BEHAVIOR MANAGEMENT

TOOL KIT

Cathy Vila
EN 466/Prof. Bennett
SUMMER 2015

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INTRODUCTION: THE PURPOSE OF THE TOOL KIT

I am passionate about educating my students. My hope in pursuing education as a career
is not only to teach my students academic content, but to also teach them how to function as
loving human beings capable of self-control and empathy towards others. I want to spend my
time in the classroom effectively, and in order to do this, I will need to be prepared to deal with
disruptions in the classroom that take away from the time students have to learn. There is only
one way for me to do this, and that is to be prepared. Structuring a classroom so that it supports
positive student behavior without resorting to punishment or artificial praise and reward tactics
requires careful planning and preparation. It is with this in mind that I have put together this tool
kit of behavioral strategies to use in my classroom. This is a work in progress, to which I hope to
add to in the years to come as I mature as a teacher.
There will be many different types of managerial issues and class disruptions that I am
sure I will face. No two students are alike, and with their various ages, personalities,
backgrounds, and their own set of beliefs about education, about me, and themselves, it will
behoove me to have a set of various strategies that I can turn to. I have included in my tool kit 13
strategies to guide me in my implementation of classroom behavior management.
The thirteen tools that I will elaborate on are as follows:
1. Love and Logic
2. Capturing Kids Hearts
3. Emotional Intelligence
4. Assertive Discipline
5. Restitution
6. Alfie Kohns Rewards and Punishments
7. Glasser-Reality Therapy, Quality Schools, Choice Theory
8. Responsible Thinking Process
9. Harry Wong
10. Strategies for Engaging Students All of the Time

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11. FAIR
12. Kids are Worth It
13. Attitude Check: How to Have Kinder, Gentler Class
In addition to the tools, I have found online a list of tips for teachers to use as they
implement their strategies. Essentially, they are also a common thread included in many of the
tools, but I also felt they were worth noting separately, as a premise to practicing the tools. They
are:

Center yourself. Take a deep breath and try to remain clam. Remember, dont take the
behavior personally. Take a few moments to center yourself before you react.

Be explicit. Give the misbehaving child a chance to respond positively by telling her not only
what shes doing wrong, but what she can do to correct it. If there are consequences for
certain behaviors, make sure students know about this beforehand.

Listen. Be an attentive listener. Encourage students to talk out feeling and concerns, and help
them clarify their comments by restating them.

Keep a sense of humor, but NEVER resort to sarcasm or ridicule.

Focus on the behavior and avoid labeling kids. Make sure students understand that its
their behavior you dislike, not them. Avoid labeling students as good or bad. Instead
describe their behavior as positive, acceptable, disruptive, or unacceptable.

Be consistent. Treat ALL students respectfully and politely, and be consistent in what you let
them say and do. Be careful not to favor certain students.

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Practice what you preach. Model the behavior you expect from your students. Are you as
considerate of students feelings as you want them to be of others? Are you organized and on
task? Do you listen respectfully when students are speaking?

Teach students the skills you expect. Students may not have some of the skills you expect
them to have, and you may need to teach or model them. These include personal and social
skills such as communicating, listening, helping, and sharing. Also academic skills, such as
paying attention, following directions, and asking for help when they need it.

Dont get worked up about minor problems. Ignore or minimize minor problems instead
of disrupting the class. A glance, a directed question, or just standing nearby a student may
be enough to stop the misbehavior.

Be sensitive to the age group. This is a tricky one. Part of being eleven- or twelve-years-old
has to do with testing limits. Dont be so rigid that kids cant push a little. Decide where
youre willing to give kids wiggle room, and be consistent with that. When you do deal
with behavior issues in class, use a tone that is confident and clear, but not judgmental.
Saving face is important for this age group. If you need to have a more lengthy
conversation with a student about her behavior, ask her to stay after class or come in at recess
to talk with you. Dont engage in win-lose arguments with students. If they need to have a
break to settle down, provide a space where they can do that.

If you need help from other teachers or administrators dont be afraid to ask! Ask them
to observe your class or help you come up with a plan for the student.

