Theory to Practice and Vice Versa

It has always surprised me that many teachers only want to attend professional development opportunities where they can learn practices they can implement on Monday. They don't seem to have much interest in the theory--the why. This could be one explanation as to why there is such a strong disconnect between university professors/researchers and practitioners.

Effective teachers seem to be able to cross this divide. They use generalized principles that they learn from research done by researchers about what constitutes good teaching and learning for the student population in their classrooms to develop classroom practices. They also reflect on other practices they implement to see if generalized principles support those practices. Part of this reflection may include teacher action research projects and/or keeping a reflective journal that they then can share with a university professor/researcher or publish in an academic journal.

When teachers participate in this kind of learning they will experience continued professional growth resulting in better teaching and student learning.

Student Learning--Highest Priority

The highest priority and ultimate value for teachers who make a difference is student learning. They always choose the children over the system. It means they use texts to help them teach rather than allowing texts to use them. They understand it's a great idea to use a variety of texts rather than be tied to a classroom set of one text. Plus, teaching methods which have proven to be effective such as the Project Method and Thematic Teaching require more indepth study than one text would provide. By focusing on student learning teachers teach and students learn rather than just "cover" the curriculum.

Bridging the Mainstream Culture and the Home Culture

In order to be successful students need to learn the "power codes" of society--the mainstream culture BUT the culture of the home should serve as a foundation rather an obstable to be overcome. The two need to be bridged:

• Incorporate the students' languages, cultures, and daily experiences into the academic and social context of schooling AND
• Explicitly teach the school's (and society's) codes and customs

To better understand how to do the first, educators can make home visits, confer with community members, talk with parents, consult with minority educators, and observe children in and out of school.

A Few Other Tips About Discipline

Dr. William Glasser in his book Quality School gives some thoughts about discipline that would be wise to remember:

• It's always what we want at the time--survival, love/belonging, freedom/choice, power, fun-- that causes our behavior. That which we get from the outside--threats or rewards--is only information.
• Kicking students out of class or school does not deal with the basic problem or achieve what needs to happen which is getting them involved in quality learning.
• It's best to deal with disruptive students without notifying parents. We should strive to only contact parents to tell them positive things.
• When there is a problem with a student or students don't waste time trying to find fault or blame. It doesn't really matter.
• When confronted with a disruptive student, don't threaten, get angry, or sulk and take it personally.
• Stay calm when dealing with a disruptive student so as not to focus on what the student said or did no matter how out of order.

These tips are easier said than done but they are all worth incorporating the best we can...and our best will keep getting better.

More Thoughts on Discipline

Too often we continue to use a response to undersirable behavior that isn't working. For instance, some things that probably aren't producing desired behavior are suspensions for a specified number of tardies or a payment of $5 for being out of uniform a specified number of times or changing one's color card for a rule infraction. Brian Mendler, a national behavior mangagement expert, suggests a different approach.

He suggests that if we value something, we can grade it. For example, if you value students being on time then give each student an A who is on time--seated and ready to work. Ten A's in a row equals a 100% quiz grade. This idea could be applied to anything else you might value such as observing the dress code or being courteous. In other words, you are noticing the behavior you do want. As Brian mentions this might also be a way for a student who struggles in class to get an A for once.

To receive Brian's monthly newletter or arrange for him to do a presentation contact jon.crabbe@disciplineassociates.com at the Teacher Learning Center. Brian also authored the book Taming of the Crew which I highly recommend.

A Word About Discipline

Discipline problems are rare and infrequent in classrooms and schools that serve all children well. If there are a number of discipline problems it is time for adults to see it as a problem with the system, not a student problem. A discipline problem is evidence that something isn't working. In other words, the cause for the behavior--not the symptom-- must be what is addressed.

When a child does misbehave the focus should be on what is creating the problem rather trying to find the best punishment. After all, punishment doesn't work! And because the motivation for a misbehavior is different for each child, the response must be equitable and fair rather than equal.

When a student is being disciplined--separated from other students in the classroom, sent to the principal, or suspended--learning is not taking place for that student. This will obviously have an effect on the student's academic achievement.

Proactive disciplinarians establish strong and powerfully reinforced expectations of appropriate conduct. When teachers combine this with interesting learning activities and caring relationships with each students, they won't have to waste learning time disciplining. Therefore, teachers will ask "How can I involve them?" rather than "How can I control them?"

Avoiding Teacher Burnout

A sure way method to avoid teacher burnout is hard work. Working hard can be energizing IF the work is helping to fulfill one's higher calling or commitment. When teachers are working together as a team and experiencing success they are willing to do whatever is required even if it means teaching Saturday morning classes and/or doing before or after school tutoring--even when there are no funds to pay them!

So what needs to be done?

• Teachers need to view their work as a calling.
• Teachers need to align themselves with a school that has a compelling vision/mission that matches their personal vision/mission.
• Teachers need to have opportunities to collaborate and to work as a team to achieve the vision/mission.
• Teachers and their students need to have successes they can celebrate because success breeds success.

Teachers who are able to meet these four criteria will be better able to confront those external factors that result in burnout because of the stress they cause.