The Master Teacher Blog
Providing you, the K-12 leader, with the help you need to lead with clarity, credibility, and confidence in the ever-evolving world of education.
Latest Posts
In Your Corner, Thinking Frames
Be the Light That Pushes Darkness Away
The change of seasons at this time of the year means the days grow shorter and darkness comes earlier. We become more aware of the importance of light to our activities and routines. We adjust lights in our living space to counter the increasing hours of darkness. Lights also play a key role in our celebration of winter holidays. When darkness grows, we appreciate the presence of light even more.
Interestingly, when the darkness is deepest, lights seem brighter and even travels longer distances. On a dark, moonless night lights that may be far away are clearly visible. The same light shining in the midday sun does not stand out and may not even be visible. Light shines brightest when it encounters the greatest darkness.
Still, light is not necessarily the opposite of darkness. Darkness is the absence of light. The brighter the light, the less darkness we experience. When light is present, darkness retreats. When a light is extinguished, the darkness reasserts itself.
So, what does a discussion of the relationship between darkness and light have to do with our work and role in life? In many ways there is a parallel. We often talk about “dark days” as we describe difficult times when our hope and optimism are challenged. Negativity, doubt, and cynicism may seem to be everywhere. Our energy and enthusiasm can begin to wane. We can also become easily discouraged.
Ironically, these are time when we can have the greatest impact on the lives and spirits of those around us. When we push back against the “darkness” we offer hope and optimism and “light” a different path. Like physical light in a dark space, we push back the shadows and illuminate possibilities. We can choose to tolerate the darkness or we can choose to be the light that pushes against it. The choice is ours. It is a significant decision.
We can choose to see possibilities rather than problems. When we do, we bring light to the challenges we face. We can seek solutions rather than focus on barriers. In life, we are most likely to find what we look for. Seeking and seeing possibilities is the equivalent of light pushing back darkness and hopelessness.
We can choose an attitude of optimism and openness. Attitude is a choice. A positive attitude can encourage those around us to see goodness in relationships and possibility in circumstances. A positive attitude does not mean that we ignore the difficulties we face. Rather it means that we choose to spend our time and energy in ways that value goodness and prioritize potential.
We can choose to offer our support and share our wisdom. Each of us have experiences, insights, and learned lessons that hold the potential to help others. During trying times our support for each other can be a powerful way to push back the darkness and build the confidence and competence needed to overcome the difficulties and challenges we face.
We can choose engagement. Turning inward in the face of criticism and doubt may feel like we are protecting ourselves, but choosing to engage can lead to better understanding and build trust. Assumptions left unexamined and unchallenged become beliefs. Assumptions can be dispelled. Beliefs are difficult to change.
We can choose to take a long-term view. Like the change of seasons, the times we are experiencing will pass. The days will lengthen, and we will experience more light in the days ahead. Knowing that there are better days ahead can give us the courage to press on and be today’s light while we wait for better days to come.
We can allow ourselves to become discouraged and wonder if we make a difference. Or we can be the light that shines brightest and is seen from the farthest distance. We may not be able to choose the circumstances we face, but we can choose how we will respond. In that choice lies the opportunity to make a crucial difference in our lives and the lives of all around us.
Behavior, In Your Corner
An Approach to Discipline Worth Rethinking
Our goals when disciplining students are simple. We want the steps we take to result in improved behavior now and increased ability of our students to manage their behavior in the future. Unfortunately, the popularity of discipline approaches does not necessarily mean that they are aligned with these goals. In fact, one set of popular classroom discipline practices can generate unhelpful and even negative outcomes, including outcomes that work against our goals to modify behavior and prepare students for their futures. Such practices, often referred to as progressive consequences, behavior charts, or behavior management systems, risk teaching students unintended lessons and undermining development of self-regulation. They can even increase the misbehavior of some young people.
These disciplinary systems typically include a process in which students begin the day at a desired or highest level of behavior on a publicly displayed chart. As the day unfolds, students progressively lose points, or move to a lower level (often designated by a color) each time they exhibit undesirable or unacceptable behavior, as determined by the teacher or another adult. The bet is that public shaming and increasing threats of consequences will encourage behavior compliance and discourage students from engaging in off-task and unacceptable behaviors.
Ironically, this system works best for students who seek to please the teacher anyway; the students least likely to misbehave. For students who do not feel a strong connection with the classroom community, such shaming and threats hold little significance. For students who seek attention, this system offers a convenient and effective way to satisfy their need, even if it is in a negative context. For students who struggle to learn, the behavior charting system provides a roadmap for behavior that will distract attention away from their learning challenges and reduce the pain and embarrassment of having their struggles revealed.
Meanwhile, these approaches teach students to comply with the expectations of others, not build an internal system of self-regulation. While compliance will continue to play a role in life success, learning to manage one’s behavior without constant reliance on the wishes, expectations, and consequential threats of those in authority is at least of equal importance.
We can and should replace these practices with others that have shown more impact and effectiveness in changing behavior and building self-management skills. Here are ten actions to consider:
- Get to know students and what motivates them.
- Develop strong, caring relationships with students.
- Build a strong, positive, inclusive classroom culture.
- Provide timely, positive feedback and reinforcement for positive behavior.
- Teach good decision-making skills and provide opportunities to practice them.
- Coach students to develop and practice self-regulation.
- Monitor student learning trajectories and intervene early when performance begins to slip.
- Monitor stress levels in the classroom and provide opportunities to “de-stress” and help students to manage stress in their lives.
- Give students meaningful input and choices about their learning and classroom operations.
- Keep discipline discussions and actions private and out of public view.
In Your Corner, Student Learning
Communication, In Your Corner
In Your Corner, Thinking Frames
In Your Corner, Student Learning
Share Your Tips & Stories
Share your story and the tips you have for getting through this challenging time. It can remind a fellow school leader of something they forgot, or your example can make a difficult task much easier and allow them to get more done in less time. We may publish your comments.
Send Us An Email
In Your Corner, Student Learning
In Your Corner, Leadership and Change Management
In Your Corner, Student Learning
In Your Corner, Student Learning
We’re In Your Corner!
Sign up to have the weekly publication delivered to your inbox.
We can attempt to shut down disruptive student behavior with quick admonishments and directives, but this approach is more likely to prolong such behavior than prevent or extinguish it.
More Featured Articles
Categories