Social Emotional Learning with Leaps: Competencies

Social Emotional Learning with Leaps: Competencies

Competency, in its simplest form, means suitability.

In its most aggressive form it means to do something successfully and efficiently. These are important words and even more important distinctions. There is a lot of buzz out there about Social Emotional Learning (SEL). There is equal buzz centered on behavioral programming such as drop-out prevention, school safety, and anti-bullying. While we can all agree that it is certainly suitable for our students to develop social and emotional maturity, to stay in school until graduation, to learn in a safe environment, and to do so free from being harassment– how successful and efficient have we been?

It is important to understand the functional and core competencies of any program that claims to impact the development of your students. The reason I am breaking competencies into functionality and core is because the mechanisms for teaching the core competencies need to change with the learning aptitude, capacity, and environment of your students.

Leaps is the Social Emotional Learning resource that is used by educators across many states. I think it is important that such programming be able to demonstrate and describe its competencies so below please find the Social Emotional Competencies for Leaps.

Leaps Functional Competencies

functional competencies SEL

Leaps addresses skills necessary for integration into and success within social, familial, and educational environments as well as vocational environments for our older students. The focus and need of assimilative skills changes as the student matures, and therefore programming must change to meet the learning and application needs of the student. Much like the “Piaget Stages of Cognitive Development†model, Leaps recognizes the learning and assimilation aptitude is different for students based on their age, maturity level, health, and family environment. This means that Leaps focuses its functional competencies within 3 specific modalities of learning and application.

Beginners | Functional Levels: Kindergarten – 2nd Grade

Much like Piaget’s pre-operational phase, Leaps Beginner’s lessons are targeted to those students who are beginning the academic process and, in many ways, beginning social development. Because thought processes are still developing and problem identification and solving is rudimentary, Leaps lessons utilize a “vicarious learning†model. This means there are stories with readily identifiable protagonists and antagonists who are participating in socialized situations who must make decisions based upon impact to self, others, and consequences. This process introduces cause and effect as well as specific social and emotional options and choices through the vicarious model. This affords an opportunity for the instructor to correlate the lesson learned by the protagonist to the student and help them begin to understand the process of self-accountability and emotional and affective stability.

Lower Maturity and Independence (LMI) | Functional Levels: Grades 3-6

Much like the “concrete operations†stage, Leaps’ LMI lessons take into account that the student is now positioned to think and act more in a more self-reliant manner, but they are not yet in a position in life to apply their thoughts and actions independently. Due to age or functioning levels, LMI students reside within supervised and overseen life-stages. They are not yet mature enough to allow for a fully independent social life. Since the student is constantly supervised, they have a different accountability set and therefore a different focus of learning than independent students. Because of this, Leaps’ LMI lessons have an “authority affirmation†format. This means that lessons help the student develop within the framework of their life station, and prompt and encourage them to grow towards independence within the authority format of being you and non-independent.

Higher Maturity and Independence (HMI) | Functional Levels: Grades 7-12

Like “formal Operations†stage, Leaps HMI lessons focus on the fact that these students have a significant degree of independence and therefore a different accountability set than younger students. Because of this independence, these students must be able to identify problems, think both logically and abstractly, organize their thoughts into problem solutions, and then communicate both their intended as well as their perceived role in the problem. Students within this age group are also expected to be able to prevent problems by identifying and avoiding risks. Because of this, Leaps HMI lessons are designed in a “peer affirmation†format. This means that these students must make choices without a reliance on an overseer and must enact their choices with a realization of personal and peer accountability.

Leaps Core Competencies

Leaps’ functional competencies insure that programming is suitable to the student based on age, functioning level, and life circumstance. Leaps’ core competencies provide a focus that allows for successful and efficient social emotional development, which then leads to behavior prevention and change. Leaps’ core competencies are based within the skills necessary for integration into and success within social, educational, and familial settings based upon the student.

core competencies SEL

Social Emotional Learning is predicated upon the ability of the student to learn, synthesize, and apply social and emotional skills. These skills can be broken into:

Basic Living Skills: the skills necessary for compliance with and integration into everyday activities. The results of using these skills,as well as the consequences of not having these skills, are consistent and immediate. Leaps core competencies within Basic Living Skills are:

