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To Sheree B
 To Janet 
 To Casey
 To Kerin

Lesson 2
Assertive Discipline- Voice Files
Lesson 2
Productive Feedback
To Deborah:
I agree with your quote from Canter.  It has been my experience when directions are made very clear and repeated a couple of times misbehavior decreases.  The majority of the students understand directions and what to do the first time.  I repeat the directions for the few who do not listen or have a greater difficulty getting started.  These often are the same students who are more likely to act up and cause trouble for the rest.   Making sure they understand what is expected and how to accomplish the days lesson increases their likelihood of success both academically and behaviorally.

To Elizabeth:
In your fourth paragraph you stated.. As long as the students enjoy and care about the positive interaction, they will keep producing positive behavior much like Thorndike's cat.  This is the key!!  We all have the very few who want to stand out at what ever the cost to themselves, the classroom and you the teacher.  The million dollar money maker is finding the motivator that will get these students to care and enjoy the positive rewards that come accomplishments.  A wise principal once said to me ....  "Anyone can teach in perfect conditions!!"  We all have those sweethearts that make teaching a challenge.

To Mary:
You stated that ..."Assertive discipline relies on quick and regimented responses to an unwanted behavior with the purpose of changing that behavior." Just the sound of "quick and regimented" seems exhausting.  Consistency and fairness is the key for consequences to have any effect on the students, but sometimes it is all to easy to get tired.  You asked at what developmental level of a child can make sense out of feedback.  I do notice a difference at the middle school level at those students who will do anything for a piece of candy or pat on the back and the high developmental level of those students who have an intrinsic motivation.  

Annette:
I was very glad that you included parents in all of your groups to inform.  Unlike Wolfgang I have high hopes for parent contact and believe that a well informed parent can be a major help in classroom management.  I too believe that the cognitive component of human nature puts us above Thorndike's cat.  You are very kind in saying that the challenging  students are the ones that make teaching interesting.  Successes with these students do mean a lot.
Lesson 3
Punishment
To Kristy:
Great use of a consequence based punishment.  If the student chooses to disrupt, they suffer the consequence of having to write it up and inform everyone of their teachers as well as their parents.  What a great way for you to take the "superstar" status away from them.  Are the students informed about you policy beforehand?  That would help take any status form them early on in regard to behavior.  I also make sure the students know that their behavior will cause consequences (good and bad) and that seems to work well!

To Martha:
Have you ever tried some positive reinforcement to help curb the negative behavior?  I think that it gets harder and harder the older the students get to use the positives as reinforcements.  High school students have a lot of pressure to keep their grades up for college entrance. One would hope that this would be incentive enough.  The positive responses are worth a try.  I find that for some students when I give a positive response, I get better behavioral responses.  For instance, letting the students know that they will receive a small candy (tootsie roll or gum) if they get themselves prepared for class without me telling them works wonders in starting the class.  Of course, this can not happen every day and there are those who are too cool to jump through hoops for a treat.  It takes that one kid with peer status to show that it is cool to listen to the teacher and be prepared to learn.  But I was curious about your experiences with high school students and positive reinforcements.

To James:
Apathy is a major concern in every school.  For those few who fail to try there seems to be an overwhelming lack of fear of consequences.  Their train of thought seems to be .."Well if I do not succeed here there will be something else for me to fall back on."  It concerns me that the students you have are with you for one special reason already.  If you still have students that show great apathy then maybe the problem is greater than I believed.  Is there a next placement in line for the students that fail your school?  And if there is, is this a good thing??

To Sarah:
I am so taken aback form the story about "Donald."  I have taught a few "Donalds" in my years and often wonder how they will survive in society.  The regular classroom is certainly not the most appropriate place for the "Donalds" of the world.  Great job on recognizing a shock statement as a ploy for attention and still conducting the chat successfully.  

To Deborah:
I also have my middle school students go in the hallway when I think that they are acting out to gain the attention of their peers.  Once outside I make the students identify why they think that I sent them out in the hall.  Sometimes I get a flip answer that they have not idea why I sent them out.  I look at them and say "OK, you stay here and I will be back to check on you to see if you know in 5 minutes. "  Ninety-nine percent of the time before I can even get turned around the students stop me and take responsibility and ownership for their actions.   This saves me a lot of time talking at them and I can just sit back and listen and have them tell me why it is not ok to act like that in the classroom.
Lesson 4
Teaching Metaphor- Voice Files
Lesson 4
Jones Approach

To Sarah Wonderments that made me wonder:
2. I wonder if a poll were taken prior to reading chapter 4 in Wonfgang’s book, how teachers would react if confronted with profanity? Would the teacher respond with “relaxed breathing” as James’s model suggests or would the teacher immediately choose the notorious office referral?

