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https://docs.google.com/presentation/d/1bsx2sVYl6W-riw7NrMX3b3v2HyxtdhaOrsjggvvWmq8/edit?usp=sharing

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I created this meme to comment on how many teachers become frustrated when their students do not get excited about learning and demonstrate behavior that shows disengagement with the activities or material. Through the reading of Kohn Ch. 6 it has been made clear that students need to be involved in classroom decisions. I like this quote from the chapter,

"The first benefit is that giving them some say will make it more likely that they will do essentially what we want. Children (like adults) have a basic need to experience themselves as “origins” of their own behavior as opposed to “pawns” (de Charms 1968, 1977). Conclusion: misbehavior will diminish when children feel less controlled." (Kohn, A. (2006). Beyond Discipline, p.81).

When students get to make decisions in the classroom, they feel less likely that they are being told what to do by an authority, and more like learners working alongside their teachers and peers to make meaningful experiences in the class.

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Reads: Asks a Legitimate Question About Why They Are Doing Something in Class

I made this meme from the perspective of how some students may feel when they question the decisions or reasoning behind why a certain classroom routine or aspect about the curriculum is conducted or seen as important for the learner to do or know. Students are capable of finding instances where certain procedures do not make sense, yet may feel that their voices are not valued or heard by their teachers and administrators. They expect solid reasoning for decisions in the classroom, and a teacher who listens to their students reassesses situations when a critique has been brought to attention without anger or autocratic authority. I think this quote is a good example of this scenario.

"No less important than letting students challenge the status quo was the teacher’s willingness to admit that there may be no good reason for what had always been done, and (as a result) to reconsider the original request."(Kohn, A. (2006). Beyond Discipline, p.80).

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"The difficulty of relinquishing

power, or of realizing the importance of doing so, is evident from

the number of adults who spend their days ordering children around,

complaining all the while that “kids just don’t take responsibility for

their own behavior.” The truth is that if we want children to take

responsibility, we must first give them responsibility, and plenty of it." (Kohn, A. (2006). Beyond Discipline, p.84).

This is perhaps the most important thing I have learned from this chapter. I myself have heard teachers say this same thing before. They want their students to be responsible, yet they do not give them opportunities to demonstrate responsibility. For teachers who do not take this approach to classroom management,  responsibility to them means, that students are simply following directions. Another awesome quote explains this further.

"When some people describe a student as self-disciplined, they mean

only that she does what is expected even when no adult is watching

(or giving out rewards or punishments). The goal here is just to get

the student to keep acting in ways that are acceptable to us, which

amounts to trying to direct her behavior by remote control."  (Kohn, A. (2006). Beyond Discipline, p.83

In summation,  most students actually want and would benefit for more opportunities in their education in which they take on more responsibility over their learning, it is just that they are not provided ways in which to do so.

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I created this meme as an example of the ways in which class meetings where students are told their voices are being heard and where they are to collaboratively make decisions as a class, are actually  just instances of the teacher making decisions for their students in disguise, and framing it as an open ended discussion and class meeting. In these meetings, no real decisions are being made by the students, the teacher is only accepting decisions that fit his or her agenda. Here is a quote of this situation from the chapter,

"I have seen “class meetings” even more tightly controlled—indeed,

more punitive—than this one, but here the lesson in contrasts

was memorable. Deep thinking did, in fact, take place in this classroom

whenever it was time for math or reading. But outside of academics,

the teacher might as well have been using Assertive

Discipline. At no point during the meeting had students been asked

to make a decision or think through an issue or even address each

other." (Kohn, A. (2006). Beyond Discipline, p.92).

As teachers we have to ask ourselves. Are we listening to our students wants and needs and is their input making a positive difference in the class, or are we just having them come up with ideas that fit with our wants?

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In Ch. 6, Kohn talks about student choice and how that can help us as teachers get more out of our students. "...giving students more control over their lives [and] more choices about how things are done in the classroom..."
I chose this quote because I have seen firsthand how my CT has approached this teaching strategy and how his students have become more interactive and responsive. I think also that as teachers we need to understand that all students learn differently and if students are given a choice then they have more opportunity to see success within the classroom.

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For this meme I wanted to bring to light how teachers can belittle students even when they don't realize it. I remember throughout school for me and having many teachers who would threaten my class for not being quiet, hence why I chose the meme I did.  Similar to how Kohn describes in this chapter, "...misbehavior will diminish when children feel less controlled. Kids tend to be more respectful when their need to make decisions is respected..."
I think that teachers feel the need to stay in control of their class because they feel that controlled chaos isn't acceptable in the classroom and I think they feel the need to take on this more parent style role than a teacher style role.