  • School Rules – a set of lessons designed to instruct the student on the rules and consequences of being a student
  • Hygiene – lessons that teach the process of good hygiene and the social repercussions of poor hygiene
  • Managing Time and Attention – lessons that focus on the need for managing time, distractions, duties, assignments, and self

Communication and Integration Skills: the skills necessary for both societal and social integration. These skills require interaction, introspection, and self accountability. Leaps core competencies with Communication and Integrations Skills are:

  • Friends – lessons on what a friend is, how a friend is made, the accountability and expectation of friendship, and the role friends play within family and school environments
  • Respecting Myself and Others – lessons on self understanding and respect, peer understanding and respect, group understanding and respect, as well as thematic respect such as cultural, language, and property
  • Communication and Presentation – lessons on how to communicate verbally, non-verbally, affectively, from a self-presentation standpoint, and through listening and understanding others
  • Social Life – lessons that focus on the process of social accountability, options, interactions, and opportunities

Clinical and Emotional Skills: the skills necessary for composure as well as control. Leaps core competencies within Clinical and Emotional Skills are:

  • Self Control & Confidence (Beginners) – lessons specific to a new learner being in a socialized and learning focused environment. These lessons focus on control within transitions, patience, instruction, and accountability
  • Emotions and Actions (Beginners) – lessons designed to introduce emotional concepts to our youngest learners and help them understand how their emotions can impact their ability to make and maintain relationships, function in the classroom, and control their own feelings, words, and actions
  • Stress & Anxiety – lessons that help students identify and understand stressful events and how they can deal with those events. These lessons focus on both the understanding of and dealing with stressing situations and the ability to mitigate the impact and effect of stress
  • Anger and Emotional Management – lessons designed to help students identify anger and emotional triggers, then deal with anger and other emotions in a healthy and productive manner– focus on both the identification and prevention of anger-inducing incidents and, further, dealing with the impact and effect of anger.
  • Decisions and Consequences – lessons designed specifically to help students identify problems, understand and enact the problem solving process, and understand and accept consequences.

Within these functional and core competency areas, Leaps addresses 44 Beginner skills, 89 LMI skills, and 109 HMI skills.

This ability to differentiate between both functional and core competencies and then deliver lessons based on assessed need gives Leaps the ability to format a growth and improvement plan for the student, fulfill that plan with content, measure the impact of the content, and then through strong data report both fidelity and progress. In short, Leaps competencies are significant and Leaps itself is an extremely competent Social Emotional Learning and Development resource.

To request a demo or download some of our sample plans, head over to www.SELforSchools.com.

Our Experiment

Our Experiment

Jay’s nephew and his new best buddy in Pre-K.

27 years ago my family adopted my youngest sister. She came to us 3 weeks before I left for college. I will never forget the day that mom and dad drove home from picking her up. My whole family was there to greet her. Mema and Papa and all of the aunts and uncles welcomed her into our family just as if she had been born into it. From the first moment I saw her and held her I knew she was my sister, and immediately I forged a bond with her that stands strong to this day. We are both parents now and her little boy stays with me and my family every Saturday night, and he is one of my most beloved family members.

My little sister, Amanda, is bi-racial. Her birth mother is white and her birth father is black. Amanda was the most beautiful baby I had ever seen and she is, to this day, a beautiful young lady. She has an olive complexion with dark black hair and a smile that is bright enough to light up the room.

Amanda was adopted into a west Texas oil field family. My dad was concerned when she was little because West Texas was primarily a mix of white and Hispanic with very few black families. Racism had never been an issue that I knew of because were all either oil field or cotton field families and we all struggled. But my dad was concerned that someone would say something racist to my little sister so he was on hyper-alert and we were taught to be as well.

If you have never been to West Texas, and there aren’t a lot of reasons to go there, I can tell you that the people of West Texas are about the best people in this country. They are polite, hardworking, nice to the point of “give you the shirt off their back†and just good, wholesome people. I can honestly say we never heard a racist remark directed to Amanda in West Texas.