I do not know about you, but when I hear profanity in my class, I first assess the situation. If the student is directing it at me or another student, I respond immediately (usually not with an instant referral). Some kids do not even realize they are using profanity. I typically try to slow the pace of the classroom down and try to figure out the circumstances then determine a consequence that fits the circumstance.

13. I wonder how the model effects family dynamics and is it sending the wrong message between the student and parent since the parents are not really involved as James suggests, “Get what you can out of a parent conference and keep your hopes modest. In most cases it’s cheaper to fix yourself.” (p. 70)

I do not think the model really effects family dynamics. The dynamics are a factor of those involved. I do think that not involving the parents and trying to "fix it yourself" is a wrong approach. Parent involvement is crucial in keeping the child learning and the support is definitely needed. Often we as educators get frustrated by the few parents who show no interest in their child's education.
To Janet Wonderments that make me wonder:
I am truly sorry that your sophomore class has decided to impact their own learning by their poor behavior.  I sympathize about you being constantly interrupted. (That is one of my biggest pet peeves!!)  Some time ago I had a similar class (maybe not this disrespectful), what I did was to try and make the other classes really fun and a little more loose.  The "disruptive" class heard, became jealous and became putty in my hands.  So it is possible to effect your target class by targeting your other classes.

To Annette:

I find that incentives can work for some students. Maybe the success has something to do with the students and their desires to do well, but the peer pressures keep them from being labeled “a nerd” or “ teacher’s pet” . The incentive gives all of them an out when it comes to that. They can actually participate with out being labeled by the others. Of course emotional and cognitive development plays an important factor. the incentives are a wonderful carrot to dangle for my LD students.

I too need to separate myself from my kids sometimes. I totally agree that separating and calming the situation works very effectively for both myself and the student, when things get to that point.

To Kristy Wonderments that made me wonder:

3.  I wonder if positive discipline is effective with LD or BD students.
I have taught in a mainstreamed classroom for several years now.  In my experience the majority of the LD students are very eager to work for positive incentives.  In fact they expect it.  Many of these students do not have intrinsic motivation.  They will do tasks for incentives or to please the teacher, much like a young child.  With my limited experience with BD students the positive discipline methods fall on deaf ears.  They are often in the automatic fight mode and are unresponsive to any stimuli.

7. I wonder how differing parenting styles may effect how the students respond to positive discipline. I have found that some students thrive on different types of attention that conflict with those outlined in the positive discipline model.
I think that you grabbed on to a key factor the different parenting styles derive from different cultures, races and socio-economic factors.

12. I wonder how often PAT should be planned and for how long.
PAT can easily be overused and the teacher becomes ineffective.  The more developed student can see through the "plan" and the student(s) will loose all respect for the teacher.  This will cause even greater difficulties for the educator.

15. I wonder how positive discipline would work outside of the classroom or with adults.
I think that it all depends on  the situation.  We all work for a pay check, we are all doing assignments and taking classes to improve ourselves and earn another degree.  It is important to me what my principal thinks of my teaching because I respect and admire her as a principal.  I very much appreciate the pats on the back that she gives.  On the other hand filling out a form for chocolate or doing a chore to get a reward is something that I scoff at.

Lesson 5
Wonderments Mayer Ch1
To Amanda comments and wonderments about your wonderments:
I enjoyed your wonderments!

1. I wonder how the wild boy survived all alone in the forest.
Did you ever read, “My Side of the Mountain” ?

2. I wonder if the wild boy wouldn't have been better off left alone in the forest.
Sounds like it, doesn’t it. 

3. I wonder if there is one type of instruction that is good for ALL students.
I can think of many lessons that I wish all students could learn, respect, fear, and self discipline.

7. I wonder how many educational psychologists are former teachers.
I wonder that if they were....  Were they considered successful teachers!!

12. I wonder why so many students struggle with transfer.
Good ONE!!  This is a direct extension of #11 - why science books are organized for retention!

13. I wonder if Thorndike would re-think his ideas if he knew about how neuron branches are grown and maintained.
I made this point too!!

