Comer Process Changes School Climate (03:28)
Teachers at Griffin School complained that they couldn't teach because they spent too much time focusing on class discipline. The school hired a social worker to help create a safe and positive school climate that enabled students to learn.
Comer Process Focuses on Social and Academic Needs (03:24)
Children from marginalized homes often enter school with underdeveloped social skills. Teachers at Griffin School worked together to create an intervention program that addressed the social and academic needs of students.
Intervention Plan Keeps Child's Needs as the Priority (03:22)
All of the adults involved in the intervention are committed to finding ways to help the children grow rather than how to punish and control them. The staff members could not blame others for school problems and they had to work collaboratively.
Behavior Modeling for Students (01:29)
Students feel a sense of belonging in a school where they know that teachers care about them. Once kids feel safe and have a sense of belonging, teachers can channel that into academic learning.
Comer Process Deals with Clashes between Ethnic Groups (02:03)
Educators should give students an opportunity to openly discuss important issues related to individual ethnicity. Through this process, students will begin to appreciate and respect one another.
Educating Holistically (05:16)
Educating the whole child means teaching a child to grow and develop socially and ethically as well as academically. A school should prepare students to become successful and responsible members of society.
Comer Process Helps Angry Children (02:43)
Hostile and angry kids who come to Griffin School find an oasis because the Comer Process has created a school culture where they feel wanted, valued, and safe. Kids relate well to each other and all school members are the carriers of the culture.
Parents and Power-Sharing in the Comer Process (03:39)
Teachers and parents help to educate one another on the needs of the child. They must both share the power over the child's education in order to prevent inhibiting his or her growth and development.
Measuring Success in Comer Schools (04:53)
Measuring school success means measuring both academic and social skills of all students. The ethical behavior, emotional development, and personal responsibility of all students are just as important as intellectual skills.
Measuring Success in Comer Schools (01:59)
A school should simultaneously support and nurture students' social development along with their academic achievement for the best results. All adults must be involved to create this type of school culture.
Principal Serves as Facilitator (03:27)
The principal works as a facilitator by getting teachers, parents, and students to work together to internalize the Comer Process. By internalizing this process, the students and staff could continue to function well if a new principal came to work there.
Comer Facilitators (04:12)
James Comer has Comer facilitators work in each of his schools to help staff members better understand child and adolescent development. They help create a school culture that strengthens social skills along with academic skills.
Schools Reform Themselves at Different Rates (03:16)
It takes time for the Comer Process to work. Some schools make major changes in a year and others take five or more years. The schools in more marginalized settings take longer to reform.
Federal Legislation on School Reform (04:11)
Federal reform legislation for struggling schools does not improve them if schools do not have a process in place. The statistics show that the Comer Process successfully enables schools to meet the "No Child Left Behind" legislation.
Educators Must Focus First on Child Development (02:02)
Comer believes most schools fail because they only focus on curriculum and assessment. They neglect to help children grow as people. Schools should embrace the social interactive aspects of development to help produce great citizens.
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