Tag: Instruction

Positive Greetings at the Door

Positive Greetings at the Door

Reading Time: 3 minutes
Image by Leah Dusterhoft

Positive Greetings at the Door (PGD) is a three-step intentional practice to increase student academic engagement and prevent student misbehavior.

1.  Teacher greets each student individually with a positive verbal or nonverbal greeting as they enter the learning environment to create a sense of connection and belonging.

2.  Teacher makes a preplanned, pre-corrective statement to remind the entire class of student behavior or engagement expectations.

3.  Teacher offers behavior-specific praise or makes a pre-corrective statement to specific students who have struggled with behavior or engagement in the past.

The goals of PGD are to 1) maximize instructional time by getting students learning as quickly as possible and limiting off-task behaviors and 2) foster connection and social belonging in students. Continue reading “Positive Greetings at the Door”

Understanding the School-to-Prison Nexus

Understanding the School-to-Prison Nexus

Reading Time: 4 minutes

At West Wind, we are examining a relatively new concept: the “school to prison nexus.”

Mass incarceration has been widely researched, with well-known analysts (Alexander, 2010) and documentarians (Duvernay, 2016) identifying ways that both formal and informal structures have contributed to an explosion of prisons and prisoners in the US.  The Sentencing Project finds that, “[t]here are 2.2 million people in the nation’s prisons and jails—a 500% increase over the last 40 years. Changes in law and policy, not changes in crime rates, explain most of this increase.”  The Sentencing Project further finds that communities of color have borne the brunt of this explosion. “Today, people of color make up 37% of the U.S. population but 67% of the prison population. Overall, African Americans are more likely than white Americans to be arrested; once arrested, they are more likely to be convicted; and once convicted, they are more likely to face stiff sentences. Black men are six times as likely to be incarcerated as white men and Hispanic men are more than twice as likely to be incarcerated as non-Hispanic white men.” Continue reading “Understanding the School-to-Prison Nexus”

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