14. I wonder how a teacher can trust educational psychologies when they are always changing (what teachers thought was good 30 years ago seems not so good today)
Who says we can trust them...  I can only hope that they are doing the best they can with what they have.  We like our school districts jump on the latest band wagon and hang on.

To James comments on wonderments:

I like your down to earth wonderments.  You are a realist!  In wondered why the teacher's name is DUMAS.  It is way too close to an unflattering nickname.  Teachers need more positive comments and publicity.  
On another note your comments about video games seem a little touchy.  Do you play a lot of video games?  I was teaching when Nintendo was just becoming popular (back in 1989).  Grades dropped dramatically from lack of homework.  I had forgotten all of those parent conferences about video games.  

To Deborah:

2.        I wonder what the ideal balance is between lecturing and engaged learning.
Question:  Can a teacher engage students during a lecture??


3.        “People learn in order to satisfy their needs…” (Mayer, pg. 4) Isn’t it curious that children, having their basic needs met, continue to learn in an educational environment… Is education meeting a child’s need to learn or is the child learning to meet the expectations of his/her environment?
This is learning.  They are applying their experiences to new situations and isn’t that what learning is all about?

5.        Does it not make sense to argue that if we can physically train the body that we can train the abilities of the mind?
Train might be too strong.  This assumption puts people into Thorndike’s cat category.

14.        Must we as learners always build external connections in order to obtain understanding?
My experience YES.  I was taught by a wonderful man that before meaningful learning can take place you need to build a “coat rack” for them to hang their coats (new information) on to.

To Karin:
2.        I wonder how much an individual’s home experiences affect their learning.
3.        I wonder how much an individual’s cultural background affects their learning.
I had the same wonderments!!  Parental involvement, parental education, SES I think that there are many factors that help determine a students success.

4.        I wonder if there is one instructional technique that’s good for all students. I’ve learned techniques for teaching gifted students, English Learners, BD and ED students, etc. Won’t all of these techniques benefit every student in some way?
Sometimes the benefit is NOT academic but social.

7.        I wonder how much internal motivation affects the learning process. I liked receiving the recognition that came with high academic achievement, so I worked hard in school. What motivates the unmotivated learner?
If you find an answer PLEASE let me and the whole world know.  We all stress about the few who stand out as completely unmotivated.

9.        I wonder does learning ever stop. Is there an age where the brain just can’t absorb any more? If you already have the IQ of a genius can you still learn more?
Does IQ determine knowledge or the ability to apply and use knowledge. 

Lesson 6
Procedural Knowledge
To Martha:

I agree, repetition does indeed seem to help with my students learning experience as well, although in the science world, repetition is the key to understanding theory.  One must be able to repeat the experiment to prove the hypotheses.  FOIL and UNFOIL sounds fun and fun also gets students involved in the lesson.  I understand, like you imply, procedural knowledge is the key in math as well as science.  The best way to get students to understand concepts in both is by creating a step-by-step process that they must understand and be able to apply to allow them to transfer information to new situations.

To Sarah:

In reference to your on-line teaching, do you create lessons or do have lessons created for you that you have to facilitate?  I wanted to know if you generated the power point writing lessons that you spoke of.  Is it more difficult to see where students have their gaps in writing (being able to follow a procedure) because you are on line?

As I get older in my own life, I discover more things about myself. I was curious because it would seem that If you could sit with a student and explain what to do it would make thinks easier. I am not sure that I have what it takes to educate students via online.
The best part about teaching is the personal interactions. I could not give that up.

To Amanda:

Amanda I like this lab a lot. We do a similar lab in our chemistry class. We add fingerprint analysis and powder analysis. We practice before hand recognizing the basic types of fingerprints and how to lift them. We also start with a basic set of powders (the knowns). We practice with how they react with certain substances and give them the unknowns. The students have to find out what the mystery powder is by running the same tests and comparing their answers to the knowns. The students love this lab. They gain chemistry skills and analytical skill all in one.

