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Sunday, June 2, 2013
Chapter 22: The Agreement Bridge
Compare and contrast the Agreement Bridge with any counseling technique you have used, or have heard about, for dealing with a challenging student.
To sandysockmonkey from September 8, 2013 at 4:43 AM. Great job! The Agreement Bridge is amazingly simple, and can work wonders - even at home with your teenage son! Here are 25 more CP for you! Keep up the great work!
Incredible. Because I teach First Grade, I have never had to use such an extreme counseling technique, nor have I ever heard of anything that compares. The old school way of dealing with a challenging child is to explain the problem at hand with the child, maybe even ask the child's input on what he perceives the problem to be and discuss with him your expectations of how his behavior needs to change. There is nothing old school about The Agreement Bridge. Setting the problem in a game format to begin with is genius as there is very little room for an explosive dialogue between teacher and student. The game board itself provides a very clear format for discussion and the teacher and student are equal level players of the game. I love the idea of moving the markers closer together as it provides a clear visual for the progress of the discussion. By playing this game, the challenging child, who is most likely accustomed to being lectured and scolded for his various shortcomings, lets his guard down as he realizes that he is a partner in this act of problem solving. The Agreement Bridge is a brilliant intrinsic motivator to help challenging students take charge of the problems they encounter on a day to day basis. The Agreement Bridge will help the teacher and student find solutions collaboratively, in a non judgmental, entertaining environment. It truly is a winner! -Rivky Greenberger
The Agreement Bridge is similar to other techniques in that the goal is to change student behavior for the better. Usually, counseling techniques involve telling students what needs to happen and putting the teacher in an authority position over the student. In the Agreement Bridge, students and teachers are on a level playing field, which provides a safe opportunity for students to truly share. By putting the agreement before the student in a game format, students are able to relax and open up. Students are a partner in this atmosphere and can come to realize that they really have a say in the solution. By requiring students and teachers to discuss the problem from the alternate person’s point of view, the Agreement Bridge allows both parties to expand their minds and have real conversations. Whereas other techniques involve a teacher asking all the questions and expecting a student to open up, the Agreement Bridge gives students a chance to hear from the teacher and see the problem from the teacher's point of view. Another difference between this technique and others is that it is meant to be ongoing! The game in itself admits that the problem may not be solved in the first round. Other techniques assume to come to a big solution right away, but this isn't realistic. Students are given reachable, specific goals with a timeline. By setting specific goals with a time limit, teachers and students are able to better evaluate progress. This approach allows the student and teacher to get to know each other on a personal level. As the relationship grows, students will be more motivated to work for the teacher and the teacher will be more understanding towards the student. Brilliant! Madeline Mahan
I have seen various counseling systems used for dealing with children with behavior problems; among these are lecturing them on the right things to do, using I statements, and rewards and punishments. The Agreement Bridge shares some qualities with these, but I feel that it goes further to involving the student in the process. I like the concrete representation that the ruler provides in determining where the adult and the child sit on the issues. Also, I like that the student can chose to gauge how they are feeling about the progress being made on the topic. This allows them to be active participants in the solution. The system of The Agreement Bridge also allows them to use a variety of techniques to build bonds with adults in their lives they can trust. This is so important. It also gives a measure of control over the situation to the student, which is something that will make them more likely to follow through on the agreement which is ultimately reached. Finally, The Agreement Bridge focuses on small changes. This method does not think to change a huge behavioral issue all at once or that one session should bring about monumental change in the student’s thoughts or actions. The Agreement Bridge provides a specific, fun and interactive way to work with students to solve problems and improve their classroom behaviors as well as life skills.
I have not utilized many counseling techniques other than a contract system.
In comparison, my contract system and The Agreement Bridge both include the student and teacher planning a strategy for improvement.
In contrast, the contract system I have used doesn’t include the depth of conversation that The Agreement Bridge does, and my system certainly doesn’t include the game aspect which can decrease tension. My system is also not as flexible. I appreciate that The Agreement Bridge can be adapted to meet the specific needs of the student or students. The Agreement Bridge can be played between a student and other significant people or even groups, while my contract system is primarily limited to a student and teacher.
The symbolism of actually moving the markers in The Agreement Bridge is powerful. My contract system doesn’t include anything that “shows” coming to an agreement. My contract system does include a written contract as does The Agreement Bridge, but it is not preceded with the meaningful subjects for discussion used in The Agreement Bridge. I’m very impressed with the precise wording of the six game squares. I’m thinking a version of this could be used with children in my home.
My contract system’s greatest downfall is the lack of collaborative problem solving, while collaborative problem solving is a strength of The Agreement Bridge. I can also see how the benefits of the game will increase as I gain experience with this tool.
I think a very significant part of The Agreement Bridge is that this is the seventh level of the Scoreboard. We have been building a stronger relationship with each level. The student is the “winner.”
Kay, Nice job! The Scoreboard Levels do build on the specific needs of individual students! And yes, the student is the ultimate winner! Here are 25 points!
I have studied and used various counseling systems in dealing with children who have behaviorial problems. Some of these include I statements, role playing, behavioral contracts and a series of rewards and punishments used to hopefully modify behavior. The Agreement Bridge shares some qualities with these, but it goes further by involving the challenging student and uniting him with his teacher in collaborative problem solving. According to Dr. Biffle, “…the Agreement Bridge provides a flexible, entertaining environment for discovering solutions that satisfy not only the teacher, but also the rebel student.”
Traditional approaches use rewards, punishments, whatever methods are available to modify a student’s behavior so that it fits into the teacher’s definition of acceptable. These programs also involve a teacher asking all the questions expecting the student answer honestly and share all of his feelings. In the Agreement Bridge, students and teachers are placed on a level playing field. This provides a safe opportunity for children to truly divulge without fear of repercussions. By using a game format, students are able to relax and open up. Students and teachers become partners in this atmosphere and the students realize that they truly do have a say in the solution. Dr. Biffle states that, “The point is not to punish troubled students but to give them life skills that will help them succeed, two important, but rarely taught, life skills are negotiation and compromise.” When students and teachers discuss problems from the other person’s point of view, the Agreement Bridge allows both parties to expand their minds and discuss smart and foolish options for solving the problems at hand.
A final difference between the Agreement Bridge and other techniques is that it is meant to be ongoing. While other approaches taut that they can achieve optimum behavior right away, this is simply not true. Rebellious behaviors are learned and unwittingly reinforced over many years. Dr. Biffle admits that problems may not be solved after just one round. Students are given specific, reachable goals within a timeline. By setting specific goals with a time limit, teachers and students are able to better evaluate progress. This approach allows students and teachers to get to know each other. As relationships grow, students will be motivated to please their teachers and teachers will more completely understand their students. Everybody wins.
I went through a notebook that held my collection of behavior plans and models from over the years. Most of them I noticed an “X” on them, meaning don’t use again! I started reading through them to figure out why these plans did not work in my classroom. The BIP- behavior Intervention Plan-involved too much paperwork such as data tracking forms, behavior assessments, meeting with parents, and other special area teachers. Classroom Management Plan- involved classroom arrangement, rearranging my classroom, and taking a good look at designing new rules and procedures. Once again, too much planning and my rules and class arrangement was pretty much working. SRI The Solution Notebook- full of guides to classroom discipline. I have not looked at this for years, because it never really helped me solve the problems I was dealing with! I have only a few true discipline problems, so why spend all this time ‘reinventing the wheel’? Counseling sessions or behavior contracts state the problem at hand, instead of collaboratively working together, and talking not scolding the individual. The student must gain trust and feel he/she is in a non-threating environment, before they will open up. These types of contracts or sessions can once again be very time consuming, and are handled out side the classroom setting with the guidance counselor. So, the teacher is not actively involved to gain the students trust. Why do I have so many plans and notebooks? Why did I keep them? Time to declutter and place them in the trash! The Agreement Bridge is an amazing, fun, interactive way to engage students. Elementary students love to play games and this technique will help the teacher and student to work collaboratively together, to come up with a solution to the problem. The student gains trust and will open up and begin to confide with his/her teacher as the gap in the markers decreases, giving them the life skills (negotiation and compromise); to help them succeed.
I like the idea of the Agreement Bridge.This method is striving to have both the teacher as well as the student involved in forging a meaningful contract to achieve desired positive behavior. I love the idea of the counseling system and how the teacher and the student before starting out talking about the obvious issues can open up and share aspects about their personal lives. I have counseled students before but my system that I've used has never been quite to the extent as stated using the whole brain teaching method. This method has the teacher and student almost in a cooperative learning team, which means that both parties will come up with collaborative ideas as to improve positive behaviors and decrease negative behaviors. Both parties get the opportunity to express their opinions about the problems and discuss smart choices and foolish choices that could be made concerning the problem. There is also the opportunity to discuss and describe what you would be willing to change. Karlyn Davis
The Agreement Bridge is unlike any counseling technique I have used or heard about. Previously, with a challenging student, I would have met with the school’s guidance counselor to discuss the problem, and then (together or separately) we would meet with the challenging student to discuss the situation and address the problem. Ultimately, I (or we) would have imposed some sort of behavioral or social contract, or a behavior chart. How dreary, dull, and draining for both the student and the teacher!
Conversely, the Agreement Bridge, once again, is presented in the format of a game! What a novel idea—to approach a challenging situation with a bit of “funtricity!” The Agreement Bridge, under the guise of a game, serves to immediately defuse the potential volatility of the situation at hand.
Instead of the teacher imposing the constraints of a contract (which results in more work and record keeping for both student and teacher, alike), the teacher and student sit down at a game with a level playing field. Both the student and teacher are free to ask questions and choose from among predetermined topics for discussion. A dialog between student and teacher is born; the opportunity for bonding of teacher and student is present. A variety of topics are offered on the game board, and the game itself is not static, rather, it can be an ongoing dialog if either or both parties choose it to be. Topics, as well as the game itself, can be revisited as often as the participants wish.
The game is collaborative in nature, and it is also concrete; players move their markers or pawns along a ruler, which make the players’ progress visible. As for its collaborative nature, the student becomes a partner in the problem-solving process! The “swap” feature allows student and teacher to view the problem from each other’s perspective. The Agreement Bridge teaches students the real-life skills of collaboration, negotiation, and problem solving; skills that will assist students in meeting with a degree of success when faced with life’s many challenges.
The very words, “Agreement Bridge,” conjure up a positive image; a bridge, by its very nature, is a positive thing; it transports us from one place or point to another. The Agreement Bridge takes a murky situation and makes it lucid. The Agreement Bridge opens a dialog between student and teacher where one did not exist before. Through the implementation of the Agreement Bridge, we are able to take a student from a poignant place of darkness to a place that points toward a brighter future; it serves to give our students a very important and necessary ingredient when struggling to climb that ladder of success. It gives our students hope.
Jacqueline, Great post on the Agreement Bridge! You are right that it is one behavior contract that will give a participating student hope! Here are 25 points and a 5 point Bonus! Well done!
I’m only in my second year teaching so I don’t have many counseling techniques I have used that I can compare and contrast it to. However, I do get to know those students who maybe more challenging as much as I can in order to form an initial relationship. I feel it is important to start there first in order to build some foundation and show you care as their teacher. I have dealt with a student this current year and we have had conversations that are similar to the “hello” part of the Agreement Bridge. I have even attended a sport’s game of theirs too. The student appeared to have no trust in me and would not verbally communicate easily. There have been verbal agreements and compromises made. As the school year has gone on, things have gotten much easier and challenges I would typically face with this student have lessened tremendously! I think the Agreement Bridge approach seems different than others because it allows the student to express himself/herself through a fun game that has some ice breakers, such as, hello, foolish choices and swap. In addition, the swap allows the opportunity for the student to get a sense someone understands them and what they are going through. The student sees the physical movement on the ruler of the gap between each other decreasing. The student may also feel more involved in the process because they have made the agreement with their teacher and not the teacher deciding it strictly for the student with no compromise.
Liz, It really does make a difference when the student and teacher approach the Agreement Bridge together, it lessens the "punishment" aspect of the meeting and puts a very positive spin on it! Nice job! Here are 25 certification points!
I have very little experience with counseling techniques, but I have heard that it is a good idea to let the student choose the topic rather than ask questions and to make the conversation as relaxed as possible. First of all, if the teacher starts by asking lots of questions the student might shut down and refuse to answer. It might feel like they are being interrogated. The purpose of the agreement bridge seems to be to calm down the student (and the teacher!) and start by trying to understand each other before approaching the subject of the problem dividing them. The game board creates a game like situation that is not aggressive and won’t be taken as an attack. Students (and teachers) become angry and sometimes violent when they feel they are being personally attacked. Communication breaks down at this point and it’s hard to reach an agreement or find a solution to the problem.
Adrienne, By using the Agreement Bridge we are able to see all different factors that may be inhibiting a student from sharing what is really wrong. Often, I find that they are going through a lot more than just what is distancing us. It is fun as a teacher to see a relaxed side of the student as well. Here are your 25 certification points.
I have used many behavior strategies during my years of teaching. Most of these strategies are based on positive reinforcement, teaching replacement behaviors for inappropriate behaviors, and making good choices. What I love about the Agreement Bridge is that it is child centered. The Agreement Bridge gives the student a vehicle for input, exchange, and problem solving. This technique allows for small steps to change student behavior while building rapport and trust with the teacher. By using the ruler, coin, Agreement Bridge game board, and contract the student has a concrete, visual tool. In my opinion, the Agreement Bridge is a “spot on” method for empowering a student to change their behavior. Teacher Heaven!
Bethany, You are right, these visual tools are very helpful and building the rapport and trust is a key element! Nice job! Here are 25 certification points!
As a first grade teacher, my counseling has been limited to simple behavioral contracts within the classroom. In contrast, the Agreement Bridge utilizes what is probably the most effective strategy available and that is the student endorsed solution. Many times when I am having difficulty with a student, I am the one to come up with the behavioral changes and determine the goals as well as strategies. I am excited to read about this agreement and am hopeful that it can be used with young students in first grade. Another difference is that it allows for sharing between the teacher and the student. In order to develop meaningful relationships with students they need to know that we have lives outside of the school with interests similar and different from their own. The Agreement Bridge gives students the ability to see empathy from the person that has a large contribution to how they see themselves!
The Agreement Bridge is unlike any counseling session I have heard of. Usually, it is the adult talking to the student naming all the problems the child has and giving solutions to the child that many or may not work. There is no building of trust and vulnerability on the part of the adult. Opening up about your family life makes you more human in the student’s eyes. As adults, we want to help our struggling students. It is natural for us to want to tell the child how they should act and what they should do. This game let’s the child talk and think out the solutions. They can really look at how a solution might not work in the long run. They can delve into how come the choices they have made in the past have not worked. The control is in the hands of the student, where it needs to be. The child will have to make his own decisions in the future. This game gives him the resources to make smart choices. Seeing things through the eyes of another is also an interesting aspect of the game. It may be very enlightening for both the teacher and the student to see how someone else interprets them. As in the case with Juana, it could be that they feel relieved that someone else understands how they feel. As with any counseling meeting, it is good to plan for future sessions. With the Agreement Bridge, it makes these encounters more enjoyable because everyone knows that there will be some chance for humor and a meeting of the minds. Chances are, if this child is demonstrating behavior problems in middle school, they have been acting up in previous grades. They have surely been at the end of long lectures about how they should behave. This game allows the student to voice their own feelings and develop viable solutions to the problem. This will support them in future decision making as they learn the skill of making smart choices. Liz Howard
Liz, You are right, the students really do need to see us as "human" and it really helps when we share during the Agreement Bridge! Nice job! Here are 25 certification points!
Students, especially challenging ones, get counseled constantly. If it were more effective, it wouldn't happen over and over. Usually counseling goes sort of like this, “What are you doing wrong...what can you do to fix it?” It doesn’t encourage understanding, and is basically a recap of decisions made that day.
The agreement bridge provides an engaging “game” that builds understanding. The teacher and student play by moving a penny from opposite ends of a ruler with the goal to meet in the middle. They take turns answering a set of questions. The questions begin with a simple greeting and build towards ultimately solving a problem.