Finally, remember YOU ARE THE TEACHER! You ARE the authority in the class.
Cited from: https://teachbreakthroughs.files.wordpress.com

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1. Love and Logic

Love and Logic is a philosophy founded by Jim Fay in 1977. Its goals are to teach
children to think for themselves, raise the level of student responsibility, and prepare children to
function effectively in a society filled with temptations, decisions, and consequences. It is based
on the idea that teaching children responsible behavior requires a mixture of the two core ideas:
'love' and 'logic'. By teaching students that their actions have consequences, we can better
prepare them to make intelligent choices about their actions. The philosophy suggests we can do
this is by giving away control and allowing students to make their own choices while firmly
standing by what we as individuals will do. A classic love and logic statement may illustrate this
best. "I will be glad to talk to you about this when your voice is as calm as mine. The teacher
has explained what he/she is willing to do (discuss the issue at hand), and also what behavior
he/she expects from the child (when your voice as calm as mine). Very important to this
strategy is to allow students to see that you really do care about them always and especially when
they screw up.
Rationale for the Tool Kit: This strategy is one of my favorites. I fully support the idea that
children need to learn to think for themselves, to learn self-control, and to be accountable and
responsible for their choices and behaviors. The emphasis on love and empathy is part of my
own philosophy of teaching, and it is important to me that a management plan includes this. A
quote from Jim Fay states, Empathy drives the pain of the consequences down into their little
hearts, where it can be converted into wisdom. This strategy is also one that will work for every
age and grade level, and I would implement it in all grades, K-12.

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2. Capturing Kids Hearts
Capturing Kids Hearts is a process and a program designed by M.B. Flip Flippen to
train teachers in carrying out their responsibilities more effectively with less stress as they
implement the skills taught in the EXCEL Teaching Model, Engage, eXplore, Communicate,
Empower, and Launch. The EXCEL Teaching Models goal is to help good teachers become
better by equipping them with tools with which they can build meaningful relationships with
their students, provide a safe environment in which to learn, and develop a dialogue for teambuilding. This, in turn, paves the way for their students to be able to use the skills theyve
learnedwith confidence and enthusiasm. Some important facets in the program include,
greeting children at the door every day, identifying the needs of the students, communicate
content in a captivating way, developing an atmosphere of trust with a social contract, having a
strong closure to each class/period/day. Specific questions are tailored to help keep kids on track
such as: What are you doing?, What should you be doing?, Are you doing it?, and What
are you going to do about it? There is also a strong emphasis on listening skills. Teachers are
taught SOLER, Square up, Open posture, Lean in, Eye contact, Relax and Respond.
Rationale for the Tool Kit: The idea that I can have a less stressful classroom is very appealing!
I agree with the EXCEL and SOLER philosophies, and I have seen them in action, and they do
work. I think a word of caution is appropriate only in that teachers will need to be creative in
engaging their students every day, especially with older students. It will work for every age and
grade level, and I would implement it in all grades, K-12, however, again, older students may get
bored with a high five every day and the same good things to start the class. This tool,
however, is not free, and does have a rather business-like approach in its marketing. I think it
is entirely possible to implement the ideas contained without having to take the course.

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3. Emotional Intelligence
In 1995 Daniel Goleman published Emotional Intelligence: Why it can matter more than
IQ. His premise is that emotional intelligence is a critical factor to succeed in life, and one that
can be taught to children, and adults. His work changed what it meant to be intelligent and has
stood the test of time; it is now considered a classic work. In it he describes the five areas that
entail EI, areas that are important for teachers to teach their students, and also as in my case, for
parents to teach their children. They are: to know your emotions; to manage your emotions; to
know how to motivate yourself; to recognize emotions in others; and how to handle
relationships. This should be a part of every schools curriculum and teachers should be
comfortable teaching emotional literacy. How teachers handle their classrooms is a model of
their own emotional competence, a teacher must teach his/her students that having emotions,
having feelings, is normal, it is how we react to them that we must learn to control. Teachers can
do this, and it is important that they take the time. Our professor taught us about instilling
morning meetings, and allowing the children to talk about what is on their mind, what is
bothering them, without naming names. This opens the door for very powerful teaching moments
or even just to give the chance for students to talk about what is troubling them. These kinds of
activities or meetings can help teachers teach the ingredients to emotional intelligence such as:
confidence, curiosity, intentionality, self-control, relatedness, the capacity to communicate, and
cooperativeness. Teachers can help students label their feelings, learn to express and talk about
them, and also respect the feelings of others. Teachers must also validate and empower their
students by showing and modeling understanding, empathy, compassion, and concern. When
students feel and understand this, they will have healthy self-esteem, an openness to learn, and a
willingness to cooperate.

