The following post is a reflection on "Challenging Deficit Thinking," by Lois Weiner.
Teachers often have pre-conceived notions of how they would handle problems. I know that I certainly do. What happens when these strategies do not work? What makes an effective strategy to handle classroom problems?
Disruptive students act out for a number of reasons--and some of those reasons may have nothing to do with our classes specifically. A pro-active rather than reactive first step might be to engage the student(s) as to their situation and what might be negative to them about a certain class procedure(s). This then can alert us as to the real issues, which might be simple boredom or the challenge to develop more creative and movement oriented lessons.
I have found that students usually work toward expectations that are set and models that are outlined by the teacher. In the classroom, we must address these issues and not just "hope they go away." Positive, pro-active methods such as role-playing or having the students discuss behavior and come up with solutions for the class on their own that are mutually agreeable assist in educating students about the proper responses and behavior that is expected.
Again, students usually work toward expectations that are set and maintained (consistency is crucial). The time spent on setting expectations and training students to meet them will minimize future disruptions and allow much more time to be placed on instruction.
Michael, I can relate to your concerns regarding the difficult student. As you stated in your blog, expectations for the students are set by the teacher. The teacher has to keep in mind where the student’s starting line was and how far he or she has come. If a teacher sets to high of an expectation, this will frustrate the student thus defeating the purpose. Also, if the teacher sets to low of an expectation, the student will not reach his or her potential. It is up to the educator to find that line. I have no doubt you will find each students line.
ReplyDeleteSetting clear expectations is, indeed, a crucial aspect of being a "good teacher." When I think of my "best teachers," one reason why they were so much better than others were the expectations they had for me and the rest of their students. Along the lines of what Gina said, these teachers compared me to "Natalie," not me to the rest of the class. They saw potential in each individual student and expected that potential be met in their classroom. I remember noticing the "difficult students" behaving better in these classes as well. I thought it was because the teacher was "just so cool." But now, looking back, I realize that the big difference between these teachers and others were their expectations of students. It is oftentimes easier for teachers become comfortable and complacent with a bell curve of student success. By setting clear expectations for every student, difficulties and problems decrease.
ReplyDeleteThis thread is very close to heart with me. As I've brought up in a handful of group discussions, my brother has Asperger's and is therefore a little behind in terms of social skills and development. He is, though, a BRILLIANT writer. So he is not slow, not mentally retarded, not weird. That being said, he often gets into altercations with other students who either pick on him or who he misinterprets. Generally, since he is the one retaliating, he is pinpointed as the one who is the troublemaker and disturbance. After being punished for so long, he became very frustrated with school and hated every aspect about it. Honestly, it is very irritating to see teachers who are tired of putting up with him and just send him to the office or hand him a detention slip as if he's on a very short leash. I think it's crucial to evaluate each student on an individual basis and maybe have a code or a special way of indicating that the certain student is crossing the line (if they are a student with an IEP for reasons like my brother). It helps to keep that student in line. I hate watching teachers who "don't want to put up with it" or who hold each student accountable to one standard. We are all different, we are not robots. So why try to make us like them?
ReplyDeleteExpectations are key and upholding them is even more important. It is also important for the students to know what to expect from you and for you to be fair and consistent. If the kids know you mean business, you care and feel that you are doing your job most of them will not give you any problems.
ReplyDeleteI agree that engaging students can work to control behavior. Numerous students have expressed to me that they are bored and "that teacher ain't doing nothing no way." Children might want to be in class if they thought they were missing something.
I totally agree with you, Michael! Students do usually “work toward expectations that are set and maintained” if they are treated respectively. Expectation, motivation, creativity, challenge, and mutual respect are the key factors in making students interested in class. When students are interested in learning the subject, they morph from “challenging” to “involved” students. Let’s think on how much time we spend doing something we are interested in, or things that we like! Same thing can be applied in education. Furthermore, any problems must be addressed and solved as soon as possible, since they never just go away. Although it can be hard sometimes, but when they are solved, the person feels better and losses the feeling of a “heavy load” on the heart.
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