Clearly I am spending my time with some real professionals. The presentations were well constructed and your responses to the discussion prompts brought out some productive ideas. Let's continue:
1. Many people, when first learning about the Canter model, have the reation that it is too strongly controlling of student behavior. Marry this to the reality that more and more classrooms are becoming technology ready for the first generation of students coming to age in the age of information and rapid technological shift. In other words, kids have access to laptops, cameras and smartboards and they are learning through these tools and various media texts. Does Canter's model fit with these educational and social trends? Click on the below link and view this clip from a recent Frontline...click on view program, view the second clip
http://www.pbs.org/wgbh/pages/frontline/kidsonline/ to compliment your response.
2. How does one arrive at and maintain the condition of being both assertive and yet approachable, caring, and engaging.
3. How do feel about rewards in the classroom for good behavior? Canter is big on this.
Wednesday, July 30, 2008
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19 comments:
I think Canter's model can fit in with the changing educational and social trends. However, it is up to the teacher to make sure this happens. After watching the video, several things came to mind. First of all, there are many teachers who feel unable or unwilling to embrace the changing times and adjust the management style in their classroom. On the other hand, there are teachers who try to meet the kids where they are and infuse technology as much as they can into their lessons, as shown in the video. I attended a technology conference and learned of many ways to actually allow the kids to use iPods, their phones, etc. and incorporate it into the lesson. To do this, there MUST be a mutual trust and respect established in the classroom. I think it would take more work on the teacher's part to integrate new teaching methods such as these, but I think the kids would really appreciate it and enjoy a new way of learning (that matches their lifestyle). One other comment that I'd like to make after watching this was how true it is how so little is private anymore. Our kids hide nothing... and there is even an invasion of our own privacy as teachers. This year I had some girls videotape me teaching a part of a lesson because they thought I was being funny. I couldn't believe they thought this was: 1. ok to do and 2. tell me about it and think I wouldn't care. Obviously, there are many issues with technology... how far will we go? But, I think we can embrace a lot of it and try to use it to enhance our teaching in such a way that would help with behavior.
I think Canters model would be tough to incorpoate the calm atmosphere with a non stressful enviornment and meet both the teachers and students needs. I am sure for many of us it would involve a lot of traning.
In viewing the Frontline video I felt like the English teacher that wants to keep many things traditional. At this time, in my Art class, I want the students to challenge their imagination to create something that represents their thoughts and feelings with traditional methods, materials, and techniques. I know that there are many new areas to be explored, but in my position I do not see these as viable options at this time. I have requested additional computers in my room but it never seems to fit the budget. In this respect I am sure that many students in my class have much more advanced equipment at their finger tips every night at home.
In thinking about the students in the frontline piece, is it any wonder why students have trouble reacting to each other in a classroom situation when on many occasions they exist in a fantasy world on their computers at night.
I don't see why Canter's model would not work in a classroom full of technology. When used well, technology is a classroom enhancement, not a disruption or distraction. Students have the right to be educated in a way that fosters their best interests. Their interests are largely in anything that is technology related. We need to model respectful usage of technology in the classroom. At my elementary level, we have oodles of technology in the library. However, the children's skills and abilities limit their successful use of the library technology. Even the third graders, my highest level, are very poor spellers and keyboarders. I want them to use technology but not get frustrated. I have created library related Smartboard activities that only need the ability to touch and drag. I constantly model the use of technology which is very much a part of the library curriculum since we have an online catalog. For fun, I put out old technology like typewriters, sliderules, records, etc. Technology is a natural part of the library and the classroom so it must be incorporated into our model for behavior management.
I think arriving and maintaining the condition of being both assertive and yet approachable, caring and engaging can be very difficult for many teachers to achieve. It seems that many teachers are either very approachable or easy to talk to, others may be very caring; always putting the students needs and feelings ahead of everything else, and then there are the the assertive and structured teachers. Building a sense of mutual trust respect in the classroom is very important when trying to achieve this condition. This is something that may take a little bot of time to establish, so patience is needed. When you establish a discipline plan for your classroom which gives the students structure and lets the students know where the boundaries are helps with the trust and respect aspect. However, establishing the rules aren't enough it's the consistant enforcement of the rules which is the important thing. When the students know you are consistant with everyone and do not show favorites this helps build respect and trust. One way I have found to be successful in combining being assertive, approachable, and caring is just talking to your kids like adults. If the students know you are taking an interest in their lives it shows them you care about them as a person and they are not just someone sitting in your room for forty six minutes. I consider myself an assertive teacher and through my actions I also feel I am very approachable and caring towards my students, I just wonder if they see me the same way??
I don't view that there is much of a place for rewards in the classroom. I have no problem giving positive feedback when appropriate, but can't see myself giving out rewards to students for good behavior. Not to sound insensitive, but I feel that should be a parents' job. I also believe that some students would get upset when they do not receive a reward and they feel they are doing everything right as well which may lead to more problems. I'm here to teach and prepare students in some way for their future that is the reward they should be thinking about.