Two aspects of the game make it stand out from regular counseling sessions, the first being its goal. Meeting in the middle is a concrete way of showing the importance of cooperation. So often challenging students act like they’re the exception to all the rules. These students need to realize that everyone makes concessions in order to be part of a classroom, or any group for that matter, and they should try to do the same.
The game also develops empathy, which is the heart of so many issues. Students will be more likely to behave if they understand how others feel. Also, since the teacher is sharing his or her feelings, the student should start to see the teacher as less of an authority figure and more of a person who can be related to and trusted.
Josephine, Building that trust and opening lines of communication are key factors in working to resolve difficult behavior issues. The Agreement Bridge offers a safe way to do this with an element of fun mixed in! Here are 25 certification points!
The Agreement Bridge and my way of working with challenging students are very different. However, both include the student and teacher discussing ways to make smarter choices while in school. Both also allow me to document how situations are being handled.
When contrasting the two systems, my system hardly comes close to the amount of social interaction between student and teacher when using The Agreement Bridge. I typically talk to my students during lunch. One of my consequences is sitting alone at lunch. During this time I visit with them and we talk about what happened and ways we can improve. If a student says that someone else was involved I call that student over to where we are sitting and we talk in small group. This discussion is brief and is very cut and dry. I like how The Agreement Bridge focuses on asking and answering questions. It also allows the student and teacher to bond by getting to know one another on a deeper level. And that’s not all! The Agreement Bridge also “shows” students getting closer, closer to an agreement and closer on a more personal level. This is significant and symbolizes meaning and understanding. My system is also not as flexible as The Agreement Bridge and it does not include a game to decrease tension. I do not feel that my method of discussion meets the needs of all of my students. Some students could care less if I talk to them or not. Some do not care how many marks they get on their daily calendars because their parents will never sign it or in some cases it does not even make it home. The Agreement Bridge can be adapted to meet the specific needs of all the students in my class. Brandi Young
Brandi, I've had the same problems with parents not signing the calendars! The Agreement Bridge really makes the child (not the parent) take control of his behavior while developing a better relationship with his teacher. Win-Win! Here are 25 certification points and a 5 point bonus!
The Agreement Bridge has some similarities to techniques that are tried with challenging students but it has many unique differences that make it more likely to be successful with these students. Some similarities to other techniques are that the teacher works on building a relationship with the student before trying to help them try to make changes, and talking with the student about the problem. Usually, the teacher and student come to some agreement about the problem and how to solve it but often, the problem solving is vague. One important difference is that the Agreement Bridge is played in a game like format which is more likely to lead to a student being more open to working on a solution. The Agreement Bridge also involves changing roles which is very powerful to the student because it not only makes the student understand that the teacher can relate to their problem but also by having the student role-play the teacher, they may have a new appreciation for their teacher. It also invokes humor which can help the situation by making the situation seem more solvable for both partners and deepens the connection between teacher and student. I also think that the goals being specific and written is an important difference and helps the student measure their own success. I believe that the Agreement Bridge would be very helpful in dealing with some of the most challenging students that have huge problems that are outside of school – drugs, gangs, etc. – but have a strong impact on school behavior and academic success. I don’t know that I would use it as a second grade teacher in an affluent area but having it as a back-up plan makes me a more successful teacher. Mary Carlson
Mary, I agree, it would help the student appreciate the teacher's side and help them understand "why" the teacher makes certain requests of them. I'm sure it would even work with 2nd graders if needed because of the game format. Nice job! Here are 25 certification points!
Chapter 22: The Agreement Bridge I must admit I have not used many counseling techniques other than a contract system or actually sitting down and talking with students.
The only comparison my strategies and The Agreement Bridge would have in common is both include the student and teacher talking and planning a strategy for improvement. Both also can be adapted to meet specific students need. Not all strategies work for every student you need to be flexible and adjust, which the Agreement Bridge is perfect at accomplishing.
In contrast, my strategies in no way went as in depth as the Agreement Bridge nor did I make it a game. I also like how the Agreement Bridge could have with another teacher the student respects, administrator, or counselor, it does not just have to be the classroom teacher who might actually be the major problem. My strategies only included me, sometimes I would ask a coach or a colleague to talk with a student and see if they could help. Also my strategies were not a game where you move your chips on a board and have something that symbolizes actually coming to an agreement with the movement of the markers. This is a very powerful tool.
I really like the strength of collaborative problem solving with the Agreement Bridge and that at the end of the meeting you set two goals and a meeting time to come back together and talk. I have always thought if you can get the students to open up and talk about what the conflict is you can assist them. I think the Agreement Bridge takes the biggest problem out of the equation, getting the student to talk, and building stronger relationships.
Tonya, You found the amazing power of the Agreement Bridge "I think the Agreement Bridge takes the biggest problem out of the equation, getting the student to talk, and building stronger relationships"! Nice work! Here are 25 certification points!
The agreement bridge is unlike any contract or agreement tool I have used in the past. I have used a counseling technique that required an agreement between myself and the student to complete assignments or change behaviors. The agreement process was most often completed during a formal meeting that included the parents and the student. The “contract” required signatures from all parties and had expectations for everyone. Though it was fairly formal and all the particulars were addressed, I can honestly say that its success was limited. Students that were motivated to complete the tasks or make the change would do so and those not so motivated most often would not. The agreement bridge sounds like a great opportunity to find common ground between the teacher and those hard to reach students. I love how it begins as a game, showing the relative position of the student and the teacher. The “game” encourages both parties to introduce and talk about issues that would not be possible in a formal setting. The game protocol leads to agreement, real agreement that is fostered through discussion between the teacher and student. This agreement has the potential for success because each party has made a commitment to make a change.
I am going to compare and contrast the Behavior Contract with the Agreement Bridge when dealing with a challenging student. Both techniques attempt to solve the problem with a degree of student participation. Both techniques end with documenting the plan in writing. Both techniques have the participant sign the agreement. In contrast, the Agreement Bridge helps students learn the critical life skills of negotiation and compromise, whereas the Behavior Contract solves the problem by outlining teacher-directed outcomes. The Agreement Bridge also engages students by using a game to help solve the problem. When student and teacher "swaps" and describes the problem from the other player's point of view, the student learns empathy, which is completely absent from the Behavior Contract. When I compare the Agreement Bridge with the Behavior Contract, I can clearly see that the Agreement Bridge is a better technique for dealing with a challenging student! Krissa White
Krissa, The empathy the student gains in addition to the game element are both very powerful elements of the Agreement Bridge! Here are 25 certification points!
In the past I have never used an official counseling tool such as this one. I have pulled aside certain troublesome students, talked to them about their behavior and used role-playing to aid the child in making better choices. However, the Agreement bridge is perfect for establishing a solid, reliable means of counseling a student, especially older students who may have more complex reasoning behind their choices. The example Chris Biffle gives of the Homework Problem really clarified the correct way to utilize this tool. Creating a warm, open, and non-threatening environment for the student to talk about their problems, academic or personal, is key to changing behavior. The aspect of using an agreement between both teacher and student allows for no apparent upper hand by the teacher. Collaboration rather than punishment often works better for students who could have personal circumstances affecting their academic problems. One-on-one contact between student and teacher makes the students feel special and that the teacher truly cares about their success. Building this self-esteem is a strong motivator for changes in behavior. The more Juana (from the example in the book) completes her homework and receives good marks, the more she will feel motivated to do it. I also really loved the idea of involving peers; having two students who are friends complete their homework together provides a sense of satisfaction for the helping student and a sense of understanding for the learning student.
Anne, Great job! You made a good point in your statement "The aspect of using an agreement between both teacher and student allows for no apparent upper hand by the teacher." Here are 25 certification points!
Compare and contrast the Agreement Bridge with any counseling technique you have used, or have heard about, for dealing with a challenging student. The agreement bridge is like other behavior management plans in that the shared target is to improve student behavior. The only other techniques that I have used is the behavior contract. In comparison to the behavior contract, the Agreement Bridge allows students to take charge of their own behavior. In contrast, a behavior management plan is different from the Agreement Bridge because the behavior plan encourages students to improve their behavior for a small token or treat whereas the Agreement Bridge allows for student and teacher counseling to help increase positive behavior. Irish Brown
Irish, The Agreement Bridge is powerful because it allows the teacher and students to work together and form a stronger bond. Watch for those small editing errors "The only other techniques that I have used is the behavior contract" (techniques are (or) technique is). In the future, I'd like to see more detail in your posts, share your great ideas! Here are 20 certification points.
The Agreement Bridge is a different way to meet students in the middle while conferencing with them about any particular issue. Instead of asking the student to simply just “talk” to me, we have a plan of stepping into our conversation to make it smoother. The student can gradually gain comfort in talking if they need to. The Agreement Bridge also allows for students to stop and reflect and think about the other side of an issue. If a student has been in a fight, this allows us to sit and calm down and put a lot of thought into what the issue is rather than just jumping to conclusions or anger. I hope within this system though, there are still consequences for certain actions. I have many students in my class this year that get very angry very quickly. The result of this is me reacting with anger as well. If we can start this agreement bridge from the beginning, I can then hopefully prevent some of the situations from getting too negative.
Kasey, You could start the Agreement Bridge as soon as you note the need...don't wait until the situation escalates too severely. Building that bridge (bond) with your student will make a world of difference! Here are 25 certification points!
I am not a counselor but have had to counsel many students just being myself and using the few tools I have learned in my lifetime. I try to use the “I statements”, role-playing, journaling, and playing a game of checkers or candyland to develop a rapport and sneak in some feedback to students regarding undesirable behaviors and desirable behaviors.
I am relieved to finally have a “game plan” that truly will connect me with students and will seem like a game but will be much more. I have learned from parenting my own students that you can’t teach expected behaviors or counsel in the “heat of the moment”. Coming together after an episode of undesirable behavior through a relaxed, game setting like shooting a few baskets or playing cards can do wonders. The Agreement Bridge is complete when the markers of teacher and student arrive at the middle together, this shows the student and teacher are agreeing. This is a useful tool that I will also try to use at home with my teenage daughter.
In the past, I never had a clear plan for counseling, I just did what felt right at the moment, each experience is different. I like that The Agreement Bridge will give me a plan to follow and will connect me with my students. It teaches collaborative problem solving that is so critical for students to learn. I understand that it will not be a one time fix, it is a work in progress because every student brings his or her own, unique personality to the classroom everyday.
Lori, Yes! The Agreement Bridge does allow each student to bring his own uniqueness to the table! That is why it is so successful! Here are 25 certification points!
Compare and contrast the Agreement Bridge with any counseling technique you have used, or have heard about, for dealing with a challenging student.
Again, The Agreement Bridge is very time consuming and drawn out for a classroom teacher. In my opinion, The Agreement Bridge could create conflict in the classroom. Many students would demonstrate negative behavior to get one on one time with the teacher. This process has many steps and requires a private conversation for children to be successful. The concept is excellent, however the time is excessive.
I always get difficult children in my class because I work so well with the children. I create that loving caring relationship with high expectations. I know it is sometimes difficult to find something good in a disruptive child, but it can be done. I do not need to work through Hello, Problem, and Swap steps because they are a part of my student management daily. I greet each child with a hello, a smile, and hug each day. I make the time to check in with each student and start the day on the right foot. If the child does not have homework or supplies for the day, I provide them, giving the child a chance to start out with success. My favorite line is, “What do you need me to do so you can be successful?” (I end the day the same way.)
When a child is exceptionally difficult, I move the child’s desk to my desk. I work with the child to understand what causes the problems and teach the child how to over come difficult situations in a classroom. After a few days, I return the student to the group and monitor the success level for the child closely.
I guess I have taught at-risk kids with behavior problems long enough to have developed my own systems for working with disruptive students. Had I had WBT when I began teaching I would have used The Agreement Bridge and the Bulls Eye. I clearly remember the most difficult child I ever taught was a student I had my first year of teaching. I often wonder if he was all that difficult, or if I was just an inexperienced teacher without the skills necessary to help children become successful in my classroom.
Do not think I am too critical of the Bulls Eye and The Agreement Bridge. They are excellent tools for teachers. I know I can and will use parts of both procedures to help student become even more successful in my classroom.
Dian, Again, just keep these tools in your back pocket and you never know when you may need to reach in there and pull it out! The Bulls Eye and Agreement Bridge are both effective strategies and with practice, don't take an overwhelming amount of time. Watch for those pesky editing errors "child how to over come difficult " (overcome). Here are 20 certification points!
The Agreement Bridge is very similar to something I call Around the Table. When I have students who are having trouble getting along we use this technique. Student sit in chairs across from one another and speak one at a time addressing only the teacher. They are not allowed to address the other student. They are given one minute to speak and then they must stop and listen to the other child’s response. With this technique we only speak about what pertains to the problem at hand. No other topics is allowed to be discussed. This has worked in several instances and only failed to resolve the problem a hand few of the times it was used. I like this because it gives me the opportunity to really get to know my students.
Karen, How do you think the Agreement Bridge compares to the Around the Table method? Is it as effective? (Prompt: Compare and contrast the Agreement Bridge with any counseling technique you have used...). I'd like to hear your thoughts! Here are 20 certification points!
Most of the time counseling sessions and contracts with challenging students involve punishing consequences. The adult may ask a few questions to decide the fate of the student. Typical contracts that I’ve seen have students write what they did wrong, what they can do to fix the problem, and what their punishment will be. Counseling sessions ask the same types of questions. Students feel powerless in the course of their own lives because realistically, the adult controlling the conversation is going to decide their fate. All the student has to do is agree to the decision the adult made to get out of the “discussion” at hand. Challenging students have seen these techniques enough to know how to answer the questions and manipulate the situation to get out of them as quickly as possible. We are not affecting a change in our challenging students with these techniques. I love the Agreement Bridge. It is so much more effective than the traditional techniques I discussed. The fact that it is a game really helps the students to feel less threatened. It redirects the students’ focus from the problem to the game. There is also no punishment with the Agreement Bridge. Therefore, the students are more likely to relax and really work on negotiating a compromise. I also like how the students can choose the discussion category. I think this would help them to feel more in control. If they are feeling cornered or uncomfortable, they can go back to “Hello” and change the subject. This is such a difficult life skill for so many people to overcome and I am very excited to use the Agreement Bridge in my classroom. Jackie Rabin
Jackie, I agree, the game format that allows them to choose the discussion category is very helpful as it helps them feel more in control. Nice job! Here are 25 certification points!
Our school is very big on "Kelso's Choices". This technique, like the Agreement Bridge, encourages dialogue and the thinking through of one's choices and their consequences. In the same way that the game-like format of the Agreement Bridge creates a non-threatening environment to work through a problem, the character of Kelso does the same thing.
This, however, is where the similarities between these two techniques end. Kelso's choices are predetermined. The conversation about which would be the best choice to use is usually teacher directed. I love the Agreement Bridge because of its collaborative nature. Students are not told what to do. Instead they are encouraged to think about practical solutions that they would be willing to try. When the teacher removes herself from the power position, tensions are automatically diffused. The child no longer feels like a problem, but like a problem-solver.
My favorite part of the Agreement Bridge is when the markers of the teacher and the student meet in the middle. What a great concrete representation of reaching agreement. I also think that it is very empowering for the student. Reaching an agreement is a very positive thing, and causes one to feel successful. Challenging students need more opportunities to feel successful.
I do not know if I will need to use the Agreement Bridge, but it is nice to know that I have the strategy if I need it.
