A
- Absences, school, 42–43
- Accuracy, in process fairness, 25
- Achor, Shawn, 7, 142–143, 145, 169
- Active Observation, 117–118, 122
- Activities:
- antidote, 17–18
- extracurricular, 69–70, 173–181
- to increase happiness, 15–16
- Adams, David, 70–71, 130–131
- Advisory meetings, 167
- Affirmation:
- community meetings to display, 154
- gaze expressing, 9–10
- like buttons as, 60
- nonverbal cues of, 118–119
- note-taking as sign of, 119
- peer-to-peer, 85–86, 94–95
- snaps to show, 79–84
- teachers' signals of, 106–108
- Afterimage, cognitive, 7, 143
- Antidote activities, 17–18
- Anxiety, xxi, 10, 60–62, 94–95, 174
- Apologies, giving genuine, 194–198
- Approval, from peers, 60, 107
- Arrival to school, 159–161, 183–184
- Asynchronous learning materials, 42
- Attention:
- directed, xxi–xxvi, 57–58
- fractured, 95–96
- habits of, 86–93, 121
- reducing problems related to, 57–60
- restrictions to increase, 16
- selective, xxi–xxvi
- Auden, W. H., 27
- Audience building, 69–70, 176–178
- Authority, authoritarianism vs., 125
B
- Bambrick, Paul, 23, 100
- Beliefs, choosing schools based on, 220
- Belonging, 1–13, 75–127. See also Culture of connection and belonging
- active observation for, 117–118, 122
- cues for, 115–117
- deaning to foster, 210–213
- evolutionary group dynamics and, 1–5
- example of, 118–120
- flow as factor in, 11–13
- habits of attention for, 86–93, 121
- habits of discussion for, 93–97, 105–108
- individualism vs., xxviii–xxix
- leadership for, 181–189, 192
- means of participation for, 113–115
- moments and gestures displaying, 5–10
- motivation as factor for, 77–79
- orderliness and predictability for, 122–126
- peer affirmation for, 84–86
- planning for, 99–105, 115–117
- positive feedback from peers for, 79–84
- social media use for, 34
- synergy for, 97–99
- turn and talk/call and response for, 108–112
- in well-run schools, 70–71
- Benard, Bonnie, 148
- Benson, Shannon, 159–161, 183–184
- The Body (Bryson), 8
- Bonanno, George, 146–147
- Books, reading, xix
- Bowen, Nikki, 150–152
- Bowling Alone (Putnam), 13, 29
- Brady, Lauren, 43–44
- Breakdowns:
- curriculum to address, 192–198
- discipline policies and, 189–192
- preparing for, 186–189
- transitions back to class after, 206–208
- “Breakfast Questions,” 162–163
- Brimming, Jen, 67–68, 108–115, 185
- Bryson, Bill, 8
- Bullying online, xx
- Bus behavior, 217–218
- Buttons, like, xx, 60
- Buy-ins, 23, 89–91, 100
C
- Call and Response, 108–113, 121
- CASEL (Collaborative for Academic, Social, and Emotional Learning), 132–133
- CDC (Centers for Disease Control), 61, 70
- Cell phones. See also Social media
- Cell phone restrictions, 16–17
- based on age group, 34, 46–47
- enforcing, 47–51
- examples of, 51–56
- inconsistent, 45–46
- reasons for, 57–64
- students protesting, 22–23
- Centers for Disease Control (CDC), 61, 70
- Challenges young people face, 1–30
- with belonging, 1–13
- in building villages, 27–29
- preparation for, 186–189
- smartphone epidemic, 13–23
- with trusting institutions, 23–29
- Chan, David, 24–25
- Character education, 133–136
- Choice, school, 215–223
- Christodoulou, Daisy, 58, 60
- Civic virtues, 135, 136
- Civility, ritual forms of, 6
- Clarity, about restrictions, 54
- Classroom(s):
- disorderly, 123
- orderliness/predictability of, 122–126
- transition back to, 206–208
- Cognitive afterimage, 7, 143
- Cold Calls, 98, 101, 108, 113, 114, 121
- Cole, Steven, 4
- Collaborative for Academic, Social, and Emotional Learning (CASEL), 132–133
- Collecting cell phones, 50
- Collectivism, xxviii
- Common Sense Media, xxi
- Community meetings, 20–21, 150–154