I feel a teacher can be an effectively assertive teacher along with being approachable, caring, and engaging. When students have been "welcomed" into the classroom and feel they are in a calm yet productive learning environment they feel safe. This must be in place for meaningful learning to occur. Getting to know the students beyond the school setting and letting them get to know you beyond school limits creates a feeling of caring. It also helps students feel you are approachable. By getting to really know students' interests in your class you are able to build and tier instruction that is engaging and meaningful for them. Joel Klein (from the Charlie Rose video) agrees with this. He stated that a highly effective teacher needs to care about each student, engage each student, and know the subject matter well. I feel it is also important for me to remain assertive in my classroom. The hierarchy of discipline established in my classroom promotes equity and fairness without favoritism. The rules are agreed upon and posted and the discipline plan in place is set for everyone. No acceptions to this is key. There should be no room for pseudo-compliance. Students are very attuned to justice. When they see that the rules and consequences apply to everyone that promotes another level of mutual respect between them and the teacher.
At times, I feel as though I "missed out" on something. I grew up in the 80s and didn't even use a computer until I was required to by my school district in the late 90s. I envy today's students who are so advanced in thier knowledge of technology that I often turn to them for help when having computer task problems. Reality is: the world is changing and to be an effective teacher, you have to change along with it no matter what your teaching or discipline style is. That does not mean that you throw out your particular style, but instead you need to discover ways to incorporate some facet of technology into your curriculum and management style. I have made an effort in the past few years to change and grow with the times. My health classes do some research on line. I have a WebQuest project that students are required to do in my fitness unit. I also have a teacher web page that students can refer to for important classroom announcements or reminders. Don't misunderstand me. I LIKE structure in my classroom and using the internet can be alittle scary for me, but I also think that it can be carefully implemented into any management style (Canter included)~ just in different degrees.
I do believe the Canter model can fit with changing educational times, but the teachers will have to be on board and accepting that technology is how this generation takes in information. Students will feel supported if the teacher is knowledgable and is comfortable using technology. In fact, they would probably have a lot of repect for such a teacher and a calm environment could be more easily established. Of course the teacher will need to be very assertive in order to keep the students engaged on the assigned task so that they aren't spending time doing something covert as can often happen when using technology. So as long as students are engaged in what they are assigned to be working on with the technology, misbehaviors should be minimal as compared to having them in a classroom with no technology where they have to just listen to someone talking on the subject. I agree whole heartedly with the video that students today have a lot of difficulty focusing and taking the time to think about problems in an environment void of fast images and messages. Boredom results in misbehavior.
I, personally, relate to the teacher in the video who said she felt like a "dinosaur" and that this is not the "educational arena" that she entered into. But, technology is a fact of life and so are students who misbehave, and I think Canter's management approach can be a fit.
I feel that many people confuse the idea of being assertive with being mean. Canter's plan calls for a teacher to be forward with the students in a strictly professional mannor. Especially by the age of 17 or 18 years old, students have and understanding of fareness. When using "Assertive Discipline" teachers must enforce the rules. This is done through both positive and negative reinforcement. He also states that all of the students have agreed on the rules and consequences. Because the students have "chosen" their action and their consequence, this should not detract from thier ability to trust you and come to you as thier teacher. I view myself as an "Assertive Disciplinarian" yet I also feel that i have a great relationship with my students.
To change topics, I am not a big fan of extrinsic rewards in the classroom. I dont give out candy or prizes for good behavior. I Expect good behavior. I explain this to them at the beginning of the year, and for the most part, my students behave pretty well for me. I hear stories of my students behavior in other classes and am pleased at how they behave in my class.
How does one arrive at and maintain the condition of being both assertive and yet approachable, caring, and engaging? This is one of my main goals as a teacher. I am always striving to be firm and in control, yet caring and open to students. When you are too controlling, some students don't like you. When you are too warm and caring, some students will walk all over you and/or cross the line of appropriateness because they see you as more of a friend than a teacher.I am always trying to strike the perfect balance. I have several rules that I constantly enforce in my room: keep your head up, raise your hand to talk, keep chair legs and your legs on floor, ask to leave seat, and some others. But, I also joke with my students, talk to them at my desk during down time, and ask them about their home lives.I have "adopted" several of my girls, and I have taken them for ice cream over the summer. I keep in touch with them to make sure they are OK. One of them confided to me at the end of the year that her dad had hit her. This makes me think that I am at least striking this balance with some students. They listen to me in the room, but they also feel comfortable coming to me for help. I think the main answer to this question is to have rules and enforce them consistently, but to let them know you care about things other than their grades.