The great thing about the Agreement Bridge is that it gives a method for incorporating both negotiation and compromise. As I read through the different categories of the Agreement Bridge it occurs to me that I have conversations about all 6 of the categories with students all the time. As a teacher I am always having conversations that try to illicit getting to know students or their current problem or a way to change the problem behaviors. I’d say I use The Agreement Bridge unofficially all the time. What I tend to not make enough time for is 1 on 1 conversations that provide a specific direction and goal that is NOT obviously teacher driven. It seems like many times I have kept students in class to have a discussion and it turns into me giving a mini-lecture about their behavior, ending with no ultimate goal or record. What is great about the Agreement Bridge is that is provides multiple starting points, possibilities for laughter, and goals that can be recorded and checked back upon. The Agreement Contract provides accountability for all the parties involved (including both teacher & student) but not limited to only teacher and student. If parents, counselors, and other stakeholders become involved it allows for accountability on their end as well! Ultimately, it again comes down to me (as the teacher) making time to actually sit down with a student and begin the Agreement Bridge Technique. I believe that simply starting the process will snowball into positive interactions and outcomes with those challenging students!
Jason, Your statement "If parents, counselors, and other stakeholders become involved it allows for accountability on their end as well! " reinforces one of the most important factors of the Agreement Bridge! Here are 25 certification points!
During my first year of teaching I had a challenging student who rebelled and refused to do work. He would get so frustrated that he would throw chairs and hide underneath the table. I was told to use 1-2-3 Magic with the child.
When I asked him to complete an activity in class and he refused to do so I counted to one and told him to complete the activity. If he still refused, I counted to two and told him to complete the activity. If he refused again I said three and removed him from the activity for two minutes or, depending on the activity, I took two minutes from his recess so he could complete the activity during his free time.
This system worked for the remainder of the year. However, I did not do a great job of re-teaching him or mentoring him through the process of realizing he had choices to make in life and his choices had consequences.
I wish I knew about The Agreement Bridge. As Coach B says, “The point is not to punish students but to give them life skills in order to succeed.” The Agreement Bridge helps students to realize the importance of compromise and negotiation. Unlike the 1-2-3 Magic system, the Agreement Bridge is a positive solution to help the student and the teacher solve a problem together.
The Agreement Bridge is also helpful because it helps to create positive rapport between the student and teacher. Since the student and teacher both get a turn to talk about the problem, the point of view of the other, possible positive and negative choices, and things that either party is willing to change both the teacher and the student get an opportunity be heard. Through 1-2-3 Magic the student never had the opportunity to talk or share his or her feelings. The student was always required to follow my rules, period.
The Agreement Bridge creates a respectful atmosphere between the students and teacher. This technique gives the teacher an opportunity to mentor the student and speak with him or her one-on-one in a safe environment. Instead of just providing punishment, the Agreement Bridge teaches students how to talk about their feelings and problems in a calm and respectful manner. This is a skill that is important to learn because it affects many areas of life and many different types of relationships.
Amber, Yes! Teaching the life skills rather than focusing on punishment is crucial! It is so important to give the kids a chance to be heard! Great job! Here are 25 certification points!
The agreement bridge seems like it is a wonderful tool for anyone to use, even those that aren’t incorporating whole brain teaching into their classrooms. I can’t compare this level of WBT with any other program I have heard of. I don’t believe it has any of the same qualities as other programs. However, contrasting will be easy.
The agreement bridge settles conflicts or problems with a game played between the challenging student and the teacher, counselor, or administrator. In a traditional program the adult would be telling the student the problem and there would be no game involved, causing the problem to potentially explode. The agreement bridge game uses a game board that provides a clear pattern for discussion. In a traditional program the teacher does most of the talking. The student can easily tune out or explode in disagreement because there are no subjects to look at or told to them.
The agreement bridge offers the teacher no advantage over the student, which I believe is key in this game. Instead, the behavior is prescribed by the topics. In other programs the teacher has the advantage because he/she is making the topics which could result in the student not agreeing and becoming defensive or worse yet, exploding.
The subjects in the agreement bridge can be chosen in any order and as many times as players wish. This could open up a range of problems to be discussed instead of dwelling on only one problem. As the subjects are being discussed the players can agree to move their markers along the ruler, closing the gap or distance between them. This is a clear way to show progress of a discussion. In other programs there is nothing to visualize or show progress. Therefore if a student doesn’t feel like they are making progress they may give up on the goal.
The final contrast is phenomenal! In a traditional plan the teacher is making all of the decisions and doing most of the discussion. This has a result of belligerent or defensive behavior to where the teacher starts scolding. In the agreement bridge a student’s typical belligerent or defensive attitude is defused because he/she is not being scolded. The student has become a partner in problem solving!
Heidi, I appreciate your statement, "In the agreement bridge a student’s typical belligerent or defensive attitude is defused because he/she is not being scolded." A tool that defuses attitude! A miracle!! Here are 25 certification points!
Counseling students is something I don’t feel at all comfortable doing. I don’t do enough of it and always feel ineffective. Usually, the discussion is one sided, with me being the “side”.
I have tried using behavior forms where the students are supposed to reflect upon their behavior. This works with the “on the fence” students, but not the truly defiant ones. I’ve had students refuse to fill them out or admit that they just wrote what I wanted to hear. One particularly tough year, I had reams of reflection sheets, but students who continued to be disruptive.
The Agreement Bridge opens dialog between the teacher and the student. It makes people the focus of the discussion, rather than the problem. It allows students to have their say and some control, while maybe having some fun role playing.
One of the biggest bonuses for me is that it gives a structure to the process. This will increase my comfort level so I can help students grow.
Like the Bull’s Eye game, the Agreement Bridge builds positive relationships instead of fostering conflict. Everyone needs to feel valued and to have control of their world.
As a kindergarten teacher, I have used behavior contracts and personal discussions about appropriate replacement behaviors. One thing that is similar is relationship building. Building that relationship is crucial for any change to occur. In reflection, many of the behavioral contracts that I have used have been more about me than the child. There is a behavior “I” want the child to change. “I” created a contract for the child. “I” selected the goals for the child. “I” picked rewards the child has to choose from. “I” offered the replacement behaviors. The goals were child centered and the behavior did need to change. However, the child was not involved in the process. As a result, the process only worked some of the time.
By contrast, the Agreement Bridge uses a strategy in which the child is involved in the entire process. I am excited to read about this agreement and to use it with the young children in my classroom. The Agreement Bridge involves building relationships between the student and the teacher. The “game” format helps lower the wall that is sometimes built between the student and the teacher. By taking turns answering a set of questions, we start simple and move to the heart of the problem. Both the teacher and the student share feelings, which will help develop empathy towards each other. This process will allow us to really get to know and understand each other. We then work toward a solution that both of us can be happy with. Teacher and Student Heaven!
Kim, Isn't is startling to realize that our former behavior contracts were so teacher centered? You are right, the game format does help lower that wall between teacher and student. Here are 25 certification points!
I have used conferencing and restorative practices to deal with challenging students. Although I have had good success with Restorative Practice, it is teacher driven and students know the responses you are looking for. You do ask students their feelings and what they were feeling at the time, how they think the other person felt, what they would do differently, how they can fix it. But when you compare this to the Agreement Bridge you see a startling realization – by using a collaborative problem solving method to deal with challenging behaviour, you are building a bridge to that student as well as teaching them problem solving skills they can use and build on for the rest of their lives. For the most part, schools do not allow students to negotiate and compromise. These are such important life skills that the agreement bridge brings into play. I can see students buying into this non-threatening game where they can choose what they would like to talk about and how much to say. They will get to know their teacher better, forming a deeper connection and trust. They will feel empowered that they can choose behaviours to improve on and how to do it. They decide when to move their marker on the ruler. I like that it is only 1 or 2 goals at a time and that they are very specific, with deadlines, therefore, measurable. Regular meetings/follow ups increases accountability. The ‘Hello’ square is a perfect method for diffusing tensions/emotions during the meeting. I see this as a very engaging method for rebel students of all ages.
Bonnie, You made a good point that many schools don't let their students have a chance to negotiate and compromise, which are such important life skills. Thankfully, the Agreement Bridge does just that! Here are 25 certification points!
When I was a classroom teacher I would meet with "challenging students" and create a behavior book. I taught 1st grade. This was generally a meeting when I would help the student realize one or two problem areas and we would talk about what good behavior looks like and what not so good behavior looks like in those particular areas. The students would have a sheet on their desk for stickers and they would get rewarded for their good behavior. When reading about the agreement contract it seemed that the teacher and student would take turns discussing how it affected them. There seems to be a lot of give and take in the discussion and the student would feel more in control of their behavior and their consequences. Now that I am a music teacher and I see about 500 students a week I feel that this tool would need to be used either by the classroom teacher or the guidance counselor initially. When I was able to pinpoint the various students that needed this contract I might be able to meet with them but it would be my guess that the student would be displaying the same behavior in their classroom. It may come out in a meeting with the teacher that the student has a difficult time with transition and I would then work on an agreement with the classroom teacher and the student to alleviate difficulties in transition to resource time. I think this is a great way for students to learn that their behavior impacts their learning, that there are consequences for negative behavior and to teach life skills on how to change their behavior. There needs to be more of this in school so there is less failure outside of school because they are just kids and many of their current behaviors are learned behaviors from their outside environment.
Mitzi, I agree that it would be effective to be part of a team with the child's homeroom teacher. This would help them understand that the adults are working together (with them) to help provide a more positive experience in school. Here are 25 certification points!
Chapter 22 – The Agreement Bridge I have been a school administrator for 7.5 years. I have been an educator for 26 years. I have tried lots of methods to help student change their behavior and re-route into a more positive road. Some of the methods were filling out a worksheet about whatever their misbehavior was (defined by the adult), scolding, taking away recess or other privileges, calling parents, writing, sentences, and in school and out of school suspension. Sometimes we would see a change in behavior, but there always seems to be a hardcore holdout kid that nothing would work. I am looking forward to trying The Agreement Bridge with some of those students. The Agreement Bridge is presented as a game which takes some of the stress away immediately. I think students would like the choices to move their coin around on the board. The Agreement Bridge fosters communication between adult and child which is always a good thing. The Agreement Bridge is collaborative in nature and any solutions that are hammered out are the result of negotiation between two people, certainly a valuable life skill. As Coach B says in his book, “Any solution to a school problem which is not endorsed by the student involved is likely to quickly fail. Solutions that are imposed on challenging kids are quickly shrugged off. The point is not to punish troubled students but to give them life skills that will help them succeed; two important, but rarely taught, life skills are negotiation and compromise.” I like the way The Agreement Bridge flows back and forth between the student and adult. One person begins choosing a square on the game board: Hello, Problem, Swap, Smart, Foolish, and Change. The players communicate based on the square they are in and find out what problems they are facing and try to work out a solution. Both parties have to compromise. In the end the come up with a plan and agree to meet soon to assess progress. Another aspect of The Agreement Bridge I like is having a ruler between the two players and moving paper clips or other markers, closer to each other or farther away to indicate if they feel the distance between them is getting greater or less. I look forward to opportunities to use The Agreement Bridge with students (and maybe teachers) soon. Carl Rust 425 cp
Carl, It's nice to hear the perspective of an experienced educator that is also an administrator. It sounds like you have tried a wide variety of methods with the more difficult kids. I think you and your staff will quickly find that this unique method of communication between the adult and the student is a positive solution to overcoming those challenging behaviors! Nice job! Here are 25 certification points and a 5 point bonus!
Teachers wear many hats during the school day, and counseling students is all in a day’s work. Most teachers are not trained in counseling, so this is an area where a game like The Agreement Bridge is helpful. In the past, I have found it difficult to know where to begin with a student. It is important to establish rapport, but how? Time is of the essence in the classroom, and hanging out and chatting with a student to get to know them is not something that is easy to accomplish. Many students are guarded and do not want to share about their personal life. Often times traditional counseling sessions start with stating the “problem” the student is having and asking them how they plan to fix the problem. This puts the child on the defensive and often shuts them down and the only response you get is a shrug. The conversation ends up with the teacher telling the student what needs to be done and the child leaves. With the Agreement Bridge, you have a game that encourages participation from the students. It gives them the opportunity to talk and share in a non threatening environment. Not only that, it allows them to learn about the teacher and see her as a real person with feelings. There are defined rules of the game and a beginning point to get the discussion going. Compromise, negotiation, and coming to an agreement that both parties can agree to is the goal making it a win for everyone involved. Within a very short amount of time, in as little as five minutes a session, you can get to know your student and work toward small agreements. This is not something that is solved in one session, but small steps are made each time toward the overall goal. The problems the student has did not start overnight, and will not be solved overnight, but with love, compromise, and patience you will begin to see your most difficult student shine.
Melissa, You are right, meeting the student in a non threatening environment to really get to know them (and let them get to know you) can make a huge difference when negotiating! Here are 25 certification points!
The Agreement Bridge is a game-changing student management system! I haven’t done any official strategies, but with difficult kiddoes in the past I typically have had them tell their side, I would tell them what went wrong and how they should act differently in the future, and then they have some form of punishment. This wasn’t as effective because I think I didn’t spend enough time being empathetic to their needs- they are acting-out for a reason after all. I was more of a dictator who would ruthlessly announce their fate, which probably made them angry and resentful, regardless of how awful their behavior was in the classroom. It left both the student and teacher feeling bad about the outcome even though it may have fixed the problem.
I think the most pivotal points about The Agreement Bridge are that the student has choice, and they also have the knowledge that this is not necessarily something that is going to be addressed quickly and forgotten about or brushed-off. It will take as long as it needs to take in order to work out a contract for improvement, and both parties feeling as if they've accomplished something. I have been fortunate enough that I have not had to use this strategy yet with all of the other awesome WBT techniques’ effectiveness, but I can think back to times when I wish I had known about this for students in the past. It seems to me you really strive to develop a closer relationship with the student, and I think that alone will surprise most students. Kids with chronic bad behavior have seen many different forms of punishment and reprimanding, but with The Agreement Bridge, they are an equal partner in deciding what is to be done. The game-like format is fun and less threatening; it would certainly make it easier for students to open-up to their teacher. The fact that both the teacher and the student take turns playing and voicing their points of view seems very enlightening to both parties. I think scheduling a time to meet for this strategy away from the prying eyes of their peers helps to diffuse the situation for the moment and still allows that child to know that it will be addressed. I love the idea of using a ruler and some type of marker to visualize closing the distance between the teacher and student on the topic. At the end of the game, both parties are left feeling satisfied, and the child walks away with life skills to help them in the future as well as the knowledge that their teacher is someone whom they can trust and confide in. The Agreement Bridge is definitely going to be kept in my back pocket for any students that need it!
In just my two years of teaching, I have seen many counseling techniques for dealing with difficult students. Talking to the student, hearing their side of the story, and empathizing with them are all things I have noticed that take place in my school. I believe that the Agreement Bridge works so well for dealing with difficult kids because it is played in a game and it is a less confrontational situation. Having been a student myself only a few years ago, I have seen what it is like to feel attacked from a teacher or an administrator when a bad choice was made. I understand that there are some situations that are just completely out of line where serious action needs to take place. Sometimes, however, a child is just trying to get attention. Something that I have been trying out myself is having my inclusion teacher watch my room while a take a particular kid on a walk. That child may be getting worked up and angry, so I decide to take them on a walk around our hallway. This is something that always calms the child down, and allows us to have one-on-one talking time. It is so hard to talk individually with every student every day! I just try to understand why the child is frustrated and we talk about solutions for solving the problem together. If it is another child that is bothering them, I also take that child on a walk so that I can hear both sides of the story.
Although these have been working well for me, it doesn’t really make the issue go away. For example, I have a student right now who is constantly disrespectful to teachers and peers, does not follow directions, is distracting and off task, and does not care one bit what the consequences are. I tried the Agreement Bridge with him and I can already tell a difference. I figured out that his mother was not allowing him to see his father and it was making him act out. We sat down, talked about what was happening at home and in class, talked about those smart and foolish choices, and really opened up to one another about the way his behavior is making both of us feel. He told me how he hates acting this way in class, but he just gets so frustrated because of the other kids. I told him how I feel like I am an inadequate teacher and that I get frustrated with him as well because I feel like he won’t listen to me. We reached an agreement and made some behavior goals for him to reach for the rest of the year. Nothing is perfect yet, but it is a work in progress.
