Feb 23 2008
Oakes & Lipton Chapter 7: Classroom Management: Caring, Respectful, & Democratic Relationships
Well, there was a lot about this chapter that seemed familiar to me. Maybe it was because as I was reading, I thought about what kinds of classrooms that I spent my time in. As an elementary student, I do remember the Assertive Discipline approach. I remember reading that I could get my name on the board and a check meant time out at PE. I remember that four checks meant that you went to the Principal’s office. However, the principal also was allowed to paddle. I remember thinking that I would do anything to avoid that. But, I had also had many conversations from my parents that if I got sent to the Principal’s office, the punishment would be so much worse when I got home. I knew what that meant. That pretty much stayed with me through high school. I also remember boys being willing to take a paddling from the assistant principal in order to avoid getting suspended.
However, when I started my undergraduate degree at Alabama, I remember hearing the phrase “Withitness” all the time. It was a trait that all good teachers had. The ability to have eyes in the back of your head. So, when I left my degree program, that’s what I thought I should do. However, I quickly realized that “withitness” helps, but that isn’t all you need to succeed in quality classroom management in the classroom. When I started teaching in Cobb County nine years ago this month, I was hired as a Boystown Model Replacement Teacher. I was a glorified substitute. However, I was trained in the Boystown behavioral model. This was what I think back on, still a way to socialize students to act in a manner that was “appropriate” for schools. It involved teaching students how to get the teacher’s attention, how to disagree appropriately, how to introduce yourself, as well as many others. I was glad to have a framework when I first started teaching, however, it wasn’t a very flexible model. It did involve rewards and extras for students who really struggled. Looking back, I would put it in with many of the early models that I read about in this chapter.
Then, I went on to read about Jane Addams’s settlement houses. I wonder if we are going back towards that in a way. Some of our students participate in the dental program where they bring a RV and perform dental services to the kids there at our school. I kind of like the idea. It allows the kids to get the services they need without imposing on the parents to get off from work and doesn’t take too long away from instruction. I kind of wish that doctors or optometrists could come occasionally for the same kinds of things. They could get their eyes checked and get immunizations done at school. I wonder if this is what Universal Healthcare would look like. I know there are some schools that have even more services available. But, how does this really impact classroom management? I’m not real sure.
I liked the part on page 269 in discussing caring teachers. They talked about a study done with a homeless population at a school. They explained that many students were hostile, aggressive, and distrustful. They go on to explain that the way to counteract that is to consistently offer your help. It is also important to express your belief that these children are worthy of your affection. They went on to talk about the Resistance theory. I have clearly seen these kinds of behaviors from a student that I have worked with this year. He has been homeless for a time. His Dad is in prison and the former school told us that the Mom was on drugs. I don’t know that…I just know that I have never met her. I have spoken on the phone with her once. She knows that her son is angry and aggressive. We began to think that it was because his sister who has a different father gets to see her father on a regular basis. I thought I would be helpful and encourage him to write a note to dad. So, while he and I were working on his reading and writing, we would also work on composing a letter to his dad. We found out his address at the correctional facility and after getting permission from mom, we mailed it off. After a couple of weeks, he asked whether we had gotten anything from his dad. Nothing has returned. His behavior has gotten steadily worse. He no longer practices his reading at school or at home. He says they have moved into an apartment and have new furniture. But, now, he is a lot more oppositional. He stomps his feet, screams, and just won’t work. I have tried to maintain the caring respectful, relationship; but I no longer meet with him on a daily basis either. Because he just refuses to work sometimes, I’m not really sure how to proceed. I know that I need to continue to offer my help. I also think I need to continue to express my belief in him and his work. But, I also think I will need to occasionally meet with him individually to try and get past the “resistence”. It may be caused for another reason than I know. I know that it is hard to establish a willingness to try hard when it seems hard to believe that the circumstances will change. But, if this child maintains his stubborness, he can achieve anything he wants. I just have to get him to believe that…
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Jacqueline, it sounds like you have quite a challenge in this little boy. Someone told me once that all human behavior has a reason. It might be hard to see the reason, but it’s there for that individual. I have taught children with that kind of extreme behavior. At least, I’ve tried to teach them! I’ve made home visits and even spent time on Saturdays with them, but until they feel wanted by the most important people in their lives, they can’t seem to concentrate on learning. All of the classroom management plans work for the majority of students, but there are always those “frequent fliers” who spend time in the office because of misbehavior. They need individual help that often goes beyond the expertise of a classroom teacher. It’s another one of our challenges that can never be measured by a standardized test!