The setting, population, and program Essay Example for Free

The setting, population, and course of instruction EssaySecond Step is a violence streak program has been implemented for Norman argona 6th graders. This program focuses on such things as peevishness management, conflict negotiation, controlling feelings and non acting on impulse. It is designed to give students examples and topics of discussion that go out progress thought provoking discussions and hopefully draw out some best bearings as examples while exposing what should not be done The lessons are usually presented by teachers on a regular schedule and during the same class period when possible. They are designed so that teachers have to prepare very little.Scripts are provided for flick programs and for scenario type role playing among the students. The videos attempt to show students reacting to violence or other negative influences as they might encounter them in their nonchalant lives. For this age of student the lessons encourage modeling of the positive beh avior that is shown in the videos and proper behavior from role playing and discussion. 2. What are the goals of the program and what are the puzzles/challenges in try to meet them? (What is working and what is not working? ) The goal of this program is to ultimately reduce violence in schools.The curriculum is designed to obtain these results by getting the children to recognize their behaviors, beliefs and emotions and learn to deal with them in a positive manner. These activities would hopefully establish norms within the school companionship and allow the proper behavior to befit the norm. These objectives are sometimes difficult to master and meet the standards of the program. Children that go through the Second Step program forget generally engage in the curriculum if the instructor has prepared somewhat and is ready to subscribe to the discussion. in that location are often very positive and mature comments from the students regarding the scenarios and video portions of the program. It really seems to help students who are on the right track reaffirm what they already believe to be the right thing to do. There are students who will always want to lead the discussion and have on that point answers heard. This is good for reliable kids and it really helps the teachers who are star(p) the discussion. One downfall is that certain students will not engage in the discussion. Some are embarrassed or do not feel confident voicing their tone in front of the group.The reasons for this vary from by experience with the group, fear of repercussion and lack of maturity on the part of the studen. Still others will loose face within their peer group if they show emotion or put down certain behaviors. These groups will often try to disrupt the flow of the colloquy by belittling or not participating at all. They will blame the teacher or the program as being boring. The program may help a select few students obtain a better sense of what it takes to prevent violence, scarce the lessons dont seem to carry lots further than the classroom.It is one thing to model good behavior in front of adults and quite another(prenominal) thing to stand up and do the right thing when no one is there to brave their decision. Many students will turn their backs on violence in their area. 3. What evaluation strategies would you use and what type of selective information (e. g. , test scores, attendance records, referrals, etc. ) would you need to collect in order to substantiate the information declared in response to question 2? How would you evaluate future progress/change? How often does data need to be collected andanalyzed? Evaluation of programs such as Second Step sewer be very difficult. With the end goal being less violence in the school, the number of atomic number 82 office referrals would be the obvious first line in evaluating the progress of the program. A drop in the number of referrals due to violent acts would be a good indicator th at the program is having some effect. information would also need to be collected from past referrals and compare to the late data to see if which students were committing new act of violence.We would hope to see an overall drop in the number of violent acts among both past offenders and new offenders. Data should be collected on a quarterly basis to ensure that the postulate of offending groups are being met. If data is collected on a longer scale (i. e. semester or yearly), it may not facilitate change quickly enough to the methods of delivery or it may not look for other factors within the school environment that may be effecting violent behaviors 4. What factors seem to be facilitating progress/change and which factors seem to be hindering progress/change?The ability of the teacher that is leading the course and who sees that group of students on a regular basis seems to be one factor in determining how successful the program is. If the material is simply presented and nor re inforced through repetition and school dewy-eyed implementation, the lessons are quickly lost on many students. Staff that believe in the program will tend to follow up and ensure that the lessons are being used immaterial the context of the demo time. The talent and motivation of the staff tends to be huge factor in success or adversity of the program.It is very difficult to change perceptions and learned behaviors. Many students will participate in the program but will be taught different attitudes at home. This appears to be the largest factor in whether a student will accept the lessons of Second Step or not. When staff and family will follow through and continue the lessons outside of the context of the Second Step allotted time, there seems to be a much better see of the students applying the lessons. Hindering change occurs when the lessons are left in the classroom and not made part of daily life at school.This will be the biggest obstacle that we face. 5. What recommen dations would you make for change or improvement, based on the information that is available at this point? To fully implement such a program there has to be community wide acceptance. There needs to be an outreach effort to parents and other family members to allow them the fortune to see the materials that are being presented. They should be a part of the effort. The message may not always be reaching home that students are working on violence prevention and reinforcement is call for from all areas of the community.By making family members part of the equation we will allow a better opportunity for success. 6. Who are your stakeholders? (Who has a vested interest in the outcome of your program? ) Who needs to start a radical on both progress and problems/challenges/needed changes? The stakeholders of the program in the end are all members of the community. The community benefits when there is less violence and when more productive citizens graduate from our schools. Families will see the most quick effects when their children are in less trouble at school and see better results in their academic work.All educators, school families and the community in general including local police and government should receive the report of findings and have a voice in how to proceed. When the schools, police or family place themselves as the resole proprietors of the responsibility of the violence among our young student, we face more obstacles due to miscommunication, personal agendas and lack of understanding of the problem from on a human level in dealing with students who have violence issues.