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Rationale for the Tool Kit: I bought the first edition of Emotional Intelligence when it first
came out in the mid-nineties and my children were toddlers. It changed for me how I parented,
and is one of the best books I have ever read. I believe it to be a must-have strategy for a teacher
in their tool kit, and it is a tool that should be used at all levels. There is not an age limit to this
tool, everyone and anyone can benefit from working on their emotional intelligence.
4. Assertive Discipline
Assertive discipline is an approach to classroom management developed by Lee and
Marlene Canter in 1976. It is a structured systematic approach designed to assist educators in
running an organized classroom where the teacher is in charge. It is based on assertiveness
training and applied behavior analysis. It is the most widely used behavior management program
in the world. The approach maintains that teachers must establish rules and directions that clearly
define the limits of acceptable and unacceptable student behavior. The approach came about as a
reaction to the movement for open schools, and lack of training in the area of behavior
management. The Cantors believe that no student should prevent a teacher from teaching or keep
another student from learning. It is, however, more of a reactionary approach to behavior
management. According to Canter, they are only three types of teachers, non-assertive, hostile,
and assertive, this is I think perhaps a little too confining for my tastes. I think many teachers
combine these traits, and that perhaps this definition as one or the other is limiting. However, in
this approach, teachers do not tolerate any student stopping them from teaching, and very
importantly, when a student chooses to behave appropriately, the teacher recognizes and
reinforces the behavior. Teachers are taught to react quickly with confidence, and to explain and
enforce the rules with clear, firm directions.

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Rationale for the Tool Kit: This approach would have its advantages for teachers who are
inexperienced, and perhaps shy in commanding a classroom. It is also an approach that can be
applied to all grade levels, with positive recognition in elementary such as rewarding a student
by being first in line, the class monitor, or perhaps to work on a favorite activity. For secondary
students, the positive recognition could be extra computer time, an excused quiz, or the first out
of class. Personally, I have added this to my tool kit, as I believe that teachers need training to be
assertive, but I would hesitate to use the rewards system, as I do not necessarily agree with
giving students rewards for good (expected) behavior.
5. Restitution
Restitution is a model developed by Diane Chelsom Gossen from her book published in
1992. It is based on the idea that people in authority manage from five different positions. They
are: the punisher, the guilter, the buddy, the monitor, and the manager. The first two positions,
are based on punishment and guilt, they are not approaches a teacher should ever use. The next
two, the buddy and the monitor exert positive control, however, both of these positions have their
limits and do not do what ultimately is desired, and leave out the most important element for
teaching, which is to teach self-control. The manager position prefers to focus on restitution,
which will teach students self-control. Restitution focuses on compensating the victim, and not
on the offender. The offender in a situation is asked: How are you going to make this situation
right?, in essence, what will you do to make restitution for your mistake? This model also
defines illusions of control that teachers need to let go of. Teachers do not control the student;
they cant make them do anything they dont want to. Positive reinforcement is not beneficial for
a student, and neither are criticism and guilt. Adults do not have the right to coerce children,