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I chose this meme because I think a lot of students can relate to it and Kohn does a good job elaborating more on students' self confidence and self interest to actually want to learn. "...when we look inside the classrooms of teachers who are less controlling and more inclined to support children's autonomy, we find students who are more self-confident and more interested in learning..." Looking back through my time at school I easily would have related to this meme because some teachers made class so monotonous that it never grabbed my attention. However, I do remember my history teacher my sophomore year of high school and how he made class more enjoyable even though I wasn't interested in the subject. He was able to keep the classes attention and make the material more meaningful for us to actually understand and comprehend it rather than coast through the class.

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I chose this meme because of the humor from it. I think teaching can help you forget about your own stressors in life and also help you enjoy some meaningful time with your students. As Kohn states, "...talking about interesting things that happened over the weekend." I chose this quote because this is where student-teacher relationships are made. This gives the teacher an opportunity to really get to know their students, just by a simple question at the beginning of the week and this allows the students to begin to open up and notice their teacher being genuinely interested in their lives.

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"Axiom: Students learn how to make good choices by making choices, not by following directions. ------------------> Corollary: Students will have little opportunity to do that kind of learning if teachers and administrators try to control or manage their behavior." (Kohn, A. (2006). Beyond Discipline, p.78)

This reminds me of the chalkboard gag in the Simpsons because Bart is always forced to write something on the chalkboard but he doesn't seem to learn anything from the words he writes. Bart learns much more from making his own choices and learning how his actions impact others, especially those who are willing to experience a teachable moment in the midst of chaos.

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"I said that we’d always lined up, and they asked, “Why?” I thought about it for a while and then I said I couldn’t think of any reason why  students had to line up except that it was just the way things were done. Well, they didn’t buy that. We then decided to define our needs." (Kohn, A. (2006). Beyond Discipline, p.80)

This meme perfectly captures that moment when something seems pointless to students but there is no flexibility for process change. It is important to help students understand the reasoning and motivations behind what they are being asked to do at school. They will have a better chance of understanding directions if they are able to help make decisions and co-plan.

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"When we look inside the classrooms of teachers who are less controlling and more inclined to support children’s autonomy, we find students who are more self-confident and more  interested in learning for its own sake." (Deci, Nezlek, and Sheinm an 1981 - pg. 85).

Expectations for a "perfect" classroom is unrealistic and places an undue burden on both students and teachers. Instead, using student choice and negotiation to create realistic expectations will help students learn values such as democracy and responsibility in the classroom. In this environment, students will be more motivated to participate in class and maintain engagement.

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"Developmental appropriateness.  It’s one thing to make sure that a four-year-old has dressed for winter weather, and something quite different to monitor the clothing of a ten-year-old."  (Kohn, A. (2006). Beyond Discipline, p.86)

This component of 'Structure vs Control' reminds me of Piaget's developmental stages. Although we normally think about these stages with respect to cognitive development in logic and reasoning, there are also interdependent developing moral/behavioral/self-regulatory stages. For this reason, it is critical to understand what is an appropriate choice for students to control autonomously, and also what outcomes could be possible within a zone of proximal development (constructivist learning theories) with additional guidance and scaffolding from a teacher.

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"If we want children to take responsibility, we must first give them responsibility". (Kohn, A. (2006). Beyond Discipline, p.84).
Students are often given the illusion of responsibility, when they are simply receiving highly directive directions to follow. Many teachers seem to fear that students will not follow through if they are given complete responsibility of their education, when will they ever learn to do so if not in your classroom?

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This quote demonstrates well exactly what to avoid when attempting to give students agency and choice in the classroom. Related to the point Kohn makes on page 83 about presenting students with real choices, not 'pseudochoices.' Offering pseudochoices like "do you want to keep chatting or do you want to get work done?" is also dangerous because it invites students to answer they want the former, and then you have accomplished nothing. Any efforts to give students voice and choice need to be sincere or they will be ineffective, demeaning, and frustrating for them. Also, there is likely going to be some discomfort at first as you get used to relinquishing control, so it is important to keep that in mind and strive for a balance of the importance of your voice and theirs. Benefits of legitimately considering student suggestions and prompting discussion include improved engagement and investment in the class, as well as the possibility that they suggest something you haven't thought of and/or make a really good point to consider.

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“Children are not just adults-in-the-making. They are people whose current needs and rights and experiences must be taken seriously. They ought to be able to make choices because people of any age ought to have some say about what happens to them (Chanoff 1981)."-Kohn, A. (2006). Beyond Discipline, p81.

This quote really stood out to me because I remember being a child and being told that my feelings were inconsequential or that I wasn’t old enough to make that choice for myself and how invalidated that made me feel. That last bit“…people of any age ought to have some say about what happens to them”, was especially impactful to me because I know how it feels to be stripped of my voice and choice. Children deserve our best and that includes treating them like human beings with real feelings and lived experiences.

