The Empower Program, K2: Concrete Strategies for Positive Behavioral Support

(Paperback)

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Lets face it teaching can be stressful. In this generation of Common Core Standards and high-stakes testing, educators are often left without the time to plan positive behavioral supports or the sanity to cultivate compassionate relationships with their students. Even though they understand the critical relationship between behavior and instruction, theyre often left with the same hair-pulling question: How can I empower rather than overpower my students, while still keeping a controlled classroom so that I can teach and students can learn The Empower Program delivers user-friendly strategies that are realistic for educators to implement and practical for their students to use. Included are: Classroom Scenarios When this happens Research and Relevancy Why did that happen Concrete Strategies What can I do Ready-to-go Resources How can I do this tomorrow This book is not going to antagonize teachers with theoretical concepts in ideal contexts; it is instead going to respect teachers and their classroom frustrations and provide them with practical steps that make buzzwords like behavior managementwellmanageable.

Reviews

The Empower Program, K2 is a beneficial, organized social skills curriculum that allows all those that utilize it to infuse essential social skills into the classroom and in other aspects of the school. Because of its multi-sensory approach and scripted lesson plans, it makes it easy for all school staff members to deliver and implement the social skills, while also engaging the students. The depth and dynamic approach to the curriculum make it much more than just a positive behavioral support system. -- Brett Hoyt, school psychologist, Camden Community Charter School (Camden, NJ)
The Empower Program, K2 social skills curriculum created by Rachel Baker has impressed me in several important ways. It is clearly built on a foundation of respect for students. The practices it teaches are developmentally appropriate. Throughout its processes, the importance of student choice and responsibility for self and others is emphasized. As a result of the above, I have advocated its full implementation in both charter schools with which I work. -- Gaeton Zorzi, senior vice-president for elementary programs, superintendent, CSMI, LLC, New Jersey Charter Schools
As a member of the Culture Team, it is very easy to rely heavily on consequences when students present challenging behaviors. After working closely with Rachel and being introduced to The Empower Program, K2, I was able to create and implement various structures and supports for my students. The structures and supports that I was able to implement gives students the tools and space they need to express themselves appropriately and respectfully. This has helped to create a more positive culture and has decreased the need for consequences such as suspensions and detentions. -- Brandon Millwood, director of culture, Paul Robeson Charter School (Trenton, NJ)
The Empower Program, K2 works for maintaining discipline while making the students feel empowered. It teaches our learners to have a sense of responsibility for the actions they choose while giving them the tools they need to make better choices. -- Khaleo Brown, student support officer, Camden Community Charter School (Camden, NJ)
My 2nd grade students love The Empower Program, K2 because it gets them involved physically andkeepsthemactivelyengaged by letting them think,discuss, and practiceacceptable responseswhensituations orotherpeoplemake them upset. I would highly recommend it to anyone who wants to give students ofall agesthe tools to self-regulate and increase personal awareness and responsibility to make positive choices. -- Leslie Johnson, 2nd grade teacher, Camden Community Charter School (Camden, NJ)
In November 2009, I introduced pieces of The Empower Program, K2. We reviewed a social skill a week, focusing on the ones my students needed immediately (quiet hands, calm body, quiet tone) then moved on to the others. I also set up a calm corner (a chair with a binder filled with all of the social skills). There are pictures for my nonverbal students, and they choose one of each picture. The teacher that assists the student or tells the student to go to the calm corner also assists in answering the questions. I love how the program has given my students a voice when they forget what they should be doing. -- Joyce Marie Lewis, special education teacher K2, P.G. Chambers School (Cedar Knolls, NJ)

Author Bio

Rachel Baker is currently a social worker and outpatient therapist at the Child Guidance Resource Center in Philadelphia, PA, as well as a youth organizer in Camden, NJ. She serves as an education mentor for Montclair State University (in-service P-3 Alternate Route Students and Master of Arts in Teaching students) and as a guest speaker for early childhood classes. She has spent the last decade in schools as a teacher, social worker, and administrator for students K8 and is committed to promoting social justice and educational equity through social-emotional learning and teacher support. For more information, visit www.empowerprogram.net