Teaching to Change the World Chapter 7
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.
February 26th, 2008 at 6:45 pm
I tend to agree with you Jon. It took me a very long time to figure out a discipline system that worked best for me in the classroom and it still changes every year. I don’t think pre-service teachers have the advantage of always seeing both sides. We still have those teachers at my school that put names on the board too and it is very belittling to the students. How sad is it when a student teacher is placed with this type of teacher? I know I can only do what I can do. You can’t change everyone right? I tried my best to model a variety of management strategies in my own classroom when I had a student teacher in the fall. I conducted class meetings (both large and small), I dealt with small isues as they arose, I promoted classroom community by offering a class compliment reward system, small groups, and cooperative work, and I did individual conduct too. I agree that is is important to entice students into taking ownership for not only their learning but for their behavior as well. I wanted my student teacher to see the “big” picture, discipline and management included. I think that I tried to do for her what was not done for me. If I can help one pre-service teacher be the best that she can be in every aspect, isn’t that making a difference? Overall I think that our way of thinking has to first change before we can change anything else. Wouldn’t you agree?