In closing, this is one of the best techniques I have ever witnessed or used in my teaching career. I am anxious to see if I will need to use it next year, but I feel confident that I can reach a compromise with a troubled student!
Hannah, Isn't it wonderful to have an opportunity to open up and share with and learn from your students? The Agreement Bridge helps both teacher and student maintain composure and dignity while moving together toward the marked goal. Perfect! Here are 25 certification points!
I have been trained in and have used various counseling systems including, conflict resolution using I statements, role playing, behavioral contracts and a series of rewards and punishments strategies to modify behavior. I have experienced the most success with the conflict resolution strategies using I statements and role play because similar to the Agreement Bridge, it provides a plan for discovering solutions that satisfy both parties through negotiation and compromise. Both strategies encourage thoughtful communication and reflective listening using structures discussion.
One difference between the two techniques is that the Agreement Bridge sets the problem in a game context which helps diffuse the situation. Additionally, the ruler and markers indicate the progress of communication provides a visual to represent the discussion. I like that this visual clarifies where both individuals stand and believe that it may help advance the discussion. Although our classroom contracts have also establish one clear cut agreement/goal, I have never set a deadline or a date to revisit the conflict discussed. I have informally checked in with the student(s) involved. Setting a deadline will place more emphasis on the importance of the agreement and will also help me to be sure to follow up.
Both strategies focus on assisting students through working through obstacles in the classroom. I am a firm believer that you can’t fight fire with fire. Many times, students who are experiencing trouble in the classroom, whether academic or behavioral, do not have the necessary support at home. As a result, we should be there to help provide them with the skill sets necessary to become successful. Punitive approaches fail the student and worsen the current situation. The Agreement Bridge evens the playing field and teaches lifelong skills while providing insight to your students that you may not have had before. The more you know about your students, the better you can be for them. You can not teach a child until you reach them socially and emotionally.
Bethann, Excellent job! Your last paragraph really shares how powerful the Agreement Bridge can be when dealing with our most challenging students! Here are 25 certification points!
I do not believe that the Agreement Bridge is like anything I’ve ever seen before! Honestly, I wish I had known about it before now. Last year, I had an incredibly difficult school year. The problem was a few of my students and their outrageous behavior. I really feel that last year could have been completely different if I had implemented the Agreement Bridge. Normally, the student is angry, the teacher is angry and nothing gets resolved. I have also seen the student just shut down completely when problems and situations are mentioned. With the Agreement Bridge, there is a built-in conversation piece that allows the teacher to make connections and find out more about the student. The relationship that could form during that piece of the Agreement Bridge could be so impactful on the rest of the pieces of the Bridge. The Agreement Bridge also allows a bit of humor to be added to the situation by discussing foolish decisions that could be made by both parties involved. Typically, the teacher just tells the student not to do something and that is the end of it. That is such a powerful section of this strategy! The visual of the coins being moved closer to the middle is a great tool. I have never thought of using something so simple to bring about such change in my classroom. I am so excited to have this strategy now!
The only behavior contract I have seen is one that our counselors use at school, compared to the Agreement Bridge, I feel the Agreement Bridge would help more students much more effectively. The contract at my school is a paper the students are supposed to carry around to each period and have each teacher sign it, circling the number of the students behavior 1-5, 5 being best. Most of the time this contract has a long list of behaviors to watch or labels inappropriate behavior under the umbrella of “disruptive”. I have never seen a contract about drugs, fighting or anything specific as shown in Chapter 22. The wide variety of examples of the Agreement Bridge and the Agreement Contract were especially impressive. The point being to be very specific in the contract agreement, not to give vague unattainable goals like those in my school’s contract. You can help students with problems ranging from not turning in homework to drug abuse. You just must be clear and specific. The life skills that are taught, negotiation and compromise, are the goal of the Agreement Bridge. I don’t believe our behavior contract is effective and most of the time the students lose it before 2nd period and it certainly does not foster caring relationships between challenging students and teachers.
Rebecca, In the instance that one would need a behavioral contract, the contract needs to be specific, brief, and implemented with a caring adult who has a relationship with the student. It seems as if you see the value in the Agreement Bridge in contrast of a typical behavioral contract. Here are 25 certification points.
I have not really previously used any specific counseling techniques. I have been encouraged to try things like “circles”. However, they made me feel uncomfortable which in turn has made me less than thrilled to use them. This chapter on the other hand, really struck a chord with me.
In this chapter, Coach emphatically states that “[y]our student’s education is your responsibility. If he or she is having problems, you need to make changes” (Biffle, 2013, p. 144). This is one of the reasons that I looked for, and have now embraced, WBT. I truly believe that students have changed. (Studies that I have read say that their brains are literally wired differently from yours or mine!) They are not like the student I was 40 years ago. They are not like my first students were 20 years ago. Unlike a lot of my teaching peers, I do NOT believe that it is up to the student to adjust to the way I teach. Au contraire! I believe that it is my responsibility to adjust the way I teach in order to ensure that they can learn!
Because of this change in students, I believe that challenging students are seeming even more challenging simply because their motivations and attitudes seem so foreign to most teachers. Hence the importance of the Agreement Bridge! This structure allows for the two sides to calmly talk, share their opinions and search for a solution. And as Coach states on the very first page of this chapter: "Any solution to a school problem which is not endorsed by the student involved is likely to quickly fail. Solutions that are imposed on challenging kids are quickly shrugged off. The point is not to punish troubled students but to give them life skills that will help them succeed; two important, but rarely taught, life skills are negotiation and compromise" (Biffle, 2013, p.139).
I could describe the game in detail here but Coach does that very well in this chapter. I would however like to say that I like the cyclical nature of the game! By that I mean that I like the opportunities that are constantly available to both parties to go back, clarify, revise, restate and renegotiate.
I believe that participation in this game will not only empower the challenging student with the knowledge needed to change but will also provide the teacher with much needed knowledge to better understand the motivations of today’s student.
Christina, I agree, I like the fact that the game offers several opportunities for both the teacher and student to revisit the issue from several different angles. I love your statement "I believe that it is my responsibility to adjust the way I teach in order to ensure that they can learn!" Here are 25 certification points!
During my first few years of teaching, the protocol for students who were having behavior problems was a trip to the office to meet with the principal. The principal would yell at the child, the secretary would give the student a piece of candy, and back to class they would go. As you can guess, this method did not promote change. I have tried many different methods to try to help, or get help, for a student with behavior problems. For a while our school had a student assistance team. A group of teachers and the principal would meet to discuss the problem and propose solutions. Usually the solutions suggested were things I had already tried. We have also had positive and negative reinforcements. Frequently the students didn’t buy in to any of these. Why? They were not a part of the process. Occasionally, a meeting would be called with the parents, student, teacher and principal. The student would sit and listen to many negative remarks about his/her behavior. Then the adults would tell the student what was going to happen next. The adult “solution” rarely resulted in any change. The last thing I have tried was one-on-one counseling with the school counselor. This counseling tended to be very sporadic. As the teacher, I was not included, and had no guidance in supporting the student. Once again, change rarely occurred. The Agreement Bridge focuses on the student/teacher relationship. I firmly believe that relationships between students and teachers are key to positive changes in the classroom. Both student and teacher make solutions in the agreement bridge. I agree with Chris Biffle when he says, “Any solution to a school problem which is not endorsed by the student involved is likely to quickly fail.” The Agreement Bridge ‘s focus is not punishment, but to teach students skills to be successful. Another strong feature of the Agreement Bridge is that the work is ongoing. Student and teacher continue to meet, strengthening their relationship, and working together to find a solution that works. This method teaches the student valuable life skills in problem solving.
Susan, It's amazing that making the small adjustment to having the student involved in his own behavior plan can be so effective, but it's true! I agree, a very strong point is that the work in the Agreement Bridge is ongoing. Nice job! Here are 25 certification points!
The Agreement Bridge just might be the most innovative method I have ever discovered for reaching a troubled, challenging student in a positive way. One way that this method is similar to other counseling techniques is that both methods provide an opportunity for the teacher and student to talk privately. Another way that both methods are alike is that the problem must be severe and habitual in order to resort to this level of intense behavior management.
The differences in The Agreement Bridge and traditional counseling techniques are “polar opposite”. (No pun intended as I think about a ruler with markers at each end serving as the main game pieces.) As mentioned, one difference is that The Agreement Bridge is designed to connect with the challenging student in a game-like setting. Students are more apt to share and collaboratively establish problem-solving techniques with the teacher if they do not feel as though they are in a threatened environment. Reprimanding a student at a moment when a teacher has reached their breaking point establishes an even greater barrier due to the teacher’s body language and tone. When students sense an authoritative disposition from a teacher, the outcome is that the resistance between them will most likely increase. Another difference is that the teacher shares personal obstacles they have overcome in their life. This allows the student to develop a common bond with the teacher. By hearing similar testimonies from the teacher, the student will naturally be encouraged and motivated to want to please the teacher and correct their habitual behavior infractions. In my opinion, by having two established goals on the Agreement Contract, as well as, scheduled days to play The Agreement Bridge, the CHALLENGING STUDENT will soon be on the path of becoming a CHAMPION STUDENT!
Kelly, When we make the teacher more "real" by sharing life experiences, the students find that they can relate and even trust! Nice job, here are 25 certification points!
I really like the Agreement Bridge for the following reasons. It is something that can used all year and that you work as a team with the student on finding life skills of modifying behavior. I truly believe having a contract is also helpful because it puts the responsibility on the student. I plan on sharing the contract with my principal and another adult person who will be checking on behavior change just like a parent. I believe many students just need to learn the tools that are necessary for changing behavior. I believe having the Agreement Bridge we can not only modify the behavior but change a student for the better for life.
I have taken students aside before and talked about how the student needs to change but never have had a specific plan for helping them achieve the desired behavior. I think having a script and a plan will be effective for dealing with students with significant behavior problems. I think in my difficult students lives that they have not had the opportunity to learn how to model appropriate behavior and how to modify inappropriate behavior.
Chris, You made some great points! It is very helpful to have a plan before dealing with those beloved rascals! Oops, watch out for those small errors " It is something that can used all year" (can be used), and " in my difficult students lives" (students'). Here are 20 certification points. Save your posts and points awarded in a word document to submit later for certification! P.S. good job on your blog!
Honestly, the only counseling technique I have ever used is the parent/child technique of “What did you do wrong, why was it wrong, and what are you going to do to correct it?” This has been used both with my own children as well as with my students. Has it worked? Not really.
The Agreement Bridge is a way for me to talk with the children in my life on their level. I would not be above them in an authority figure way, but beside them in a mentoring capacity. Getting to know more about them in the Hello step allows me to understand their thinking and background a little more. Possibly there are circumstances driving decisions that explain the actions they have taken. The Problem and Swap steps helps both f us to understand each other. Putting on someone else’s shoes is never easy, but it is a necessary part of empathizing with others. The Smart and Foolish steps are wonderful ways to think through the problem and be creative with possible (and impossible) solutions. And finally, the Change step provides a commitment from both parties that would help in settling the dispute. I can (don’t want to say can’t) wait to use the technique. I am so happy it is in my pocket for now.
Geni, Good job breaking down each step! You are right, it is very important for us to be beside them, not overly authoritarian and intimidating. Oops, you had one small typo "both f us" (of). Here are 25 certification points!
The Agreement Bridge is a method towards understanding a student and how to help them achieve their goals (and your goals for them). Because I teach kindergarten, I haven’t yet had to employ the Agreement Bridge. Usually, some extra attention at Level 5 of the Scoreboard is enough to get my students back on track.
My school implemented a behavior management system for teachers that were still trying to find something that worked for them and their students. They were called “Help Cards.” By using them, the main focus was to have a conversation with the student about the behavior they needed help with, and how they were going to fix the problem. Basically, they turned into the teacher telling the student what they did incorrectly, having the student parrot it back to them, and then the teacher making the student walk at recess instead of playing. I always saw the positive in conversation, but I never took a liking to the implementation.
The Agreement Bridge is a way to connect with students. In order for change to occur, a connection is crucial. Understanding the problem from both sides of the equation is great for both parties involved. It requires the articulation of the problem from both the teacher and the student, as well as the opportunity to listen to what the other person believes is the problem. By swapping roles, empathy is introduced with humor. It purposefully requires both of the people involved to see the problem from the opposite side. Brainstorming smart and foolish choices are necessary for both comedic relief as well as finding a solution that works. Agreeing on a solution to try and setting an end date for reevaluation gives the student a purposeful goal to work towards in a prescribed amount of time.
Without the punishment of walking at recess and with the implementation of a teacher-student connection, problem articulation, swapping of roles, brainstorming of smart and foolish choices, and solution agreement, the Agreement Bridge is a clear win with challenging students in the classroom.
Catherine, I love your statement "By swapping roles, empathy is introduced with humor. It purposefully requires both of the people involved to see the problem from the opposite side." That really nails what the goal of the agreement bridge is! Great job! Here are 25 certification points!
The closest technique I have used which compares in any way to the Agreement Bridge, is a daily behaviour chart. This is basically a chart broken down into the 5 days of the school week with space for comments from the teacher. There are 2 simple goals at the top, written by the teacher, which must be achieved in order for the child to receive a reward of their choosing – such as extra computer time at the end of the day. During the day the teacher makes marks on the sheet to indicate whether or not they feel the child has achieved their behavioural goal. It is then shown to the child towards the end of the day. The child is then told whether or not they have earned their reward that day.
The Agreement Bridge improves upon such a technique by being completed in the form of a contract which is ‘agreed’ upon by both the teacher and the student. The agreement in the contract must be very specific which will make its success easy to evaluate. The kinds of behaviours that should be highlighted are those that the student will or won’t engage in.
The types of children who will benefit from the Agreement Bridge are almost certainly children with unstable home lives. Playing a round of the Agreement Bridge with their teacher may be the only time they ever sit down calmly and role play the implications of their behaviour without being forcefully lectured to. Giving a challenging child a say and a choice in how they can improve their behaviour helps them develop an internal locus of control; in a world where they normally have no control over the factors influencing their lives.
Quentin, You are right, this is a great way to show students that we can help them without lecturing them, while allowing them to have choices in the process. Great job! Here are 25 certification points!
To sandysockmonkey from September 8, 2013 at 4:43 AM. Great job! The Agreement Bridge is amazingly simple, and can work wonders - even at home with your teenage son! Here are 25 more CP for you! Keep up the great work!
ReplyDeleteIncredible. Because I teach First Grade, I have never had to use such an extreme counseling technique, nor have I ever heard of anything that compares. The old school way of dealing with a challenging child is to explain the problem at hand with the child, maybe even ask the child's input on what he perceives the problem to be and discuss with him your expectations of how his behavior needs to change. There is nothing old school about The Agreement Bridge. Setting the problem in a game format to begin with is genius as there is very little room for an explosive dialogue between teacher and student. The game board itself provides a very clear format for discussion and the teacher and student are equal level players of the game. I love the idea of moving the markers closer together as it provides a clear visual for the progress of the discussion. By playing this game, the challenging child, who is most likely accustomed to being lectured and scolded for his various shortcomings, lets his guard down as he realizes that he is a partner in this act of problem solving. The Agreement Bridge is a brilliant intrinsic motivator to help challenging students take charge of the problems they encounter on a day to day basis. The Agreement Bridge will help the teacher and student find solutions collaboratively, in a non judgmental, entertaining environment. It truly is a winner!
ReplyDelete-Rivky Greenberger
Rivky,
DeleteIsn't it wonderful to have such a tool available? Nice post! Here are 25 certification points!
