Chapter Thirteen

Going into my first job, I am going to be very nervous about what my legal liabilities are. Hopefully, I will be informed of these prior to getting my own classroom, but after reading this chapter, it sounds like most teachers aren't. Even during student teaching I was shocked when I thought I was doing what was best for the student only to find the parent storming into the school for an argument over what happened. My cooperating teacher made sure to tell me to document every problem situation with this student, but I realized that in the craziness of the day, it can be hard to remember to do that sometimes.

I really liked his analogy with the huge amount of detentions being related to a doctor continuing to give a pill because it's the one he knows the most about and it had worked for some patients in the past. As a teacher, it is important to know when a new method is needed.

This chapter was very informative. A lot of these things may seem like common sense, but it is amazing how many situations can catch you off guard!

Chapter Twelve

I have to say I agree with his three styles of teaching. Unfortunately, I must admit that I am working my way out of the helicopter stage and hopefully into a consultant teaching style. :) Looking back, it was not because I didn't know about the ways of being a "consultant" teacher. I've always wanted to have those traits, but student teaching came as such a shock, this is ultimately how I dealt with it. I definitely wish I could start over again, but now I can just work hard to start my first job using all of these traits.

The story about the cognitively impaired student who spilled her food showed a very strong point. It is so frustrating when students mess up, but the only way they will learn is to experience dealing with it. This chapter also gave me several ideas for how to give students choices. I'm always looking for ways to do this, but I need to be particularly careful with what choices I give because I have a class full of students looking for the easiest and fastest way out of every assignment!

Chapter Eleven

A part that stood out to me in this chapter was when he discussed how we process questions. During our meeting with the state department, he told us that the biggest mistake most teachers make is not giving enough time for students to really process a question. Maybe this is why teachers tend to ask easier questions. They want quick answers so they can keep on moving, but it would be more beneficial to the students to have time to think through a complex question.

I especially liked the last little paragraph in this chapter telling us to share with our students that we are learning to teach through questions. It says to encourage students to help develop a plan for learning. I always think that the more the students get involved the more they will learn and get excited about learning!

Chapter Ten

I was a little scared to continue reading chapter ten when it stated that pain must come before change can occur. But I learned that this really is the best way to learn from a situation. I learned this from a speeding ticket as well. After receiving the ticket, I felt sick to my stomach and full of regrets. Needless to say, I have been cautious about my speed ever since.

I like how they broke it up into four components (There is a problem, identify the problem, show empathy, and offer a positive relationship message). This makes sense to me. It seems simple and effective. Also, it really clicked when they stated the difference between a consequence and a punishment. I like the idea of getting the student involved in the consequence, but often it seems like they would suggest a punishment instead of a related consequence because that's what they're used to. That just seems to be easier to think of.

Chapter Nine

It completely hit home when I read the first paragraph of chapter nine. I am realizing now that during all my studies at Finlandia, I never really learned how to be teacher. We jump into this unknown world without any knowledge of grading, discipline, or other issues teachers deal with on a daily basis. Maybe it's because there is no right answer, but I don't understand why there is so little education on classroom management. Without it, it's impossible to teach and this is what burns out teachers.

A quote that really grabbed my attention was " Control is like love. The more you give away, the more you get in return." In the beginning of teaching, you feel like you need control over your students, but in actuality, you realy just want their cooperation. And I think the students can sense the difference.

I really like the idea of giving choices. I know it has many benefits, but I am still struggling with how I can fit them in every day. I can see this working really well with my class who is used to constantly hearing what they must do. Clearly their behaviors and work value show that this is having a strong negative effect on them. But so many lessons just seem cut and dry.

Chapter Eight

This was a very interesting chapter for me. It is very true that children are rapidly losing a self-concept, but if the reason is because of a lack of support from extended family and the community, it seems like a hopeless case. I definitely see parents trying to shelter their children from frustration and consequences.

I have a student who is always avoiding work and then gets angry when he has to take work home or miss fun activities because he has to finish work. My cooperating teacher has sent home several notes and made calls to the parent who simply says he's the same way at home and nothing comes back finished. It's extremely frustrating when you don't have the parent's support.

It's sad to see kids give up so easily. They are always groaning about assignments and spend more time thinking up ways to get out of work than actually doing it, therefore making more work for themselves. Or they end up doing it so fast and getting a bunch wrong and end up having to redo it anyway! I wish they would take more pride in their work.