Dr. Ross Greene
Summary: Along with four school principals, Dr. Ross Greene -- originator of the Collaborative Problem Solving approach (now called Collaborative & Proactive Solutions) and author of The Explosive Child and Lost at School -- helps teachers and parents better handle behaviorally challenging kids in the classroom and at home through implementation of his approach to solving problems collaboratively. This program airs on the first Monday of each month (September through May) at 3:30 pm Eastern time.
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- Artist: Dr. Ross Greene
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Podcasts:
Goodness, there sure are a lot of ways to stray from the CPS model...and we heard about a lot of them on this program!
Those adult-imposed consequences that are so popular in schools these days...do we really need 'em? You can probably guess the answer...
What happens when parents and teachers skip concerns and jump straight to solutions? Probably nothing good.
On this final program of the school year, one of our principals told us about a student whose behavioral challenges have been making life very difficult...for himself and her. How best to get things on track?
Our principals weighed in on this question...and lots of others.
Schools abide by a least restrictive environment standard in placing kids in classroom settings...shouldn't schools also adhere to a least toxic response standard in helping students with behavioral challenges?
Are there students who are simply unmotivated to do well, or is it always more complicated than that? Is motivation the engine or the caboose? Alas, this was a very interesting discussion...
Susan described a new student with some interesting and unexpected points of view...and the discussion started rolling from there...
Dr. Greene and the principals focused on a variety of topics, but probably the biggest: the importance of shifting away from focusing on behaviors (and modifying them) and toward the problems giving rise to those behaviors (and solving them).
It's that time of year again...the students are back, and the problems that were unsolved at the end of last school year are probably still unsolved now (except in British Columbia, where school hasn't started yet due to mitigating circumstances). Today's program focused on assumptions about why students have difficulty meeting expectations, and whether we should start by assuming that they really can meet those expectations or immediately leap into solving problems collaboratively to find out why they're not. An omen of programs to come...
Our guest on today's program was Tim Graves, Superintendent of Schools and Programs in the Near North District School Board in Ontario, Canada. He has some interesting ideas about the characteristics of schools that successfully implement the CPS model (and those that struggle), and those ideas sparked a very interesting discussion among our group of principals.
The Educators Panel shared their thoughts on an article that recently appeared in the Christian Science Monitor (click here) in which recommendations for improving school discipline from the Discipline Disparities Collaborative were described. And they had some thoughts on a bunch of other things too!
On this month's program, the Educators Panel tackled the question of how to ensure that CPS outlives a principal's tenure in the building...and then got an update from (and had some guidance for) Mallett School in Farmington, Maine, one of the schools implementing CPS building-wide.
What's crystal clear is that the CPS model is really helpful for behaviorally challenging (and other) students. But, among the various resounding messages from today's program, it's also clear that educators get a lot out of it too.
Our group of educators has grown to four -- Susan, a school principal from Surrey, British Columbia has joined the Educators Panel -- and not only did they have guidance for schools just getting started with the CPS model...they also had their own New Year's Resolutions for moving the ball forward in their buildings.