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This meme pertains to the overarching theme of this chapter - that building student agency in the classroom and supporting autonomy is a much better method of classroom management than a system where the teacher has all the power all of the time. Kohn emphasizes that it is both moral to give students agency as well as effective at mitigating behavioral issues (p. 81). His suggestion of regular class meetings is not only a great community builder - another good method of classroom management - but it also saves time in the long run by taking the time to have these meetings because less time will be wasted on discipline (p. 90). The best way to manage a class is to give students agency and real choice, which can prevent behavioral issues before they occur.

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The point I am making with this meme is the same as one of the - hopefully obvious - important points Kohn makes in this chapter. Students' learning, growth, and the class as a whole will benefit greatly from avoiding pointless, unsatisfactory responses like "because I said so," and instead asking students pointed questions like "why do you think we do that?" or "do you have a suggestion for a different way to do it?." It may seem like common sense to a lot of us,  but kids can get very frustrated when legitimate, curious questions are dismissed, and dismissing student questions and suggestions in any context can lead to acting out and becoming alienated. Students will be much more willing to be engaged and respectful if we respect their contributions.

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I chose this meme format because it is a sarcastic way to point out how basic and without question it should be that teachers respect their students as people and as individuals. Unfortunately, not every teacher keeps that in mind, and even well-intentioned teachers can get caught up in maintaining order in the classroom or just getting to the academic goals by whatever means. But mutual respect - from the teacher to the students, the students to the teacher, and between students - is so important for an open, engaged, and efficient classroom. This type of respect is established as a key component of effective engagement, not to mention that it is morally correct to treat students as whole individuals in the first place. I think it is important to constantly reflect and evaluate how we interact with students to ensure we are on track with our vision of respectful classroom management and avoid falling into pitfalls.

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“A teacher once told me how much her students’ morale had improved when she started letting them read or write in any position they chose—sitting, standing, or lying down anywhere in the room. That struck me as a little bit depressing because it pointed up how the norm is to deny students even the most basic control over their own bodies. A choice that children should be able to make as a matter of course is the exception rather than the rule.”
-Kohn, A. (2006). Beyond Discipline, p86.

That quote came out of the section titled “Structure vs Control” which I found particularly insightful because it made me think about the fact that I can run a structure classroom and allow students to make choices and not be in “control”. That section goes on to say something along the lines of, “Don’t just teach them the rule, teach them why” which seems intuitive but needs repeating. Children are not animals to be trained, they deserve to know the reason behind your request and they deserve to be able to make choices regarding “the most basic control over their own bodies.”

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“Just as it takes the eyes a moment to adjust to the sunny outdoors after emerging from a dark room, so it takes the mind and heart a while to cope with freedom after having been expected to do what one is told.” Kohn, A. (2006). Beyond Discipline, p 96.

This quote really resonated because I grew up in a very controlling environment and when I was finally allowed to make my own choices, I made some real stinkers. I really believe that there is an adjustment period after control is released from a child’s life at which time, they may make some bad choices. It also reminded me that even if students make bad choices, they are theirs to make. The learning curve of life is high but if we want children to be the deep-thinking/ responsible individuals we want them to be, we have to release control sometime.

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“The ultimate reason to give children a say is that it can help them to make their own good decisions, to grow into ethical and compassionate people—not because it will make them internalize what we want the to do. Our decisions about how we involve them in making decisions should be guided by what helps that to happen.” Kohn, A. (2006). Beyond Discipline, p 83.

I chose this quote because I agree that the ultimate goal of teaching is to help children “grow into ethical and compassionate people”. Most of the factoids that students are taught throughout school will be forgotten, but the lessons they learned and the way you (the teacher) made them feel will stay with them forever. This quote really made me think that I can ease up on discipline and having students internalizing the little facts and focus on the big picture and how I can help them grow.

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"Students learn how to make good choices by making choices, not by following directions" (Kohn, p.78).

I love the overarching message of this chapter, which emphasizes that teachers need to give students real opportunities to influence their classrooms. When teachers micromanage every decision that's made in a classroom, the learning environment doesn't promote actual learning. The passage highlights how it's not so much students, but their educators who are putting up roadblocks to meaningful learning: "Students will have little opportunity to do that kind of learning if teachers and administrators try to control or manage their behavior" (Kohn, p.78).

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"Misbehavior will diminish when students feel less controlled. Kids tend to be more respectful when their need to make decisions is respected" (Kohn, p.81).

I strongly agree that mutual respect plays a huge part in creating successful learning environments. Teachers can earn respect from their students by treating them more like adults and less like unruly children. As adolescent learners are gaining more agency and independence in their own lives, the classroom is another arena where they can display their maturity through their academic work. For teachers, this means giving more freedom and greater responsibility when it comes to classroom management.

