Index

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

J

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:
    • of belonging cues, 116
    • positive, 80, 81, 207–208
  • 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

Z

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