But we did hear a remark one time. We were on our annual 2-day vacation to Dallas to go to Six Flags, and we were eating breakfast at IHOP. A lady at the table next to us kept staring at Amanda and shaking her head. When she had finished eating the lady walked to our table and asked about Amada. She wanted to know if she was a friend of the family or if she was with us. My dad proudly said that she was his daughter. This lady then said with a snide, “I think it is flat out wrong that a white family should raise a black child and rob her of her culture.â€

The lady who came to our table was a black woman and her remarks caused our table and the tables around us to fall silent. It had honestly never occurred to me that we might be taking something from Amanda. To me, all we had ever given her was unconditional love and she was as big a part of our family as me or my other sister. We sat silently for a minute and then my dad said something I will never forget. He said, “Lady, we are from Big Spring, Texas. We don’t have culture in Big Spring. We just have family.â€

The lady stood there for a moment. She looked again at Amanda, then back to my dad, and then turned to walk away. Amanda, who was 3 at the time, yelled, “Bye!” and waived as the lady left. I could tell my dad was seething, but he turned to us and said, “Never forget that loving each other is the most important thing you will ever do. Family is stronger that culture, or skin color, or money.†I have never forgotten that day.

I guess because of Amanda I have maintained a heightened awareness of racial overtones. When I see things, like the ongoing protests and riots in Ferguson, it truly saddens me. I see people pitting themselves against each other purely on the basis of the color of their skin. I see people who decide not to like each other because they look different. They never even get to know the people they decide not to like. It reminds me of what my Papa said. He told me, “Son, it takes a special kind of stupid to dislike someone because of the color of their skin.â€

So why does the racial divide still exist in so many places? Why do kids, who when they are small love and play with all kids, suddenly decide they do not want to play with another child because of the way they look? Watch small children some time. They will all play together – white, black, brown and yellow. No problem. If they are willing to run and scream then they are in. But as they get older, we begin to see some kids separating themselves and even getting ugly with other kids who look different. They begin to learn to not like other people because they look different or talk different or act different. In other words, racism is taught.

The funny thing about racism is that its existence makes no sense. A black man, brown man, and white man who all grow up in West Texas will have a lot more in common than two white men who grew up in West Texas and New York City respectively. A black women and a white woman that grew up in the Pacific Northwest will have much more in common than two black women who grew up in Atlanta and Portland respectively. Racism just doesn’t make sense.

So what do we do about it? We have to begin, at a very early age teaching our kids that people are people. Yes, some people look different but those differences bring us the variations we have in our society. Think how bland our eating choices would be if there was only one culture and one color. Think of how bland our music would be if we were all the same culture and color. Think of how bland life would be if we all looked alike and acted alike and ate alike and talked alike. Differences are what make us intriguing. Differences are what make life exciting. Differences should be celebrated not shunned.

One of the big emphasis points of Leaps is that kids need to learn to be themselves, be comfortable with who they are, but then afford the same comfort to the people around them. It teaches our kids that every race, every culture, both genders, and people from all walks of socio-economic life have made contributions to our world that make each and every one of our lives better. If you live in a home, talk on a phone, ride in a car, go to the doctor, eat in a restaurant, and just live a daily life then you are taking advantage of something that a person of another race, another culture, another country, and another language invented or perfected. We live in a world dependent on multiple cultures, so multiple cultures are part of our everyday life. That is a point that should be celebrated

Dr. Martin Luther King Jr. once said:

“When the architects of our Republic wrote the magnificent words of the Constitution and the Declaration of Independence, they were signing a promissory note to which every American was to fall heir. This note was a promise that all men – yes, black as well as white men – would be guaranteed the unalienable rights of life, liberty, and the pursuit of happiness.â€

This promissory note Dr. King talks of is the promise that we all make, as Americans, that we will recognize not only our civil and individual rights but also those of all the people around us. We have every opportunity this great nation affords, but we also have an obligation to our communities and fellow Americans to recognize and respect the individuality and rights of the people around us.

How do we stop events like what is happening in Ferguson? We stop them by starting very early in teaching our kids that our differences are what make us great. Our differences should be celebrated, not used as a dividing point. We have to teach beginning at a very early age that our skin color is not a divider, it is a national treasure. Our differences are what make our society the most unique on this planet. America was once called the “Great Melting Pot†because people from all nationalities, all cultures, and all walks of life came together to create a dream and an experiment that said: if treated equal, all who try can succeed. While there are those who struggle within this grand experiment, it cannot be denied that people from every walk of life and with every color of skin have succeeded in grand fashion in our society. If we teach our kids to look at those successes and realize the contributions of all cultures and celebrate our differences as the uniqueness that makes us great, then someday, as Dr. King said so well, “this nation will rise up, live out the true meaning of the creed: ‘We hold these truths to be self-evident, that all men are created equal.'”

