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robertogreco : agreement   2

Connections, Not Consequences | Edutopia
"Consider the answers to these questions: Does my teacher. . .

• Know what I'm afraid of?
• Know what I'm proud of?
• Know what I'm anxious to talk about?
• Recognize my interests, dreams and disappointments?
• Openly share who he or she is?
• Know me?

If not, we're viewed as someone trying to wield power, and we become yet another enemy to be resisted."



"Make it a daily priority to:

• Greet tough kids in a friendly way: "Good to see you."
• Get to know how they are outside of class: "What do you like to do when you aren't in school?"
• Learn about their hopes: "If you could spend more time with someone, who would it be?"
• Learn about their dreams: "When I was a kid, I remember wanting to be a fireman. What about you?"
• Share your own story of successes and failures.

Even with all of this, most kids will continue to visit their old behaviors as they are acquiring new ones. So expect backsliding, and when it occurs, view it as a sign that positive changes are beginning to take hold."



"Good discipline should be a trigger for reflection and insight, not an action that results solely in pain or pleasure. In his book The Village Way, Chaim Peri speaks of the DNA of effective discipline -- meaningful punishment as a process of dialogue, negotiation, and agreement (DNA). While the following approach to promote an apology is more time-consuming, it's also more likely to promote empathy and insight:
Matthew, how do you feel when someone says nasty, hurtful things to you? What would you want that person to say or do that might make you feel better? I know I'd feel upset and maybe mad, and I'd want someone to apologize and really mean it. Unless you can think of a different way to make things better, I think a good start would be apologizing to Briana for the hurt you caused. I also wonder if moving your card from green to yellow would help you remember not to say that again. What do you think?

Initiating this kind of dialogue with a youngster who breaks rules requires that we share how the behavior is problematic for us, others, or the student. This affords the student an opportunity to explore other ways of getting his needs met. It's an opportunity to let him see you as someone who sets limits, yet can also share the personal experience of remembering when adults set limits for you. By doing this, you encourage input from and possible negotiation with the student, leading to agreement."
classideas  discipline  consequences  2016  dialog  negotiation  agreement  listening 
june 2017 by robertogreco
Why KIPP works « Re-educate
"There’s very little of the progressive education theory that I support, but their success is undeniable. I think this is why: before enrolling a student, a teacher or principal will go to their home to visit with the family. The KIPP program is explained in detail, & the family members must sign a contract stating they will do everything in their power to help the child go to college...success is grounded in an agreement: This is what we do. If it’s not for you, then don’t sign up...& this is the great failure of traditional education. There’s no agreement, no contract. Students are told what to do & where to go, & because they don’t perceive that they have a choice, it feels oppressive...That’s what school is like for a lot of kids. If you look at it that way, KIPP schools are very progressive. They start with the basic principle of allowing students to choose how they’re going to learn."
kipp  progressive  agreement  compulsory  learning  education  force  choice  success  schools  schooling  tcsnmy 
january 2010 by robertogreco

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