“You cannot change attitudes, but you can change behavior.” What are your thoughts on the previous quote? Compare the quote to the scenarios on Pages 100-101.
The two scenarios illustrate how a teacher can change behaviors in a classroom by helping to change not only their attitude, but the attitude of the students. If we can look for ways in which a student's strength can be a positive, they can be a contributing member of the class. When they feel valued, they hopefully will respond with a better attitude and behavior.
I completely agree with Example 2. Elementary teachers do a really good job of this and I think at the middle school, we could still utilize this strategy. We can all remember being the line leader or passing back papers (before it was illegal) or watering the class salamander (until it died over Christmas vacation). It makes you feel apart of a team. Even as I read it, I was thinking of ideas I could use in my current class.
Simple things can affect behavior in a big way. The way those teachers handled those students was very creative. They were thinking outside the box. With many of our students we have to be able to do this. Making some student a part of something, or giving them a special job can completely change their behavior. I will try to be on the lookout for those ideas outside the box that can make a difference.
I like to start a sentence with "I need you to do me a favor. Please...." Students seem to respond well to that approach. The challenge is when nothing works, not even approaches similar to the book work. We always need to remember there is never an easy or pat answer to all situations, and each situation is different.
The scenario in the two stories can either inflate or deflate the student's self-worth. Using a little psychology and make a huge impact on the response the student may give.
I liked the examples the book gave of thinking outside the box. I think with the teaching profession and working with students we have to always be on our toes with "thinking outside the box". I try to make the students feel important and a part of the classroom by asking them to help me or help other students. I think giving them some authority gives them a sense of pride.
These are both great strategies. I like the sewing example, especially because the student was expected to be scolded, what a pleasant surprise! Whenever teachers can turn a potentially negative interaction with a child into a positive one, it becomes a win-win for both involved.
It is important, especially to middle school students, to feel accepted. Giving the students the opportunity to contribute to the class in other ways that may not be main stream can boost their confidence. In a different book that I read it suggested making a student your graduate assistant for the day/week. This student should know the content being covered and will help other students who are not understanding the content. This role is switched from student to student. The goal is to have all students involved at some point as the graduate assistant because each student understands different things.
Great examples of creative teaching! These teachers are managing their classrooms and using techniques to connect with students without a put down or embarrassment. Randi and I went to a workshop last summer about effective discipline and much of what was stressed was "how" you talk to students. The first example is a wonderful "model" of how to talk to students. I think I will copy the bulleted list on page 101 and tape it to my podium.
Example #1 is something that the sixth grade teachers are dealing with in our classrooms at the present. We have a student that is off task the majority of the time. I think that this strategy works for the most part, however the behavior that we are trying to change continues on a daily basis. I often use the strategies mentioned in example #2. If I have a student that I feel needs a little extra motivation, I ask that student to pass out papers or run an errand for me and it always seems to work. I have a student that, at the beginning of the year, was trying to interupt, show off, and generally be annoying in class. I used some of these techniques, plus having him stay after school to work on a special project, and now I would have to say that not only has his behavior change, he would have to be one of the most enjoyable students that I teach!
Attitude is a two-way street. I feel that if I can change my attitude about why a student misbehaves, then perhaps I can channel my positive energy toward finding something positive in every student. The example about the student sewing in class got me thinking about a particular student with whom I am currently having problems. I must get beyond thinking that this student is doing everything she can to "get to me". I don't think she is doing it intentionally. I'll continue to search for what it is that sets her off. I'll listen to her a little closer, I'll encourage her a little more, I'll look and use her strengths, and I'll just be there for her whenever she needs me. Then perhaps we'll both have better attitudes...
Both examples were good. Attitudes are formed by the many things that occur in our students' lives. Some of these we as teachers have no control or influence over. So how we react to the student to point out that a certain behavior is unacceptable is very important. Each student wants to feel that our school is a positive place to be and that they should want to be with us and their classmates. Giving the student a task or errand is a way of redirecting his or her energy or unacceptable behavior. Sometimes just a trip to the water fountain can help the student regain composure and get on task agAIN.