When we celebrate our differences, we will rise above racism, and we will realize that we all have opportunities are all individuals. We should not and cannot blame a group of people for our problems, nor can we expect a group of people to carry our load. This grand experiment is a success, because people from all walks of life have contributed to the common good and because of that, they have succeeded as individuals.

May this grand experiment never fail!

Calming Them Down: Transitions

Calming Them Down: Transitions

Do you dread the moments after the bell rings and you know you are going to have to calm down a room full of kids? Whether teaching secondary and the kids are coming in from a frantic rush down hormone-laden halls trying to get into the room on time– or teaching elementary where you will have them all day so they are squeezing the last bit of freedom from the day before you make them stop – calming them down is hard.

Let’s make today’s conversation really simple. Let’s talk about a way to calm down a classroom full of kids. Next time we will talk about calming down an individual student but for today, let’s talk about a classroom.

One of the things working against a teacher is that you are outnumbered. Sure, you have authority and accountability and rules on your side and students recognize this. They also know they have to calm down and usually, eventually they will. The problem is that it takes too long and it takes too much effort, and you feel like you are losing your grip on the class when they make you tell them to “Be Quiet†over and over. You feel the momentum of the class constantly teetering and sometimes tipping.

When this is happening, you have to realize this is not the students against you. This is the students against environment and momentum. Transitional times between lessons or between classes or, heaven help us, between lunch or recess and class time, is by design a time for a mental break – a cool down time. It is necessary, so don’t take it away. But that cool down time is when focus is lost, distractions become the focal point and pent up energy is released. Believe it or not, this needs to happen. There needs to be a mental and even a physical transition between activities so that a refocusing can occur. Instead of trying to avoid or dreading it, embrace it. But most importantly, define it!

Define the limits of the transition time.

Tell your students how far they can go. Maybe they can talk in between lessons, maybe they can stand and stretch in between activities or maybe they can have 60 seconds from the time the bell rings to be in their seats and quiet– or maybe they can hoop and holler when they are outside but have to bring it down to a whisper once they cross the doorway coming in. Don’t take it for granted that your students understand how far they can go or how long a transition time should and can last. Define it for them. Let them know exactly what they can get away with in your classroom and, more importantly, what they cannot.

calming down momentum

Here’s how you define the transition times: look at your scheduled day. Your lesson plan calendar already denotes the time in between lessons and activities and class periods. Build into those your expectations. You know when an activity will not take the allotted time. On the front end, define what the class can do when they are finished individually and when they have finished collectively. Before walking to the cafeteria, tell the students when their voice and volume levels can and cannot change. Go over the same instructions for the return. Give them a physical marker for when they need to use a quieter voice. Tell them when they pass through the doorway that every voice in line is now a whisper. Stop the line dead in its tracks if you hear more than a whisper and whisper to the front of the line that it is time to whisper and pass it back. Use the momentum of the group coupled with the defined parameters of acceptability to guard and enforce your rules. Momentum is a powerful thing when it comes to a group and that power can be used to the negative, when it is not controlled, or the positive when it is defined and controlled.

Finally, when you define your parameters and make them known to the students, do so realizing that at least a couple of your students will forget and at least one or two will just not believe you. This means you have to have a signal reminding the entire group of the rule that is signaled as soon as a breach occurs. If you are walking from the cafeteria to the classroom then it might be a clap or a whistle or something that signals to the compliant kids, who still have the momentum, to self police and stop the non-compliance. Don’t wait until you lose the momentum because it is too hard to get it back.

If you are in the classroom waiting for kids to settle down and you have given them a 60 second window to get organized and quiet, have a clock with the countdown visible to all and have a signal at the end of the time. Again, if and when you have a non-compliant student use the group momentum to correct the situation. If you have time in between lessons and begin to see the students losing control, have a classroom signal that brings them back into focus. It can be a whistle or a buzzer or something that grabs their attention. The point of the attention grabber is that it immediately stops momentum because it causes an immediate shift in focus to the signal. Then you use the inertia of the group momentum to redefine the expectations and again place the onus of compliance back on the momentum of the group.