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"The teacher sat with them and sometimes raised her hand to be recognized, just as they did. At this particular meeting, she spoke only once or twice during a meeting that lasted fully two hours." (Kohn, 93)

I love the idea of class meetings. This resonated with me a great deal as a music class is one where each individual must learn the responsibilities of how to succeed as well as how to help their peers. This meeting idea is not far off from what sectionals look like in a music program, the only difference is small groups vs. one large class. I think this is a great way for teachers to get a better understanding on how and what they need to focus on in their future lessons. The students will provide their own feedback without any reservation once they see you give up your authority as leader in the class. They start to recognize what they need to succeed and tell each other, not the teacher telling them what they must do.

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"The truth is if we want children to take responsibility, we must first give them responsibility, and plenty of it" (Kohn, p.84).

This chapter brings up an important debate about how much responsibility teachers should give over to students in the classroom. Traditionally teachers have held onto structures of power in their classrooms, using their decision-making ability as a form of discipline. But ultimately, giving students more agency and choice in the classroom allows them to be more invested in their learning. Kohn alludes to this benefit in terms of reducing the need for discipline: "Choice promotes compliance and minimizes misbehavior" (p.81).

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Children are not just adults-in-the making. They are people whose current needs and rights and experiences must be taken seriously. They ought to be able to make choices because people of any age ought to have some say about what happens to them (Chanoff 1981).(Kohn, 81)

Students know what they need to work on to succeed. They are fully aware of their failures, but they will only fail more if we don't provide them the space they need to properly succeed in their own way. Students may not know how to solve a math problem, but they may remember doing well in their science group when they worked in teams of two. It is our job to listen to their successes and find the part of it that led to success in that class and how to implement it in our own class. All of this is a discussion a teacher should have with their student(s), maybe in class meetings.

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"It is good to give students the chance to pick their favorite option from a list of possibilities. It is better when they can sometimes generate the possibilities" (Kohn, p.95).

This quote stuck out to me in the conclusion about taking student choices a step further. Instead of just letting students select from pre-selected options, why not have them help come up with the solutions themselves? Teachers might think they have some higher authority when it comes to proven solutions for the classroom, but it is vital for us to value the input of our students and let them offer new possibilities. Life isn't a multiple choice test. Students need to learn to brainstorm and solve unique problems on their own. Letting them generate solutions on their own is a great way to take agency a step further.

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"The construction of meaning is an active process" (Kohn, p. 78)

"It isn't particular for a teacher to shut students out of decision making-or even to threaten a punishment for asking." (Kohn, p. 79)

The quote from chapter 6, Kohn, made me reflect upon different levels of human consciousness in which teachers and students demonstrate. From the theory behind how to be grounded and even through use of DBT, EMDR etc. our thoughts can be controlled, organizing and expressed in many different ways. As chapter 6 explained, allowing students to have a voice and different ways to express their voice/options is needed. Whether this is by choice of an assignments, or choice of seating arrangement, enforcing/promoting positivity in the classroom has so many benefits. As we strive to move away from the military style and even modern classroom, the organizational structures and tools to become inclusive are  changing each day, especially with online learning

Currently as a ST, I've seen the dictators/authoritarian approach fading, however the uproar from students appear to be focused on feeling comfortable and the desire for privacy. Many have chosen to not have their cameras on, though they do engage using the chat function during class time activities.

Creating/implementing ways (breakout rooms, chat feature, games, etc.) to promote positive working environments, and how to properly respond to a class (as a whole) or students individual needs, will benefit all classrooms. Not taking classroom or student conversations personally, as well as taking time to get away from technology will promote healthy ways of thinking and train our pain in positivity.

The best fictional authoritarian to me is the Queen of Hearts <3

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But it is more than a paradox: it is ultimately an “oxymoron,” because classroom management of this type “dilutes, if not obstructs, the potential power of the curriculum for many of our students” (McCaslin and Good 1992, p. 12).
(Kohn, 92)

This is a problem I would see all too often at the elementary school level. Teachers expect their students to be creative thinkers and speak their minds, but they waste time on classroom procedures that restrict students. Igor Stravinsky once said that creating interesting music is like dancing in a straight jacket. Once a teacher sees a student breaking the rules they have set, it is up to the teacher to have a conversation with the entire class to determine if the rule is a good one. It is better for students to have a meeting as a group at the start of the school year to create their own class rules they all agree to.

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The benefits of letting students decide far outweigh the disadvantages of implementing a silly proposal.(Kohn, 99)

I have never heard of students such a simple and universal rule for raising you hand to speak. The idea that agreeing to saying "Beep, Beep" as the request to speak sounds too silly to be considered. The fact that a teacher was willing to test this new idea shows how much they trust their students and how well they manage the classroom. I think this wouldn't work if there was a substitute or if the students were not used to receiving such large responsibilities.