- Concentration, sustained, 57
- Condensed lessons, 43–44
- Connection(s). See also Culture of connection and belonging
- building relationships for, 149–150
- deaning for, 210–213
- and diffuse reciprocity, 6
- as factor in well-run schools, 70
- in Habits of Discussions, 93–94
- impact of smartphones on, 14–15
- informal interactions to foster, 65
- motivation from, 17–18
- with parents, 38–42
- planning culture of, 115–117
- on social media, 60
- strategic intervention for, 168
- with students, 42–44
- though content, 166
- Consequences, 188
- Consistency:
- of cell phone restrictions, 46, 52, 54
- process fairness and, 25
- Cooperation, increasing, 3, 8, 27–29
- Cosgrove, Dan, 161
- Counterproductive behavior, 125–126. See also Breakdowns
- COVID-19 pandemic:
- learning impacted by, xv–xvi, 215–216
- life experiences and, 18–19
- smartphone epidemic and, xvii–xxii
- social gaps due to, xv–xvi
- student behavior and, 129–131
- Coyle, Daniel, 5, 83, 97, 110, 112
- Csikszentmihalyi, Mihaly, 109
- Cues, belonging, 115–117
- Culture(s). See also Culture of connection and belonging
- impact of socializing students on, 21
- mechanisms to build, 159–167
- of outrage, 218–219
- protective, 150
- team, 185–186
- videos as proof of school's, 41
- visual, 155–159
- The Culture Code (Coyle), 5
- Culture of connection and belonging, 173–214
- Curriculum for dean of students, 192–198
D
- Data, gathering, 208–209
- Dean, Jami, 206–208
- Deaning (acting as dean of students):
- to address breakdowns, 187–188
- for connection and belonging, 210–213
- curriculum for, 198–202
- private, 203–206, 208–210
- Private, 202–206, 208–210
- Public, 202, 207–208
- and teaching in response to breakdowns, 192–198
- training for, 202–204
- Definitions of belonging cues, 116, 117
- Democracy in Dark Times (Hunter), xxiii
- Dependency, cell phone, 49–51, 62
- Depression, xxi, 7, 61
- Diamon, Eric, 44
- Diffuse reciprocity, 6–7, 29
- Directed attention, xxi–xxvi, 57–58
- Discipline policies, 189–192
- Discussion(s):
- about school's culture, 184
- building, 100, 104
- habits of, 93–97, 105–108, 121
- with partners, 110
- Private Deaning for one-on-one, 202
- questions to foster, 162–163
- roles in, 101–104
- scripted phrases for, 102–104
- Disorderly classrooms, 123
- Dissenting parents, 218–219
- Distractions, cell phones as, 56
- Duckworth, Angela, 26, 133, 135
E
- Easterling, Equel, 139–140, 143
- Eating alone, 71
- Eaton, Sam, xxxii, 64, 68
- Edelman Trust Barometer, 24
- Edpuzzles, 43
- The End of Trauma (Bonanno), 147
- Engagement:
- deaning to model positive, 212
- flow and, 109
- sustained dynamic, 11–13
- for well-being, 77
- Environments, resiliency-promoting, 148
- Ethier, Kathleen, 70
- Eusocial species, 27–28
- Everybody Writes, 108, 113, 121
- Evolutionary group dynamics, 1–5
- Exit Tickets, 201
- Extracurricular activities, 69–70, 173–181
- Eye contact, 5–6, 8–10
F
- Fairness, 24–25
- Family-style meals, 67–68
- Feedback:
- about gratitude, 145
- from peers for, 79–84
- Fink, Christina, xx
- Flexibility mindset, 147–148
- Flow, 11–13, 109
- Follow ups, after breakdowns, 206, 212
- Fordham Institute, 189
- “Forever elsewhere,” 63
- Foundation for Individual Rights in Education, 105
- Frazier, Denarius, xxx, 9, 20–21, 25–26, 47, 51, 75, 77–82, 87–89, 96, 97, 109–110, 123–125, 154, 157
- Friedman, Charlie, xxxii, 69, 175–185
G
- Gaze, affirming, 9–10
- Generalized reciprocity, 29
- Generosity, 5, 140–141
- Gestures, of belonging, 5–10
- Goodship, Fran, 105–108
- Gratitude, 7, 141–146, 156–157
- Griffith, David, 189–191
- Group dynamics, evolutionary, 1–5