Transition times can be hard if they are left to chance.

But if they are defined, if they are planned for and if they are used appropriately then they can actually be a learning tool for the students. Transition periods can be used to blow off steam, expend a little energy, get your social fix, and just mentally brace yourself for more classroom work. Embrace the transition periods, and more importantly, own them!

Calming down that ONE student

Calming down that ONE student

Why is it harder to calm one student down than to calm down an entire class? Why does it seem there is a butting of heads and a clash of wills more in a one-on-one situation than when telling the entire group to sit down and pay attention?

What can I do to get that one student to stop, be quiet and pay attention?

Do these questions sound familiar? Teachers of our young students deal with these problems every day. But even teachers of our secondary schools have a student or even a handful of students who just can’t seem to get control. Every break in lessons, every change of venue or topic, every break for the restroom or recess, every change brings about a transition and every transition requires a calming down and paying attention technique– and it works for the majority of the class– but for that one or those few students, no luck. As we discussed last time, calming a class or a group down is often about breaking the momentum of the group and changing the focus of their attention, then refocusing that attention to you and letting them know it is time to settle down and pay attention. That distracter is usually most effective when it is something not tied to the lesson, but is instead an attention getter such as a whistle or a clap or some other noise.

Usually, when you apply a distracter the majority of the class will conform to the rule. Usually the majority will realize that it is time to settle down and they will begin the process of conforming to the rules of the moment. I keep using the word usually, because the effectiveness of the distracter is directly correlated to the consistency and intent with which it is used.

Even little ones know when they hear the “What Time is It†song that it is time to begin cleaning their area and settling down. These group distracters work for most of the group. So, why is there always one kid who just won’t settle down? Why is there one kid who just won’t sit still during the lesson or stop whispering or writing notes? What can I do with that kid?

When you have the lone student who just won’t settle down and pay attention, you have to realize that he or she is functioning differently than the rest of the group. When the majority of the group is compliant to your edict and even to your momentum breaker and distracter but you have one student that just keeps pushing and just keeps talking and just keeps interrupting, then you have to have an individual plan.

You need an individualized attention getter.

Before we get into the mechanics of the plan, it is important to understand the warning signs of disorders that can cause attention deficit issues and understand if this is a student that might need help beyond the classroom. If so, you need to know the proper process and procedure for making your concerns known to the administration and to the parents. Percentages will say that you likely have at least one, if not multiple, student(s) that are struggling with attention disorders. However, there are a lot of studies that also say we are over-diagnosing our kids and the ones with the true physical manifestation of cognitive development disorder are actually a much smaller group than what we have tended to believe… But that is a discussion for another day.

Now, having realized that even if this student has an attention or a hyperactive disorder, he is still in your class and you still have to deal with him. You still need him to sit down and pay attention and be quiet. Even if a disorder is present, you still need his attention and cooperation in order for you to teach not only that student but all the other ones as well.

Trust me when I say that it is easier to deal with a rowdy class and calm them down than it is to calm down a single unruly student. The class process basically requires a stop in the momentum by a distracter and then the cooperation of enough students so that the group-think that tends to occur in large social gatherings creates a boundary of acceptable behaviors that are defined by you as paying attention and accepted by the majority because that is what they know to do. When you have that single student that does not make him or herself part of that “group-think†then you need a different plan for that student. Here is a simple option:

Much like the group plan, sometimes you need a distracter that is individualized to that student. If you have a student who consistently has difficulty calming down and paying attention, you need to provide a momentum breaker for that one student. It needs to be something that you have talked about with the student, shown him or her how it works, and have made known your expectations when you deploy it. You let the student know that this is a signal only known between you and that one student. This lets the student know that you are willing to work with him individually, but it also lets gives you the opportunity to reinforce how serious you are about him paying attention. Here’s an example:

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Every day Mrs. Somers dreads coming back to class from lunch. She knows the kids are going to be loud and unruly and talking. This doesn’t bother her. She knows the kids need to blow off a little steam. It is hard sitting and listening and learning all day. She needs to blow off a little steam as well.

Mrs. Somers isn’t worried about the group, she is worried about Tracy.

