Better Grades, Best Behaviors

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Rationale

We Operate Under the Premise that:

Nearly all of our SOCIAL problems, school dropouts, school violence, school bullying (and work bullying), drunk driving, street muggings, abuses of power and other criminal activities are failures in SOCIAL/EMOTIONAL development. (A tiny percentage are the result of mental illness.) 

All of the above and other abuses of power are misguided, emotionally immature attempts to fill a need or the warped result of a lifetime of unfilled needs. (Please see box: Human Needs.) 

The profile of the students who fail to live responsibly (See box: At-Risk Student) is the opposite of the profile of the student who lives responsibly, graduates, gets job training or college, votes, pays taxes etc..

Any elementary school can teach students constructive ways to fill their needs if they have the right information, the whole picture, the right tools and they start young enough that the students have not developed deeply seated destructive thinking—that means kindergarten, first grade, second grade, etc..

We Must Do the Whole School at Once to Create a Culture of Consideration and Respect that Is Reinforcing to Each Student, Anywhere in the School.

We must begin no later than K-1-2-3-4-5

We teach or help develop Which helps the student develop these
Social skills Confidence, friendships
Assertiveness skills Power over her/his own life
Multiple talents—every student has many talents Sense of self worth, new skills, self confidence
Connect their talents to real possibilities Hope, the expectation that there are places in the world  where they can do well
Recognize and express emotions appropriately Ways to interact with others in a respectful manner and develop self-control
Identify the feelings of others by their body language and facial expressions A realistic and accurate appraisal of non-hostility when there is none there
Empathy and acceptance of differences Tolerance

Many of these characteristics connected to life success can be supported--even created in the school setting. Parents, if they have the depth of understanding, the skills and the emotional balance themselves, can have the greatest impact on our young. But many parents don't know how, are working two jobs or are too dysfunctional themselves. Schools must pick up the slack. If staff is properly trained, they can work wonders with those who have started down the wrong path or who are hearing negative messages away from school.

*Scientists believe there may be a percentage of persons whose brains are "wired" such that they cannot see the wrongness of certain acts, and others who, though they can see society punishes certain acts and intellectually know a given act is "wrong," have no ability to feel remorse (even if they had grown up in the ideal environment). Fetal alcohol syndrome may be one such example of "mis-wiring." It is believed that students suffering from "mis-wirings" are a very small minority of misbehaving students.

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Social Intelligence
Emotional Intelligence
Human Needs
Rationale
At Risk Student
Some Fundamentals
Discipline
Bullying
Gangs
What We Teach
How R & R Works
Results
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Last modified: October 10, 2010
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Respect Education, Inc. is a 501(C)3 non-profit corporation