Note: To protect the privacy of our members, e-mail addresses have been removed from the archived messages. As a result, some links may be broken.

Find Lesson Plans on getty.edu! GettyGames

RE: Behavior and Seating

---------

From: Hillmer, Jan (HillmJan_at_TeacherArtExchange)
Date: Fri Sep 10 2004 - 09:48:33 PDT


You have a point about the "Self fulfilling prophesy".

 

  

 

-----Original Message-----
From: ARTNSOUL12@aol.com [mailto:ARTNSOUL12@aol.com]
Sent: Friday, September 10, 2004 12:17 PM
To: ArtsEdNet Talk
Subject: Behavior and Seating

 

In a message dated 09/10/2004 10:01:15 AM Eastern Daylight Time,
HillmJan@Berkeleyprep.org writes:

        One other thing - when I have a particularly difficult child
whose behavior warrants it, I give them their own desk, usually in a
place where they cannot be a disturbance. After that 1st class, I talk
to the child and tell them that they will not be punished but praised if
they make the choice to sit by themselves without my having to put them
there.

Let me preface my response by saying that if it works for you, and you
feel comfortable, than do it. I don't have a problem changing seats,
but I do have a problem with separating a child from the rest of the
class. I find that if I label that child by segregating him/her it
becomes "The Self-Fullfilling Prophecy". The child more and more fits
the label and the mold. Sometimes that behavior is for
attention-negative attention. So, that "special seat" away from the
class is playing into the negative attention the child is desperately
craving.

 

 In general, I find that most of my students with behavior issues
respond to some kind of positive reinforcement. Very often, that
student is great in the role of my assistant. They like to help. One
example is one of my third grader with lots of "issues" (don't you just
love that professional terminology for "all screwed up"?). I asked him
to sit next to an ADD student because (I told him) I know he is a kind
soul and I need his assistance, if he could just help this other student
with the goals of the lesson. Actually, he really does have a "nice"
side to him, just that the other teachers find it hard to find. I
realize the good quality(ties) and let them know I see it. So, playing
up the positive quality in the child and utilizing it, is often the key.
BTW, don't think that I am not quick to call home and get the parent on
board, as well, if necessary!

Susan on Long Island

---
leave-artsednet-20359V@lists.getty.edu

---