Everyday she has to get on to Tracy and warn her about calming down. Everyday it seems that Tracy ends up in trouble because she can’t get her act together coming back into the class after lunch. Mrs. Somers dreads it because she feels like it is almost expected that Tracy won’t comply and that she won’t stop talking and that she will get into trouble. This makes Mrs. Somers feel like she is failing Tracy even, though Tracy is wearing her out.

When Mrs. Somers class comes in from lunch, she gives them a minute or so and then she rings a bell that lets the students know that it is time to be quiet and get back to their lessons. 21 kids sit down, Tracy doesn’t. Finally Mrs. Somers calls Tracy out into the hall and tells her that they are going to try something new. She explains to Tracy why it is important for her to pay attention and calm down when she hears the bell and that she expects her to settle down but that she is going to work with her and give her a signal of her own. This signal is only known between the two of them, and that means when she gives this signal to Tracy she knows Tracy realizes it is time to sit down and be quiet– and that there will be consequences if she doesn’t. Mrs. Somers asks Tracy if she understands, and Tracy says yes. Mrs. Somers explains that she doesn’t want Tracy to keep getting into trouble, but she does want her to control herself when it is time. She reminds her of the bell and that the bell means it is time to settle down. Now Mrs. Somers tells Tracy that she expects her to settle down when she hears the bell, but if she doesn’t that she is going to walk by Tracy’s desk and pat her on the shoulder and that this is a signal, just for the two of them, that it is time for Tracy to stop and settle down. Mrs. Somers tells Tracy that she is going to have this secret signal because she knows Tracy can comply but she also realizes that Tracy needs a little help knowing when it is time. Now she again asks Tracy if she understands, and when she says yes she tells Tracy that means if she doesn’t stop and pay attention that she is just disobeying– and if that happens she will be disciplined. Mrs. Somers tells Tracy that she is excited that Tracy is going to start listening for the bell but that she is also excited that she will understand what a tap on the shoulder means. Mrs. Somers makes sure Tracy understands the signal, understands that this is because Mrs. Somers doesn’t want Tracy to stay in trouble, and doesn’t want her to feel embarrassed because she is constantly getting into trouble.

Instead, it is a signal to that one student that is personal, communicated directly, known and then applied consistently.

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Having an individualized signal may sound simple, but it accomplishes 2 important things. First, it lets the student know that the teacher is serious about calming down, and that he or she has an obligation to do so. It reinforces that the calming down and paying attention is not an option, it is an expectation. Second, it tells the student that the teacher understands that sometimes he or she has a hard time calming down. It tells the student that the teacher is trying to help them understand when it is time to laugh and play and talk– and when it is time to stop and listen. That feeling of a personal connection and a personalized communication carries a weight far beyond a demand of attention and even a group distracter. Sometimes kids just need that one-on-one touch.

Give it a try and see what happens. 
It might just surprise you how much farther a purposeful and planned word, noise or action can be than losing your patience because that one kid just won’t sit down and hush. 

Missing the Point on Domestic Violence

Missing the Point on Domestic Violence

The day a baby is born is one of the happiest days of most people’s lives. Months of anticipation and hope coupled with hours of fear and pain culminates in the arrival of a precious baby. This tiny human is a Tabula Rasa, clean slate. In this child rests the future for mom and dad. This child is guiltless and unencumbered with pride or envy or anger. This child is wholly dependent on its parents yet it is a living breathing sentient being. This child represents every opportunity and dream that life offers.

Soon comes the crying and smells and the sleepless nights. Schedules are centered on this small person and even though pride is not an issue, a baby is, by design, self-centered. There is nothing more important to a small child than being comfortable and fed and rested. Some parents know this going in and are prepared to forfeit sleep and curb social activities and spend money and make their baby the center of their life. Some are not.

domestic violence q1

As the child grows, many will do so without a father. Far too many children are growing up without a father in their lives. As long as any father is leaving, it is too many children growing up without a father. This means that mom has to pull double duty and that can lead to exhaustion at best– and at worst, resentment. It also means that young boys are growing up without the influence of a man to show them how they should treat women and how they should act as a gentlemen. It also means that young girls are growing up in homes where there is no father to show them how a husband treats his wife and how a woman should expect to be treated with love, dignity, and passion. Far too many kids are growing up without a man to show them what a Dad and husband should be and how a woman should expect to be treated. This means that the role of the man in the family is often being defined as absent and even worthless. With no worth comes no accountability.