H
- Habits of Attention, 86–93, 121
- Habits of Discussion, 93–97, 99–100, 105–108, 121
- Haidt, Johnathan, xviii, xxviii, xxix, 60, 62
- Half-attention, 58–59
- Hall, Ben, xxxii, 99–105
- Hallways, building culture in, 163–167
- Hand-raising, 107
- Happiness, 11–12, 15–16, 142, 145–146
- The Happiness Advantage (Achor), 7
- Harvard Medical School, 142
- Harvey, Stacey Shells, 162, 170, 184, 185–186
- The Headmaster (McPhee), 166
- Heath, Chip and Dan, 184–185
- Henderson, Rob, 125
- Hess, Rick, 129, 130
- High-dosage tutoring, 216
- High-expectation messages, 148
- High-poverty schools:
- discipline in, 189–190
- learning loss in, 215–216
- Hofstede, Geert, xxviii
- Holt-Lunstad, Julianne, 4
- Hume, David, 50
- Hunting, 11
- Hutton, John, 60
I
- Identity:
- belonging as factor in, 12
- group affiliation and, 28
- T-shirts as sign of, 179
- iGen (Twenge), xvii–xviii, 64
- Inconsistent restrictions, 45–46
- Individualism, belonging vs., xxviii–xxix
- Informal interactions, 14, 65, 68–70
- Information:
- gathering, 203
- quality of, 24
- videoconferences to provide, 38–42
- In-person social interactions, xx–xxi
- Institutions:
- chronic phone use and, 14–15
- purpose and methods for, 220–221
- trust in, xxiii–xxviii, 23–29
- Intellectual virtues, 135
- Interactions:
- cell phone's impact on, 62–64
- informal, 14, 65, 68–70
- outside of technology, 64–72
- private deaning for one-on-one, 202
- sustained in-person social, xx–xxi
- Intervention(s):
- character education, 134
- high-dosage tutoring as, 216
- for smartphone epidemic, 18–23
- strategic, 168–170
- Isolation, 4, 14–15, 61, 63–64, 129
K
- Kahoot, 42
- Kane, Tom, 215–216
- Keohabe, Robert, 6, 29
- Kirby, Joe, 131, 132
- Knowledge, virtue, 134, 138–139
- Known, students feeling, 209–210
L
- La Rochefoucauld, François, 7
- Laughter, 9
- Learning materials, asynchronous, 42
- Lemov, Doug, 9, 19, 31, 122, 129–130, 144–145, 163
- Lessons, condensed, 43–44
- Lewis, Hilary, 88, 149
- Lewis, Rhiannon, 130
- Like buttons, xx, 60
- Listening, fractured attention and, 95–96
- Live videos, 40
- Locker Shoutouts, 156–157
- Loneliness, xviii, 4, 7, 61
- Low-effort, high-impact solutions, 131, 155
- Luxury beliefs, 125
M
- McCrea, Peps, 83
- McCullough, Jamal, 210–213
- McLelland, Madalyn, 123, 124–125
- McNeil, William, 110
- McPhee, John, 166
- “Magic,” sending, 84–85, 108
- Magliozzi, Erin, 86, 118–120
- Manos, Michael, 57–58
- Meal times, interactions during, 161–163
- Means of Participation, 113–115, 121–122
- Mechanisms:
- about, 150
- culture-building, 159–167
- for SEL, 149–155
- Meetings:
- advisory, 167
- community, 20–21, 150–154
- with parents, 37–38
- Mental health, social media's impact on, 61
- Messages, high-expectation, 148
- Mieze, Rousseau, 86
- Mind-wandering, decline of, 71
- Mollick, Ethan, 88
- Moral virtues, 135, 136
- Motivated Teaching (McCrea), 83
- Motivation:
- connection as source of, 17–18
- as factor in belonging, 77–79
- social norms and, 83
- Mutualism, 5, 7, 27–29
N
- Names, calling students by, 155
- Negligence, responsibility vs., 204
- Network effect, 36
- Neuroplasticity, 59–60
- Newman, Lagra, 39–42
- The New Teacher Project (TNTP), 191
- Nonverbal cues of affirmation, 118–119, 209
- Note-taking, 119
O
- Observation, Active, 117–118, 122
- One-on-one conversations, 202
- Online bullying, xx
- Openness, fairness and, 24
- Orderliness:
- of classrooms, 122–126
- of hallways, 166–167
- of well-run schools, 70
- Outcome fairness, 24, 55
P
- Parents:
- building trust in institutions for, 24–27
- character-education input from, 135
- communicating with, 205–206
