by James Burns | Oct 31, 2018 | James Burns, Leadership, Professional Development Opportunities
Educators Need Professional Development In The Areas Of Student Behavior Management And Anti Bullying
Introduction
Since the dawn of public education teachers and schools have focused on the academic achievement of students. All students were expected to leave school with basic reading writing and math skills. Some kids excelled and went on to institutions of higher learning, some were trained at a trade such as carpentry, or auto mechanics, and still others left school with those basics and worked at more labor related jobs such as factory or office work. Everyone who left secondary school did have the basics just at different levels. Every student may not have had the capacity to go to college but just about everyone finished school and had the ability to function in the real world. With the onslaught of state mandated testing in so many school districts throughout the country teachers are still pressured to ensure that students achieve but the landscape has changed and hitting the bull’s eye is far more difficult than it was say forty years ago. The bull’s eye is tough to hit because teachers are now being asked to hit a moving target. The target keeps moving because the levels of disrespect, and irresponsibility pervades our schools and basically you can’t hit something that won’t sit still, keep quiet, come prepared, stay motivated, and who really has taken no ownership for their own education.
Local and state boards persist though in their belief that success is based upon achievement not on effort and character. The faulty philosophies that have come out of some of our colleges that focuses more on methods of instruction rather than behavior management has both young and veteran teachers alike trying to figure out how to hit that moving target. In schools right now we don’t need one more test, or in-service that helps teacher’s understand how to teach to the test we need a comprehensive program that focuses squarely on student behavior management, teaching respect, and encouraging responsibility. Our young teachers who have been in the field for between three to five years may not know any different and are hounded daily regarding the academic achievement of students whose behavior is out of control, and veteran teachers who have done a good job of reading the tea leaves are planning for retirement because the work load is increasing to the point that it is becoming unmanageable. Our focus in education needs to be on steadying the target and improving student behavior, not on improving test scores. If we begin to focus on behavior, character, and effort rather than achievement test scores will naturally go up because we will begin to develop willing learners.
Colleges need to provide stronger training in the area of behavior management for future teachers and we need to provide more comprehensive training in the area of behavior management for teachers who are now in the field. Here are ten good reasons why:
Take a look at the schools
The behavior in our schools has deteriorated to the point that we don’t worry about school violence we worry more about school shootings. We are forced to get everyone to the finish line without mastery of basic content. So many kids come into schools with negative learned behaviors that we are forced to develop conditions to support the behavior. (As an example, kids with ODD or ADHD were few and far between 40 years ago.) Schools would find different environments for the kids with severe behavior problems (Then about 10%) and send them down the path of the army, get a GED, or a trade school. Today there are so many kids with chronic behavior problems that are both conduct and clinical and you can’t throw out the entire twenty to thirty percent of the school population. These kids are no here to stay and they are going to make it tough for kids who want to learn to learn. So, if we want to teach the other seventy five to eighty percent we better figure out how to manage behavior problems.
This isn’t forty years ago
Let’s face it years ago parents supported the school and dealt with their child’s misbehavior. Today we have to fight the kid, the parent, and at times city hall. In addition the behaviors that we dealt with forty years ago were of the garden variety like having a playground fight, or goofing off in class. Today the levels of disrespect, and irresponsibility, are at such high levels that younger teachers have begun to view some of the behaviors as the “new norm” and anytime there is the slightest improvement they fall all over the kid with praise causing the kid to feel good about himself for no apparent reason.
Standardized testing is not a measure of achievement
Teachers are trained to teach to the test. Even for content related testing during the year there is this unspoken fear of failing a kid. Most kids have an inflated view of their academic ability and don’t realize their shortcomings until later in life when grades are more meaningful. Good grades are nice, but mastery is better. Students move through grade after grade with unmastered skills and a lack the necessary prerequisites to learn new information. This produces frustration, anxiety, and tension resulting in behavior problems.
Life is about relationships
Ask any employer. They are more concerned about the attitude of their employee than whether or not they can do the job. They believe that they can always teach a person the skills on their job description, but they can’t teach the person how to get along. School is supposed to be a microcosm of society. Employers want their employee’s to be respectful, responsible, have a good attitude, can get along, show up, and are on time. Sound like school? If this is what employers want we should be teaching it; that is if we can find the time in the overly ambitious curriculum that is being used to help prime a kid to pass a test.