To James:

James the teaching of the scientific method gets a bad rap. There is so much stuff out there that says teaching the scientific method is not good science. Maybe "they" are right in the fact that the scientific method should not be taught as the scientific method script. However, the teaching and discovering the steps in attacking a problem and looking for viable answers are so very important. I have found that I do not go through the scientific method as a method, but I do go through the steps as you have listed during scientific discovery. I often prompt the students as you listed and ask...
“What do you think you should do?"
Too often students believe there is only one correct answer, it is scripted, and all they have to do is find it.
The road to discovery is often the most important lesson. Nice Job James
Lesson 7
Computers and Lessons
To Martha:
Martha this is a wonderful example of what computers can do for us as teachers. Instead of spending endless hours plotting each and every point with a pencil and paper, students can see how each part of the equation effects the graph. So in the end the are using higher order thoughts instead of plotting points. With my eighth grade classes we hook temperature, force, pH and motion probes to our laptops. Students can see INSTANTLY the results from their experiment instead of waiting another period until we can talk and yet another period while we graph and discuss what the graph is showing. I do believe that it is important that students know how to graph, but once they do why not spend more time changing the graphs instead of plotting points.

To Sarah:
I know that I have said this before to you, but I am not sure I have what it takes to teach this way. My favorite part about teaching is the personal interactions with students. I teach middle school and that emotional component is fun to me. (Believe me there is a large emotional factor in middle school.) I do believe that the clientele you have described previously really benefit from a non-contact approach. Working on the computer gives them a way to work and not stand out in front of their peers. We are all busy being educated electronically ourselves with CTER. Even though I do not think that this is the best route for the generic mainstream student (k-12), this format for CTER has been a blessing. With most of us working, having families etc.. the luxury to be able to work where ever and when ever we need is a necessity.

To Tammy:
"The Mystery of the Golden Cube is a fantastic web-based learning tool that can enhance the lessons taught in the classroom about rocks and minerals."

I was happy to see this statement in your essay. I think that computers are a fabulous tool, but I believe that we as educators should be weary in depending on them solely. This example would make an excellent supplement once the students have actually done a hardness, scratch, specific density, and color tests. Nothing can replace the feel of talc or the symmetry or calcite. First hand exploration is necessary to build concrete foundations. Then let the students wonder through computer lessons. Often times these computer lessons can do many things that would be too costly or sometimes too dangerous to do physically in the classroom.

To Janet:
We have been mapping for three years in our district for the double purpose of building the cirriculum k-12 and aligning the cirriculum between teachers teaching the same grade and subject matter. We have some great software that makes is easier.

My youngest used the same Disney software to start reading. He was hearing impaired so the visuals (images and pictures) with the volume way up was a great asset for him. The images were familiar and interesting so he kept going.


Lesson 8
Website Analysis

To Martha:
I really agree with your choice of how to use computers. “...use what they learn about normal distributions to use and compare with data sets that we will be exploring in class.” I think that is too easy to think that using higher technology is always best. Computers should build on what students know, not be the main educator in a regular class. I realize that this site did not meet the goals you needed for this lesson on normal distributions, but I like the way the site is organized. Easy to understand and give other relevant websites and lists books on the same subject.

Compared to the first site the second does have a greater amount of information and is attractive to look at. The table of contents at the right were not easy to read. Thinking back to Jim Levin and the Gestalt principles using the same color and a small font can confuse the learner.

To Sheree P:
I like you, did not enjoy reading in my youth either.  I am not sure why, but I was very self conscious in elementary school when we had something to read silently and the other students would finish first.  I knew that if I hurried I could not answer the questions at the end.

Websites that charge for information are annoying. I wonder how they can make any money when the next site with even better information is free. I believe that the second site is better organized. I would not use either as a sole source of information. The second site still had too much written text on it’s main page. I think that this could have been broken up into an outline to make navigation easier. Monarch butterflies have a soft spot in my heart. My children and I raise at least 10 every summer. Last summer we maxed out at 18. I really enjoyed looking at the websites. It gets me ready for summer!!!!

To Annette:
I enjoyed your two websites. The social studies sites that I have visited because of this class have been very interesting. I too agree that the Jamestown Adventure is a much better site. I enjoyed looking at it also. Although I think that is hard to do an overall evaluation of a site because of the factors that you listed. What is good for one purpose is not always good for another. Each site can carry its own merits. I also found Blue Web’n interesting. If I have seen this site before I do not remember. Well, needless to say I spent far too much time at this site. I have book marked this site and will use this site for more interactive science lessons. I solved a mystery and designed my own roller coaster. Thanks for another great educational website. PS. I was hoping that you would relist Glenda’s website resource page.

To Janet:
I really liked the OWL site. I have not had the “privilege” of requiring a research paper, but my own children have had to write a few. Unfortunately I do not think that the teachers have walked them through the process well enough. We spent far too much time at home trying to get them organized in some form. I am going to have my own children use this site for the reasons you listed. It is a beautiful, clean, and easy to navigate site. As far as the site developed by “teen space” there is an obvious difference. The bold colors and additional graphic pulled my eye away, and it was not as easy to navigate.