Chapter 22: The Agreement Bridge
ReplyDeleteMadeline Mahan
The Agreement Bridge is similar to other techniques in that the goal is to change student behavior for the better. Usually, counseling techniques involve telling students what needs to happen and putting the teacher in an authority position over the student. In the Agreement Bridge, students and teachers are on a level playing field, which provides a safe opportunity for students to truly share. By putting the agreement before the student in a game format, students are able to relax and open up. Students are a partner in this atmosphere and can come to realize that they really have a say in the solution. By requiring students and teachers to discuss the problem from the alternate person’s point of view, the Agreement Bridge allows both parties to expand their minds and have real conversations. Whereas other techniques involve a teacher asking all the questions and expecting a student to open up, the Agreement Bridge gives students a chance to hear from the teacher and see the problem from the teacher's point of view. Another difference between this technique and others is that it is meant to be ongoing! The game in itself admits that the problem may not be solved in the first round. Other techniques assume to come to a big solution right away, but this isn't realistic. Students are given reachable, specific goals with a timeline. By setting specific goals with a time limit, teachers and students are able to better evaluate progress. This approach allows the student and teacher to get to know each other on a personal level. As the relationship grows, students will be more motivated to work for the teacher and the teacher will be more understanding towards the student. Brilliant!
Madeline Mahan
Madeline,
DeleteGreat work! Here are 25 certification points!
I have seen various counseling systems used for dealing with children with behavior problems; among these are lecturing them on the right things to do, using I statements, and rewards and punishments. The Agreement Bridge shares some qualities with these, but I feel that it goes further to involving the student in the process. I like the concrete representation that the ruler provides in determining where the adult and the child sit on the issues. Also, I like that the student can chose to gauge how they are feeling about the progress being made on the topic. This allows them to be active participants in the solution. The system of The Agreement Bridge also allows them to use a variety of techniques to build bonds with adults in their lives they can trust. This is so important. It also gives a measure of control over the situation to the student, which is something that will make them more likely to follow through on the agreement which is ultimately reached. Finally, The Agreement Bridge focuses on small changes. This method does not think to change a huge behavioral issue all at once or that one session should bring about monumental change in the student’s thoughts or actions. The Agreement Bridge provides a specific, fun and interactive way to work with students to solve problems and improve their classroom behaviors as well as life skills.
ReplyDeleteAmanda,
DeleteNice work! Here are 25 certification points!
Kay Spencer
ReplyDeleteChapter 22
I have not utilized many counseling techniques other than a contract system.
In comparison, my contract system and The Agreement Bridge both include the student and teacher planning a strategy for improvement.
In contrast, the contract system I have used doesn’t include the depth of conversation that The Agreement Bridge does, and my system certainly doesn’t include the game aspect which can decrease tension. My system is also not as flexible. I appreciate that The Agreement Bridge can be adapted to meet the specific needs of the student or students. The Agreement Bridge can be played between a student and other significant people or even groups, while my contract system is primarily limited to a student and teacher.
The symbolism of actually moving the markers in The Agreement Bridge is powerful. My contract system doesn’t include anything that “shows” coming to an agreement. My contract system does include a written contract as does The Agreement Bridge, but it is not preceded with the meaningful subjects for discussion used in The Agreement Bridge. I’m very impressed with the precise wording of the six game squares. I’m thinking a version of this could be used with children in my home.
My contract system’s greatest downfall is the lack of collaborative problem solving, while collaborative problem solving is a strength of The Agreement Bridge. I can also see how the benefits of the game will increase as I gain experience with this tool.
I think a very significant part of The Agreement Bridge is that this
is the seventh level of the Scoreboard. We have been building a stronger relationship with each level. The student is the “winner.”
Kay,
DeleteNice job! The Scoreboard Levels do build on the specific needs of individual students! And yes, the student is the ultimate winner! Here are 25 points!
I have studied and used various counseling systems in dealing with children who have behaviorial problems. Some of these include I statements, role playing, behavioral contracts and a series of rewards and punishments used to hopefully modify behavior. The Agreement Bridge shares some qualities with these, but it goes further by involving the challenging student and uniting him with his teacher in collaborative problem solving. According to Dr. Biffle, “…the Agreement Bridge provides a flexible, entertaining environment for discovering solutions that satisfy not only the teacher, but also the rebel student.”
ReplyDeleteTraditional approaches use rewards, punishments, whatever methods are available to modify a student’s behavior so that it fits into the teacher’s definition of acceptable. These programs also involve a teacher asking all the questions expecting the student answer honestly and share all of his feelings. In the Agreement Bridge, students and teachers are placed on a level playing field. This provides a safe opportunity for children to truly divulge without fear of repercussions. By using a game format, students are able to relax and open up. Students and teachers become partners in this atmosphere and the students realize that they truly do have a say in the solution. Dr. Biffle states that, “The point is not to punish troubled students but to give them life skills that will help them succeed, two important, but rarely taught, life skills are negotiation and compromise.” When students and teachers discuss problems from the other person’s point of view, the Agreement Bridge allows both parties to expand their minds and discuss smart and foolish options for solving the problems at hand.
A final difference between the Agreement Bridge and other techniques is that it is meant to be ongoing. While other approaches taut that they can achieve optimum behavior right away, this is simply not true. Rebellious behaviors are learned and unwittingly reinforced over many years. Dr. Biffle admits that problems may not be solved after just one round. Students are given specific, reachable goals within a timeline. By setting specific goals with a time limit, teachers and students are able to better evaluate progress. This approach allows students and teachers to get to know each other. As relationships grow, students will be motivated to please their teachers and teachers will more completely understand their students. Everybody wins.
Julia Simons
Julia,
DeleteYes! Yes! Yes! "Everybody wins!" Here are 25 points and a 5 point Bonus!
Julia Berry / Chapter 22 / Feb. Assignment
ReplyDeleteI went through a notebook that held my collection of behavior plans and models from over the years. Most of them I noticed an “X” on them, meaning don’t use again! I started reading through them to figure out why these plans did not work in my classroom.
The BIP- behavior Intervention Plan-involved too much paperwork such as data tracking forms, behavior assessments, meeting with parents, and other special area teachers.
Classroom Management Plan- involved classroom arrangement, rearranging my classroom, and taking a good look at designing new rules and procedures. Once again, too much planning and my rules and class arrangement was pretty much working.
SRI The Solution Notebook- full of guides to classroom discipline. I have not looked at this for years, because it never really helped me solve the problems I was dealing with!
I have only a few true discipline problems, so why spend all this time ‘reinventing the wheel’?
Counseling sessions or behavior contracts state the problem at hand, instead of collaboratively working together, and talking not scolding the individual. The student must gain trust and feel he/she is in a non-threating environment, before they will open up. These types of contracts or sessions can once again be very time consuming, and are handled out side the classroom setting with the guidance counselor. So, the teacher is not actively involved to gain the students trust.
Why do I have so many plans and notebooks? Why did I keep them? Time to declutter and place them in the trash!
The Agreement Bridge is an amazing, fun, interactive way to engage students. Elementary students love to play games and this technique will help the teacher and student to work collaboratively together, to come up with a solution to the problem. The student gains trust and will open up and begin to confide with his/her teacher as the gap in the markers decreases, giving them the life skills (negotiation and compromise); to help them succeed.
Julia,
DeleteGreat job! Here are 25 points!
I like the idea of the Agreement Bridge.This method is striving to have both the teacher as well as the student involved in forging a meaningful contract to achieve desired positive behavior. I love the idea of the counseling system and how the teacher and the student before starting out talking about the obvious issues can open up and share aspects about their personal lives.
ReplyDeleteI have counseled students before but my system that I've used has never been quite to the extent as stated using the whole brain teaching method.
This method has the teacher and student almost in a cooperative learning team, which means that both parties will come up with collaborative ideas as to improve positive behaviors and decrease negative behaviors. Both parties get the opportunity to express their opinions about the problems and discuss smart choices and foolish choices that could be made concerning the problem. There is also the opportunity to discuss and describe what you would be willing to change.
Karlyn Davis
Karlyn,
DeleteThe 'cooperative learning team' element of the Agreement Bridge does add to the strength of this tool. Nice job! Here are 25 points for you!
Chapter 22: The Agreement Bridge
ReplyDeleteThe Agreement Bridge is unlike any counseling technique I have used or heard about. Previously, with a challenging student, I would have met with the school’s guidance counselor to discuss the problem, and then (together or separately) we would meet with the challenging student to discuss the situation and address the problem. Ultimately, I (or we) would have imposed some sort of behavioral or social contract, or a behavior chart. How dreary, dull, and draining for both the student and the teacher!
Conversely, the Agreement Bridge, once again, is presented in the format of a game! What a novel idea—to approach a challenging situation with a bit of “funtricity!” The Agreement Bridge, under the guise of a game, serves to immediately defuse the potential volatility of the situation at hand.
Instead of the teacher imposing the constraints of a contract (which results in more work and record keeping for both student and teacher, alike), the teacher and student sit down at a game with a level playing field. Both the student and teacher are free to ask questions and choose from among predetermined topics for discussion. A dialog between student and teacher is born; the opportunity for bonding of teacher and student is present. A variety of topics are offered on the game board, and the game itself is not static, rather, it can be an ongoing dialog if either or both parties choose it to be. Topics, as well as the game itself, can be revisited as often as the participants wish.
The game is collaborative in nature, and it is also concrete; players move their markers or pawns along a ruler, which make the players’ progress visible. As for its collaborative nature, the student becomes a partner in the problem-solving process! The “swap” feature allows student and teacher to view the problem from each other’s perspective. The Agreement Bridge teaches students the real-life skills of collaboration, negotiation, and problem solving; skills that will assist students in meeting with a degree of success when faced with life’s many challenges.
The very words, “Agreement Bridge,” conjure up a positive image; a bridge, by its very nature, is a positive thing; it transports us from one place or point to another. The Agreement Bridge takes a murky situation and makes it lucid. The Agreement Bridge opens a dialog between student and teacher where one did not exist before. Through the implementation of the Agreement Bridge, we are able to take a student from a poignant place of darkness to a place that points toward a brighter future; it serves to give our students a very important and necessary ingredient when struggling to climb that ladder of success. It gives our students hope.
Jacqueline Nessuno
Jacqueline,
DeleteGreat post on the Agreement Bridge! You are right that it is one behavior contract that will give a participating student hope! Here are 25 points and a 5 point Bonus! Well done!
I’m only in my second year teaching so I don’t have many counseling techniques I have used that I can compare and contrast it to. However, I do get to know those students who maybe more challenging as much as I can in order to form an initial relationship. I feel it is important to start there first in order to build some foundation and show you care as their teacher. I have dealt with a student this current year and we have had conversations that are similar to the “hello” part of the Agreement Bridge. I have even attended a sport’s game of theirs too. The student appeared to have no trust in me and would not verbally communicate easily. There have been verbal agreements and compromises made. As the school year has gone on, things have gotten much easier and challenges I would typically face with this student have lessened tremendously! I think the Agreement Bridge approach seems different than others because it allows the student to express himself/herself through a fun game that has some ice breakers, such as, hello, foolish choices and swap. In addition, the swap allows the opportunity for the student to get a sense someone understands them and what they are going through. The student sees the physical movement on the ruler of the gap between each other decreasing. The student may also feel more involved in the process because they have made the agreement with their teacher and not the teacher deciding it strictly for the student with no compromise.
ReplyDeleteLiz Cheney
Liz,
DeleteIt really does make a difference when the student and teacher approach the Agreement Bridge together, it lessens the "punishment" aspect of the meeting and puts a very positive spin on it! Nice job! Here are 25 certification points!
I have very little experience with counseling techniques, but I have heard that it is a good idea to let the student choose the topic rather than ask questions and to make the conversation as relaxed as possible.
ReplyDeleteFirst of all, if the teacher starts by asking lots of questions the student might shut down and refuse to answer. It might feel like they are being interrogated.
The purpose of the agreement bridge seems to be to calm down the student (and the teacher!) and start by trying to understand each other before approaching the subject of the problem dividing them.
The game board creates a game like situation that is not aggressive and won’t be taken as an attack. Students (and teachers) become angry and sometimes violent when they feel they are being personally attacked. Communication breaks down at this point and it’s hard to reach an agreement or find a solution to the problem.
Adrienne,
ReplyDeleteBy using the Agreement Bridge we are able to see all different factors that may be inhibiting a student from sharing what is really wrong. Often, I find that they are going through a lot more than just what is distancing us. It is fun as a teacher to see a relaxed side of the student as well. Here are your 25 certification points.
Bethany Kirkland Chapter 22 Agreement Bridge
ReplyDeleteI have used many behavior strategies during my years of teaching. Most of these strategies are based on positive reinforcement, teaching replacement behaviors for inappropriate behaviors, and making good choices.
What I love about the Agreement Bridge is that it is child centered. The Agreement Bridge gives the student a vehicle for input, exchange, and problem solving. This technique allows for small steps to change student behavior while building rapport and trust with the teacher. By using the ruler, coin, Agreement Bridge game board, and contract the student has a concrete, visual tool.
In my opinion, the Agreement Bridge is a “spot on” method for empowering a student to change their behavior. Teacher Heaven!
Bethany,
DeleteYou are right, these visual tools are very helpful and building the rapport and trust is a key element! Nice job! Here are 25 certification points!
As a first grade teacher, my counseling has been limited to simple behavioral contracts within the classroom. In contrast, the Agreement Bridge utilizes what is probably the most effective strategy available and that is the student endorsed solution. Many times when I am having difficulty with a student, I am the one to come up with the behavioral changes and determine the goals as well as strategies. I am excited to read about this agreement and am hopeful that it can be used with young students in first grade. Another difference is that it allows for sharing between the teacher and the student. In order to develop meaningful relationships with students they need to know that we have lives outside of the school with interests similar and different from their own. The Agreement Bridge gives students the ability to see empathy from the person that has a large contribution to how they see themselves!
ReplyDeleteDanah,
DeleteDeveloping those meaningful relationships is really what this is all about! Great job! Here are 25 certification points!
The Agreement Bridge is unlike any counseling session I have heard of. Usually, it is the adult talking to the student naming all the problems the child has and giving solutions to the child that many or may not work. There is no building of trust and vulnerability on the part of the adult. Opening up about your family life makes you more human in the student’s eyes.
ReplyDeleteAs adults, we want to help our struggling students. It is natural for us to want to tell the child how they should act and what they should do. This game let’s the child talk and think out the solutions. They can really look at how a solution might not work in the long run. They can delve into how come the choices they have made in the past have not worked. The control is in the hands of the student, where it needs to be. The child will have to make his own decisions in the future. This game gives him the resources to make smart choices.
Seeing things through the eyes of another is also an interesting aspect of the game. It may be very enlightening for both the teacher and the student to see how someone else interprets them. As in the case with Juana, it could be that they feel relieved that someone else understands how they feel.
As with any counseling meeting, it is good to plan for future sessions. With the Agreement Bridge, it makes these encounters more enjoyable because everyone knows that there will be some chance for humor and a meeting of the minds.
Chances are, if this child is demonstrating behavior problems in middle school, they have been acting up in previous grades. They have surely been at the end of long lectures about how they should behave. This game allows the student to voice their own feelings and develop viable solutions to the problem. This will support them in future decision making as they learn the skill of making smart choices.
Liz Howard
Liz,
DeleteYou are right, the students really do need to see us as "human" and it really helps when we share during the Agreement Bridge! Nice job! Here are 25 certification points!
Students, especially challenging ones, get counseled constantly. If it were more effective, it wouldn't happen over and over. Usually counseling goes sort of like this, “What are you doing wrong...what can you do to fix it?” It doesn’t encourage understanding, and is basically a recap of decisions made that day.
ReplyDeleteThe agreement bridge provides an engaging “game” that builds understanding. The teacher and student play by moving a penny from opposite ends of a ruler with the goal to meet in the middle. They take turns answering a set of questions. The questions begin with a simple greeting and build towards ultimately solving a problem.
Two aspects of the game make it stand out from regular counseling sessions, the first being its goal. Meeting in the middle is a concrete way of showing the importance of cooperation. So often challenging students act like they’re the exception to all the rules. These students need to realize that everyone makes concessions in order to be part of a classroom, or any group for that matter, and they should try to do the same.
The game also develops empathy, which is the heart of so many issues. Students will be more likely to behave if they understand how others feel. Also, since the teacher is sharing his or her feelings, the student should start to see the teacher as less of an authority figure and more of a person who can be related to and trusted.