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teachers cannot make children do things. It has to come from within the child, and it has to be
seen by the victim as adequate compensation.
Rationale for the Tool Kit: With the focus on self-control of restitution, I think it is an excellent
tool. I also approve of the approach that the offender must put out effort in making restitution, a
simple Im sorry will not suffice. This is real teaching in behavior management, and
strengthens the offender instead of punishing him/her. It is a good tool for older students,
especially junior high and above. For elementary, it would also be useful, but the students need
to be mature enough to be able to understand the meaning of restitution, and this may not work
in the younger grades such as in Kindergarten or first.
6. Alfie Kohn: Rewards and Punishment, Grades and Intrinsic Motivation
Alfie Kohn has been described in Time magazine as perhaps the countrys most
outspoken critic of educations fixation on grades and test scores. He states that grades have
been shown to have a negative effect on retention, creative thinking, interest in learning
something new and wanting to perform a more difficult task. These are strong words, and
unfortunately, not enough people in this country are hearing this. He believes in supportive
assessment, that we should learn more about our students, that school should be a safe and caring
community, and that students should be a part of determining how their work will be evaluated.
It is important for teachers to take the standards and figure out an engaging way to teach content
rather than rely on tests and grades, or on homework. Homework should be used less. He
criticizes competition and rewards and also states that punishment is destructive. Rewards and
punishments are both ways of manipulating behavior, of doing things to children, and instead
we should work with them. Rewards can produce only temporary compliance, and
punishment, even when referred to as consequences, may elicit defiance, angry feeling, and a

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possible want for revenge. I agree. It can be very difficult to let go of the thinking that rewards
are not beneficial for students, but studies show that a person expecting a reward for completing
a task will not perform the same task as well as those who are expecting to get nothing.
Teachers should use intrinsic motivation and allow students to cooperate with each other and
explore questions that they are really interested in.
Rationale for the Tool Kit: The idea that rewards are not useful was new to me. However, after
studying what Alfie has to say about them, I do agree. I want this philosophy to be a part of my
teaching, and I know that I will be going against the stream here, but now I have some research
and a basis for doing so. This tool will be key in supporting this view. I also do not like our
system of grading and testing. It is overdone, and takes away from actual teaching time, and I I
believe it doesnt motivate students to really learn. I will use Alfies ideas in any class I teach,
whether it be Kindergarten to twelfth grade. This is a tool that fits for every teacher, however, I
do think that it is especially important in secondary for teachers to implement, as it is here that
grades can make or break a student, and when children feel tremendous pressure to achieve
high grades.

7. William Glasser: Reality Therapy / Quality Schools / Choice Theory

Reality Therapy, developed by William Glasser, is now 50 years old! It has been taught
since 1965. It is based on Choice theory, and can only be successful with a strong understanding
of choice theory, so I will begin there. Choice theory states that all we do is behave, that almost
all behavior is chosen, and that we are driven by our genes to satisfy five basic needs: survival,
love and belonging, power, freedom and fun. The most important of these is love and belonging,
this is a requisite for satisfying all the needs. For a teacher, this means that we must make sure

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these are addressed in the classroom, that there is a sense of love and belonging for all the
children, and that we make our teaching fun. We should give our students choices, so that we
empower them. We should also learn to use the seven caring habits: to support, encourage, listen,
accept, trust, respect and negotiate our differences. Most people unfortunately fall prey to the
seven deadly habits: to criticize, blame, complain, nag, threat, punish, and bribe. Kids have a
quality world, the pictures and they have in their heads of what is real to them, what is
satisfying to them, and as teachers we want to be in that world. We need to get to know them
well. Glasser teaches reality therapy because in essence, all of our problems are rooted in
unsatisfactory connections between people. The goal of this therapy is to teach people how to
reconnect. To do this, we must teach students to focus on the present, to avoid symptoms and
complaints, and focus on what can be done directly, for this to happen, a student will need to
change their acting and thinking. This philosophy is the foundation for the Glasser Quality
Schools. There are few schools that qualify for this as the standards are rigid, but the ideas are
sound to me. It is just a difficult task to get the principle, parents, and teachers to buy into and
qualify for all the criteria that have to be met.
Rationale for the Tool Kit: Ive included this tool because I believe that focusing on the present
and the views of Choice Theory are good ones. I agree that almost all behavior is chosen, and
that we are driven to survive the basic needs. Love and belonging are critical to humans. The
idea however, of a Glasser Quality School, and the criteria he demands are unrealistic to me. I
can use choice theory as a basis for how I run a classroom, however, as a place of love and
belonging where I teach and model the seven caring habits. I would do this with children of any
age.

