let me know if you have other questions.
The hardest part for me is asking the right questions to get the student to talk. I, too, need to print the cheat sheet to help guide me through these steps!
My problem is remembering the steps to take. I really am a big believer in what this book teaches so far. I have read the samples several times trying to get the question/comments in order. I guess it takes practice. I have thought of making a cheat sheet on an index card and taping it to my desk! I have actually used this process on two kids since I started this book. I find I feel better going through this process. I didn't realize how "hands off" I get with the kids because of rushing to teach. I have invited kids to "lunch" two different times so give me a chance to take with the in private. I used the steps but find close to the end I forget the script but it works out in the end. Like the book said, it will take practice.
ReplyDeleteSherry, I am so impressed by your enthusiasm! Ross Greene has done some of this work for you. Here is the link to his paperwork: http://www.livesinthebalance.org/paperwork - you will find the ALSUP Guide; The Problem Solving Plan (helps you to track progress with students); The Drilling Cheat Sheet (strategies that can be used in the empathy stage); and, what you are really looking for - The Plan B Cheat Sheet - an overview of the key components of a Plan B meeting. Even with all these resources, you are right, it takes practice. It is even challenging to get the wording of the unsolved problem right.
ReplyDeleteGood for you for jumping in and giving it a shot! Keep posting your questions/challenges and I will try to provide some direction for you.
Thank you Sue for that link. I couldn't see the lagging check list on my kindle so I got a book from Christa. I still couldn't read any of that. But I really like the cheat sheets and will be using them. Glad they have the link. Glad you shared.
ReplyDeleteThank you Sue for the link! I have two students that I would love to try this with. I agree with Sherry, at times I feel I am forgetting steps or saying something the wrong way. Especially if a circumstance becomes heated or ongoing during the day. It is quick for me to revert back to Plan A when the student continues time after time to exhibit poor behavior or do the opposite of what is asked. I agree with what Laura had said previously, we really need to sit down at data days or a child study and get the ALSUP filled out. I feel this could really benefit our building.
ReplyDeleteSue I do have a question. I have a student who has a lot going on outside of school. There is always some rather difficult situation going on at home. The child fixates on whatever the problem of the current day is and has a very difficult time doing any school work. I feel very bad for the child but don't know how to catch him up with in the curriculum. When I try to work with him he wants to discuss what is going on in the family. Do you have a suggestion as how I can get him to focus on school more?
Hi Christina. To answer your question about the student who has a lot of stuff going on at home: You still may be able to do a Plan B meeting with this student. Without knowing this student, and without seeing a completed ALSUP, I am imagining that the unsolved problems might sound something like this: I've noticed that you have difficulty focusing on school work instead of things that are happening at home. What's up? Again, the goal is to be a teammate with your students in solving problems. You may get some really useful information about the student's concerns. You concern would sound something like this: "The thing is, I want you to be able to focus on what we are doing in class, so you are learning. He/she may be able to come up with a solution that meets both criteria - it is realistic and it is satisfying to both parties.
ReplyDeleteSome interventions for students who are having difficulty with transitioning from home to school:
-Give them 3-5 minutes at the beginning of the day to talk about what is going on
-Check in-with a trusted adult (other than the teacher) in the morning to discuss issues
-Have a "worry box" or "baggage box" so the student can literally write down/drop off their worries/baggage at the beginning of the day.
In my experience, when we collaborate with students, they give us really helpful information and then can have some meaningful input into the solution.
Hope this is helpful!
Hi Christina. I have a similar student. My student has PTSD and mom hasn't even given me details because it is too hard for her to relive herself. I have to guess. I gave my student a journal. It is private. The other day she invited me to read it and it was eye opening into her suffering. I went through Plan B with her. She was going to the bathroom a lot so that is how I approached it although I knew a little more. She told me she need breaks when she got the bad things in her head. We came up with a break area behind my desk with cushions and her journal. We now keep her journal in a secret place behind my desk. She still goes to the bathroom more than others but her anxiety makes her feel that way. So far the plan is working and mom cried when I told her the student was opening up and talking to me. Mom was crying because she was happy because they have been working with her for over 2 years. I am so glad this has helped me help my student.
DeleteThanks Sue and Sherry for the suggestions:) I will definitely be putting them into place this week. I loved the baggage box. I feel so many students have so much baggage now. Great ideas!
DeleteSue, thank you for posting the cheat sheet! Like Sherry, I was thinking I would need that on hand as well. It seems like you just have to say everything perfectly so that it doesn't shut the student down from opening up to you when there's a problem to solve. For me, I think the invitation will be difficult. I have a student in my classroom that I'm specifically thinking of, who struggles getting along with a few students in class, often making rude comments to them or bossing them around. I still need to do an ALSUP for her, but I imagine when we would get to the invitation portion, she may tell me the things that other students are doing that she doesn't like, instead of coming up for a solution that works for both of us. Maybe it won't go that way if I go through all of the steps, but what would you suggest if a child is more focused on the behavior of others, instead of their own? Thank you!
ReplyDeleteSherry, the journal idea is great! I love that you carved out a break area for her to use, too.
ReplyDeleteChristina, I am glad you found suggestions helpful. Let us know how they work for you.
Stephanie, there are a couple of important things to remember when wording the unsolved problem. First, it should be free of the behavior, and second, it should be split. I will give you an example of what I mean by split. A clumped unsolved problem may sound something like - I've noticed that you are having difficulty getting along with some kids at school. A split unsolved problem is specific. A split unsolved problem may sound like, I've noticed that you are having difficulty getting getting along with Katie and Jessica in class. She may talk about things that other students are doing that she doesn't like - that's a good thing. When you drill for information, you will be looking for under what circumstances, clarification of what exactly is happening, etc. If you get to the invitation step and she continues to be focused on the behavior of others, there is a good chance that you left the empathy stage too quickly and haven't heard all of her concerns. You can always go back to the empathy step. If you don't get it right, that's o.k. We can talk through it and maybe I can offer some suggestions at that point. I can also help you word your unsolved problem before your meeting, if you like.
Hope this helps - let me know if you have other questions.
The hardest part for me is asking the right questions to get the student to talk. I, too, need to print the cheat sheet to help guide me through these steps!
ReplyDeleteHi, I'm running a staff book study starting this month. We're using LOST AT SCHOOL. Any suggestions?
ReplyDelete