Josephine,
DeleteBuilding that trust and opening lines of communication are key factors in working to resolve difficult behavior issues. The Agreement Bridge offers a safe way to do this with an element of fun mixed in! Here are 25 certification points!
Brandi Young Ch. 22 Agreement Bridge
ReplyDeleteThe Agreement Bridge and my way of working with challenging students are very different. However, both include the student and teacher discussing ways to make smarter choices while in school. Both also allow me to document how situations are being handled.
When contrasting the two systems, my system hardly comes close to the amount of social interaction between student and teacher when using The Agreement Bridge. I typically talk to my students during lunch. One of my consequences is sitting alone at lunch. During this time I visit with them and we talk about what happened and ways we can improve. If a student says that someone else was involved I call that student over to where we are sitting and we talk in small group. This discussion is brief and is very cut and dry. I like how The Agreement Bridge focuses on asking and answering questions. It also allows the student and teacher to bond by getting to know one another on a deeper level. And that’s not all! The Agreement Bridge also “shows” students getting closer, closer to an agreement and closer on a more personal level. This is significant and symbolizes meaning and understanding.
My system is also not as flexible as The Agreement Bridge and it does not include a game to decrease tension. I do not feel that my method of discussion meets the needs of all of my students. Some students could care less if I talk to them or not. Some do not care how many marks they get on their daily calendars because their parents will never sign it or in some cases it does not even make it home. The Agreement Bridge can be adapted to meet the specific needs of all the students in my class.
Brandi Young
Brandi,
DeleteI've had the same problems with parents not signing the calendars! The Agreement Bridge really makes the child (not the parent) take control of his behavior while developing a better relationship with his teacher. Win-Win! Here are 25 certification points and a 5 point bonus!
The Agreement Bridge has some similarities to techniques that are tried with challenging students but it has many unique differences that make it more likely to be successful with these students.
ReplyDeleteSome similarities to other techniques are that the teacher works on building a relationship with the student before trying to help them try to make changes, and talking with the student about the problem. Usually, the teacher and student come to some agreement about the problem and how to solve it but often, the problem solving is vague.
One important difference is that the Agreement Bridge is played in a game like format which is more likely to lead to a student being more open to working on a solution. The Agreement Bridge also involves changing roles which is very powerful to the student because it not only makes the student understand that the teacher can relate to their problem but also by having the student role-play the teacher, they may have a new appreciation for their teacher. It also invokes humor which can help the situation by making the situation seem more solvable for both partners and deepens the connection between teacher and student. I also think that the goals being specific and written is an important difference and helps the student measure their own success.
I believe that the Agreement Bridge would be very helpful in dealing with some of the most challenging students that have huge problems that are outside of school – drugs, gangs, etc. – but have a strong impact on school behavior and academic success. I don’t know that I would use it as a second grade teacher in an affluent area but having it as a back-up plan makes me a more successful teacher.
Mary Carlson
Mary,
DeleteI agree, it would help the student appreciate the teacher's side and help them understand "why" the teacher makes certain requests of them. I'm sure it would even work with 2nd graders if needed because of the game format. Nice job! Here are 25 certification points!
Chapter 22: The Agreement Bridge
ReplyDeleteI must admit I have not used many counseling techniques other than a contract system or actually sitting down and talking with students.
The only comparison my strategies and The Agreement Bridge would have in common is both include the student and teacher talking and planning a strategy for improvement. Both also can be adapted to meet specific students need. Not all strategies work for every student you need to be flexible and adjust, which the Agreement Bridge is perfect at accomplishing.
In contrast, my strategies in no way went as in depth as the Agreement Bridge nor did I make it a game. I also like how the Agreement Bridge could have with another teacher the student respects, administrator, or counselor, it does not just have to be the classroom teacher who might actually be the major problem. My strategies only included me, sometimes I would ask a coach or a colleague to talk with a student and see if they could help. Also my strategies were not a game where you move your chips on a board and have something that symbolizes actually coming to an agreement with the movement of the markers. This is a very powerful tool.
I really like the strength of collaborative problem solving with the Agreement Bridge and that at the end of the meeting you set two goals and a meeting time to come back together and talk. I have always thought if you can get the students to open up and talk about what the conflict is you can assist them. I think the Agreement Bridge takes the biggest problem out of the equation, getting the student to talk, and building stronger relationships.
Tonya,
DeleteYou found the amazing power of the Agreement Bridge "I think the Agreement Bridge takes the biggest problem out of the equation, getting the student to talk, and building stronger relationships"! Nice work! Here are 25 certification points!
Chapter 22, The Agreement Bridge.
ReplyDeleteThe agreement bridge is unlike any contract or agreement tool I have used in the past. I have used a counseling technique that required an agreement between myself and the student to complete assignments or change behaviors. The agreement process was most often completed during a formal meeting that included the parents and the student. The “contract” required signatures from all parties and had expectations for everyone. Though it was fairly formal and all the particulars were addressed, I can honestly say that its success was limited. Students that were motivated to complete the tasks or make the change would do so and those not so motivated most often would not. The agreement bridge sounds like a great opportunity to find common ground between the teacher and those hard to reach students. I love how it begins as a game, showing the relative position of the student and the teacher. The “game” encourages both parties to introduce and talk about issues that would not be possible in a formal setting. The game protocol leads to agreement, real agreement that is fostered through discussion between the teacher and student. This agreement has the potential for success because each party has made a commitment to make a change.
Steve Sublett
Steve,
DeleteI love your last sentence! That is what make the Agreement Bridge so powerful! Here are 25 certification points!
I am going to compare and contrast the Behavior Contract with the Agreement Bridge when dealing with a challenging student. Both techniques attempt to solve the problem with a degree of student participation. Both techniques end with documenting the plan in writing. Both techniques have the participant sign the agreement.
ReplyDeleteIn contrast, the Agreement Bridge helps students learn the critical life skills of negotiation and compromise, whereas the Behavior Contract solves the problem by outlining teacher-directed outcomes. The Agreement Bridge also engages students by using a game to help solve the problem. When student and teacher "swaps" and describes the problem from the other player's point of view, the student learns empathy, which is completely absent from the Behavior Contract.
When I compare the Agreement Bridge with the Behavior Contract, I can clearly see that the Agreement Bridge is a better technique for dealing with a challenging student!
Krissa White
Krissa,
DeleteThe empathy the student gains in addition to the game element are both very powerful elements of the Agreement Bridge! Here are 25 certification points!
Chapter 22 Anne Corrigan
ReplyDeleteIn the past I have never used an official counseling tool such as this one. I have pulled aside certain troublesome students, talked to them about their behavior and used role-playing to aid the child in making better choices. However, the Agreement bridge is perfect for establishing a solid, reliable means of counseling a student, especially older students who may have more complex reasoning behind their choices. The example Chris Biffle gives of the Homework Problem really clarified the correct way to utilize this tool. Creating a warm, open, and non-threatening environment for the student to talk about their problems, academic or personal, is key to changing behavior. The aspect of using an agreement between both teacher and student allows for no apparent upper hand by the teacher. Collaboration rather than punishment often works better for students who could have personal circumstances affecting their academic problems. One-on-one contact between student and teacher makes the students feel special and that the teacher truly cares about their success. Building this self-esteem is a strong motivator for changes in behavior. The more Juana (from the example in the book) completes her homework and receives good marks, the more she will feel motivated to do it. I also really loved the idea of involving peers; having two students who are friends complete their homework together provides a sense of satisfaction for the helping student and a sense of understanding for the learning student.
Anne,
DeleteGreat job! You made a good point in your statement "The aspect of using an agreement between both teacher and student allows for no apparent upper hand by the teacher." Here are 25 certification points!
Compare and contrast the Agreement Bridge with any counseling technique you have used, or have heard about, for dealing with a challenging student.
ReplyDeleteThe agreement bridge is like other behavior management plans in that the shared target is to improve student behavior. The only other techniques that I have used is the behavior contract. In comparison to the behavior contract, the Agreement Bridge allows students to take charge of their own behavior. In contrast, a behavior management plan is different from the Agreement Bridge because the behavior plan encourages students to improve their behavior for a small token or treat whereas the Agreement Bridge allows for student and teacher counseling to help increase positive behavior.
Irish Brown
Irish,
DeleteThe Agreement Bridge is powerful because it allows the teacher and students to work together and form a stronger bond. Watch for those small editing errors "The only other techniques that I have used is the behavior contract" (techniques are (or) technique is). In the future, I'd like to see more detail in your posts, share your great ideas! Here are 20 certification points.
The Agreement Bridge is a different way to meet students in the middle while conferencing with them about any particular issue. Instead of asking the student to simply just “talk” to me, we have a plan of stepping into our conversation to make it smoother. The student can gradually gain comfort in talking if they need to. The Agreement Bridge also allows for students to stop and reflect and think about the other side of an issue. If a student has been in a fight, this allows us to sit and calm down and put a lot of thought into what the issue is rather than just jumping to conclusions or anger. I hope within this system though, there are still consequences for certain actions. I have many students in my class this year that get very angry very quickly. The result of this is me reacting with anger as well. If we can start this agreement bridge from the beginning, I can then hopefully prevent some of the situations from getting too negative.
ReplyDeleteKasey Wicker
Kasey,
DeleteYou could start the Agreement Bridge as soon as you note the need...don't wait until the situation escalates too severely. Building that bridge (bond) with your student will make a world of difference! Here are 25 certification points!
The Agreement Bridge
DeleteI am not a counselor but have had to counsel many students just being myself and using the few tools I have learned in my lifetime. I try to use the “I statements”, role-playing, journaling, and playing a game of checkers or candyland to develop a rapport and sneak in some feedback to students regarding undesirable behaviors and desirable behaviors.
I am relieved to finally have a “game plan” that truly will connect me with students and will seem like a game but will be much more. I have learned from parenting my own students that you can’t teach expected behaviors or counsel in the “heat of the moment”. Coming together after an episode of undesirable behavior through a relaxed, game setting like shooting a few baskets or playing cards can do wonders. The Agreement Bridge is complete when the markers of teacher and student arrive at the middle together, this shows the student and teacher are agreeing. This is a useful tool that I will also try to use at home with my teenage daughter.
In the past, I never had a clear plan for counseling, I just did what felt right at the moment, each experience is different. I like that The Agreement Bridge will give me a plan to follow and will connect me with my students. It teaches collaborative problem solving that is so critical for students to learn. I understand that it will not be a one time fix, it is a work in progress because every student brings his or her own, unique personality to the classroom everyday.
Lori Crigler
Lori,
DeleteYes! The Agreement Bridge does allow each student to bring his own uniqueness to the table! That is why it is so successful! Here are 25 certification points!
Chapter 22: The Agreement Bridge
ReplyDeleteCompare and contrast the Agreement Bridge with any counseling technique you have used, or have heard about, for dealing with a challenging student.
Again, The Agreement Bridge is very time consuming and drawn out for a classroom teacher. In my opinion, The Agreement Bridge could create conflict in the classroom. Many students would demonstrate negative behavior to get one on one time with the teacher. This process has many steps and requires a private conversation for children to be successful. The concept is excellent, however the time is excessive.
I always get difficult children in my class because I work so well with the children. I create that loving caring relationship with high expectations. I know it is sometimes difficult to find something good in a disruptive child, but it can be done. I do not need to work through Hello, Problem, and Swap steps because they are a part of my student management daily. I greet each child with a hello, a smile, and hug each day. I make the time to check in with each student and start the day on the right foot. If the child does not have homework or supplies for the day, I provide them, giving the child a chance to start out with success. My favorite line is, “What do you need me to do so you can be successful?” (I end the day the same way.)
When a child is exceptionally difficult, I move the child’s desk to my desk. I work with the child to understand what causes the problems and teach the child how to over come difficult situations in a classroom. After a few days, I return the student to the group and monitor the success level for the child closely.
I guess I have taught at-risk kids with behavior problems long enough to have developed my own systems for working with disruptive students. Had I had WBT when I began teaching I would have used The Agreement Bridge and the Bulls Eye. I clearly remember the most difficult child I ever taught was a student I had my first year of teaching. I often wonder if he was all that difficult, or if I was just an inexperienced teacher without the skills necessary to help children become successful in my classroom.
Do not think I am too critical of the Bulls Eye and The Agreement Bridge. They are excellent tools for teachers. I know I can and will use parts of both procedures to help student become even more successful in my classroom.
Dian,
ReplyDeleteAgain, just keep these tools in your back pocket and you never know when you may need to reach in there and pull it out! The Bulls Eye and Agreement Bridge are both effective strategies and with practice, don't take an overwhelming amount of time. Watch for those pesky editing errors "child how to over come difficult " (overcome). Here are 20 certification points!
Ch. 22: The Agreement Bridge
ReplyDeleteThe Agreement Bridge is very similar to something I call Around the Table. When I have students who are having trouble getting along we use this technique. Student sit in chairs across from one another and speak one at a time addressing only the teacher. They are not allowed to address the other student. They are given one minute to speak and then they must stop and listen to the other child’s response. With this technique we only speak about what pertains to the problem at hand. No other topics is allowed to be discussed. This has worked in several instances and only failed to resolve the problem a hand few of the times it was used. I like this because it gives me the opportunity to really get to know my students.
Karen,
DeleteHow do you think the Agreement Bridge compares to the Around the Table method? Is it as effective? (Prompt: Compare and contrast the Agreement Bridge with any counseling technique you have used...). I'd like to hear your thoughts! Here are 20 certification points!
Most of the time counseling sessions and contracts with challenging students involve punishing consequences. The adult may ask a few questions to decide the fate of the student. Typical contracts that I’ve seen have students write what they did wrong, what they can do to fix the problem, and what their punishment will be. Counseling sessions ask the same types of questions. Students feel powerless in the course of their own lives because realistically, the adult controlling the conversation is going to decide their fate. All the student has to do is agree to the decision the adult made to get out of the “discussion” at hand. Challenging students have seen these techniques enough to know how to answer the questions and manipulate the situation to get out of them as quickly as possible. We are not affecting a change in our challenging students with these techniques. I love the Agreement Bridge. It is so much more effective than the traditional techniques I discussed. The fact that it is a game really helps the students to feel less threatened. It redirects the students’ focus from the problem to the game. There is also no punishment with the Agreement Bridge. Therefore, the students are more likely to relax and really work on negotiating a compromise. I also like how the students can choose the discussion category. I think this would help them to feel more in control. If they are feeling cornered or uncomfortable, they can go back to “Hello” and change the subject. This is such a difficult life skill for so many people to overcome and I am very excited to use the Agreement Bridge in my classroom.
ReplyDeleteJackie Rabin
Jackie,
DeleteI agree, the game format that allows them to choose the discussion category is very helpful as it helps them feel more in control. Nice job! Here are 25 certification points!
Our school is very big on "Kelso's Choices". This technique, like the Agreement Bridge, encourages dialogue and the thinking through of one's choices and their consequences. In the same way that the game-like format of the Agreement Bridge creates a non-threatening environment to work through a problem, the character of Kelso does the same thing.
ReplyDeleteThis, however, is where the similarities between these two techniques end. Kelso's choices are predetermined. The conversation about which would be the best choice to use is usually teacher directed. I love the Agreement Bridge because of its collaborative nature. Students are not told what to do. Instead they are encouraged to think about practical solutions that they would be willing to try. When the teacher removes herself from the power position, tensions are automatically diffused. The child no longer feels like a problem, but like a problem-solver.
My favorite part of the Agreement Bridge is when the markers of the teacher and the student meet in the middle. What a great concrete representation of reaching agreement. I also think that it is very empowering for the student. Reaching an agreement is a very positive thing, and causes one to feel successful. Challenging students need more opportunities to feel successful.
I do not know if I will need to use the Agreement Bridge, but it is nice to know that I have the strategy if I need it.
Joyce,
DeleteGreat job! Here are 25 certification points!
