I kept thinking while reading this chapter how far we have come as teachers, but then also how far we have not. There are still teachers in my school who write students’ names on the board and give check marks. My teachers did that to me in grade school; the sting of the embarrassment and humiliation never really leaves. I am still guilty of using positive and negative reinforcement on my students, but I am trying to emply more constructivist methods in my routine.
I think I have a strong community of learners because we do a great deal of partnership and small group learning which in turn implies and forces the students to take a great deal of responsibility for their learning. I love the idea of the circle time to discuss issues in the class and allowing the students to talk things out; I have done this on a small scale with little squabbles between a few students but never a whole class. I embrace the idea of students taking on the responsibility of behavior, but there is the catch. This seems strangely similar to the phonics vs. whole language debates: behaviorist vs. constructivist behavior management. I think you must employ a little of both.
I think their should be some level of respect for authority in the classroom- a teacher does not have to act like the only moral authority in the class, but at least give the impression as having good morals, judgement, and makes good and fair decisions. Children have to know that someone in the class is in control. They have to know that when something is going on in the classroom that is inappropriate that someone there has the authority to put a stop to it quickly and effectively. There is a level of trust that your teacher has everything under control. You can’t wait for a circle time for every squabble, interruption, outburst, or insult. Pre-teachers should be given both points of view and practice both philosophies.
