I'm reading the new publication from ASCD (Association for Supervision and Curriculum Development)and it states that we know everything we need to know to dramatically increase learning in our nation's classrooms. Following a basic formula of 1)telling the students what you are about to teach to them...telling them what they are suppose to get out it 2) teach it to them 3) assess if they got it [give them some worksheet/activity/discussion that will demonstrate if they grasp the concept 4)tell them what they just learned. EASY. Yet, somehow, the majority of teachers aren't doing this. Absolutely amazing. Classroom management has similar simple steps, that if followed, create an amicable classroom. Teach the rules (only rules you are going to enforce), state the consequences, (wait for a student to break a rule....they will, if only to see if it's really a rule) and enforce the consequence promised. REPEAT as necessary. (And sometimes, that's a lot.) It seems to me parenting is very similar. Decide what you want from your child concerning behavior. Tell and teach the child those expectations. Tell them the consequences for failure to reach those expectations and then dole out the consequences (or allow those natural consequences to role in). REPEAT as necessary (and for some children those natural consequences have to get pretty high before they say..."Okay I'll comply"). But it is the consistency and clarity that make the difference. The broken record syndrome is the best tool of a teacher or parent. Too many teachers and parents allow the child/student to wear them down and finally give in because the parent/teacher is so tired. It's less tiring if you don't argue or cajole, etc, just repeat the rule and consequence...broken record [maybe that's the problem...no one knows what a broken record is since we don't have records anymore].
I work with teachers often and I find that they love the flashy, fun activities. But when I asked, "What are you teaching?" they can't answer. Trust me, students have enough flash for flash's sake. And there is nothing wrong with flashy and fun IF it has a point AND the student knows what the point is. Off the soapbox (at least temporarily).
I'm at work now, getting ready to head home where my Singer and Imp need the broken record syndrome. They are not being bad, or anything even extraordinarily provoking (nothing worth writing about at any rate). They are being children and they need to be told the rules and feel the consequences. And while their behavior can be irritating...It's their job to be like that and mine to shape them into responsible adults.
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