The great thing about the Agreement Bridge is that it gives a method for incorporating both negotiation and compromise. As I read through the different categories of the Agreement Bridge it occurs to me that I have conversations about all 6 of the categories with students all the time. As a teacher I am always having conversations that try to illicit getting to know students or their current problem or a way to change the problem behaviors. I’d say I use The Agreement Bridge unofficially all the time.
ReplyDeleteWhat I tend to not make enough time for is 1 on 1 conversations that provide a specific direction and goal that is NOT obviously teacher driven. It seems like many times I have kept students in class to have a discussion and it turns into me giving a mini-lecture about their behavior, ending with no ultimate goal or record. What is great about the Agreement Bridge is that is provides multiple starting points, possibilities for laughter, and goals that can be recorded and checked back upon.
The Agreement Contract provides accountability for all the parties involved (including both teacher & student) but not limited to only teacher and student. If parents, counselors, and other stakeholders become involved it allows for accountability on their end as well!
Ultimately, it again comes down to me (as the teacher) making time to actually sit down with a student and begin the Agreement Bridge Technique. I believe that simply starting the process will snowball into positive interactions and outcomes with those challenging students!
Sincerely,
~Jason McKinney
Jason,
DeleteYour statement "If parents, counselors, and other stakeholders become involved it allows for accountability on their end as well! " reinforces one of the most important factors of the Agreement Bridge! Here are 25 certification points!
During my first year of teaching I had a challenging student who rebelled and refused to do work. He would get so frustrated that he would throw chairs and hide underneath the table. I was told to use 1-2-3 Magic with the child.
ReplyDeleteWhen I asked him to complete an activity in class and he refused to do so I counted to one and told him to complete the activity. If he still refused, I counted to two and told him to complete the activity. If he refused again I said three and removed him from the activity for two minutes or, depending on the activity, I took two minutes from his recess so he could complete the activity during his free time.
This system worked for the remainder of the year. However, I did not do a great job of re-teaching him or mentoring him through the process of realizing he had choices to make in life and his choices had consequences.
I wish I knew about The Agreement Bridge. As Coach B says, “The point is not to punish students but to give them life skills in order to succeed.” The Agreement Bridge helps students to realize the importance of compromise and negotiation. Unlike the 1-2-3 Magic system, the Agreement Bridge is a positive solution to help the student and the teacher solve a problem together.
The Agreement Bridge is also helpful because it helps to create positive rapport between the student and teacher. Since the student and teacher both get a turn to talk about the problem, the point of view of the other, possible positive and negative choices, and things that either party is willing to change both the teacher and the student get an opportunity be heard. Through 1-2-3 Magic the student never had the opportunity to talk or share his or her feelings. The student was always required to follow my rules, period.
The Agreement Bridge creates a respectful atmosphere between the students and teacher. This technique gives the teacher an opportunity to mentor the student and speak with him or her one-on-one in a safe environment. Instead of just providing punishment, the Agreement Bridge teaches students how to talk about their feelings and problems in a calm and respectful manner. This is a skill that is important to learn because it affects many areas of life and many different types of relationships.
Amber Hartzler
Amber,
DeleteYes! Teaching the life skills rather than focusing on punishment is crucial! It is so important to give the kids a chance to be heard! Great job! Here are 25 certification points!
Chapter 22: The Agreement Bridge
ReplyDeleteThe agreement bridge seems like it is a wonderful tool for anyone to use, even those that aren’t incorporating whole brain teaching into their classrooms. I can’t compare this level of WBT with any other program I have heard of. I don’t believe it has any of the same qualities as other programs. However, contrasting will be easy.
The agreement bridge settles conflicts or problems with a game played between the challenging student and the teacher, counselor, or administrator. In a traditional program the adult would be telling the student the problem and there would be no game involved, causing the problem to potentially explode. The agreement bridge game uses a game board that provides a clear pattern for discussion. In a traditional program the teacher does most of the talking. The student can easily tune out or explode in disagreement because there are no subjects to look at or told to them.
The agreement bridge offers the teacher no advantage over the student, which I believe is key in this game. Instead, the behavior is prescribed by the topics. In other programs the teacher has the advantage because he/she is making the topics which could result in the student not agreeing and becoming defensive or worse yet, exploding.
The subjects in the agreement bridge can be chosen in any order and as many times as players wish. This could open up a range of problems to be discussed instead of dwelling on only one problem. As the subjects are being discussed the players can agree to move their markers along the ruler, closing the gap or distance between them. This is a clear way to show progress of a discussion. In other programs there is nothing to visualize or show progress. Therefore if a student doesn’t feel like they are making progress they may give up on the goal.
The final contrast is phenomenal! In a traditional plan the teacher is making all of the decisions and doing most of the discussion. This has a result of belligerent or defensive behavior to where the teacher starts scolding. In the agreement bridge a student’s typical belligerent or defensive attitude is defused because he/she is not being scolded. The student has become a partner in problem solving!
Heidi,
DeleteI appreciate your statement, "In the agreement bridge a student’s typical belligerent or defensive attitude is defused because he/she is not being scolded." A tool that defuses attitude! A miracle!! Here are 25 certification points!
Counseling students is something I don’t feel at all comfortable doing. I don’t do enough of it and always feel ineffective. Usually, the discussion is one sided, with me being the “side”.
ReplyDeleteI have tried using behavior forms where the students are supposed to reflect upon their behavior. This works with the “on the fence” students, but not the truly defiant ones. I’ve had students refuse to fill them out or admit that they just wrote what I wanted to hear. One particularly tough year, I had reams of reflection sheets, but students who continued to be disruptive.
The Agreement Bridge opens dialog between the teacher and the student. It makes people the focus of the discussion, rather than the problem. It allows students to have their say and some control, while maybe having some fun role playing.
One of the biggest bonuses for me is that it gives a structure to the process. This will increase my comfort level so I can help students grow.
Like the Bull’s Eye game, the Agreement Bridge builds positive relationships instead of fostering conflict. Everyone needs to feel valued and to have control of their world.
Sheryl Larson
Sheryl,
DeleteAgain, I agree, this is an important step in building those positive teacher-student relationships! Here are 25 certification points!
As a kindergarten teacher, I have used behavior contracts and personal discussions about appropriate replacement behaviors. One thing that is similar is relationship building. Building that relationship is crucial for any change to occur. In reflection, many of the behavioral contracts that I have used have been more about me than the child. There is a behavior “I” want the child to change. “I” created a contract for the child. “I” selected the goals for the child. “I” picked rewards the child has to choose from. “I” offered the replacement behaviors. The goals were child centered and the behavior did need to change. However, the child was not involved in the process. As a result, the process only worked some of the time.
ReplyDeleteBy contrast, the Agreement Bridge uses a strategy in which the child is involved in the entire process. I am excited to read about this agreement and to use it with the young children in my classroom. The Agreement Bridge involves building relationships between the student and the teacher. The “game” format helps lower the wall that is sometimes built between the student and the teacher. By taking turns answering a set of questions, we start simple and move to the heart of the problem. Both the teacher and the student share feelings, which will help develop empathy towards each other. This process will allow us to really get to know and understand each other. We then work toward a solution that both of us can be happy with. Teacher and Student Heaven!
Kim Kirkpatrick
Kim,
DeleteIsn't is startling to realize that our former behavior contracts were so teacher centered? You are right, the game format does help lower that wall between teacher and student. Here are 25 certification points!
Chapter 22: The Agreement Bridge
ReplyDeleteI have used conferencing and restorative practices to deal with challenging students. Although I have had good success with Restorative Practice, it is teacher driven and students know the responses you are looking for. You do ask students their feelings and what they were feeling at the time, how they think the other person felt, what they would do differently, how they can fix it. But when you compare this to the Agreement Bridge you see a startling realization – by using a collaborative problem solving method to deal with challenging behaviour, you are building a bridge to that student as well as teaching them problem solving skills they can use and build on for the rest of their lives. For the most part, schools do not allow students to negotiate and compromise. These are such important life skills that the agreement bridge brings into play. I can see students buying into this non-threatening game where they can choose what they would like to talk about and how much to say. They will get to know their teacher better, forming a deeper connection and trust. They will feel empowered that they can choose behaviours to improve on and how to do it. They decide when to move their marker on the ruler. I like that it is only 1 or 2 goals at a time and that they are very specific, with deadlines, therefore, measurable. Regular meetings/follow ups increases accountability. The ‘Hello’ square is a perfect method for diffusing tensions/emotions during the meeting. I see this as a very engaging method for rebel students of all ages.
Bonnie,
DeleteYou made a good point that many schools don't let their students have a chance to negotiate and compromise, which are such important life skills. Thankfully, the Agreement Bridge does just that! Here are 25 certification points!
When I was a classroom teacher I would meet with "challenging students" and create a behavior book. I taught 1st grade. This was generally a meeting when I would help the student realize one or two problem areas and we would talk about what good behavior looks like and what not so good behavior looks like in those particular areas. The students would have a sheet on their desk for stickers and they would get rewarded for their good behavior. When reading about the agreement contract it seemed that the teacher and student would take turns discussing how it affected them. There seems to be a lot of give and take in the discussion and the student would feel more in control of their behavior and their consequences. Now that I am a music teacher and I see about 500 students a week I feel that this tool would need to be used either by the classroom teacher or the guidance counselor initially. When I was able to pinpoint the various students that needed this contract I might be able to meet with them but it would be my guess that the student would be displaying the same behavior in their classroom. It may come out in a meeting with the teacher that the student has a difficult time with transition and I would then work on an agreement with the classroom teacher and the student to alleviate difficulties in transition to resource time.
ReplyDeleteI think this is a great way for students to learn that their behavior impacts their learning, that there are consequences for negative behavior and to teach life skills on how to change their behavior. There needs to be more of this in school so there is less failure outside of school because they are just kids and many of their current behaviors are learned behaviors from their outside environment.
Mitzi,
DeleteI agree that it would be effective to be part of a team with the child's homeroom teacher. This would help them understand that the adults are working together (with them) to help provide a more positive experience in school. Here are 25 certification points!
Chapter 22 – The Agreement Bridge
ReplyDeleteI have been a school administrator for 7.5 years. I have been an educator for 26 years. I have tried lots of methods to help student change their behavior and re-route into a more positive road. Some of the methods were filling out a worksheet about whatever their misbehavior was (defined by the adult), scolding, taking away recess or other privileges, calling parents, writing, sentences, and in school and out of school suspension. Sometimes we would see a change in behavior, but there always seems to be a hardcore holdout kid that nothing would work. I am looking forward to trying The Agreement Bridge with some of those students.
The Agreement Bridge is presented as a game which takes some of the stress away immediately. I think students would like the choices to move their coin around on the board. The Agreement Bridge fosters communication between adult and child which is always a good thing. The Agreement Bridge is collaborative in nature and any solutions that are hammered out are the result of negotiation between two people, certainly a valuable life skill. As Coach B says in his book, “Any solution to a school problem which is not endorsed by the student involved is likely to quickly fail. Solutions that are imposed on challenging kids are quickly shrugged off. The point is not to punish troubled students but to give them life skills that will help them succeed; two important, but rarely taught, life skills are negotiation and compromise.”
I like the way The Agreement Bridge flows back and forth between the student and adult. One person begins choosing a square on the game board: Hello, Problem, Swap, Smart, Foolish, and Change. The players communicate based on the square they are in and find out what problems they are facing and try to work out a solution. Both parties have to compromise. In the end the come up with a plan and agree to meet soon to assess progress.
Another aspect of The Agreement Bridge I like is having a ruler between the two players and moving paper clips or other markers, closer to each other or farther away to indicate if they feel the distance between them is getting greater or less.
I look forward to opportunities to use The Agreement Bridge with students (and maybe teachers) soon.
Carl Rust 425 cp
Carl,
DeleteIt's nice to hear the perspective of an experienced educator that is also an administrator. It sounds like you have tried a wide variety of methods with the more difficult kids. I think you and your staff will quickly find that this unique method of communication between the adult and the student is a positive solution to overcoming those challenging behaviors! Nice job! Here are 25 certification points and a 5 point bonus!
Teachers wear many hats during the school day, and counseling students is all in a day’s work. Most teachers are not trained in counseling, so this is an area where a game like The Agreement Bridge is helpful. In the past, I have found it difficult to know where to begin with a student. It is important to establish rapport, but how? Time is of the essence in the classroom, and hanging out and chatting with a student to get to know them is not something that is easy to accomplish. Many students are guarded and do not want to share about their personal life. Often times traditional counseling sessions start with stating the “problem” the student is having and asking them how they plan to fix the problem. This puts the child on the defensive and often shuts them down and the only response you get is a shrug. The conversation ends up with the teacher telling the student what needs to be done and the child leaves. With the Agreement Bridge, you have a game that encourages participation from the students. It gives them the opportunity to talk and share in a non threatening environment. Not only that, it allows them to learn about the teacher and see her as a real person with feelings. There are defined rules of the game and a beginning point to get the discussion going. Compromise, negotiation, and coming to an agreement that both parties can agree to is the goal making it a win for everyone involved. Within a very short amount of time, in as little as five minutes a session, you can get to know your student and work toward small agreements. This is not something that is solved in one session, but small steps are made each time toward the overall goal. The problems the student has did not start overnight, and will not be solved overnight, but with love, compromise, and patience you will begin to see your most difficult student shine.
ReplyDeleteMelissa,
DeleteYou are right, meeting the student in a non threatening environment to really get to know them (and let them get to know you) can make a huge difference when negotiating! Here are 25 certification points!
The Agreement Bridge is a game-changing student management system! I haven’t done any official strategies, but with difficult kiddoes in the past I typically have had them tell their side, I would tell them what went wrong and how they should act differently in the future, and then they have some form of punishment. This wasn’t as effective because I think I didn’t spend enough time being empathetic to their needs- they are acting-out for a reason after all. I was more of a dictator who would ruthlessly announce their fate, which probably made them angry and resentful, regardless of how awful their behavior was in the classroom. It left both the student and teacher feeling bad about the outcome even though it may have fixed the problem.
ReplyDeleteI think the most pivotal points about The Agreement Bridge are that the student has choice, and they also have the knowledge that this is not necessarily something that is going to be addressed quickly and forgotten about or brushed-off. It will take as long as it needs to take in order to work out a contract for improvement, and both parties feeling as if they've accomplished something. I have been fortunate enough that I have not had to use this strategy yet with all of the other awesome WBT techniques’ effectiveness, but I can think back to times when I wish I had known about this for students in the past. It seems to me you really strive to develop a closer relationship with the student, and I think that alone will surprise most students. Kids with chronic bad behavior have seen many different forms of punishment and reprimanding, but with The Agreement Bridge, they are an equal partner in deciding what is to be done. The game-like format is fun and less threatening; it would certainly make it easier for students to open-up to their teacher. The fact that both the teacher and the student take turns playing and voicing their points of view seems very enlightening to both parties. I think scheduling a time to meet for this strategy away from the prying eyes of their peers helps to diffuse the situation for the moment and still allows that child to know that it will be addressed. I love the idea of using a ruler and some type of marker to visualize closing the distance between the teacher and student on the topic. At the end of the game, both parties are left feeling satisfied, and the child walks away with life skills to help them in the future as well as the knowledge that their teacher is someone whom they can trust and confide in. The Agreement Bridge is definitely going to be kept in my back pocket for any students that need it!
-Brianne Betz
Third grade, New Jersey
Brianne,
DeleteGreat job! Here are 25 certification points!
In just my two years of teaching, I have seen many counseling techniques for dealing with difficult students. Talking to the student, hearing their side of the story, and empathizing with them are all things I have noticed that take place in my school. I believe that the Agreement Bridge works so well for dealing with difficult kids because it is played in a game and it is a less confrontational situation. Having been a student myself only a few years ago, I have seen what it is like to feel attacked from a teacher or an administrator when a bad choice was made. I understand that there are some situations that are just completely out of line where serious action needs to take place. Sometimes, however, a child is just trying to get attention.