Lesson 9
Metawriting
To Mary:
I like the idea of a formal writing program for those students who are struggling with English. I think its critical that these students (and all the others for that matter) understand how to create meaningful and logical writings that express their thoughts. It sounds like your school is moving in the right direction in this sense. Our school is only now trying to develop such a program. I also think the 4 square method seems like a good tool in helping students organize their thoughts. That’s an essential part of good writing!

To Janet:
I have witnessed students “internalizing” in my science class in their attempts to step through unfamiliar or challenging labs. Some have used prior knowledge from past labs to help them determine what might work or not work in their approach to a different lab. In effect, they’re thinking about their past thinking related to lab steps which can be transposed to writing as well. To this end, I agree that there is real potential for students to eventually use what they learn from past writing assignments to improve a new assignment, without even knowing it is happening.

To Casey:
“Despite the fact that it is referred to as writing, good writing has a whole lot more to do with thinking and understanding than it does writing. Writing is just the medium to put those thoughts and understandings out into the world.”
I think that this is very true. The best writers I have had in class have been great thinkers and organizers. I have however had a couple of special education students who were great thinkers but just could not process on paper. One student could verbally outline an essay wonderfully and tell you where he wanted to go with an idea in great detail. However, he could not write a thing. Rarely did he produce an understandable sentence. It really follows into your next idea that struck me, ”Middle school students, especially those with learning disabilities, usually do not have much patience when it comes to writing. They want to get the assignment finished. They don't want to spend a lot of time planning to prepare for the assignment and then again to revise it once it is completed. Many students try to just write a bunch of words and turn it in.” Having spent 14 years at the middle school level I can verify this to be an absolute! I often wonder though if they develop this lack of patience through their years out of frustration. Many learning disabled students also tend to rely on the special education teacher to walk them through an assignment instead of trying to start on their own. That is frustrating for a regular ed teacher.
One technique that you used in class, ”We talk about how the paper should be organized -- what paragraph one might be about, paragraph two, and so on.” Thinking out loud!!! Very powerful!! This works with all learners, not just the learning disabled. It is a great technique.

To Kristy:
"There will always be those students who can throw together a phenomenal piece in a half an hour and those that spend hours on a mediocre piece. Its just like those who can solve a ten step algebraic equation without writing down a single number where as another person could fill up a whole sheet of paper and not even find the answer.”
Viva La Difference!!! Isn’t is great that we all are not professional writers. There are so many different outlets for individuals. Having said that though, it is important that everyone be able to write effectively. Teaching students to think about writing has proven very effective. Using the individuals “metanotions” to enhance and develop their writing is a great idea.
Lesson 10
Mayer Chapter 12

To Amanda:

If you will let me get an a "soap box," I would like to. I nodded at all of your wonderments except one.
"5.        I wonder why most parents don’t teach their children to be problem solvers at an early age."

One does not have to take classes, pass a test or get a license to be a parent. Certified teachers have difficulty teaching problem solving skills, so I am not surprised that parents do not excel in this area. Among my top 10 list of things I wish parents would teach their children this one would be at the bottom of the list. Top skills I wish students were taught at home.. kindness, tolerance, responsibility, caring, trustworthiness, timeliness, respect, honesty, and how to work hard.
It's not fair of me to pick this out, but it is what struck me. Thanks for letting me get on my soap box.

To Deborah, wonderments that made me wonder:

If “the greatest enemy of understanding is coverage” (Gardner, pg 217) how do we as educators determine what should be taught within a nine month  time frame ?

I am not sure what “coverage” is, but it leads me to think that it is grazing many topics instead of covering in depth one topic. If this is so, then I agree with Gardner. However, in today's phase of education of being held responsible by test scores, it goes against the grain. When I started teaching many moons ago we as science teachers were encouraged to delve into a topic and, “milk it for all it is worth.” Today we have realigned our cirriculum and found weak spots where material was not covered. This has led to teaching more subjects in a grazing fashion. Unfortunately our test scores have gone down. The more we seem to panic and add more material the worse things seem to be.

I wonder when society will feel comfortable in focusing on process rather than product. ‘A’, ‘B’, ‘C’, ‘D’, and ‘F’ have become some awfully powerful letters.

