More What Do I Do When...?. Allen N.. Mendler
students motivated to learn. How we affect their dignity is perhaps the factor over which we have the greatest control in determining whether or not the problem continues.
5. Is the Method Based on Obedience, or Does It Teach Responsibility?
We need to consider whether or not the method teaches responsibility or merely elicits compliance. Although compliance is better than chaos, it is not as good as responsibility. Virtually all methods of behavior modification are about obedience, since we control all of the rewards and punishments. In the hands of caring educators, behavior modification methods can be very helpful in motivating students to change quickly. Most people will alter their behavior quickly if they know what is expected, have the ability to do what is expected, and value a promised reward for making the change. Unfortunately, these changes do not last unless they are eventually “owned” by the person for whom they are designed. In fact, it is common for students to behave in order to earn that first reward, but they will eventually resent the approach because they feel they are being controlled. Proper behavior is a worthy goal of all discipline methods, but the bigger job is to help students make choices and learn from the consequences of the choices they make. Responsibility is achieved by implementing methods of discipline that offer limits with choices. Good long-term discipline that teaches responsibility focuses on getting students to do the right thing because it is the right thing to do. Therefore, methods of behavior modification can be used to change behavior fast, but in order to make these changes last, methods that teach responsibility are necessary. Our work is not done if students comply in our presence but misbehave in our absence.
6. How Does the Method Affect the Student’s Motivation to Learn?
When a discipline method is implemented at school, it is important that the technique positively affect student motivation. A method that controls behavior but turns students off to learning is harmful. For example, a suspended student who is overloaded with worksheets to be kept busy is likely to hate learning even more than he did before the suspension.
The best learning occurs when students are aroused and awakened to ask questions and challenge themselves, their teachers, and each other. If a discipline method gets a student to behave but scares her away from asking questions because she thinks humiliation will be the result if a mistake is made, then what might be viewed as an effective method of behavior control is, in fact, destructive to the very learning process we must encourage. When exploring a method of discipline, ask how the method might affect your desire to learn. Search for, observe, and learn from fellow educators who seem to promote good discipline while keeping students motivated to learn.
Part 2
Tips for Prevention
2 Tips for Welcoming Students
I passed Mr. Waxman in the hall. I had him last year for English, and even though I said hi to him, he walked right past me as if he never met me before.
—Lucas, age 16
Mrs. Hodges is really cool. Even though I only have her for one class period a day, I feel like I can talk to her about anything!
—Myeka, age 14
SET UP YOUR CLASSROOM IN A WELCOMING WAY
A new school year typically begins for teachers at least a few days before students arrive. The main purpose of this time is for organization of the classroom, although there is often some time set aside for professional development. A motivational speaker is often brought in to help inspire the “troops” on one educational theme or another. I have often been the motivational speaker for such groups, and I have usually been asked to address how to interact most effectively with students with difficult behavior. I am a veteran presenter and have learned to deal with just about every possible glitch in a calm and friendly manner, despite often remaining silently aghast at the surroundings in which I meet with my audience. Even though there has been an increased emphasis on the importance of environmental conditions to the success of a staff development day, it is not uncommon to encounter extremely difficult surroundings. For example, one may experience large numbers of teachers meeting in a poorly ventilated area (the cafeteria), seated tightly together on hard seats with a sound system that either echoes excessively or is barely audible. There may be the last-minute addition of an overhead projector that can barely be seen because it is of poor quality or cannot possibly be viewed by everyone in such a large room. Common interruptions include cell phones ringing or the constant drone of the intercom paging one person or another. Despite the presence of a professional speaker and motivated learners, I sometimes leave these experiences wondering if any meaningful learning could have occurred in this environment plagued with problems.
Working conditions matter! Just as there are limits to the effectiveness of an inspirational speaker in promoting learning among adults when working conditions are poor, there will also be limits to learning responsible behavior by the degree to which students feel welcome. The classroom environment sends subliminal messages to students, telling them how important we think they are. Although the way we arrange our classrooms may vary to reflect our content area and style of teaching, certain characteristics are agreeable in most every educational environment. Most individuals want to hear and see adequately, and feel physically comfortable. When concentration is required, people prefer not to be distracted by unnecessary interruptions. They like to be greeted in a personal way and respected for their opinions. They like a clean, pleasant, well-lighted place that conveys a sense of friendliness.
As you set up your classroom, be guided by what you find welcoming. For example, what makes you shop in certain stores? How do the employees treat you while you are in the store? Are they friendly, or do they ignore you? Does it depend, and what does it depend upon? What is the lighting like? Is there music in the background? Are the walls plain or decorated? What is the quality of the merchandise? Are you allowed to handle things, or are you even encouraged to handle things? Do you have to wait very long for assistance or is the service accommodating?
How do the characteristics above relate to your classroom? Which aspects do you believe you can arrange that would be conducive to the learning that needs to go on in the classroom? Most people learn best when they like being where they are.
LET “TLC” BE YOUR GUIDE
The usual definition of TLC has been adapted by Kindlon (2003) to mean time, limits, and caring. Although Kindlon provides this advice to parents, the same applies to educators: To be successful with your students, be guided by these three basics of TLC. The time element is very difficult during an era in which we are too often expected to be everything to everyone. The mantra of our time is to meet disparate student needs while making sure that they all achieve high standards. While time is at a premium, it is the greatest gift that we can offer our students. The gift is an extra moment to say hello, offer a high five, or provide help without being asked. The gift is taking that extra moment to recognize and acknowledge when a student seems troubled or to acknowledge when a troubling student has been behaving. A high-school teacher at a recent seminar shared her “2 × 180 strategy.” She acknowledges each student for at least 2 seconds every day during the course of the 180-day school year (see page 33). Limits require that we establish a safe, predictable classroom structure complete with the routines and procedures associated with academic success. Limits are based on the values that are needed for learning to flourish. These include safety, respect, compassion, and responsibility. Finally, caring requires that we put a higher value on the students we teach than on the content they are expected to learn. Caring is best conveyed by noticing students on a regular basis. This can be as simple as saying, “I notice you have a red shirt on today.” Each day, complete the following simple sentence with each of your students as they are arriving, departing, or during class: “(Student’s name), I notice that you …”
A community sense of TLC develops when