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I chose this memearoo after reading the rule from the Oklahoma teacher that said, "if you grip about homework, prepare to do extra!" (pg.79). I just felt like it was such a ridiculous rule because it basically ignores the feedback from students and only makes the problem worse. I feel like the point of school is to get students to enjoy it and find meaning, so making schoolwork punishment only works against that idea. The meme touches on this, having the student ironically research revolution in an effort to be more obedient.
Rather than punishing students for having opinions, perhaps considering their gripes as constructive criticism can enhance student voice and even change "gripes" into suggestions which then reduce the number of complaints. Our first instinct shouldn't be to try to make kids do school by threatening them with school.

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"today me will live in the moment unless its unpleasant in which case me will eat a cookie"

"holding up individual students as examples in order to control the behavior of everyone else" (Kohn, p. 82)

Mindfulness vs need/want/desire is important to evaluate while creating valuable lesson plans. Can we really control the behaviors of other...? When things do not go according to plan, how would one respond and promotes this awkward with enthusiasm.

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Behaviors and social influences shaping attitude's (social accepting within the classroom). How do we choose to punish behavior, and should we?

"threatening punitive consequences but pretending they’re logical" (Kohn, p. 82).

When students act out in class, using it as a learning moment rather than a tool to take out disappointment/aggression

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"We cannot expect children to accept ready-made values and truths all the way through school, and then suddenly make choices in adulthood. Likewise, we cannot expect them to be manipulated with reward and punishment in school, and to have the courage of a Martin Luther King in adulthood." (Kohn, p. 84)

The imagination is a powerful tool, especially in the classroom (from both teacher and student perspectives). Using different ways in incorporate students voice, their understand of how their words and actions effect others while building an inclusive classroom.

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This meemee was inspired by the section on pages 80 and 81 about misbehavior. It mentions the weaponization of student choice in saying "you chose to misbehave" or even chose punishment with their actions (pg.80). Later in the section, though, Kohn explains machinations of misbehavior. "... they are likely to be better behaved when there is no need for them to struggle to assert autonomy," and that feeling respected ultimately makes them more respectful (pg. 81). This resonates with my style as it's easy to relate to. Becoming upset and "misbehaving" seems like the only natural outcome of feeling disrespected and controlled.
Another thing the maymay highlights is the damage of weaponizing student choice. If the only time we acknowledge it is when they misbehave, does that mean we believe that all they want to do is misbehave? Deficit outlooks like this only create negative classrooms.

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Inspiration for this meme was brought to you by the excerpt, "The truth is that if we want children to take responsibility, we must first give them responsibility." (pg.84). Having students essentially practice having responsibilities makes them more comfortable and capable of taking on more responsibilities. I connect with the portion about relinquishing control and dropping the illusion of being all powerful reducing student reliance on adults (pg.84). The simple act of loosening our grip can do a lot to boost a student's sense of competence and independence. It also reinforces the idea that, "hey, this is your space too!" I think by showing faith in students and giving them opportunities to assume leadership roles we encourage them to contribute to a classroom in meaningful ways.

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I always love a good Michael Scott quote. There is so much wisdom in his naivety. This is a great example, which connects to the idea that "this is a place for deciding- for example, how best to help people in need, rather than just taking part in established holiday charity rituals." (pg. 88). The classroom is an active space that should encourage participation in order to learn. Giving student's opportunities to make decisions helps them learn the deeper lessons of autonomy and responsibility. It is a much more effective way to create connections than by expecting them absorb things passively. I think this meme works in two ways, you develop by being hands on but you don't just absorb values after touching a metal ball and your hair sticking up. Whether or not you are making student's do something valuable, you are still making them do something. Also, students making decisions demonstrates understanding and provides feedback. Your students' hair will never stick up when they get something, so proving choice allows for valuable feedback.

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I chose this meme because it touches on the idea on page 78 of the reading were the author discusses the two teachers, one who “who makes up all the rules and insists that students obey them without question” (78). It made me think of the idea where if you tell someone to do something, it is now the last thing they want to do. As teachers, we need to remember that our students are still people who have amazing ideas and want their voice heard. The second teacher who collaborated with their students and how impactful it was to allow your students a say in their education.

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This meme touches on the ideas in the reading about being a dictator over your students. Its harmful for your students learning to insist them to be 100% silent, listen to you, and so all the homework 100%. Also, as teachers, we should encourage curiosity and critical thought. One of the quotes that connected to this meme is “Children are not just adults-in-the-making. They are people whose current needs and rights and experiences must be taken seriously. They ought to be able to make choices because people of any age ought to have some say about what happens to them (Chanoff 1981).” (81). Also, the article brought up the idea of group discussions and “Let’s say that a student wants to know why everyone must raise his or her hand before speaking” (98). The article says that teachers should, if there is time, open the question up for group discussion and allow the students to try something else and see if it works better. Although this is time consuming, I like this idea because you want to encourage and respect critical thinking.

