Which style of teacher do you think best describes you? Were there any guidelines given in Chapter 13 that hit a chord with you or that you think would be particularly effective with kids you have taught? Was there anything you read in Chapter 14 that you think should be emphasized to new teachers or team members that are not reading the book?
Assignment #5 Chapter 14 & 15
7 comments:
"Hands and feet to yourself", "Do your homework", "We do not share food". I can also say that even as I engage in some of these practices, my style of teaching is not entirely of a Systems Approach. It is rather a combination of Systems and Principles.
From chapter 13, I agree that there are important guidelines in developing more of a principles approach. For instance, under 504 legislation, the definition of handicap although defined as any condition that causes a disruption of a major life activity, including walking, working, breathing, and learning, it is in essence an open list. Without some parameters, the list of conditions could include a significant number of the students in the classroom. (see page 243). I like the recommended guidleines including individualizing as possible, documenting no matter how small, maintaining ones skills and awareness of vulnerability, keeping administration abreast of the situations, keeping students' due process in perspective during disciplinary actions, make rules and safety precautions as public as possible. I especially believe individualizing through choice is a very effective principle that aids in building the child's self-esteem.
I definitely think it is important for us, as teachers, to recognize that in keeping with a Systems Approach, we end up doing all the work. A good example is giving detention to students in the System of Punishment and in the Rewards System where teachers get to be the ones managing the points in sometimes very sophisticated charts. As noted in page 256, "A kid will behave only as long as the threat of the punishment is severe enough, or the anticipation of the reward is great enough." This compliance has two interesting components: it is almost always temporary and it is almost always malicious.
The Principles Approach on the other hand, presents us with the L&L Tip #15 (pg 259) where the aim is to get students to solve their problems through thinking and making a connection between their infraction and the action taken to face the consequences. The key is to get students to internalize responsibility while showing empathy and giving them options. We also need to have consistency in implementing any change. And last, we need to work with other teachers and get support from the administration.
I must be honest, so I admit to sometimes reverting into old habits of doing the thinking for the students, rather than giving them the time to think things out. At the time, I feel that I am being helpful, when in reality, I am hindering them from problem-solving. Now after reading this book, I KNOW better. The best style of teaching that fits my personality is the consultant. I am naturally a peacemaker, so I am good at empathizing with others and listening to them. The part that I need to practice is to know how to offer choices that correctly fit the situation.
The chapter concerning legal liabilities was a real eye-opener. I liked the idea of having written evidence of the student's involvement by having him/her write about what the problem is, some possible solutions, and the best solution. I have done this in the past, off and on, but not on a consistent basis and did not always file it away as evidence. Great idea!
What a great writer Dr. Betsy Geddes is! I LOLed as I read the part of the student walking to the office in a "pace that would put a turtle to shame!" (I could visualize some of my students, too!) She was so real and down-to-Earth. As far as giving advice to new teachers is concerned, I feel like putting L&L into effect will be a slow process. The ability to give correct choices to fit the situation, an enforceable statement, and showing empathy is, in a way, similar to learning a new language. I will need to be constantly aware of what I will say next, and if I get frustrated, if I'm not careful, I'll revert back to my original language. I'm not trying to be negative; I really DO want to learn this new language. I totally agree that we as teachers go home exhausted because we do so much of the problem-solving ourselves. It's time for a change.
Oh, and one more thing...I would LOVE it if the next question would be posted soon because I would like to have "the choice" of using the test-taking strategy of reading the question first before reading the passage. :D
Overall, I think I am more of a consultant; however, there are times when I have been a Drill Sergeant. I think that using empathy and giving students time to solve their own problems are very important and would have helped me in past experiences. These are the things that I am going to focus on changing within myself in the upcoming year. I agree with Beth Ramsey that changing our language is going to take time but I think if we stick to it it will be very beneficial!
As far as the guidelines, I think that we are doing a better job of individualizing through RTI and workshop approach. I think the thing I am going to take away from that is to document all occurrences, no matter how small!
For new teachers and others who haven't read the book, I think the most important thing for them to learn is the language (use empathy, give choices, allow time for students to solve own problems). If we can all get on the same page with the language, I think we will see a change in the students that we will all like!
Sorry Beth! At first, the site would send me e-mails when people posted comments...then for some reason...they quit! So when I checked in today I was surprised that there were comments! My apologies for not posting the questions sooner! Had some computer issues and readers issues ;-)
We would all love to say we are consultants, and at times, we are, but I think, like with anything else, that it depends what class you have and what project/assignment you are working on. With last year's departmentalization, I think I was a helicopter with one class, a drill sargent with one, and definitely a consultant with one, depending on the personalities of each class and the intensity of each assignment.
Of course, I want to strive to be more of a consultant and facilitator to all three classes this year.
For new teachers, I think they will have to feel out their own methods and practices, but just reading L&L and being aware of the three types definitely gives you a head up on going in the right direction. The insight and "experiments" the book gives you really do seem practical and translatable in the classroom and I think it would be invaluable in the new teacher's reading repetoire.
I liked the Guidelines for Being Legally Prepared! #1 goes with RTI: individualize whenever possible. When I'm doing my lesson plans, I add soooo many accomodations I wonder if anyone reading it would believe me! We talk all the time about grading practices in 2nd grade, so I'm trying to not get into any trouble in that area. Document, communicate, document, be aware.
#9 was interesting...rewrite teachers' guides to word: Teachers are normally expected to....Haven't heard of that before.
For new teachers, quotes from Chapter 14 I would share: page 262, Discipline with Love and Logic teaches preventionand intervention strategies that focus on developing an internalized sense of responsibility in the students with whom we work. It doesn't mean... that we drop all rewards and punishments. There is a time and a place for everything.
Actually the new teachers on my team have plenty to share with the rest of us on classroom management.
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