- on discipline policies, 191
- dissenting, 218–219
- meetings with, 37–38
- social media training for, 170
- using technology to connect with, 38–42
- Participation, Means of, 113–115
- Passing times, staggered, 167
- Passive supervision, 164–165
- Peers:
- affirmation from, 85–86, 94–95
- approval from, 107
- positive feedback from, 79–84
- relationships with, 148
- tracking, 87
- Pentland, Sandy, 4
- Perception, virtue, 134
- Performance virtues, 136
- Petitions, about restrictions, 22–23
- Phi Delta Kappan, 191
- Phrases, scripted, 102–104
- Policies:
- discipline, 189–192
- explaining restriction, 57–64
- to influence social behaviors, 62–64
- Pondiscio, Robert, 23
- Positive feedback, from peers, 79–84
- Positive psychology, 146
- Positive reinforcement, 80, 81, 207–208
- Positive social engineering, 78–79
- Poverty, schools with high levels of:
- discipline in, 189–190
- learning loss in, 215–216
- Predictability, of classrooms, 122–126
- Private Deaning, 202–206, 208–210
- Process, focusing on, 27
- Process fairness, 24–25, 37, 55
- Props, giving (affirmation), 84–86, 120–121
- Protective cultures, 150
- Protective places, 148–149
- Public Deaning, 202, 207–208
- Public speaking, 80–81
- Purpose:
- of extracurricular programs, 175–176, 182–183
- shared, 26
- Putnam, Robert, 13, 29
Q
- Questions, asking, 20
- Quizlet, 42
- Quotes, from community members, 158–159
R
- Readiness, assessing student's, 203
- Reading, social media's impact on, xix, 58
- Reasoning, virtue, 134, 143–144
- Reciprocity, specific and diffuse, 6–7, 29
- Reflection:
- on breakdowns, 198
- on school's culture, 184
- on school's virtues, 139
- writing to facilitate, 203–204
- Reinforcement:
- Relationships:
- building, 149–150, 209
- caring, 148
- peer-to-peer, 148
- Public Deaning to build, 209
- teacher, 148
- Reliability, of institutions, xxiii–xxviii, 23–29
- Replacement behaviors, 201, 204
- Resilience, 141–149
- Resiliency (Benard), 148
- Responsibility, 204–205
- Restrictions, on cell phone use, see Cell phone restrictions
- Review videos, 43
- The Righteous Mind (Haidt), xxviii, xxix
- Roberts, Elisha, 69–70, 163
- Roles, discussion, 101–104
S
- Safety, school, 190–191
- Scanning exercise, 169
- School choice, 215–223
- Schueller, Stephen, 77
- Sclera, of eye, 8–9
- Screencastify, 43
- Scripted phrases, 102–104
- SEL, see Socioemotional learning
- Selective attention, xxi–xxvi
- Self-censoring, 105
- Self-regulation, 130
- Seligman, Martin, 7, 11–12, 109, 145–146, 174, 222
- Shared purpose, 26
- Shared vocabulary, 27
- Shim, So-Hyeon, 88
- “Shine,” sending, 84–85, 107
- Shriver, Tim, 130
- Silent Solo, 115
- Simon-Thomas, Emiliana, 143
- Sinek, Simon, 182
- Skill gaps, addressing, 200
- Smartphone epidemic, 13–23
- combating, 15–23
- connection and isolation due to, 14–15
- COVID-19 pandemic and, xvii–xxii
- Smiling, 5–6
- Snaps, of agreement, 79–84
- Social approval, 60, 107
- Social behaviors, policies to influence, 62–64
- Social contract, xxiv, xxv–xxvi, 29
- Social engineering, positive, 78–79
- The Social Leap (von Hippel), 3
- Social media:
- addictive qualities of, 60–61
- attention manipulation by, 58–59
- belonging and use of, 34
- and culture of outrage, 218–219
- guidance about how to use, 169–170
- impact of, on reading, xix, 58
- in mental health crisis, xvii–xxii, 61–62
- talking past each other on, 95–96
- teaching students to use, 157
- training parents to productively use, 170
- Social norms:
- actions and motivations influenced by, 83
- students breaking, see Breakdowns
- teaching of, 19–22
- Social skills:
- COVID-19 pandemic's impact on, xv–xvi
