You know, despite all my positive rhetoric, I've had some hard cases and have
done this. Most of the time it works, though it has backfired on me with a girl
who was sufficiently troubled that she decided to dig in rather than back down.
Have an exit strategy if it doesn't work.
Linda
---- Original message ----
>Date: Sat, 28 Jan 2006 16:55:11 -0600
>From: "M. Austin" <whest177@wheatstate.com>
>Subject: Re: [teacherartexchange] Not getting any easier
>To: "TeacherArtExchange Discussion Group"
<teacherartexchange@lists.pub.getty.edu>
>
>This is a good idea. I had a class I did this with once. Kept all my
>behavior problems from influencing the others. Give those who have proven
>themselves an assignment that is "neat" to the ones who have earned the
>privilege, and one that is "not so neat" to those who can't seem to follow
>the directions. You will gain more respect from those who are trying to
>learn, and those who aren't will either continue to be obnoxious or they
>will straighten out and try to earn the right to move to another table. If
>you do separate them be sure and tell those who aren't getting to do the fun
>stuff exactly why they are where they are at, and more importantly, what
>they need to do to earn the privilege of creating art. And when they earn
>the privilege be sure and tell them they are on probation.
>~Michal
>K-12 Kansas Art Teacher
>http://www.geocities.com/theartkids >
>> I'm even thinking about moving
>> the good students to two or three tables on one side of the room so that I
>> can
>> teach to them. I don't believe that the troublemakers deserve to do art
>> in
>> my classroom right now, yet I don't want to punish the whole class any
>> more.
>> The contracts that I make them write really aren't working all that
>> well...so
>> I'm thinking of giving them other written assignments that will be worth a
>> grade.
>
>
>
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