We don’t know how to have productive conflict
There are so many intergenerational dysfunctional problems in our families, schools, and in society in general that have been discussion forums in faculty rooms. No answers, just discussions. The topic of the day here is the inability to confront each other, a student, parent, or an issue, or maybe our own demons. Productive conflict is something that is taught it is not an innate skill. Teachers may have difficulty with conflict strictly based upon their own life imprint. It is a skill that needs to be taught to our student’s so they can have a disagreement and do it with the right attitude, and they can cooperate even though they may disagree. When this skill is not taught, power struggles are inevitable and relationships get strained. Some families don’t even talk to each other because of an unsettled youth conflict that became an adult conflict. Don’t worry once kids know this they’ll pass the test.
There are too many adults with poor attitudes
Kids are kids for a short period of time. Then they become adults; with the same crummy attitudes. Even the most intelligent of adults can have such arrogance that they are painful to be around. This is the other eighty percent of our school population. Knowledge without character produces this type of know it all mentality. They were once kids who did well in school but never developed the character in order to know how to make the best use of their intelligence.
Our students lack empathy
As a society we just don’t have the same concern for each other as we once did. By this I am referring to the overall concern that a family has for the elderly couple up the street when there is a heavy snow fall, or helping someone with a dead battery, or bringing meals to a shut in. Adults don’t care as they once did and our kids care even less. There are too many students who stand around in school when someone is being bullied. But let’s always be sure that the kids pass the test.
Bullying behavior is on the rise
Hurt people hurt people. Bullies come from dysfunctional families, are angry, and take out their anger on others. They made that decision around the age of five. Everyone knew there was something wrong but not enough was done to quell his/her misery. Early intervention didn’t happen and we ended up with a bully on our hands who interferes with the learning of others and creates an emotionally unsafe learning environment for everyone. Let’s take a test.
Kids seek revenge
It’s not enough to get even anymore and have a fair fight and get it over with. Today revenge is the way kids level the ground. They just want don’t want a pound of flesh, they want a pound of your flesh and the flesh of five others. Victims who have been bullied don’t know how to fight back or have a productive conflict they digest the abuse and then act out when the time is right. Stop testing and start strengthening the victim. You will help them pass the test.
Some kids may be smart but they lack wisdom, and common sense
The smartest kids in the class could be the most deviant, and make the poorest choices. There are more kids today that can’t even make the smallest decision and can be led around by the nose by the wrong crowd. Smart doesn’t mean wise and at times even the smartest kids can lie, cheat, steal, and abuse others. Maybe even better than the average kid. There are all kinds of smarts and this kid is one dimensional, but he will pass the test.
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by James Burns | Oct 30, 2018 | Dealing With Angry And Irate Parents Conference, Education, James Burns, Kids and Stress, Leadership, The Bully Proof Classroom, The Ramblings of a Dinosaur
I played baseball in high school and college. I even played in an over thirty league back in the mid eighties. When my child Sarah was born in 1991, baseball wasn’t something I thought she would ever be interested in. But when she was about six, I took her over to the park to hit some baseballs. She picked up the balls after I hit them, and she got up to bat. She hit a few balls, and she even ran the bases.
Sarah had and still has athletic ability- good hand eye coordination, flexibility, strength and agility. When Sarah was seven, she came to me one day and said, “Hey dad can I play soccer?” “Sure,” I quickly responded. I went out and bought her a soccer ball, shin guards, and cleats. I signed her up for the recreational league in town. I must admit I was pretty enthused. We practiced kicking the ball in the backyard, and we were both getting pretty excited about her first game.
It was the Saturday of Sarah’s first game. She and I headed up to the soccer field. After some warm-up activities and a pep talk from the coach, the game started. To my surprise Sarah was in the starting line-up. Sarah ran up and down the field for the first ten minutes or so, and she finally had an opportunity to kick the ball. She took her first kick, missed the ball, and landed flat on her back. Sarah got up and came crying over to the sideline begging, “Don’t make me play anymore, Dad, I can’t do it.” Right then and there, Sarah refused to go back into the game.
When the game ended and we were walking to the car, Sarah continued to cry, “Don’t make me play, Dad, please, I don’t want to.”I mustered up all my courage and I said to her sternly, “You’re playing. You are playing. Now get in the car. On the way home, all I heard was a bunch of sniffling and whining. I didn’t have a very long ride home. I can tell you this, Sarah wore me out. I was emotionally exhausted by the time I arrived at home.
We pulled up into the driveway and I sat miserably in the car as I watched Sarah get out and walk into the house, sniffling and shaking as she walked through the front door. I sat stewing in the car and said to myself, “Who wants to play soccer anyway, dumb game.” I then attempted to further rationalize my thoughts by saying to myself, “Soccer’s for boys anyway.”I walked into the house, stood at the bottom of the stairs and yelled up the stairs, “SARAH.”She sniffled her way through a “Yeah, Dad.” I said, “Come down here.” After coming down the stairs, I said to her, “Look, Honey, you don’t have to play soccer if you don’t want to play. It’s OK with me.” Relief was all over Sarah’s face. She said, “Oh, thank you, Daddy!” Sarah gave me a big hug and kiss ran back upstairs.