For the kids whose dad is there, far too many are growing up with dads who would rather not be bothered by the schedule and the expense and the burden of being a husband and father. Far too many men are too immature and self-centered to realize that their wives should be their top priority and their children a very close second. Far too many children are growing up watching their dads react emotionally, even physically, to inconveniences and perceived forced self-sacrifice. When dad and husband is self-centered and feels encumbered with responsibility rather than blessed with a family, the kids are left to learn that they are not worth the energy their dad is spending on them. When dad and husband reacts to inconveniences – a broken glass or a missed night out with his buddies, with anger and expressions of physical emotion, the kids are left to learn that when something doesn’t go their way their best response is to meet that obstacle with anger and even physical emotion.

The child growing up with a mom and dad who are committed to making it work, committed to putting their children above their own desires, committed to putting each other above themselves, and committed to raising their children to be contributors to life are a shrinking group of the fortunate. This doesn’t mean that these kids are growing up with in “Leave it to Beaver†land. This mom and dad will make mistakes and this mom and dad will become angry. There will be loud arguments and there will be strong differences of opinion. There will be moments of resentment and moments of bitterness but they are just moments. They pass. They are not acted upon physically nor projected onto others emotionally. There will be mistakes but these mistakes will be met with apologies. This is what so many people fail to see. There is no such thing as the perfect parent but the ability to maintain perspective and not react physically or with emotional force to issues provides an example for these lucky children. Seeing a father or a mother get angry and possibly even say something they regret and then see an apology teaches these kids a lesson. Life is not perfect but neither should it be mean. Mistakes happen but imposing your will onto someone else is not acceptable. And finally, when a mistake does happen, a sincere apology can be the glue that holds the family together.

There have been a lot of headlines lately about domestic violence.

Most of these headlines are centered on the horrible video of Ray Rice knocking out his then fiancée in an elevator. When I saw that video my first reaction was that Mr. Rice needed his tail kicked from here til next week. There is no excuse under any circumstance for a man to hit a woman in that manner. Unless a man is defending a family member or is cornered and fearful for his life there is absolutely no excuse for a man to ever hit a woman. Pride is never an excuse for violence and that video was nothing more than pride unchecked.

Next came the Adrian Peterson story of whipping his 4-year-old child with a switch. I don’t want to spend my time with you today debating corporal punishment. I grew up in a home where whippings were pretty common place. My granny made me march to a tree and pull a switch and she used it on me. I turned out ok. I will share with you that I do not whip my kids. I am a large man and it always scared me that I could hurt one of them so I did not do it. Having said that, I do believe that a young child needs to learn from immediacy. A toddler reaching for the fire on a stove needs to learn quickly not to do so and a slap on the hand is a good way to correlate reaching for the fire with pain. There are times and places for everything, but I can say unequivocally that corporal punishment administered in anger or to the point of injury is NEVER ok. Spanking a child is a discipline that should be decided by the parents, but when done in the heat of the moment or to the point of bruises or whelps it is always wrong.

This morning the headlines told me of another NFL player being arrested for domestic violence. Jonathan Dwyer was arrested for “aggravated assault causing a fractureâ€. In other words, a large, physically gifted man physically harmed a 27-year-old woman to the point of something breaking. Despicable. There is no excuse, nor is there a good argument that this violence was justified. Again, even if struck first or spat upon or called a name, a grown man should be capable of walking away and if not, then he should face significant consequences.

As it so often does, the media has missed the big picture with these recent events.

Between the string of NFL players committing these acts and the bungling of the whole thing by its commissioner, the focus has turned to the violence committed by professional athletes, football players in particular. I hate that this has become the focus, because the stats just don’t bear out this premise and we are losing site of the bigger picture.

We are missing a societal teaching moment.

Study after study shows that professional athletes actually have a much lower arrest rate than the average population within the same demographic. In fact, as seen in this chart, the overall arrest rate of NFL players as compared to the same demographic of the general population is only 13%. The rate of domestic violence arrests is 55.4% *. In other words, yes there are scumbags in the NFL just like there are in the NBA and on Wall Street and working at the local burger joint or gas station. Anywhere people work there is likely to be someone who is abusive. But making this an NFL issue is missing the point. Most professional athletes are educated, have people around them to keep them out of trouble, and have a lot to lose by being worthless. And most of us will never be professional athletes.

