Establishing building blocks for models of Circle of Courage schools is currently a heavy focus. Already in place in many schools as components of the Circle of Courage foundation are positive, supportive philosophies, embodied in RAP and other approaches which fall within the universal values system exemplified by the Circle of Courage. Other strategies and methods which meet these standards can be incorporated into a CC schools model, and there is currently a concentration on development of integrating support systems with learning theories, teaching methods, and group practices.

Shared mission: In order to meet Circle of Courage standards, schools must be places that meet the needs of young people: belonging, mastery, independence, and generosity in order to reflect a fit with the Circle of Courage.

Relationship building from a Circle of Courage perspective includes the following ideas:

• recast problems as learning opportunities
• provide fail-safe relationships
• increase dosages of nurturance
• don’t crowd
• decode the meaning of behavior
• be authoritative, not authoritarian
• model respect, even to the disrespectful
• enlist youth as colleagues
• provide seeds to grow
• connect youth to cultural and spiritual roots
• emphasize importance of relationships among staff as well as
• between students and staff

Staff instructional competence: Research suggests a number of instructional techniques that can help motivate and encourage learning. In Circle of Courage schools, staff demonstrate best practices. For instance, teachers help students

• identify similarities and differences
• summarize and learn how to take notes
• reinforce efforts and provide appropriate recognition
• provide good practice opportunities
• use nonlinguistic representations
• use cooperative learning
• set objectives and provide feedback
• generate and test hypotheses
• use cues, quality questions, and advance organizers

Staff emotional competence: In Circle of Courage schools, staff are supported in efforts to become “emotionally intelligent” through

• self-awareness, knowing one’s own emotions, and
• recognizing a feeling as it happens
• ability to manage one’s own emotions
• ability to recognize emotions in others and feel empathy
• ability to motivate self
• ability to handle difficult relationships

Shared power: Unless students feel a real sense of choice and responsibility, they will find ways to gain power even if they have to do so in inappropriate ways. Class meetings are one way to give students power.

The focus of the goal of shared power includes (1) assuring real student involvement, (2) searching for win/win solutions to problems, (3) listening in non-judgmental ways, (4) building a sense of community, and (5) promoting democratic values and moral development.

The format of the goal of shared power includes (1) positive acknowledgments, compliments, appreciations, (2) an identified agenda which is open, (3) sharing feelings, (4) incident descriptions, consequences of behavior, and (5) thoughts without fixing blame.

If problem-solving is required, (1) assure a clear statement of problem, (2) brainstorm solutions non-judgmentally, (3) discuss pros/cons of possible solutions, and (4) end with an understanding of what happened or is going to happen/change.

Kindness: At the heart of good education is caring and kindness. The by-word is discipline and not punishment.

Discipline is proactive, recognizes and supports natural consequences, teaches social responsibility and behavioral management through inner self control. Psychological, social, emotional, and physical punishment is minimized.

Punishment is reactive, arbitrary, consequences imposed by adults “in charge”, obedience demanded, and control is by external rule and threat. Psychological, social, emotional and physical punishment is maximized.

Signs that kindness is in place: people share, listening is nonjudgmental, and compassion is balanced with accountability and restitution