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I chose this meme because it talks about substitute teachers. On page 89, it outlines two approaches to getting your class to respect a sub. The first one is “The teacher, of course, could call a class meeting to announce that a sub will be coming and to make sure that everyone can recite what he expects of them. But this is just an exercise in control dressed up as a class meeting” (89). This is much more of the commanding approach and from experience as a student, it does not work. The alternative is “far better would be to ask the students what they think might be useful for making sure that the days he is away will be spent productively. Maybe they could work together to plan the curriculum for when he is gone. Or maybe he could present the discussion as a brainstorming session on how we can make this stranger feel welcome in our room” (89). It would have much better to show the students why treating the sub respectfully instead of just telling them to do so.

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I really wanted a meme that talked about collaboration and how student lead lesson is a great approach to teaching. This meme really summed up so many aspects that are essential to teaching. We have learned more than ever this year that student’s engagement and collaboration is so important. The article says “Down the hall from this kindergarten was a 2nd grade classroom5 where it took me a few seconds to find the teacher. (Experience suggests this is usually a very good sign.)” (93). This is something that I would love to implement in some way in my classroom. Learning chemistry is so much easier when collaboration is integrated into the classroom.

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I chose this meme because it shows one of the initial responses to the transfer of responsibility (in this case: outright resistance). It is also supposed to show the beginnings of the gradual release of responsibility. I also appreciated that the "teacher" in this scenario (ironically a teacher in the show) was very prepared and did not immediately click into punishment mode for the student.

It connects to my teaching philosophy of management in that we need to keep a cool head and have backup plans. It's a little different in the sense that the backup plan should try a different approach. I also think that it's important to ask students to express their feelings, which this meme shows.

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This meme is near and dear to my heart. I thought that it was a good representation of having a paradigm shift from the assertive discipline style to a student led style. Even if a teacher is in a committed relationship with their management style many admire the student led model (myself included), but may find the process of implementing that model to be a little taboo. Of course this shows that I am so used to the assertive discipline style that letting students have control is new to me. I really like it, but it is going to take me a minute to process it and figure out how to implement it in a choral classroom.

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One of my friends said that this meme actually hurt them, so I guess it gets the point across fairly well. That being said, I wanted to focus again on student responses to the student led management style. I couldn't think of a better way to show it than the utter look of shock on Dobby's face after he received the sock. Those of us familiar with this scene know that he later jumped for joy, but the initial silence fairly accurate. Plus this meme gets across the idea that we--as teachers--need to work toward giving students autonomy. The reading made it obvious that students automatically assume their lack of autonomy when they walk through the classroom doors, so it is important to give them a reminder of their freedom to make choices (and to give them that freedom). Of course we should scaffold it a bit before they are just left completely free, but that thought might also just be me processing this concept.

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I realize that this one is hard to read unless clicked on. Basically,  it's a quote from page 81 of the Kohn reading that is broken up to match the characters from Enola Holmes (on Netflix).

The quote reads as follows: "Consider a rough syllogism. Major premise: children misbehave when their basic needs have not been met. Minor premise: children (like adults) have a basic need to experience themselves as 'origins' of their own behavior as opposed to 'pawns'....Conclusion: misbehavior will diminish when children feel less controlled" (Kohn pg. 81).

I found that this really brought home my understanding of the difference between the systems discussed in this week's chapter. After all, how can students really learn about the consequences of their actions if we don't give them the space to experience natural consequences of choices they made on their own without teacher-given guidelines? On the other side of that perspective, how can students learn to be really proud and confident in their answers and actions if they are constantly parroting their way through school? We are trying teaching our students how to succeed in life, love learning, and then our content area. We need to put systems in place that teach students about life skills, and that stems (at least in part) from the management style that we choose.

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This meme I believe most generally outlines the chapter readings. This meme shows that student responsibilities and student choice are the zest of your classroom. The readings spoke to the ability of these ideas to generate better behavior in classrooms, greater engagement, and skill building opportunities. In some cases teachers resist this idea and end up with greater resistance from students. Teachers that respond to this with greater enforcement or discipline tend to have greater resistance and spend more time having to control student behavior. Personally, I see the roll of a teacher to create space for students to practice professional adult conversations, behavior, and identity. This comes with allowing students to have responsibilities and the space to fail. Including student voice allows students an opportunity to interact with the content and their peers that is true to their identities and experiences.