ReplyDeleteSomething that I have been trying out myself is having my inclusion teacher watch my room while a take a particular kid on a walk. That child may be getting worked up and angry, so I decide to take them on a walk around our hallway. This is something that always calms the child down, and allows us to have one-on-one talking time. It is so hard to talk individually with every student every day! I just try to understand why the child is frustrated and we talk about solutions for solving the problem together. If it is another child that is bothering them, I also take that child on a walk so that I can hear both sides of the story.
Although these have been working well for me, it doesn’t really make the issue go away. For example, I have a student right now who is constantly disrespectful to teachers and peers, does not follow directions, is distracting and off task, and does not care one bit what the consequences are. I tried the Agreement Bridge with him and I can already tell a difference. I figured out that his mother was not allowing him to see his father and it was making him act out. We sat down, talked about what was happening at home and in class, talked about those smart and foolish choices, and really opened up to one another about the way his behavior is making both of us feel. He told me how he hates acting this way in class, but he just gets so frustrated because of the other kids. I told him how I feel like I am an inadequate teacher and that I get frustrated with him as well because I feel like he won’t listen to me. We reached an agreement and made some behavior goals for him to reach for the rest of the year. Nothing is perfect yet, but it is a work in progress.
In closing, this is one of the best techniques I have ever witnessed or used in my teaching career. I am anxious to see if I will need to use it next year, but I feel confident that I can reach a compromise with a troubled student!
Hannah,
DeleteIsn't it wonderful to have an opportunity to open up and share with and learn from your students? The Agreement Bridge helps both teacher and student maintain composure and dignity while moving together toward the marked goal. Perfect! Here are 25 certification points!
I have been trained in and have used various counseling systems including, conflict resolution using I statements, role playing, behavioral contracts and a series of rewards and punishments strategies to modify behavior. I have experienced the most success with the conflict resolution strategies using I statements and role play because similar to the Agreement Bridge, it provides a plan for discovering solutions that satisfy both parties through negotiation and compromise. Both strategies encourage thoughtful communication and reflective listening using structures discussion.
ReplyDeleteOne difference between the two techniques is that the Agreement Bridge sets the problem in a game context which helps diffuse the situation. Additionally, the ruler and markers indicate the progress of communication provides a visual to represent the discussion. I like that this visual clarifies where both individuals stand and believe that it may help advance the discussion. Although our classroom contracts have also establish one clear cut agreement/goal, I have never set a deadline or a date to revisit the conflict discussed. I have informally checked in with the student(s) involved. Setting a deadline will place more emphasis on the importance of the agreement and will also help me to be sure to follow up.
Both strategies focus on assisting students through working through obstacles in the classroom. I am a firm believer that you can’t fight fire with fire. Many times, students who are experiencing trouble in the classroom, whether academic or behavioral, do not have the necessary support at home. As a result, we should be there to help provide them with the skill sets necessary to become successful. Punitive approaches fail the student and worsen the current situation. The Agreement Bridge evens the playing field and teaches lifelong skills while providing insight to your students that you may not have had before. The more you know about your students, the better you can be for them. You can not teach a child until you reach them socially and emotionally.
Bethann Barneman
Bethann,
DeleteExcellent job! Your last paragraph really shares how powerful the Agreement Bridge can be when dealing with our most challenging students! Here are 25 certification points!
I do not believe that the Agreement Bridge is like anything I’ve ever seen before! Honestly, I wish I had known about it before now. Last year, I had an incredibly difficult school year. The problem was a few of my students and their outrageous behavior. I really feel that last year could have been completely different if I had implemented the Agreement Bridge. Normally, the student is angry, the teacher is angry and nothing gets resolved. I have also seen the student just shut down completely when problems and situations are mentioned. With the Agreement Bridge, there is a built-in conversation piece that allows the teacher to make connections and find out more about the student. The relationship that could form during that piece of the Agreement Bridge could be so impactful on the rest of the pieces of the Bridge. The Agreement Bridge also allows a bit of humor to be added to the situation by discussing foolish decisions that could be made by both parties involved. Typically, the teacher just tells the student not to do something and that is the end of it. That is such a powerful section of this strategy! The visual of the coins being moved closer to the middle is a great tool. I have never thought of using something so simple to bring about such change in my classroom. I am so excited to have this strategy now!
ReplyDelete-Courtney Wood
Courtney,
DeleteI love your enthusiasm! I agree, this is simply brilliant! Simple and effective! Here are 25 certification points!
The only behavior contract I have seen is one that our counselors use at school, compared to the Agreement Bridge, I feel the Agreement Bridge would help more students much more effectively. The contract at my school is a paper the students are supposed to carry around to each period and have each teacher sign it, circling the number of the students behavior 1-5, 5 being best. Most of the time this contract has a long list of behaviors to watch or labels inappropriate behavior under the umbrella of “disruptive”. I have never seen a contract about drugs, fighting or anything specific as shown in Chapter 22. The wide variety of examples of the Agreement Bridge and the Agreement Contract were especially impressive. The point being to be very specific in the contract agreement, not to give vague unattainable goals like those in my school’s contract. You can help students with problems ranging from not turning in homework to drug abuse. You just must be clear and specific. The life skills that are taught, negotiation and compromise, are the goal of the Agreement Bridge. I don’t believe our behavior contract is effective and most of the time the students lose it before 2nd period and it certainly does not foster caring relationships between challenging students and teachers.
ReplyDeleteRebecca,
DeleteIn the instance that one would need a behavioral contract, the contract needs to be specific, brief, and implemented with a caring adult who has a relationship with the student. It seems as if you see the value in the Agreement Bridge in contrast of a typical behavioral contract. Here are 25 certification points.
I have not really previously used any specific counseling techniques. I have been encouraged to try things like “circles”. However, they made me feel uncomfortable which in turn has made me less than thrilled to use them. This chapter on the other hand, really struck a chord with me.
ReplyDeleteIn this chapter, Coach emphatically states that “[y]our student’s education is your responsibility. If he or she is having problems, you need to make changes” (Biffle, 2013, p. 144). This is one of the reasons that I looked for, and have now embraced, WBT. I truly believe that students have changed. (Studies that I have read say that their brains are literally wired differently from yours or mine!) They are not like the student I was 40 years ago. They are not like my first students were 20 years ago. Unlike a lot of my teaching peers, I do NOT believe that it is up to the student to adjust to the way I teach. Au contraire! I believe that it is my responsibility to adjust the way I teach in order to ensure that they can learn!
Because of this change in students, I believe that challenging students are seeming even more challenging simply because their motivations and attitudes seem so foreign to most teachers. Hence the importance of the Agreement Bridge! This structure allows for the two sides to calmly talk, share their opinions and search for a solution. And as Coach states on the very first page of this chapter: "Any solution to a school problem which is not endorsed by the student involved is likely to quickly fail. Solutions that are imposed on challenging kids are quickly shrugged off. The point is not to punish troubled students but to give them life skills that will help them succeed; two important, but rarely taught, life skills are negotiation and compromise" (Biffle, 2013, p.139).
I could describe the game in detail here but Coach does that very well in this chapter. I would however like to say that I like the cyclical nature of the game! By that I mean that I like the opportunities that are constantly available to both parties to go back, clarify, revise, restate and renegotiate.
I believe that participation in this game will not only empower the challenging student with the knowledge needed to change but will also provide the teacher with much needed knowledge to better understand the motivations of today’s student.
Christina,
DeleteI agree, I like the fact that the game offers several opportunities for both the teacher and student to revisit the issue from several different angles. I love your statement "I believe that it is my responsibility to adjust the way I teach in order to ensure that they can learn!" Here are 25 certification points!
During my first few years of teaching, the protocol for students who were having behavior problems was a trip to the office to meet with the principal. The principal would yell at the child, the secretary would give the student a piece of candy, and back to class they would go. As you can guess, this method did not promote change. I have tried many different methods to try to help, or get help, for a student with behavior problems. For a while our school had a student assistance team. A group of teachers and the principal would meet to discuss the problem and propose solutions. Usually the solutions suggested were things I had already tried. We have also had positive and negative reinforcements. Frequently the students didn’t buy in to any of these. Why? They were not a part of the process. Occasionally, a meeting would be called with the parents, student, teacher and principal. The student would sit and listen to many negative remarks about his/her behavior. Then the adults would tell the student what was going to happen next. The adult “solution” rarely resulted in any change. The last thing I have tried was one-on-one counseling with the school counselor. This counseling tended to be very sporadic. As the teacher, I was not included, and had no guidance in supporting the student. Once again, change rarely occurred.
ReplyDeleteThe Agreement Bridge focuses on the student/teacher relationship. I firmly believe that relationships between students and teachers are key to positive changes in the classroom. Both student and teacher make solutions in the agreement bridge. I agree with Chris Biffle when he says, “Any solution to a school problem which is not endorsed by the student involved is likely to quickly fail.” The Agreement Bridge ‘s focus is not punishment, but to teach students skills to be successful. Another strong feature of the Agreement Bridge is that the work is ongoing. Student and teacher continue to meet, strengthening their relationship, and working together to find a solution that works. This method teaches the student valuable life skills in problem solving.
Susan,
DeleteIt's amazing that making the small adjustment to having the student involved in his own behavior plan can be so effective, but it's true! I agree, a very strong point is that the work in the Agreement Bridge is ongoing. Nice job! Here are 25 certification points!
This comment has been removed by the author.
ReplyDeleteThe Agreement Bridge just might be the most innovative method I have ever discovered for reaching a troubled, challenging student in a positive way. One way that this method is similar to other counseling techniques is that both methods provide an opportunity for the teacher and student to talk privately. Another way that both methods are alike is that the problem must be severe and habitual in order to resort to this level of intense behavior management.
ReplyDeleteThe differences in The Agreement Bridge and traditional counseling techniques are “polar opposite”. (No pun intended as I think about a ruler with markers at each end serving as the main game pieces.) As mentioned, one difference is that The Agreement Bridge is designed to connect with the challenging student in a game-like setting. Students are more apt to share and collaboratively establish problem-solving techniques with the teacher if they do not feel as though they are in a threatened environment. Reprimanding a student at a moment when a teacher has reached their breaking point establishes an even greater barrier due to the teacher’s body language and tone. When students sense an authoritative disposition from a teacher, the outcome is that the resistance between them will most likely increase. Another difference is that the teacher shares personal obstacles they have overcome in their life. This allows the student to develop a common bond with the teacher. By hearing similar testimonies from the teacher, the student will naturally be encouraged and motivated to want to please the teacher and correct their habitual behavior infractions. In my opinion, by having two established goals on the Agreement Contract, as well as, scheduled days to play The Agreement Bridge, the CHALLENGING STUDENT will soon be on the path of becoming a CHAMPION STUDENT!
Kelly Avery
2014 WBT Intern
Kelly,
DeleteWhen we make the teacher more "real" by sharing life experiences, the students find that they can relate and even trust! Nice job, here are 25 certification points!
ReplyDeleteI really like the Agreement Bridge for the following reasons. It is something that can used all year and that you work as a team with the student on finding life skills of modifying behavior. I truly believe having a contract is also helpful because it puts the responsibility on the student. I plan on sharing the contract with my principal and another adult person who will be checking on behavior change just like a parent.
I believe many students just need to learn the tools that are necessary for changing behavior. I believe having the Agreement Bridge we can not only modify the behavior but change a student for the better for life.
I have taken students aside before and talked about how the student needs to change but never have had a specific plan for helping them achieve the desired behavior. I think having a script and a plan will be effective for dealing with students with significant behavior problems. I think in my difficult students lives that they have not had the opportunity to learn how to model appropriate behavior and how to modify inappropriate behavior.
Chris,
DeleteYou made some great points! It is very helpful to have a plan before dealing with those beloved rascals! Oops, watch out for those small errors " It is something that can used all year" (can be used), and " in my difficult students lives" (students'). Here are 20 certification points. Save your posts and points awarded in a word document to submit later for certification! P.S. good job on your blog!
Thanks for your kindness in the errors. I appreciate your getting back to me so fast. Have a great week!
DeleteHonestly, the only counseling technique I have ever used is the parent/child technique of “What did you do wrong, why was it wrong, and what are you going to do to correct it?” This has been used both with my own children as well as with my students. Has it worked? Not really.
ReplyDeleteThe Agreement Bridge is a way for me to talk with the children in my life on their level. I would not be above them in an authority figure way, but beside them in a mentoring capacity. Getting to know more about them in the Hello step allows me to understand their thinking and background a little more. Possibly there are circumstances driving decisions that explain the actions they have taken. The Problem and Swap steps helps both f us to understand each other. Putting on someone else’s shoes is never easy, but it is a necessary part of empathizing with others. The Smart and Foolish steps are wonderful ways to think through the problem and be creative with possible (and impossible) solutions. And finally, the Change step provides a commitment from both parties that would help in settling the dispute. I can (don’t want to say can’t) wait to use the technique. I am so happy it is in my pocket for now.
Geni Ainge
Geni,
DeleteGood job breaking down each step! You are right, it is very important for us to be beside them, not overly authoritarian and intimidating. Oops, you had one small typo "both f us" (of). Here are 25 certification points!
The Agreement Bridge is a method towards understanding a student and how to help them achieve their goals (and your goals for them). Because I teach kindergarten, I haven’t yet had to employ the Agreement Bridge. Usually, some extra attention at Level 5 of the Scoreboard is enough to get my students back on track.
ReplyDeleteMy school implemented a behavior management system for teachers that were still trying to find something that worked for them and their students. They were called “Help Cards.” By using them, the main focus was to have a conversation with the student about the behavior they needed help with, and how they were going to fix the problem. Basically, they turned into the teacher telling the student what they did incorrectly, having the student parrot it back to them, and then the teacher making the student walk at recess instead of playing. I always saw the positive in conversation, but I never took a liking to the implementation.
The Agreement Bridge is a way to connect with students. In order for change to occur, a connection is crucial. Understanding the problem from both sides of the equation is great for both parties involved. It requires the articulation of the problem from both the teacher and the student, as well as the opportunity to listen to what the other person believes is the problem. By swapping roles, empathy is introduced with humor. It purposefully requires both of the people involved to see the problem from the opposite side. Brainstorming smart and foolish choices are necessary for both comedic relief as well as finding a solution that works. Agreeing on a solution to try and setting an end date for reevaluation gives the student a purposeful goal to work towards in a prescribed amount of time.
Without the punishment of walking at recess and with the implementation of a teacher-student connection, problem articulation, swapping of roles, brainstorming of smart and foolish choices, and solution agreement, the Agreement Bridge is a clear win with challenging students in the classroom.
Catherine,
DeleteI love your statement "By swapping roles, empathy is introduced with humor. It purposefully requires both of the people involved to see the problem from the opposite side." That really nails what the goal of the agreement bridge is! Great job! Here are 25 certification points!
The closest technique I have used which compares in any way to the Agreement Bridge, is a daily behaviour chart. This is basically a chart broken down into the 5 days of the school week with space for comments from the teacher. There are 2 simple goals at the top, written by the teacher, which must be achieved in order for the child to receive a reward of their choosing – such as extra computer time at the end of the day. During the day the teacher makes marks on the sheet to indicate whether or not they feel the child has achieved their behavioural goal. It is then shown to the child towards the end of the day. The child is then told whether or not they have earned their reward that day.
ReplyDeleteThe Agreement Bridge improves upon such a technique by being completed in the form of a contract which is ‘agreed’ upon by both the teacher and the student. The agreement in the contract must be very specific which will make its success easy to evaluate. The kinds of behaviours that should be highlighted are those that the student will or won’t engage in.
The types of children who will benefit from the Agreement Bridge are almost certainly children with unstable home lives. Playing a round of the Agreement Bridge with their teacher may be the only time they ever sit down calmly and role play the implications of their behaviour without being forcefully lectured to. Giving a challenging child a say and a choice in how they can improve their behaviour helps them develop an internal locus of control; in a world where they normally have no control over the factors influencing their lives.
Quentin Dalrymple
3/4th grade
Perthshire, Scotland.
Quentin,
DeleteYou are right, this is a great way to show students that we can help them without lecturing them, while allowing them to have choices in the process. Great job! Here are 25 certification points!