Bribes and Threats
1. Why do educators choose coercion or punishment?
Coercion is all about power dynamics. If a teacher feels a student has disrespected them by challenging their power and authority, they react with coercion and punishments. It's like a "they slighted me so I'm going to slight them" mentality. It's important to distinguish that coercion purposefully removes context and meaning behind the actions by refusing to dignify the student with reasoning as to why they are being punished. One example the text gave was that two students were talking so the teacher just said "You, move!" This is coercion because it removes the meaning behind the action. If you were to explain your reasoning, "Hey, please move to this other seat because you have been talking with your friend for too long and it's disrupting class." is it still coercion?
4. What assumptions are made by a teacher who uses rewards?
I imagine that teachers who lead with offering a reward or incentive are thinking about three big ideas:
1. Everyone wants things.
2. I'll gain their favor.
3. This will reinforce appropriate behavior
I disagree with these three notions that some teachers might consider when offering rewards for appropriate behavior. In the past, I have tried leading with rewards - the carrot and stick method. I've outlined a task and then followed it up with "If you do ______ you get ______." What I've found from my experiences does partially align with the chapter because I've not found much long-term success with this method. Instead, I keep an eye out for appropriate behavior and then AFTER the task I'll present a low-key reward. I don't make a big deal out of it, but I know I'm connecting with that individual student and others may see that interaction and believe they could earn that reward as well.
I will say I don't often give rewards, I'm really into praise and non-verbals instead of physical trinkets, but I have found more success with this more covert method of rewarding students.
5. What is the most ethical way to manage students' behavior?
HONESTY AND PURPOSE.
Whenever I correct a student's inappropriate behavior, I ALWAYS include my rationale for my actions. I want to make sure the students completely understands my methodology and that my goal is to help them learn by reducing their inappropriate behaviors. When I am honest and up-front with a student about their actions, I have found major success in changing student behavior. It helps my students with self-regulation and it means I have fewer negative conversations than (I believe) the average teacher. When I initiate a conversation and demonstrate my honesty and purpose, I connect with students and it becomes a collaborative event instead of a power struggle.
Coercion is all about power dynamics. If a teacher feels a student has disrespected them by challenging their power and authority, they react with coercion and punishments. It's like a "they slighted me so I'm going to slight them" mentality. It's important to distinguish that coercion purposefully removes context and meaning behind the actions by refusing to dignify the student with reasoning as to why they are being punished. One example the text gave was that two students were talking so the teacher just said "You, move!" This is coercion because it removes the meaning behind the action. If you were to explain your reasoning, "Hey, please move to this other seat because you have been talking with your friend for too long and it's disrupting class." is it still coercion?
4. What assumptions are made by a teacher who uses rewards?
I imagine that teachers who lead with offering a reward or incentive are thinking about three big ideas:
1. Everyone wants things.
2. I'll gain their favor.
3. This will reinforce appropriate behavior
I disagree with these three notions that some teachers might consider when offering rewards for appropriate behavior. In the past, I have tried leading with rewards - the carrot and stick method. I've outlined a task and then followed it up with "If you do ______ you get ______." What I've found from my experiences does partially align with the chapter because I've not found much long-term success with this method. Instead, I keep an eye out for appropriate behavior and then AFTER the task I'll present a low-key reward. I don't make a big deal out of it, but I know I'm connecting with that individual student and others may see that interaction and believe they could earn that reward as well.
I will say I don't often give rewards, I'm really into praise and non-verbals instead of physical trinkets, but I have found more success with this more covert method of rewarding students.
5. What is the most ethical way to manage students' behavior?
HONESTY AND PURPOSE.
Whenever I correct a student's inappropriate behavior, I ALWAYS include my rationale for my actions. I want to make sure the students completely understands my methodology and that my goal is to help them learn by reducing their inappropriate behaviors. When I am honest and up-front with a student about their actions, I have found major success in changing student behavior. It helps my students with self-regulation and it means I have fewer negative conversations than (I believe) the average teacher. When I initiate a conversation and demonstrate my honesty and purpose, I connect with students and it becomes a collaborative event instead of a power struggle.
Like you, I too have used the "If you do _____, you get _____." I have not found success with doing that either and feel as if those students who do receive a reward for doing the assignment or activity, are constantly seeking that reward out the next time one of those same activities is completed. I think that it is great that you are open and honest with your students when discussing their inappropriate behaviors. And by letting them know your rationale will only help your students understand the importance of changing their behavior.
ReplyDeleteI agree with you that rationale is really important-- I think it really helps your students understand the expectations of the classroom. Without that, they will be guessing as to what you want behaviorally from them, even if they really want to impress you.
ReplyDelete