In some ways I like the grades. I am not sure how much they measure actual intelligence. I think that they are a good measure of effort. I have read somewhere that companies have made a list of the skills that they wish schools would teach. Tolerance, responsibility, cooperation and timeliness were at the top of the list. So, the grades are somewhat a measure of being able to follow directions and effort which seem to still be an important factor in the job market.

To Sheree P wonderments that made me wonder:

1. "An important goal of most educational institutions is the improvement of the human mind."(pg.400) I wonder what the percentage of teachers is who really teach with this thought in mind.

I wonder more about the administrators that the teachers. I have gone through several administrators and only a few have made me feel that they were here for the betterment of children. I have seen lots of caring and loving teachers who are here for the students.

To Sheree B wonderments that made me wonder:

15.        How much of a correlation is there between success in school and a successful life?

This one had made me wonder often. I can remember one of my classmates from high school who tried hard but never seemed to be able to pull it together. Grades were always so so, and he was always a goof. He is a practicing doctor now. However if we truly look for a connection what would a successful life look like. That in itself makes a judgment statement. What is success?

14.        Mayer states that “it follows that a more fruitful approach to the teaching of problem solving would be to identify target tasks required for success in school and then teach the cognitive processing skills required to succeed on those tasks” (Mayer, 424). I wonder why the focus is about success in school and not in life. Are we meeting the needs of students if we assure them of success in school but ignore life skills?

There are a core group of students who just need to get out into the work force and college is not for them. What kind of service are we giving them when we cut extracurricular and service related classes.. art, shop, wood working, auto repair, etc. Not everyone wants to or needs to go to college to be successful. We need electricians, auto workers, sheet metal workers, etc. They often make more money than a 4 year college degree anyway.
Lesson 11
Misconceptions
To Martha:
You are so right!!  There is a huge misconception among people that they are either good at math or not, and that this can not change. 
I would also like to hear your perspective on an issue that I think is a result from misconceptions.  Why are they fewer girls in math fields that boys?  Why do many girls succeed in Middle School math classes and then do not follow math paths in high school or college?

You also hit a note with me when you said that you make sure that the students have the background they need to pursue the new concept.  One of my favorite university professors called this - giving students something to hang their hat on.

To Amanda:
"While the idea that science research follows a reasonable and logical course is true, many students are spoon fed a recipe for scientific exploration that doesn’t always fit."  All I have to say to this is Amen.

Isn't this all so true.  Just ask yourself what you know already, where do you want to go and what more do you have to know to get there!!

The process is a logic puzzle.  Unfortunately many standardize tests ask very specific questions about the steps in the scientific method.

To Annette:
I love Macs!!!!  Long live the Macintosh.  I too find the PC lovers admiration misplaced.  They are very territorial.  I was with someone once who needed a memo typed and they refused to do it because the only computer available was a Mac.  They said I am a PC user, I do not work with Macintosh.   

To Kristy:
I found your misconception essay all to true.  The internet is a wonderful resource, but all too often the students treat it as an absolute.  Isn't it interesting that the "know it all" students do poorer than the other student.  I think that you hit it right on that it is a matter of attitude.  Unfortunately it is the parents who perpetuate these misconceptions.  Misconceptions such as classes are too boring, I already know this stuff..  ect.  Attitude is everything in life, not just academics.
Lesson 13
Glasser and Dreikurs
To Glenda wonderments that made me wonder:

"1.        I wonder how I would react to the situation with Mr. Garcia and Ronald Foster’s sexual harassment of the girl in front of him in class. Not so calmly as Mr. Garcia, I’m sure.  3. I’m having just a little trouble with dealing with Ronald’s attention-getting behavior in such a mild way. I’m all for finding the root of his behavior, but he unhooked a girl’s bra! That seems to qualify for a much more serious tactic than asking him if he wants attention and inviting him to a class meeting - maybe expulsion or at least suspension, but immediate removal from the classroom.   4. I wonder if the girl’s family will press charges!"

THANK YOU!!!  I assumed the situation was some sort of sexual harassment because she ran out holding  her hands across her chest.  What are we teaching our girls if we do not stand up for them. It is not ok in any form.  I wish that another example was used for us to the benefits of a classroom meeting.  Some situations call for immediate action and have no alternative or creative punishment. 

  4. I wonder if the girl’s family will press charges!"

Or sue the school’s pants off and they would have every right.  One of the basic foundations for a school is to establish a safe environment.