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This meme really spoke to me. The readings discussed the idea where students are treated as if they do not have legitimate questions or important announcements to make. I personally believe that this is a form of ageism. Teachers should go into teaching to foster students growth, skills, and to help shape them into better thinkers. Teachers that are, as the book states, so structured that the subject becomes rigid and controlling, are not meeting these values. Eliminating this restrictiveness of student inquiry can lead to enriching conversations that can help students engage in real world promises. Additionally, the reading outlines that respecting student inquiry over the teachers methods validates some of these restrictions. The book states, " A restriction would be more legitimate if, for example, its objective were to protect children from hurting themselves as opposed to imposing order for its own sake" (pg. 86)

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Howdily-doodily fellow teens! Come peep my myspace page for some siq memery

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A huge benefit from students gaining responsibilities is that they begin to build a culture of expectations in their own classroom. In my experience, teachers tend to take up a lot of classroom time dealing with disruptive behavior. Creating a more flexible environment where students can regulate their own behavior takes some of the work off of the teachers. This meme outlines this thought process where the Mandalorian, the students, is shooting the bad behavior (incase it was not clear). I liked the quote, "If we want students to take responsibility, we must give them responsibility..." (Pg. 84). Increased student involvement gives students opportunities to become stakeholders in their schools and chances to practice peer-mentorship roles.

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This meme describes the ideas of the section that discussed control and critical thinking. The idea behind the meme is that teachers that do not consider student voice and flexibility in their classrooms should not be surprised when students do not engage with the content. Reflecting back to culturally sustaining pedagogical methods, we must include student voice in our classrooms to allow our content to be tailored to their identities and cultural experiences. Additionally, the reading adds that students need chances to make decisions. How can we expect students to make decisions and to act responsibly when we do not give them the space to practice these items? Giving students agency in their education also reduces resistance to doing the objective because they will not be forced to engage in things that are meaningless to them.

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This meme reminded me of the section in Kohn on page 84 that talks about if we want children to take responsibility we must first give them something to be responsible for, and even though that concept sounds so obvious it seems like something that gets misses a lot in education. Teachers often dictate every aspect of their students' school lives which does not teach them skills that will be crucial for their development. I look back to when I finally started acting responsibly and it was when I had things that I, alone, was responsible for. And I agree with Kohn when they describe how teaching children to be mindlessly obedient actually sets a dangerous precedent (p. 84).

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Towards the end of the chapter, Kohn describes a situation where students came back from recess early because they needed to have a class meeting about a situation that arose while they were playing. They did this without the teachers prompting or facilitation. This sounds like a miracle, but in reality, the teacher had most likely taught their students these skills over a period of time before they were able to implement them on their own. I think that sometimes teachers can get so distracted with ensuring that their students understand the content that they forget that we could also be teaching them how to be active and engaged citizens of the world. This is not something that can be completed in one lesson, but it is something that we can incorporate into every lesson we teach.

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One of the overarching themes of the chapter seemed to be about how offering students choices that aren't actually real choices is not much better than giving them no choices at all. On page 92 Kohn talks about a teacher who asked students how they thought something should go and "Students offered suggestions, which were brushed aside until she got the answer she wanted" (p. 92). This is a perfect example of false autonomy. The teacher may think that she is providing her students with choice, but she is really just guiding them to the answer she was looking for all along. There is no space for students to truly grow their decision making skills in that environment.

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This meme made me think of the common practice of encouraging student participation, but under very established guidelines. This idea of student participation that is more for show than for substance. Teachers will prompt students to participate through "Participation Grades" but often they only want students to participate with rote, thoughtless responses.

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https://docs.google.com/presentation/d/1zgaOyeft6NYgRabgeUqUH1e_l3JZKTOPfTuzBXz_nes/edit

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"Accepting someone else’s expectations is a far cry from developing one’s own. Doing something out of a sense of compulsion isn’t at all the same thing as doing it because one knows and feels that it is the right thing to do. The ultimate reason to give children a say is that it can help them to make their own good decisions, to grow into ethical and compassionate people— not because it will make them internalize what we want them to do." (83)
I chose this meme and quote because I feel it is so important to learn how our thoughts work and what do do with them. Too many of us, especially before our brains develop, act on impulse or our "gut." If we don't learn to self-regulate and discern why we make decisions, then we really don't have self control and will end up hindering our happiness and success. It is so important that educators see that students are developing this sense of self and we are there to foster it, not control.

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One of the overarching themes in this chapter is that students don't like to just be told what to do and that they do better when they are part of the decision and rule making.
"In fact, an emphasis on following instructions, respecting authority (regardless of whether that respect has been earned), and obeying the rules (regardless of whether they are reasonable) teaches a disturbing lesson. Stanley Milgram’s famous experiment, in which ordinary people gave what they thought were terribly painful shocks to hapless strangers merely because they were told to do so by someone in charge, is not just a comment about “society” or “human nature.” It is a cautionary tale about certain ways of teaching children." (84-85)
I chose this quote specifically because parents often say to their kids, "Well if they jumped off a bridge would you do it too?" If we are being told to be blindly obedient and then told to think for ourselves, then which one is it?
I chose this meme because we all know that no one really cares when we go over the same mindless rules in every class! It actually makes students care less because they seem arbitrary.