Honestly, I felt like her hero. I was her knight in shining armor. I had just come through for her and given her exactly what she wanted. I was sure I had made the prudent decision. I didn’t even have to ask her mother’s opinion. I figured what’s the big deal since no harm was. I was content in the knowledge that I had allowed my six year old daughter to make her own decision. I have another daughter named Grace (Grace is six years younger than Sarah) who came to me when she was six years old and said, “Hey, Dad, can I play soccer?” I said, “Sure, honey.” The same routine started again, the shin guards, the cleats, the soccer ball, the practice, and finally the game. But this time, the outcome was much different. Grace ran enthusiastically up and down the field from one end to the other. She never got near enough to even touch the ball, but she had a great time. Grace came off the field with a look of absolute joy in her eyes and said to me, “Boy that was fun, Dad.”
She played the first season, and had a ball. She played the next season and really improved a lot. She wanted to score really badly, but didn’t have the opportunity. She still loved the game. To her, every game was an event, an outing that ended with a snack and a Gatorade, lunch, and a fun time spent with me.
While this was going on Sarah was into cheer leading, gymnastics, track, palates, and even a little weight lifting. She loved designer clothes, having her nails done, tanning, make-up, and just looking good. She watched her weight and understood that in order to look good, she had to spend a good deal of time exercising. She commented to me one time that some of her friends on her track team had less body fat than she did and that they could run faster than she could. It was just a passing comment but I remember her saying it, and I most definitely noticed that she was bothered by this. One day, Sarah and I drove over to the soccer field to pick Grace up from a soccer practice. Grace got into the car sweating. Her face was as red as a tomato. Sarah handed her a Gatorade and a snack. Grace just sat there contentedly guzzling her drink. Sarah looked back at Grace, then looked forward, looked back again at Grace again, and then stared straight at me. She said, “Hey, Dad, why didn’t you make me play soccer? Defensively, I said “I wanted you to play. Don’t you remember? You kicked the ball once, missed it, and fell on your head. Then you begged me not to make you play again. She answered me with, “SO? Why didn’t you make me?” Now I was the one who was starting to sweat. “You didn’t want to play! You wouldn’t let up until I agreed not to make you play,” I shot back Sarah then made a statement to me that I will never forget as long as I live. She said, “But, Dad, you’re supposed to be in charge.”
Where had I gone wrong seven years earlier? At the time, it seemed like the right thing to do was to give in to what Sarah wanted. But it turned out that I hadn’t done what she needed me to do. I had allowed a six year old to decide whether or not she wanted to play soccer. What had she really needed at the time? Sarah needed me to tell her that she was going to play soccer because I, as the parent, knew what was best for her and I wasn’t going to give her a way out. She wanted me to be in charge, not allow her to be in charge. I unknowingly had let her down.
When I teach my graduate courses, I always ask my adult students the following question: How many things did your parents let you get away with as a kid that you wish you had never gotten away with? I usually get lots of stunned looks from my students. Too often we allow our children to make choices and decisions that they have no business making. I see it all the time in supermarkets, stores, and malls. Parents giving in when their children demand they buy something or parents trying to coax their kids to stop crying or to stop running away from them. The children ignore their parents’ pleadings. Usually, the parents say something to their children like, “What do you want to do?” Honestly, who cares what they want, they’re three years old!
I’m not totally sure where this whole attitude has come from but I have my own theory that Dr. Benjamin Spock had a lot to do with it. Spock’s first book, Baby and Child Care” was first published in 1946 just in time for the baby boomer generation.In his book he spoke about feeding on demand, respecting your children, the need for flexibility, and the lack of the necessity to worry about spoiling. The paperback sold more than 50 million copies and was translated into 30 languages. Critics of Spock claimed that he was “the father of permissiveness.”
In later years, Spock claimed that he never changed his basic philosophy on child care and that it was imperative to respect children because they’re human beings and they deserve respect. But he seemed to retreat somewhat from his teachings when he made statements such as “I’ve always said ask for respect from your children, ask for cooperation, ask for politeness. Give your children firm leadership.” Years later, he became more moralistic and he said that parents should give their children strong values and encourage them to help others. This is only supposition but I hypothesize that Spock may have decided that he didn’t like what he saw in society and realized that he may have played a part in the screwing up of generations. In later editions of the book originally titled The Common Sense Book of Baby and Child Care, Dr. Spock stressed that children needed standards and that parents also had a right to respect. He stated in his book that parents were starting to become afraid of imposing on the child in any way.