To Martha wonderments that made me wonder:

1. I wonder about both Glasser and Dreikurs upbringing since Dreikur puts the blame of misbehavior on the student while Glasser puts the blame of misbehavior on the teacher and school.

How often have you called a parent in to discuss an issue, and you can’t bring it up because once you meet the parent you know why the student has a problem. The parents have the same ones!!!!!

5. I wonder if I will be able to think quickly enough all the time to use logical consequences.

I know that I fail at this (especially parenting), but when it happens it is glorious!!!

14. I wonder about the class meetings and if my students will take it seriously enough for it to be productive.

Amen! Middle and high school students have so many outside factors that hinder them (peer relations, self esteem etc.) from speaking their minds. I would love to see the classroom that everyone is respected for their ideas and are allowed to speak with out repercussions later.

15. I wonder how Glasser can state that a teacher should not be concerned "with the student's past, home life, or what her parents can do about the student's behavior." The time I spend with this student is minute compared with those three things.

Bingo! Teachers come and go, family is forever!! Parents should and need to become involved in their children’s lives, and schools should welcome them!

To Kerin:

"6. I wonder . . . about being calm. What if this incident is the “last straw”? It’s very difficult to keep your cool, especially if you’ve had the “adrenaline bleed” (p. 54) all day every day for a few days (weeks, months, etc.)"

It is very difficult to keep calm sometimes, and some situations require swift actions with emotion.  I think that this can be a culture issue also.  You do not necessarily have to loose control, but a strong firm voice can have it's advantage. 


To Mary Wonderments that made me wonder:

“2. if students really are ready to be treated as rational persons?”
I try my best to treat them as rational persons, but then get reminded that they are just kids.   However, (to share something thought provoking)  One of the hardest lessons I ever learned is that just because is grown up does not mean they act grown up.  I have met far too many adults who do not act as well as my middle school students.  I blame my parents for giving me this fallacy.  I assumed that all adults were wonderful rational beings, like my parents.  I was very disappointed to find out that not all adults acted like my parents.  God Bless them.

Lesson 13
Class Meetings
To Martha:
Great idea to use the class meeting format with your sports teams. It helps get the students out of the "sports-competative" mentality and into a discussion format. Good way to build team dynamics!!


To Kerin:

“Mrs. Motsinger, Neil won’t stop talking to us. He won’t work as a member of our team. He’s bothering everyone at our table. Could you please move him?” This would be an excellent time for Mrs. Motsinger to reply, “Have you submitted this as a classroom meeting agenda item?”

This scenario concerns me.  I have some very powerful and manipulative students who would create situations like this and let them get out of hand just to be able to submit them to the class meeting agenda.  This is one of my major concerns from reading the class meeting information.  I too believe that the best way to have a student grow is to teach them to take responsibility for their own behavior, and the environment in which they learn.  I am just not sold on the idea that a class meeting is the best route to achieve the goal. 
I have used class meeting format when it did not identify certain individuals.  For instance - extension of labs, cirriculum areas, money expenditures - but I am leery of using a meeting for the purpose of finding the correct punishment.

To Kristy:

"I truly believe that implementation of classroom meetings would help solve problems of this nature. "
I truly do not believe it would help.  Yes. The students need to feel safe enough to talk with an adult.  But I think that using class meetings would just give a face and a name to the "tattletales".  The pushers would become the bullies too.  Even crime stoppers submit their information anonymously.  I think that the classroom meeting format is a powerful tool to help build connections with students so that they will feel comfortable enough to share serious issues like this.  I am just not convinced that using it for problem solving in the sense of "dealing with specific behavioral concerns" is a good idea.

To Tammy:
"In a classroom that shares viewpoints as well as ways to solve problems, empathy, respect for diversity, and character traits can be enhanced creating a classroom atmosphere that becomes a medium in which life skills are learned. "

Yes,!!!!!  I am right with you.  These are the basis for building character.  A teacher must build a sense of security and acceptance within the classroom.  Each student needs to feel valued and safe.  I really like the use of classroom meetings for generating interest and relevance in a topic, or as an educational diagnostic.  I am just not sure who would feel comfortable or safe in the class meeting used to discuss a behavioral concern.

"I conduct informal class meetings when problems such as teasing, poor sportsmanship, lying, stealing, cheating, or failure to meet other class expectations occur."
 Do you actually address the person or persons guilty of these offenses in the open classroom?  Or do you speak to these offenses in general?