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The topic of this meme is important for me to bring up because I see the detriment of this ideal adults instill in adolescents to this day. One of the teachers in the text said, ". . . I couldn’t think of any reason why students had to line up except that it was just the way things were done." (80) This not only is an ineffective excuse for having students follow the rules, but it teaches that there doesn't need to be any real reason or thinking behind their choices. I hear too often, "This is the way I am and I'm always going to be that way." far too often. I've also seen a relationship recently fail because one of the people had lived their life by an arbitrary set of rules for so long that they couldn't allow themselves to change. We need to teach that it's okay to change, try, fail, and be different.

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The last thing I want to bring up doesn't have a quote to go with it, but I feel is very important. The reason teachers, for the most part, are so disciplinary is because we have to meet certain academic standards in a certain amount of time while upholding an image that we can "handle" or "manage" students. I know that some of my biggest fears are not being professional enough, not being able to set boundaries, and just not being good enough in general. I know with a lot of people having these fears that they want to present themselves as having "the perfect classroom," but that just goes to show that we need to change what that means and how that looks. We have to change to a "rehumanizing" gaze on our educational expectations and goals, which in turn will help our students to center themselves.

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"No less important than letting students challenge the status quo was the teacher’s willingness to admit that there may be no good reason for what had always been done, and (as a result) to reconsider the original request. Finally, and perhaps most impressively, the students were not merely heard; they were invited to participate in formulating a solution. The result, we can assume, was not just that this classroom— in sharp contrast to the other teacher’s— became a more pleasant place to spend the day; it also became a place where students could actively learn to be responsible people."
This quote comes from the second teacher in the tale of two teachers at the beginning of the chapter. It stuck out to me because so often the instructor/teacher so badly wants and expects to be listened too. I agree that the students should listen to their teachers, but I liked this excerpt because it acknowledged that students should and need to be listened to in return. That way we can continue to learn, learn about ourselves, and learn about others.

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"Having said that, we can move on to consider the practical advantages of letting students make decisions. The first benefit is that giving them some say will make it more likely that they will do essentially what we want. Choice promotes compliance and minimizes misbehavior. This is an important point for readers who, notwithstanding the previous chapter, are not quite ready to abandon the central goal of traditional discipline, even if they would just as soon avoid its methods (rewards and punishments)." pg 81

I liked the part of this quote that relates student choice and involvement to compliance and a sense of responsibility. If students are able to make their own choices, even if there is consequences or things don't go the way they think they will, there is still a sense of ownership the situation, instead of just blaming the hardship or annoyances they have on their teacher. If teachers allow students to make their own choices I think it can help build the teachers trust in their students and the other way around. If student's experience hardships making their onw choices they may develop more trust and respect for their teachers choices.

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"between being self-disciplined (in this limited sense of the term) and truly autonomous. Accepting someone else’s expectations is a far cry from developing one’s own. Doing something out of a sense of compulsion isn’t at all the same thing as doing it because one knows and feels that it is the right thing to do. The ultimate reason to give children a say is that it can help them to make their own good decisions, to grow into ethical and compassionate people— not because it will make them internalize what we want them to do." p. 84

When we think about holistic teaching and teaching the whole child. Knowing how to comply and listen to direction is one skill to teach. Also on the spectrum is teaching how to make good decisions and think for themselves. This cannot happen if students are never afforded the opportunity to practice this skill. For some teachers this may be difficult, perhaps because we rather caudle our students then let them fail. Failure or success, students can truly develop their values and decision making skills if we let them do so.

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"It sounds easier than it is, this business of holding class meetings. Sometimes participants can’t agree on a solution. Does that mean we carry the item over to the next meeting— or have we done something sufficiently constructive just by raising the issue and airing our ideas and feelings? Sometimes students don’t participate. Shall we break into pairs to talk, or write down our individual responses, and then come back together to share our new proposals? Or might people be getting something of value from the discussion even when they don’t contribute? Sometimes students snicker unkindly at someone’s idea, or don’t pay attention, or let a couple of their peers effectively take over the meeting. These are not problems for the teacher to solve alone; they are issues to be folded back into the meeting and dealt with by its members." p.90

I liked this quote because it acknowledges that even if as the teacher we try to incorporate student voice, student choice, and all these great things, they may be hesitant or unwilling to participate in the process. But I especially like the end of this quote that says that the issues not addressed are issues to be "folded back into the meeting and dealt with by its members". This scenario is a time I imagine that teacher must exercise patience and wait for students to adapt to a new normal.