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Section III The Voices of Teaching

Chapter 10 Empowering Language: Say What You Mean and Mean What You Say

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Teachers need to choose their words and phrases carefully and consider how a student could misunderstand them
We need to follow through with promises made to students, as well as with consequences...no empty threats
With non-negotiables, use a statement instead of a question
Be precise and honest with words to students
We must also encourage our students to choose their words wisely
Words can hurt even more than physical actions
Words spoken in anger or at times of heightened emotion often cause future regret
Idea to look for or try: Asking For Help: When it is obvious what misbehavior you are addressing, tell the student in
question that you need her help. A change in behavior actually does help the class and the teacher.

Chapter 11 Stress the Deed, Not the Doer

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Stressing the deed of misbehavior takes the emphasis off the the student and his character
Worthwhile praise and truly constructive criticism are specific
General good job compliments eventually lose their meaning and fall on deaf ears
Redirecting and vague negative feedback do not point to a specific area of improvement
Idea to look for or try: The Pretzels group activity is a great way for students to emphasize the good deeds of
others. The students build one another up. It has the potential to turn a negative class mood into an uplifting one.
Pretzels II can be a great way for the teacher to gain insight into social issues that the students are experiencing with
one another. Some problems may be resolved smoothly as students discuss them in front of the whole group.

Chapter 12 The Voices of Authority

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Voice of principle (Golden Rule)

Can be applied to nearly all interactions with peers
Familiar standard for all students
Can be brought up as a reminder as needed
Example: playing with the same people all the time; not including new people in games, etc.
Voice of procedure (rules for safety and order)

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Important to point out that sometimes we follow the rules simply because they are the rules
The rules of a game will not always make everyone involved happy
Example: Infractions regarding hallway behavior may not cause immediate harm, but under different circumstances
they could; must make a habit of following the rules for the greater good
Personal voice (personal rules)
Personal preferences should be respected
Reasonableness is an important factor
A teachers personal convictions can add weight to a community-building component
Example: I really care that everyone feels included in this class.
Idea to look for or try: Voice of Procedure: Many children have trouble with the fact that it truly is, Okay to lose. A
game of dodge ball or kick ball can present many opportunities to emphasize the importance of following the rules
when, according to them, You are out.

Section IV Further Strategies for Difficult Classroom Behaviors

Chapter 13 Problem-solving Class Meetings

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Items that do not belong in class meetings

children blaming or accusing others
enlisting other children to detect and identify wrongdoers
targeting the whole class for the behavior of a few individuals
Problem-solving meeting steps
Introduce the problem; review meeting rules
Gather information
Begin and focus discussion
Brainstorm solutions
Choose a solution
Define progress and consequences
Close the meeting
Children will care more about their teacher, classmates, and school when they are given a voice and shown respect.
Idea to look for or try: When moderating a problem-solving meeting, accept more than one possible solution to a
problem. Just because one student feels like his solution is the best, there may be another avenue that is just as

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acceptable.

Chapter 14 Teachers as Mirrors: Using Social Conferences

Social conferences teach self-awareness and self-determination

Note what the teacher notices
Ask what the student notices
Name the problem and the need to solve it
Understand the problem: even with the problem identified, the child may still not understand the importance of solving
it
Generate Alternatives
Establish an agreement to try
Idea to look for or try: Tattling: Could it be that you want to see those children get in trouble? Could it be that
you are a little jealous, and maybe angry, when you feel that you are not included in what others are doing? When a
child is tattling for attention, try to get at the root cause and help him consider what it looks like from your perspective.

Chapter 15 Individual Contracts

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Steps in using individual contracts

Teacher determines the need and drafts a plan
Teacher meets with the parents and the student - Crucial Step = Parental Involvement
Contract is signed by the student, parents, and teacher
Contract is put into action; inform all teachers involved
Teacher checks in with the student to ensure that the goals are being met
Student receives a concrete marker each day to indicate whether the expectation was met
Student reports on success to the parents
Parents provide the agreed-upon reward when the agreed-upon number of markers have been earned
Contract is no longer needed; OR a new goal for the contract is determined
Idea to look for or try: If I have a student who resorts to physical means when agitated, we can set up an individual
contract with the goal of using words, not fists, when angry. Example: I dont like it when _____________.

Section V Clear Positives

Chapter 16 Teaching by Clear Positives: Revisiting Ideals

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Teaching nonviolence
Encourage children to take an interest in others lives and in views unlike their own
Cooperative learning projects, class problem-solving discussions, and team play
Encouraging children to think for themselves
Instead of spoon-feeding answers to struggling students, ask them questions that point them to the knowledge they
already possess
Give children opportunities to choose what they will learn about
Involve students in arriving at solutions to problems
Stretching potentials
Make all materials and aspects available to every child
Every student must participate
Support students in setting realistic goals and reward effort and improvement.
Establish and foster an environment of cooperation and mutual respect.
Idea to look for or try: Choice time puts the responsibility on each students shoulders. It may come as a reward
when they have finished their assigned responsibilities in a class.

Chapter 17 Clear Positives in Action

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A Reading Group
Establish expectations and learning goals together
The group will discuss weekly the books they are reading; they will inform each other of details that may have been
overlooked and share perspective on what the author may have meant by certain words
Transition Times
Define transition times as a group
List the procedures and expectations
Teacher mentions improvements and he sees them happen, or immediately afterward
Importance of completing homework
Planning
Know your assignments
Remember to bring your materials home and back to school
Organizing

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Organize work space and materials

Show good attention for a sustained work time
Thinking for yourself
Read and understand directions
Know what I need to find out
Know how to utilize peers and other resources
Idea to look for or try: Doing What Scientists Do: Specify through examples the importance of observation,
questioning, experiments, and recording results. Early in the year, a nature walk can present many situations for
students to think deeply about their surroundings.