Response
to Kristy -- I whole-heartedly agree with you that
the discipline policy must be consistent across the whole school. I recently
confiscated a "Fart Machine" from a student to felt that it was
his privilege to use this during class. He told me that a couple of the other
teachers had allowed this and in fact had enjoyed his "contribution"
to their classes. I simply told him that I am not those teachers and I do
not consider the use of this toy to be appropriate in the classroom. I told
him that I would deliver it to the principal and he could pick it up at his
convenience. Based on his reaction, I knew that he knew he was in the wrong.
We have similar difficulties with teachers not enforcing the "no email"
rule. If teachers are not willing to follow set policies and/or coordinate
their policies with those of other teachers, the students become confused
as to what is expected of them. Teachers who do enforce the rules are then
considered "mean" and "unfair". We need to stay consistent
not only for our own classroom management, but for the school's management
as a whole.
Response to Karin -- It seems that we have all, in one way or another,
came to basically the same conclusion. That one plan does not work for all
students. That a combination of techniques from many theories usually create
more effective management plans. And, that a teacher's choice of strategies
and techniques are usually based a great deal on his or her personality, the
age group of students, and the personalities of the students. These theories
are based upon experiments like Thorndike, and Skinner, and others. In the
end, the effect techniques vary depending on the specific situation and who
is involved. The most effective plans seem to create a sort of flow chart.
Where there are multiple strategies that are tried. Some work, others don't.
When one thing works, we are more likely to try that strategy first the next
time a similar situation occurs. It is a learning process for the teacher
just as much as it is for the student.
Response
to Annette -- I have lost count of the number of times I her "why
do we have to...." and "why can't we...". I have come to realize
that many times this is just a tactic to get the teacher off the subject and
to distract the class. Many times when one student asks such a question, the
other students automatically respond similarly. I
have even had one student this year ask my why I care more about punishment
instead of education. I am sitting there and all of the extra "stuff"
I do for these kids is running through my mind. I am wondering how they could
possibly believe such a thing. I seriously almost wanted to weep. As much
as I care for these kids and am trying to teach them and to prepare them for
the world, they are blind to what is going on around them. As I was thinking,
I realized that he was just trying to throw me. He wanted to see if he could
"beat" me. I had to do something to show him that what he wanted
was not going to happen. I don't remember my exact response. I think it was
something along the line of the fact that if the behaviors were not constantly
disrupting the education process, then I wouldn't have to focus more on the
behavior.
My
Lesson 2a
Response to James --
I agree with you in seeing AD in the legal system and in the business world.
It seems that AD is one of those things that has filtered into our society's
daily life. I
also see Glenda's comment about some people never learning. It seems that
most of the offenders are repeat offenders. Along a similar thought, many
times "losing their license" not only does not stop them from committing
the offence, it ends up getting them in more trouble because they just drive
without a license. This is a great example of AD in Private life, and is also
a great example about how it does not ALWAYS change the undesirable behavior.
Response to Tammy -- I don't have my own children, and can just speak
based on my observations and my memories of my own parents' discipline methods.
But, I can see using a form AD in parenting very clearly. In some ways, it
is a great way to teacher children about their own behaviors and why certain
things are right and others are wrong. It seems to be a good way to teach
children what the "appropriate" behaviors are and why we should
use those behaviors as opposed to the "inappropriate" behaviors.
Response
to Kristy -- We, as teachers, are under the constant scrutiny
of the society in which we live.
Response
to Karin -- Your link of Assertive Discipline to the teaching staff is
very true. Teachers who are no longer rewarded feel that they should no longer
put forth the extra effort that once reaped the rewards. This is very similar
to how students feel when their "rewards" are taken away.