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8. Edward E. Ford: Responsible Thinking Process
Responsible Thinking Process, otherwise known as RTP, claims that it is a school
discipline program that is radically different from other classroom management programs. In it,
students are taught to monitor their own behavior by taking responsibility for what they do.
Instead of the teacher telling students what to do, the focus is on asking the students what they
are doing in relation to the rules or standards of where they are. This puts the focus on them, on
the student taking responsibility and thinking on their own. They must create their own effective
plan rather than the teacher. Punishment and rewards do not teach people how to think, they are
only a method of control, and people are not designed to be controlled. RTP teaches respect to
children. A teacher must listen to what a child has to say, and not be critical. A teacher must help
the child focus on how he is disturbing others which is reflected in the rules, which really means
how the child is affecting the rights of others. A teacher must accept what the child says and ask
questions that will help the student resolve the problem when they are ready, as well as deal with
the consequences of their actions without in becoming upset with the child. If a teacher can keep
the child focused on the problem, the student will learn how to resolve the conflict. This process
is non-manipulative and non-punitive, and will create mutual respect. It will give the student
personal accountability for their actions, without having students get in the way of others who
are trying to do the same thing.
Rationale for the Tool Kit: Ive included this tool because I believe that focusing on personal
responsibility is important. Teaching students to respect each other and respect the rules are very
good ideas, I did find however, that the process outline and the flow-charts a teacher has to
follow can be a little overwhelming. I am a little more inclined to use other tools before this one.

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I think this tool will work well with older students, who may be more in tune to understanding
the process. I would probably use the questions with secondary students.

9. Harry K. and Rosemary T. Wong

These two educators and the book they have published: The First Days of School, are
probably on the top of my list of tools. From the first video I watched of Harry teaching teachers
how to use procedures in a classroom I was hooked. This is my favorite quote from him, and it
bears repeating here: One of the greatest gifts a caring teacher can contribute to children is to
help them learn to sit when they feel like running, to raise their hand when they feel like talking,
to be polite to their neighbor, to stand in line without pushing, and to do their homework when
they feel like playing. By introducing procedures in the classroom, you are also introducing
procedures as a way of living a happy and successful life. Children who have learned selfcontrol will learn a way of living that ultimately will lead to a happy life. This is the foundation
for behavior and classroom management, and I agree wholeheartedly with their views. In their
work they outline the characteristics of an effective teacher which include: good classroom
management skills, teaching to mastery, and having specific and positive expectations for the
success of each student. They promote a pro-active approach to behavior management, one that I
think has been shown to work, and that when implemented will avoid the typical reactionary
response. Harry Wong teaches teachers to be prepared, to be consistent, to have a schedule, and
have a plan for discipline with consequences.
Rationale for the Tool Kit: Ive included this tool because I am a big fan of their work. I have
included their concepts in my own philosophy of behavior management, and I look forward to

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implementing them in my class. Their text is the beginning teachers Bible, and I know many
teachers who have it and use it, as I will do too. They are especially helpful with elementary
teachers, as many of their chapters are geared towards this level, but their philosophy of
preparedness and procedures will work for every grade level.

10. Timothy Bennett: Ways to Engage All Students All of the Time
This tool is a list compiled by my professor in this class of ways to engage students all of
the time. Why is it important to have a list like this in my tool kit? Students who are engaged in
learning will be less likely to disrupt the class, resulting in less behavioral problems. This is also
a proactive approach to classroom management. Every teacher should have a list of ideas or
ways that they can ensure that their students are not only learning, but are having fun doing so.
Teaching content does not have to be boring. Some of the ideas that are offered are signaling,
such as using a throat vote, rather than having children raise their hands. This is a way to find out
what students are thinking without embarrassing them. Journaling is another means that students
can express their views and feel validated, while the answers remain private. Using a pre-test is a
way to assess what children know already on a topic, and let you tailor your lessons so that they
are more engaging and perhaps targeted for your learners. There are ways to arrange a classroom
to entice children into more participation, or facilitate communication, such as in a circle or a
horseshoe, why only use boring rows!? Using a question ball is something that I think will work
well in a Spanish class, and its a lot more fun to answer a question this way than to have a
teacher call on you. Simply put, there really is an unlimited number of ways that teachers can
engage students all the time, and the effort is worth it, engaging learners will increase
productivity in the class, and decrease disruptions.