By making this issue one about athletes and entertainers and people who are wealthy, we are able to project it is an issue for someone else. It is easy to sweep it away as an entitlement problem amongst men who are coddled and live without real-world accountability. When we do this we miss the point. When we project blame we fail to look at ourselves. When we point at those on a pedestal we fail to see those of us who live each day on the ground.

That young baby that has so much promise and so much hope begins to learn the day he opens his eyes. That young baby soon becomes a toddler that will walk to the arms of the one he sees as his protector. That young toddler will first speak to the one he sees as his life teacher. That young toddler will grow to be a small child who will be held accountable for learning life’s community lessons – sharing, talking nice, not hitting or biting, controlling his anger. How does he learn these lessons from a dad who is not there, or from a father or mother who doesn’t practice these lessons themselves?

That young child will grow to be a school age child– placed with twenty something other children of the same general age in a large room with a single adult who is charged with educating this child in both academics and social acceptability. That task is monumental when it is not supplemented and even reinforced at home. It is made nearly impossible when home goes beyond lack of reinforcement and instead teaches in the opposite direction. When that young school aged child sees daddy taking his frustrations out on momma, sees momma whipping the kids in anger, or sees emotions unchecked and displayed in physical and emotionally damaging ways… what do you think that child will do?

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When that young child grows to be a preteen and hormones are introduced to the confusion of social conformity, and when young boys growing into the early stages of young manhood are threatened or laughed at or even looked at wrong, what are they going to do? When that preteen becomes a teenager and considers himself a “man†and someone defies him or he perceives a sleight, how is he going to act?

At the very beginning of this conversation I said that a baby enters this world with a Tabula Rasa. This means that baby comes in pure with a clean slate. What so many people do not realize is that the slate is written upon by that baby, that toddler, that young child, that preteen, and even that teenager. Each of those writings begins to define how that growing child is going to act in provocative situations and how he is going to control, or not control, his emotions and physicality. Let’s be blunt, home is a real problem for a lot of our nation’s children, preteens, and teenagers.

I often have people write and say these situations need to be handled at home and it is none of the school’s business. That is absolutely true in the land over the rainbow. Here in the good old US of A, there are too many homes that are not filling the bill. Too many dads are missing. Too many moms are too busy and too frustrated to parent. Too many couples who are trying to parent were not raised in a manner that they understand how to parent effectively.

Should schools take the place of parenting? Absolutely not. But don’t stick your head in the sand and think that we don’t have kids whose one shot of really understanding social competency doesn’t reside in that classroom.

All of this is to say that kids are constantly learning. They are constantly storing information in their “experiential knowledge base,†the culmination of their life’s observations and experiences. Whether intentionally or purposefully, little ones to big ones are watching and listening and observing and participating in social interactions – good and bad. They are defining themselves socially by the world they see and hear and feel and they are beginning to define the place they see for themselves in that world. When a child’s value is not expressed at home and when their self worth is not developed, fostered, nurtured, and grown at home, we cannot just hope for the best and think they will be ok.

There are kids that grow up with every advantage and make stupid choices. Just like there are very privileged athletes who seem to have everything in the world that make stupid choices. These are the people whom consequences are made for. But there are also a lot of kids growing up without the benefit of life’s necessary lessons. They are growing up without the opportunity to see and hear and feel and live life as it should be. We can’t forget these kids, and we also can’t hope that reading, writing, and arithmetic will give them the life anchor necessary for social integration and self-worth. This is akin to thinking if you teach a student to read really-really well that he will do great on his math test. You can’t skip a subject and hope for the best in another. Social and emotional development is a real-life subject, and without it reading, writing, and arithmetic are long shots.

There is no such thing as a perfect home and there is no such thing as a child too far gone. Both just take work and patience and effort and purpose. There is also no such thing as a classroom replacing a home, but there can be no such thing as a classroom bereft of developing our children for the social and emotional interactions they will face in the real world. If that classroom exists, it is not teaching our children, it is simply hoping for the best.

Hope is wonderful, but preparation is even better.