Module 21: Communicating Appropriate Levels of Guidance and Control (pgs. 261-271)
Please share examples from your experiences on how you:
- Consistently enforce positive and negative consequences
- Project a sense of emotional objectivity
- Maintain a cool exterior
Question 8-Module 21
ReplyDeleteAfter making sure I have articulated clear procedures and expectations, someone will test me. I have to make sure I am always consistent and fair. An example of this is when the exemplar student that always turns work in on time forgets to do so. They may even have the work completed in their desk or backpack but forgot to turn it in on time. It would be easy for me to say, "Just give it to me", but that would be a horrible precedent to set. I still write their parent a note and the grade is lowered. They additionally owe me 10 minutes after school. All the other students observe this and then know I am fair and objective. I let the student know that it is fine to make mistakes.
When a student makes a mistake, I try to use the reframing technique. This means that I give them the benefit of doubt about the mistake. When correcting students I try to speak calmly and respectfully while making direct eye contact. I am conscious if it is a big mistake to not move too close or raise my voice. this can escalate the problem.
Consistently enforce positive and negative consequences - Okay I am a softy at times and I have to keep myself in check that the consequence meets the behavior. Whether is is a negative or positive consequence. Consistency is key when building the relationships with students like we talked in a previous design question.
ReplyDeleteYes, being consistent is key and also difficult at times---but sooo important! I like the idea of taking time for daily self-reflections to check on how I provided positive and negative consequences throughout the day. This also includes for me-3 positives to 1 negative. Whew! That can be hard! Maintaining a cool exterior is important, too. And keeping my voice calm. I also like the suggestion of things to think about when there is a student who I might react negatively to. I don't like to approach students this way and when it does happen, I need to process why I do it so I can change my behavior.
ReplyDeleteSetting up procedures and rules right out of the gate sets the tone for the beginning of the year. Consistently enforcing them and being fair across the board sets the tone for the year. I relate this back to having respect. Students will push the boundaries, it's what lets them know what's okay and what's too far by their radar. I know teachers who have "favorites" and they get away with murder. I've been in classes or groups where I'm not a "favorite" and I lose respect for the teacher or leader. It's not easy at times, but I do my absolute best to make sure that no matter what student it is they all have the same consequence. And it goes for the positive reinforcements as well. If there is going to be one sort of reward for one student, it needs to be the same for all others.
ReplyDeleteI've had students where I've had to let them go back to their work and I do the calm down countdown in my head before addressing them. I find that if you're consistent then those tough conversations go easier because you have that to fall back on. "This is what's going to happen because you did this."