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Rationale for the Tool Kit: A list of classroom strategies for engaging students is an essential
tool for a teacher, especially a new teacher. I will be teaching a second language class, and I
realize that many students are not there by choice. I am passionate about teaching Spanish, but
my students may feel differently. As many of the tools in this kit advise, I will need to be
prepared, and this is a great way to do so. A list of ways to engage children can be tailored for
any grade level as well.

11. The FAIR Plan

This tool is one that came from an article I read in Education Leadership. The plan was
designed by Nancy Rappaport and Jessica Minahan, and published in 2012. I wanted to include
this plan because it is a little different than the others here. It is designed for teachers to use to
get through to their most challenging students. It is based on the premise that teachers can only
control a few variablessuch as the classroom environment and their own behaviorin the
lives of students with challenging behavior. Teachers must put preventative accommodations in
place and recognize that how they respond to students behavior has a huge impact. The acronym
FAIR outlines the steps for teachers to take in deciphering behavior and developing an effective
plan. F- is for function. What is the function or intent of the behavior? Once we know the intent
of the students behavior, it is easier to create a plan to change the behavior. A stands for
accommodations teachers can make to help the student succeed. Accommodations will reduce
the triggering aspects of the environment as well as explicitly teach replacement behaviors and
underdeveloped skills. The I is for interaction strategies. Many students who have challenging
behavior have a history of school anxiety, school failure and difficult relationships with
authority. Teachers need easy-to-implement strategies to nurture students and convey to them

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that they are liked, respected, and safe. Building a relationship can enable students to take risks
and move out of their comfort zone. R is for response strategies. How a teacher responds to an
agitated student can escalate, deescalate, or maintain his level of agitation. A teacher must avoid
reinforcing the function of the behavior. The plan also has specific lists of strategies of
accommodations, interactions, and responses for the three types of common behavior
management situations: the oppositional child, the withdrawn child, and the anxious child.
Rationale for the Tool Kit: I Included this strategy because I liked the specific sets of
strategies that work for the three different types of disruptive children identified. The
withdrawn, oppositional and anxious child can appear as well in any grade level. So this is a tool
that will work for every teaching situation. I think teachers have their hands full today with
larger classrooms, students from different cultures and backgrounds, as well as children facing
difficult socioeconomic issues. Unfortunately, the result are overcrowded classrooms and more
children with behavioral problems, and for me having a plan with specific accommodations,
interactions and response strategies would be helpful. I did not list them all here, but they can be
found online at http://www.ascd.org/publications/educationalleadership/oct12/vol70/num02/Cracking-the-Behavior-Code.aspx

12. Kids are Worth it!

Barbara Coloroso is a bestselling author, speaker, and educator. She has written four
books on effective parenting and teaching strategies. She gives time-tested solid practical advice
for educators on how to create a school climate in which students can become self-disciplined,
compassionate, responsible, resourceful, resilient human beings who can act in their own best
interest, stand up for themselves, and exercise their own rights while respecting the rights and

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legitimate needs of others. She believes in the basic premise that because they are children and
for no other reason they have dignity and worthsimply because they are. Her philosophy of
teaching instructs teachers to treat every child in a way that they would want to be treated, if you
wouldnt want someone to do that to you, do not do it to kids. If what you are doing as a teacher
is working, and helps children learn self-control and keeps their dignity intact, then its worth
it. She discusses three types of teachers, the brick-wall teachers, who are overly strict and just
mean, the jellyfish teachers who lack discipline in their classes, and the backbone teachersthe assertive teachers who help children develop independence and learn to make choices. She
offers alternatives to abundant praise such as encouragement, feedback, deep caring, and
discipline. Discipline (or management) is not punishment. Discipline is not judgmental, arbitrary,
confusing, or coercive. It is not something we do to children. It is working with them. It is a
process that gives life to a childs learning. It is restorative, and invites reconciliation. Its goal is
to instruct, guide, and help children develop self-disciplinean ordering of the self from the
inside, not an imposition from the outside. The process of discipline does four things the act of
punishment cannot do: 1. shows children what they have done. 2. Gives them as much ownership
of the problem that they can handle. 3. Gives them options for solving the problem. 4. Leaves
their dignity intact. For mistakes, mischief, and mayhem that unintentionally or intentionally
create serious problems of great consequence, the Three Rsrestitution, resolution, and
reconciliationare incorporated into the four steps of discipline. Consequences are handled by
R.S.V.P.--Consequences need to be Reasonable, Simple, Valuable, and Practical and students are
encouraged to solve their own problems, a teacher should never rescue students.
Rationale for the Tool Kit: I included this strategy because I liked the emphasis on
management, which she refers to as discipline and not on punishment. I think her philosophy has