- informal interactions to foster, 65
- isolation's impact on, 129
- questions to foster, 162–163
- social media's impact on, xix
- strategic intervention for, 168
- Socioemotional learning (SEL), 129–171
- and building blocks of character, 136
- and building resilience, 146–149
- character education for, 133–134
- choosing and naming virtues for, 134–137
- culture-building mechanisms for, 159–167
- gratitude and resilience for, 141–146
- mechanisms for, 149–155
- reinforcing virtues for, 137–141
- for strategic intervention, 168–170
- visual culture for, 155–159
- Solutions:
- framing problems for, xxx–xxxii
- low-effort, high-impact, 131, 155
- matching size of problems and, 184–185
- Specific reciprocity, 6
- Sports activities, xxi, 174, 180–181. See also Extracurricular activities
- Start With Why (Sinek), 182
- Stembridge, Adeyemi, 166
- Strategic interventions, 168–170
- Study sessions, 42
- Supervision, passive, 164–165
- Sustained concentration, 57
- Sustained dynamic engagement, 11–13
- Switch (Heath and Heath), 184–185
- Symbols, affirmation expressed through, 154, 155
- Synergy, of tools for belonging, 97–99
T
- Talk, Turn and, 77–78, 101, 108–114, 121
- Task switching, 58, 59
- Teacher(s):
- building trust in institutions for, 24–27
- dean of students talking to, 205–206
- on discipline policies, 189, 191
- at high-poverty schools, 191
- relationships between students and, 148
- selection of school to work at by, 221–222
- signals of affirmation from, 106–108
- tracking of, 87–88
- Teacher Tapp, 33, 45
- Teach Like a Champion 3.0 (Lemov), 9, 87, 122
- Technology, 31–73. See also Social media
- addictive qualities of, 31–35
- average time students use, xxi
- benefits about, 35–36
- to connect with parents, 38–42
- to connect with students, 42–44
- enforcing restrictions on, 47–49
- examples of restrictions on, 51–56
- explaining policies related to, 57–64
- interaction outside of, 64–72
- managing, 35–36, 44–47, 49–51
- for videoconferences, 36–38
- Teenage pregnancy, xix, 35
- “Thank you,” saying, 6, 144
- Tindall, BreOnna, 93, 97–100, 109–110
- TNTP (The New Teacher Project), 191
- Torres, Christine, 85–86, 93
- Tracking, with eyes, 86–90
- Trajectory, resilience, 147
- Transition back to class, 206–208
- Trust:
- and diffuse reciprocity, 6
- in institutions, xxiii–xxviii, 23–29
- and signals of belonging, 5
- videoconferences to build, 38
- Turkle, Sherry, xvii, 63
- Turn and Talk, 77–78, 101, 108–114, 121
- Tutoring, high-dosage, 216
- Twenge, Jean, xvii, xviii, 14–16, 35, 60–64, 174
- Tyner, Adam, 189–191
U
- United Negro College Fund, 190
V
- Values:
- curriculum to teach, 200
- and process fairness, 25
- Public Deaning to embody, 209, 210
- Viability, of institutions, xxiii–xxviii, 23–29
- Videoconferencing, 36–38
- Villages, building, 23–29
- Virtues:
- character education to teach, 133–134
- choosing and naming, 134–136, 142
- curriculum to teach, 200
- Public Deaning to embody, 210
- reinforcing, into school day, 137–141
- Virtue knowledge, 134
- Virtue perception, 134
- Virtue reasoning, 134, 144
- Visibility, Public Deaning and, 208
- Visual culture, 155–159
- Vocabulary, shared, 27
- Voice, process fairness and, 25
- Von Hippel, William, 3, 5, 7, 8
W
- Waiting, 71
- Warren, Nicole, 117–118
- Well-being:
- cell phone restrictions to maximize, 16
- engagement and meaning for, 77
- impact of COVID-19 pandemic on, 130
- Williams, Darryl, 115
- Willingham, Daniel, 202
- Wilson, Edward O., 28
- Wittgenstein, Ludwig von, 121
- Worktables, in hallways, 165–166
- Wright, Sarah, 86
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