Of course, the story is not so simple, as Gleason himself went on to note. To take the motto of the Great Seal of the United States, E pluribus unum – "From many, one" – in this context suggests not that manyness should be melted down into one, as in Israel Zangwill's image of the melting pot, but that, as the Great Seal's sheaf of arrows suggests, there should be a coexistence of many-in-one under a unified citizenship based on shared ideals. Thus the universalist ideological character of American nationality meant that it was open to anyone who willed to become an American. All he had to do was to commit himself to the political ideology centered on the abstract ideals of liberty, equality, and republicanism. To be or to become an American, a person did not have to be any particular national, linguistic, religious, or ethnic background. 1 Writing about the relationship of ethnicity and American identity, the historian Philip Gleason put it this way: These are simple practices that reduce transition time and support students in behaving appropriately and positively.Īs both classroom adults and students become adept at PAX, students develop an extraordinary ability to turn on their attention voluntarily, to go up and down in excitement with grace to handle distractions and disappointments well to cooperate for common goals with other people of differing abilities and skills and to notice and savor the daily joys of the environment they have created.It is often said that being an American means sharing a commitment to a set of values and ideals.
These are lifetime skills, involving different neural circuits than paying attention to learning.īoth during the Good Behavior Game and outside of game time, a PAX classroom teacher uses many evidence-based behavioral kernels.
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The active, fun, intrinsic reward activities teach children two related skills: how to self-regulate under conditions of excitement and how to self-regulate when one doesn’t “win” or achieve a desired goal immediately. Older children can learn to play for even longer. Eventually, first graders will be able to play the Good Behavior Game for 30 to 45 minutes, greatly increasing their fully engaged learning time. PAX Games are brief at first - a minute or two - then increase in length as students consistently “win” 12 out of 15 games each week (equivalent to 85% of the time). At the end of the game time, every team that has three or fewer spleems is rewarded with a “prize” activity such as a minute of dancing around or a 10-second giggle fest. The teacher also points out PAX behaviors. The class is divided into three to five teams, and for the duration of the game, the teacher announces and records each team’s spleems on a chart (without mentioning any individual student’s name). Teachers ask students to predict what the PAX and spleems might be for the upcoming activity. The PAX Good Behavior Game might occur during math or reading, during transitions, or in the cafeteria - any activity likely to challenge the students’ ability to stay focused and positive. Adults learn to note spleems unemotionally-not to nag, scold, or lecture about spleems-in order to prevent negative, attention-seeking behavior.
In a PAX classroom, teachers and other adults learn to set students up for success in creating PAX, and not to foster spleems either intentionally or unintentionally. Children quickly become able to discriminate automatically between PAX behaviors and spleems, an ability that is vital for learning sustainable self-regulation. The things that would happen less often are called spleems. The things that would happen more often in their wonderful classroom are called PAX (Peace, Productivity, Health and Happiness). The map is posted in the classroom, and is revised over time to keep it fresh and applicable. With adult facilitation, students create a word-map of what they would see, hear, do, and feel more of and less of in a wonderful classroom. The PAX Good Behavior Game (GBG) contains the combined science from the youth violence prevention program called PeaceBuilders, the good behavior game, and other studies. Centered on the Good Behavior Game, PAX is not a classroom management program, but it makes managing classrooms much easier. PAX is a set of strategies to help students learn important self-management skills while collaborating to make their classroom a peaceful and productive learning environment.
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