#2. I think the word assertive gets a bad rap. In Webster’s dictionary, assertive is defined as “positive or confident in a persistent way”. Canters’ assertive discipline does not appoint the teacher as a rigid, selfish monarch. Their ideal teacher has the ability to maintain a calm, productive classroom environment. They also have the ability to earn students’ cooperation through trust, respect and cooperation. The main focus of this discipline is to maintain an optimal atmosphere where the teacher can teach and the students can learn. The Canters give suggestions for earning trust and respect “greet students by name with a smile, acknowledge birthdays, learn about students’ interests and what motivates them, and chat with students individually in and out of the classroom.” (p. 37). A teacher that follows through with these suggestions would most certainly be perceived by their students as approachable, caring and engaging. The assertive teacher can also be democratic. In the last paragraph about assertive discipline there is a suggestion to discuss classroom behavior in a class meeting where student would give suggestions for rules. Assertive discipline involves getting to know your students, establishing rules, educating students on the rules and consequences and consistently enforcing the rules by adhering to the consequences. “Assertive teachers are not harsh taskmasters” (p. 36).
Rewards in the classroom for good behavior seem to be a double-edge sword. On the one hand, they can provide positive encouragement that reinforces appropriate behaviors. When used effectively, rewards for good behavior can lead to a more productive classroom. On the other hand, however, a student's motivation to be good may become extrinsic instead of intrinsic. If a student merely behaves because it will mean a movie day at the end of the marking period, he or she may always come to expect something just for behaving. I think most teachers would prefer to develop students who are intrinsically motivated to be good and do well. The expectation should be for students to behave all the time. Providing rewards for good behavior could be viewed as wasted effort and energy because is should never have been a variable in the beginning. The more valuable part of the Canter system seems to be the assertive discipline aspect. This approach clearly directs and redirects the students when necessary to make the classroom environment calm and productive.
I don't think that Canter's model is in any way incompatible with using technology in the classroom. I think it would actually be a way to approach doing so. His model also asserts that teachers have a right to teach as they see best. This would mean that a teacher who does not believe using technology is effective is just as correct as a teacher who thinks technology in the classroom is important. One issue we face is the fact that not all schools can afford this kind of technology
As far as rewards being used in the classroom, I personally do not believe in them. I feel that most of what I expect of students is just what should be done. It shouldn't be something they get a prize for doing. I don't get prizes at my job for doing what is expected of me. Rewards teach students to do what is right because they will get something out of it instead of just doing something because it is the right thing to do. I think that is the wrong message to send to kids.
In reading the responses of others, one point that stood out to me was in Tom's response. He said that one the the most effective methods of building trust and respect with students is by treating them like adults, and talking to them like adults. As high school teachers, we must understand that although our students are by no means and adult, they feel that they are and they want to be treated like they are. (or at least in some aspects) By approaching and discussing matters with students like they are adult, it displays your respect and trust in them, which helps build their trust and respect in you. This in turn helps them to know that you do care about them, and want them to succeed. I think that this is an extremely effective method for high school students but obviously would not work well with junior high of elementary students.
Another factor brought up my many is the theme of consistancy. By being fair with all students, and consistant with both positive and negative recognition, we prevent hostility and agression in the classroom. I too see myself as fitting into this "Assertive Discipline" model. It fits my personality, and my strengths as a teacher.
I think some people are confusing assertive with hostile. You can be assertive and not be mean. Hostile is being mean.
Canter is saying, be assertive. By being assertive and not being hostile, students will still find the educator approachable. Being firm and enforcing rules is far different from someone yelling and berating which is hostile. Hostile teachers alienate themselves from students, lose trust, and are not approachable.
I agree with Tanya. You can be both assertive and yet approachable, caring and engaging. I feel that I am always striving to reach this with all students. The point she made about assertive not meaning mean but rather being firm is exactly on the point. If you establish the standards you exspect and stand by them fairly with all students their should be no problem.
I have tried three times to respond to this post...I think Gremlins are conspiring against me.
I admire the Canter model the most of all the models we learned about so far in this class. it is the one that I could say I feel the most comfortable modelling in my classroom already.
No, I don't think that today's shift of the use of technology in the classroom would affect the Canter approach to discipline, because one can still run an effective classroom while teaching, or facilitating rather, a blog on why Romeo chooses to keep his love a secret from his best friends. It would be a shift to move to a technology driven type of classroom to begin with, but I do not feel the discipline approach would change because of the implementation of it.
I agree with BrianG....Assertive does not mean "MEAN." Often times, I must explain the difference of being strict and being mean....usully they think about it for a few seconds, and they see where I am coming from...
On Canter...I am not a huge fan of Canter. I don't like rewards and I am not a hug fan of systematic control. For example, my 11th graders would get very turned off if I spent time tracking every infraction on a minute to minute basis. To me the Skinnerian approach is a bit demeaning. Indeed if there are a series of multiple infractions I send it to the dean of students to help make sense of it. Procedures? yes...not a million but a few that are common sense to get the job done. In the computer lab, a place that opens up potetential misbehaviors, procedures are priceless. We can prevent everything but with preventitive procedure and the drumbeat of " I have the right to teacher. you have the right to learn." Regardless of the times I think this squares well with reality.
Finally assertive to me works. You can't be soft on misbehaviors. You can't be tolerant of behaviors that occlude the learning process.
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