I’m not claiming to be an expert on child rearing but I do know that if children are fed on demand, they will be demanding. If children are allowed to say anything they want, they will be disrespectful. If they are not held accountable, they will be irresponsible. And if there are no consequences for inappropriate behavior, they will be non-compliant. Parents today always ask…What can we do with our kids today? My question is…What are we going to do with these parents?
Once I relinquished my natural right as a parent to make decisions for my children, I was never truly able to reestablish my parental authority. From the moment that my daughter convinced me to allow her to make the choice not to play soccer, she learned she had the power to make basically every decision that came along in her life whether large or small. And the saddest part of all of this for me is that my daughter blames me because I wasn’t strong enough NOT to let her assume a role she was never designed to play in her own young life.
Dr. Spock has since passed away, and I think many of us looking for a new voice to offer us some solid advice to help us sort out the mess we are in today.
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by James Burns | Jul 30, 2013 | Leadership, Radio Show, Teachers, The Bully Proof Classroom
When I was growing up, there was nothing better than bringing home a report card that had good grades on it. Oh, I wasn’t a straight A student, but I got my share of A’s and B’s. I also got my share of C’s and D’s. I guess I was what you call an average student. My parents always checked my report card and questioned any low grades and encouraged me to do better when they felt that I wasn’t working up to my abilities. Today good grades are still the benchmark we use to determine if a student is going to be promoted or retained. The higher achieving students who are in high school usually strive for good grades in rigorous courses, because they know that their class ranking among other things will determine the type of college that they will be admitted to. Good grades are something that everyone wants, and for some reason, they’re just about what everyone gets. The two questions that I have are these: does everyone who gets a good grade deserve it, and is that grade a good indicator of the person’s ability?
I remember when I was a freshman in high school, and I struggled with Algebra I. I couldn’t catch on no matter what. The teacher was great, she knew her stuff, and she did everything to try and get me through this subject. I ended up failing the class. I told my dad that I would take the class again in my sophomore year, because back then you only needed to take three years of math. He wouldn’t hear of it, and he made me go to summer school. In summer school I really got a grasp of the subject matter. My grade was still only a C, but I really understood the material. I had mastered the content. When I took algebra two during my sophomore year I received a final grade of an A. That was one A that I felt I really earned. I felt good about the A, but I felt even better that I really knew the subject matter.
A student can earn an A in a class for a lot of reasons. He/she may be a very hard worker and really apply himself/herself. The teacher may be benevolent and award A’s to most or all of the students, the student might cheat on tests and quizzes, or the teacher may have cooperative groups set up in his/her classroom, which allows for group work to be turned in with everyone receives the same grade. In the last 20 years, the grading system has become progressively more liberal. Teachers almost never fail students anymore. I think two of the biggest reasons why the grading system in schools has become so liberal is because of parental pressure, and because teachers have been told by administration that they can’t fail kids. Parents who have kids in high school know of the competition that’s out there to get into good colleges. If their son/daughter receives a B in a class, they know it could throw of their child’s class ranking and their child might not be able to get into the college of their choice. Teachers fear giving a low grade because district scrutiny says that if they fail too many students, those failing grades are reflection poor teaching.
Society views good grades as an indicator of student success. The current brain research tell us that in order to determine if a child has mastered school related material they have to show that they retained the information 24-48 hours after they have been given a test.
If a student takes a social studies test on WWII and receives a grade of an A, does that mean that he/she has mastered the content? The only way to be really sure is to test the student again in a day or two. This is very unrealistic and I could never imagine any school doing this.
I have a friend whose son is attending Dartmouth College. I know that he never worried about his grades and neither did his mother. He was more concerned about learning the content of the course. The good grades came as a result of his attitude about learning. I don’t believe that he measured himself based on grades, but rather on how much he learned and remembered. When he took a class he always tried to figure out what he was going to get out of the teacher, or out of a textbook if the teacher wasn’t too good. It didn’t matter to him how the material was taught, and it certainly didn’t matter to him if the teacher was good or if the teacher was bad. He applied himself as a student and he himself worked to master the content. Successful people don’t really worry about a grade; they are more concerned about what they are going to learn. Knowledge to them is sacred, and they work to get as much of it as they can. Grades create competition and that’s a good thing. Good colleges are filled with good students who have worked hard to get where they are and who want to stay where they are. Excellent students like receiving A’s, but they know that that the grades they have received are only an indication that they have truly mastered the material that was taught.