The two scenarios illustrate how a teacher can change behaviors in a classroom by helping to change not only their attitude, but the attitude of the students. If we can look for ways in which a student's strength can be a positive, they can be a contributing member of the class. When they feel valued, they hopefully will respond with a better attitude and behavior.
ReplyDeleteI completely agree with Example 2. Elementary teachers do a really good job of this and I think at the middle school, we could still utilize this strategy. We can all remember being the line leader or passing back papers (before it was illegal) or watering the class salamander (until it died over Christmas vacation). It makes you feel apart of a team. Even as I read it, I was thinking of ideas I could use in my current class.
ReplyDeleteSimple things can affect behavior in a big way. The way those teachers handled those students was very creative. They were thinking outside the box. With many of our students we have to be able to do this. Making some student a part of something, or giving them a special job can completely change their behavior. I will try to be on the lookout for those ideas outside the box that can make a difference.
ReplyDeleteI like to start a sentence with "I need you to do me a favor. Please...." Students seem to respond well to that approach. The challenge is when nothing works, not even approaches similar to the book work. We always need to remember there is never an easy or pat answer to all situations, and each situation is different.
ReplyDeleteThe scenario in the two stories can either inflate or deflate the student's self-worth. Using a little psychology and make a huge impact on the response the student may give.
ReplyDeleteI liked the examples the book gave of thinking outside the box. I think with the teaching profession and working with students we have to always be on our toes with "thinking outside the box". I try to make the students feel important and a part of the classroom by asking them to help me or help other students. I think giving them some authority gives them a sense of pride.
ReplyDeleteThese are both great strategies. I like the sewing example, especially because the student was expected to be scolded, what a pleasant surprise! Whenever teachers can turn a potentially negative interaction with a child into a positive one, it becomes a win-win for both involved.
ReplyDeleteIt is important, especially to middle school students, to feel accepted. Giving the students the opportunity to contribute to the class in other ways that may not be main stream can boost their confidence. In a different book that I read it suggested making a student your graduate assistant for the day/week. This student should know the content being covered and will help other students who are not understanding the content. This role is switched from student to student. The goal is to have all students involved at some point as the graduate assistant because each student understands different things.
ReplyDeleteGreat examples of creative teaching! These teachers are managing their classrooms and using techniques to connect with students without a put down or embarrassment. Randi and I went to a workshop last summer about effective discipline and much of what was stressed was "how" you talk to students. The first example is a wonderful "model" of how to talk to students. I think I will copy the bulleted list on page 101 and tape it to my podium.
ReplyDeleteExample #1 is something that the sixth grade teachers are dealing with in our classrooms at the present. We have a student that is off task the majority of the time. I think that this strategy works for the most part, however the behavior that we are trying to change continues on a daily basis. I often use the strategies mentioned in example #2. If I have a student that I feel needs a little extra motivation, I ask that student to pass out papers or run an errand for me and it always seems to work. I have a student that, at the beginning of the year, was trying to interupt, show off, and generally be annoying in class. I used some of these techniques, plus having him stay after school to work on a special project, and now I would have to say that not only has his behavior change, he would have to be one of the most enjoyable students that I teach!
ReplyDeleteAttitude is a two-way street. I feel that if I can change my attitude about why a student misbehaves, then perhaps I can channel my positive energy toward finding something positive in every student. The example about the student sewing in class got me thinking about a particular student with whom I am currently having problems. I must get beyond thinking that this student is doing everything she can to "get to me". I don't think she is doing it intentionally. I'll continue to search for what it is that sets her off. I'll listen to her a little closer, I'll encourage her a little more, I'll look and use her strengths, and I'll just be there for her whenever she needs me. Then perhaps we'll both have better attitudes...
ReplyDeleteBoth examples were good. Attitudes are formed by the many things that occur in our students' lives. Some of these we as teachers have no control or influence over. So how we react to the student to point out that a certain behavior is unacceptable is very important. Each student wants to feel that our school is a positive place to be and that they should want to be with us and their classmates. Giving the student a task or errand is a way of redirecting his or her energy or unacceptable behavior. Sometimes just a trip to the water fountain can help the student regain composure and get on task agAIN.
ReplyDelete