Workshop Details:
Date: September 12th, October 19th, November 21st, 2023, January 16th, February 15th, March 26th, April 18th, May 7th, 2024 (3:30pm - 5:00pm KL Time)
Venue: Online (Via Zoom)
Fees: USD400
Deadline for Cancellation of Registration: 1st September 2023
Registration Deadline: 5th September 2023
Important Note: All participants must have a copy of the NFI monograph Challenge Accepted! Reframing Our Approaches to Behavior Management in International Schools
Note: For those who do not wish to register through credit card, kindly contact Su-Yen (sychan@iskl.edu.my)
Workshop Overview
"Your job as a citizen and as a decent human being is to constantly affirm and lift up and fight for treating people with kindness and respect and understanding." Barack Obama
Many international schools deal with challenging student behaviors in piecemeal, reactive and often punitive ways. A review of policy manuals from several schools indicates specific and layered consequences to identified behaviors. For example, in reference to substance abuse, a student might find themselves suspended and required to attend a parent-teacher conference before being readmitted to school. A future occurrence might result in a recommendation for expulsion from the school.
While viewing behavior in isolation might be an efficient way to respond to infractions of school rules, this approach may in fact not make sense because we know that behaviors do not occur in isolation. Behavior is influenced by a number of factors, including biological considerations, upbringing, cultural influences and emotional state, among others. Whereas school leaders may consider it “fair” to treat like behaviors (cheating, smoking, etc.) with the same consequences, this approach does not recognize students as individuals who may need different responses to support behavior that is more acceptable in a school setting. It also fails to recognize any pre-existing conditions, or an experience that may have given rise to the behavior in the first place.
How might schools reframe how behavior is understood and shaped, utilizing both proactive and responsive approaches? Much challenging behavior can be avoided by developing a pro-social culture of inclusion.
Understanding that all behavior is a form of communication, NFI advocates for a metacognitive approach that maintains student dignity and ensures safety for all in the process. As educators within international schools we come with our own perspectives and expectations for developing desired behaviors within our classrooms. These beliefs and values may be influenced by culture, experience and personal preference. It will require each of us to assess how our own implicit biases might influence our responses to student behavior; while at all times treating students respectfully, even ones who exhibit challenging behaviors.
Student Learning Outcomes
As an aim to grow a prosocial culture within our schools, we will explore ways that we can increase our own self awareness, and the factors that shape our behavior in order to nurture a responsive learning environment that will allow us to adapt our programs and approaches to support the needs of all learners.
