Behavior
Rather than set up a whole-class behavior system before meeting students, we:
In my experience teaching, those four things lead to an environment that does not need constant punishments and rewards for students to be safe, learn, and have fun. I am a strong believer that WHY students do things are just as important (or more) than HOW. I have high expectations for all of my students and expect their best every day. I want students to be successful because they are engaged in the learning process rather than "so they don't get in trouble". This is my way of establishing life-long learning. Otherwise, as soon as punishments and rewards are gone, so are the learning habits and good behavior.
Are there ever exceptions?
Absolutely! Every child is different. If a student is struggling with behavior, my hope is that we can work together to come up with a plan catered to his or her individual needs.
Want to learn more about the psychology?
Read this article by Alfie Kohn to learn more about the Risk of Rewards (and punishments!) Here are some highlights:
"The implications of this analysis and these data are troubling. If the question is “Do rewards motivate students?”, the answer is, “Absolutely: they motivate students to get rewards.” Unfortunately, that sort of motivation often comes at the expense of interest in, and excellence at, whatever they are doing. What is required, then, is nothing short of a transformation of our schools.
First, classroom management programs that rely on rewards and consequences ought to be avoided by any educator who wants students to take responsibility for their own (and others’) behavior–and by any educator who places internalization of positive values ahead of mindless obedience. The alternative to bribes and threats is to work toward creating a caring community whose members solve problems collaboratively and decide together how they want their classroom to be (DeVries & Zan, 1994; Solomon et al., 1992).
...In short, good values have to be grown from the inside out. Attempts to short-circuit this process by dangling rewards in front of children are at best ineffective, and at worst counterproductive. Children are likely to become enthusiastic, lifelong learners as a result of being provided with an engaging curriculum; a safe, caring community in which to discover and create; and a significant degree of choice about what (and how and why) they are learning. Rewards–like punishments–are unnecessary when these things are present, and are ultimately destructive in any case."
Morning Meetings
Every morning, students will begin the day by gathering as a class at the carpet for about 15 minutes. It will begin with every student being greeted by their name in a fun way. Next, there is an opportunity for students to share about what is going on in their lives. After that, we will do a group activity together that builds community. Finally, we will end by reading a "morning message" that I wrote for them for the day. Why we have morning meetings:
- Build strong personal relationships
- Have clear expectations for procedures and routines
- Engage in purposeful learning where students understand the WHY
- Establish a respectful classroom environment
In my experience teaching, those four things lead to an environment that does not need constant punishments and rewards for students to be safe, learn, and have fun. I am a strong believer that WHY students do things are just as important (or more) than HOW. I have high expectations for all of my students and expect their best every day. I want students to be successful because they are engaged in the learning process rather than "so they don't get in trouble". This is my way of establishing life-long learning. Otherwise, as soon as punishments and rewards are gone, so are the learning habits and good behavior.
Are there ever exceptions?
Absolutely! Every child is different. If a student is struggling with behavior, my hope is that we can work together to come up with a plan catered to his or her individual needs.
Want to learn more about the psychology?
Read this article by Alfie Kohn to learn more about the Risk of Rewards (and punishments!) Here are some highlights:
"The implications of this analysis and these data are troubling. If the question is “Do rewards motivate students?”, the answer is, “Absolutely: they motivate students to get rewards.” Unfortunately, that sort of motivation often comes at the expense of interest in, and excellence at, whatever they are doing. What is required, then, is nothing short of a transformation of our schools.
First, classroom management programs that rely on rewards and consequences ought to be avoided by any educator who wants students to take responsibility for their own (and others’) behavior–and by any educator who places internalization of positive values ahead of mindless obedience. The alternative to bribes and threats is to work toward creating a caring community whose members solve problems collaboratively and decide together how they want their classroom to be (DeVries & Zan, 1994; Solomon et al., 1992).
...In short, good values have to be grown from the inside out. Attempts to short-circuit this process by dangling rewards in front of children are at best ineffective, and at worst counterproductive. Children are likely to become enthusiastic, lifelong learners as a result of being provided with an engaging curriculum; a safe, caring community in which to discover and create; and a significant degree of choice about what (and how and why) they are learning. Rewards–like punishments–are unnecessary when these things are present, and are ultimately destructive in any case."
Morning Meetings
Every morning, students will begin the day by gathering as a class at the carpet for about 15 minutes. It will begin with every student being greeted by their name in a fun way. Next, there is an opportunity for students to share about what is going on in their lives. After that, we will do a group activity together that builds community. Finally, we will end by reading a "morning message" that I wrote for them for the day. Why we have morning meetings:
- Social and emotional curriculum is as important as academic curriculum
- Morning Meeting allows teachers to better understand how students learn
- Great cognitive growth occurs through social interaction
- The social and emotional skills of cooperation, assertiveness, responsibility, empathy, and self-control are essential to academic and social success.
- It creates a better understanding of our children in the community they come from.