Throw+up+Response+wiki

media type="custom" key="11521952" part of the picture to address before the teaching and learning. That is the relationship stuff I mean. Well actually they are so closely linked. I am guilty of dangling the carrot and of poor classroom management but I do believe that Alfie Khon has hit the nail on the head. I certainly do not believe in rewards and punishments anymore and have seen first hand how the "walking along side" approach is the only way to go. I do believe if we get the tasks right the debate over punishments will not be needed. Working with kids rather than doing things to them is key! To work with kids we need to walk alongside them, showing interest in their talents and passions. This will aide them in being self motivated to do the right thing and reciprocate the respect. I think we also need to be patient as it is a big shift for the kids.I would like to share my Mitchell Reid story from Friday with you about what motivates him to learn. || Current forms of discipline offer an assortment of tricks to make kids comply. Discipline is not the problem it is the solution. The problem is not the kids it is the curriculum we throw at them. The whole field of classroom management amounts to techniques for manipulating student behaviour. This makes an assumption that it is the student that is the problem. We need to look at the climate of the classroom we have created. Threats and bribes only buy short term change not a commitment towards positive values by the child. Children learn to make good choices by having the chance to choose, not by following directions. Moving away from consequences and rewards is the best way to create good learners. || Discipline || "If choice is related to interest, and interest is related to achievement, then it’s not much of a stretch to suggest that the learning environments in which kids get to make decisions about what they’re doing are likely to be the most effective, all else being equal". I don't think there are any revelations in the text but I do question why we don't attend to our true beliefs, if these were to be them. I think we are afraid to let go and afraid to leave ourselves vulnerable to the wolves like the few parents that upset us this week. We are probably scared of taking the risk as well, in case we stumble along the way. The more research I read like this article the more I feel empowered and excited about standing up for what we believe in, even if there is short term pain. We need to take the risk, we owe it to the kids. I think if we can really let go and create a reciprocal relationship with the kids and put them in charge then the possibilities are very exciting. I know I have moved along way across the continuim since I started teaching. One thing I have never deviated from though is the fundamental belief that kids need to feel known and cared about. Adhering to these obvious truths can only strengthen that belief. I just love the BGUTI principle. || There are 10 obvious truths that should not be ignored. 1. Much of the material students are required to memorize is soon forgotten. 2..Just knowing a lot of facts does not mean you are smart. 3.Students are more likely to learn what they find interesting. 4. Students are less interested in what they are forced to do and more enthusiastic when they have some say. 5.Just because x raises standardised test scores does not mean x should be done. 6. Students are more likely to succeed in a place where they fell known and cared about. 7. We want children to develop in many ways not just academically. 8. Just because a lesson is harder does not mean t is better. 9. Kids aren't just short adults. 10. Substance matters more than labels. || Duh || I think we have done well with the rewards/consequences in the Learning Centre. The students haven't been seeking any 'rewards' and I think that they are seeing for themselves that feedback during student conferences is what they need. I have only had about two students ask why they don't get merit certificates anymore. || - Maybe when a student is off task, the right question to ask isn't "How do I get him back on?" but "What's the task?" - To help kids engage in such reflection, we have to work //with// them rather than doing things //to// them. We have to bring them in on the process of making decisions about their learning and their lives together in the classroom. Children learn to make good choices by having the chance to choose, not by following directions. || Discipline || I think we've all taught students that are great at knowing the facts, but when asked to think outside the square they are unable. This article is a great one just to have the 10 tips nearby so that we can refer back to them - we know these things but sometimes we just get caught up in everything else and the curriculum and don't make good choices about what we are doing. || As above with Jacquis - the 10 points || Duh ||
 * Name: || Response to text || What text says || Text cited: Discipline, Duh or Almost ||
 * Jacqui || I think it is a great piece of text and it is probably the most important
 * Jacqui || I think it is a great piece of text and it is probably the most important
 * Jacqui || Not sure where to start so I will start with one of the most important phrase for me.
 * Sherie || This is becoming more and more apparent in the Learning Centre that if the kids are engaged with their tasks that behavioural issues are lessened. We need to be looking at tasks where the student is creating rather than us creating. We need to be there as their guides.
 * Sherie || Getting students to memorise facts - it's all about that old proverb - Give a man a fish........ If we help our students create tasks that are meaningful they will absorb the information, not memorise.
 * Sherie || I think that I need to really reflect at the end of the day/session/discussion to question why I have done things the way I have or dealt with things the way I did - I really like this ladies questions for herself>>>

It is an interesting comment that some teachers believe that if they could get rid of a particular student life would be easier. That is never going to happen - we are always going to have students that are 'problems'. We need to think of ways to assist these students in the Learning Centre which goes back to one of the earlier articles. || If a child starts to act up, I have learned to ask myself: “How have I failed this child? What is it about this lesson that is leaving her outside the learning? How can I adapt my plan to engage this child?” I stopped blaming my children

Many teachers believe that everything would be perfect if only they could get rid of a particular student who is always causing trouble. || Almost ||