"I would like, after researching class meetings more in depth, to institute a more formal approach to this character building class activity."
We have character education in school and we discuss character traits in general.  How does a certain trait look or how can we emulate that trait. 

Lesson 15
Priming Student Motivation
To Tammy:
Great way to introduce Geometry.  This past year I have discovered Geometer’s Sketchpad software.  Students can make any geometric shape easily, then measure distance, circumference, angles and area at a touch of a button.  Students can also animate their drawings.  The math teacher and I have coordinated several times this year for cross-curricular activities using geometer’s sketchpad.

To Annette:
In response to,” I have found that if a computer was used to present a lesson or the students were able to create and assignment on the computer the children were much more motivated to learn the topic.”  Isn’t this the truth.  I can remember when students were motivated by a colorful overhead!!

In response to, “During class if a group was struggling I would ask the class if they had any suggestion for the struggling group to help them overcome their obstacle.”  Way to go combining motivation with class meeting!!!  Nice Job!!

To Glenda:
Your essay made me think of how teachers need to be motivated too.  All of the techniques to motivate, and excite children are used on teachers to get them going.  Sometimes it is hard to sit on the other side of the classroom.  Stipends and CPDU’s do work well as motivators.  Too bad there is less and less money around.  For me it is not a stipend issue, but a time issue.  I have fewer and fewer minutes to spare to learn a new program. 

To Kristy:
Dewey states that, “teachers should not spoil the student by creating a situation in which everything is made play, amusement…everything is sugar coated for the child.”

Long live Dewey!!! A man of all ages!!

I also liked this sentence...
"As a middle school computer teacher, I know how motivating computers are in the classroom."

I do not dare try and teach my middle school students information in the computer lab. They are just drawn to the screen and have to touch the keyboard. I give them instruction in the classroom before we go to the lab or I have them sit on the carpet in front of the projector once we are in the lab. They are just too distracted by the computers to listen and pay attention.
Lesson 15
Cognitive Apprenticeship
To Annette:
I absolutely love project based science.  The students learn to test and retest and ask their own what if questions!!  Problem solving at it's greatest!!  As an eighth grade science teacher I require all of my students to do one project per quarter.  Some examples I have used in the past are mousetrap cars, keep the heat, bottle rockets, propeller cars, egg drop, and baking soda boat.  Technology comes into play because the website created has quick time movie and helpful hints.  This website was created to help students through their projects.  http://www.cmi.k12.il.us/Urbana/projects/sciencenet/projects.html

To Tammy:
In response to, “Members work together and are evaluated as a team with the goal of improving the knowledge of each member of the team. ”

This is a great idea if all of the group members are devoted and motivated to learning.  This idea works more in a private school than in a public school where children of all abilities and backgrounds mix together.  I learned early on that as much as some members try to include some students and motivate them, some students just refuse.  This not only is disappointing and self defeating to the student who is failing, but can consume the others in the group when they feel “punished” by a lower grade for someone else’s lack of effort.  I have stopped giving group grades on academics.  I still assign group projects, but hold each individual responsible for his or her own part.  This has helped group dynamics and acceptance of all ability levels.  No one feels punished if they are in a group with a severely learning disabled child. 
I do give group cooperation grades!!!! 

To Kristy:
In response to, “The students would eventually be able to be the ones to interact with one another by modeling, coaching, and scaffolding. “  This sounds like such a neat program, a lot like a mentor/mentee with the mentee eventually taking over and being a mentor to someone else.  To capture a phrase from a popular movie.....”Mentor it forward.”

In response to, “Mayer also discussed using computer simulations; imagine completing a frog dissection without the intolerable smell of formaldehyde and scraping miscellaneous parts off from the lab tables for months afterwards.”  This application thrills me much less.  In science hands on learning is king.  As for the value of a virtual dissection, I think it depends on what the student needs from the experience.  While I do not dissect frogs in the 8th grade simply because I am not fond of the idea of slaughtering the creatures for the 8th grade students to mutilate.  However, if my job was to train students to do actual surgeries or more complicated procedures, there is no substitute for real experience. 

To Glenda:
In response to, “The Emissary is a web-based telementoring service and resource center that helps kindergarten through grade 12 teachers and students with internet access locate mentors who are experts in various disciplines, for purposes of setting up curriculum-based electronic exchanges among the teachers, their students, and the mentors.” 

What a great idea.  Mentoring across the country.  What an excellent use of Cognitive Apprenticeship in conjunction with technology.  Could you give the website of the program?



 
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