Why a Student-Centered Approach? 

• Children are respected, rather than seen as problems to fix 
• Too many students are still disproportionately marginalized, misunderstood, misrepresented, and micromanaged through punitive forms of discipline 
• Shame based (public and private) approaches do not change behaviors and are harmful 
• Flip from compliance to connection 

What makes this difficult? 

• Education is a hard job  
• We do what we know or what was done to us 
• We assume that motivation is what is lacking; this is not always the root cause  
• What we look for, we will find. If we are looking for kids to be wrong, we will find it. 
• You may undervalue your skills; “there’s nothing I can do.” Or inflate yourself; “I’ve done everything there is to do.” 
• A dysregulated adult cannot help a dysregulated child 

What should I do? 

• Prioritize connection over compliance  
• Widen your lens as you consider behavior  
• Include student voice 
• Invest in yourself through coaching, professional learning, self-development, and building new habits  
• Create predictable circumstances for students that support high quality work  
• Let students feel success   

Connect with Jacki and Lisa:   

• Thecatalystapproach.com 
• Mn.sourcewell.org 

Resources: 

• Gender Inclusive Schools 
• Relentless Indigenous Woman 
• With our Orange Hearts by Phillis Webstad, Illustrated by Emily Kewageshig 
• Sourcewell webinar:  Positive Behavioral Interventions and Supports   
• Gilliam, Walter S. “Do Early Educators' Implicit Biases Regarding Sex and Race Relate to Behavior Expectations and Recommendations of Preschool Expulsions and Suspensions?” Yale Child Study Center, 28 Sept. 2016, https://doi.org/https://medicine.yale.edu/childstudy/policy-and-social-innovation/zigler/publications/preschool%20implicit%20bias%20policy%20brief_final_9_26_276766_54643_v1.pdf.  

Learn more about the podcast and browse resources, programs, and upcoming trainings and events for educators at www.mn.sourcewell.org/education