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a lot of strengths, primarily the emphasis on really caring for children and believing in them. Not
all teachers do this. The only drawback is that for some students, particularly very difficult
behavior problems, it may not work, or the concept may not sink in, and for younger students in
lower elementary the teacher would have to be sure that students are able to understand the three
Rs of reconciliation and problem-solving.

13. Timothy Bennett Attitude Check, a Kinder and Gentler Classroom

My final tool is one that our professor presented to us. Teachers struggle with kids who
are mean to each other; those have that trouble with interpersonal relationships. This happens at
every grade in school, so from his experience as both an elementary and secondary teacher he
came up with some strategies to deal effectively with this issue. One of his suggestions is to have
a golden box, a place where children can drop notes in on what is troubling them. This will
give the teacher a good picture of what is really going on in class, what the children are thinking
about while you, the teacher, are otherwise occupied teaching your lesson. Teachers need to
realize that children have a lot going on in their minds; they have emotional issues and need a
way to express them so they do not act out. Teachers also need effective ways to deal with
problems such as children blaming others, tattling, poor sportsmanship, and ego cannibalismchildren picking on each other due to their own feelings of poor self-worth. He started a system
of class meetings in which he would address the issues that children placed in the golden box,
or issues he wanted to ask them about, or issues the children had to talk about. The goal is to
have a comfortable, safe, place, to discuss the problems, an open-ended meeting with no right or
wrong answers, and to give children a chance to think about or give opinions on the problems
posed or asked. Its an opportunity to diagnose how things are going in the class, or ask children

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specific questions about projects, tests, etc. These were regularly scheduled meetings, and any
subject is fair game. The children must raise hands for recognition and an average meeting does
not need to be more than fifteen minutes. All issues posed received purposeful feedback, and the
golden rule is that no names can be mentioned, the purpose of the meetings are to get to the issue
and solve it. If an issue is raised that is not a topic to be discussed in public, then the teacher can
calmly tell the student they will talk about it privately. These meetings are a perfect way to
handle problems, tame tattletales and meet the attention needs of students. The teacher must also
be aware that they are not perfect, and as such they may not have the answer for every problem.
The point is to validate the childs feelings. The teacher also can use this with older students and
turn the meetings over to the students to be run, teaching them how to be student leaders, after
the teacher has modeled sufficiently how to be open, sensitive, spontaneous, and have selfconfidencethese meetings will only work if the teacher themselves has these qualities. If at any
time it becomes uncomfortable, then its the time to stop. Our professor told us he never had any
issue with parents in regards to the attitude check meetings, other than positive feedback. This
is a tool that works for all children, big and little. The sooner it is used by a teacher, the better,
however, I believe that a teacher should carefully consider their own emotional strengths and
weaknesses so that they are prepared to handle effectively the meetings.
Rationale for the Tool Kit: I am becoming a teacher because I love children, first and foremost.
I know that life is hard, unfair, and at times just really difficult. I want to teach children the skills
they will need to survive, to be happy, and to establish healthy relationships with others. This fits
well with the tool of emotional intelligence, and the attitude check meetings are a perfect place to
spend some quality time in the classroom addressing these skills and fostering emotional
intelligence. I wish every teacher would take the time, and it neednt be all that much, fifteen

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minutes a day will do, to work with students on simply becoming better human beings. Ones
who love, respect, and learn to trust each other. The world would be a better place if all teachers
would do this.