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"Student resistance offers a collective opportunity to make education relevant, responsive, and rigorous." -p13

I really enjoyed the first chapter of this book and think it's a great contrast to the Pearson text.

Understanding that resistance is symptom of a problem and not the problem itself is key. People always want to oversimplify problems or sweep them under the rug, but this just allows problems to re-occur later. In addition to the authors understanding of complexity, I also appreciate the writing style and structure. It feels about 30 times less stale than the Pearson text and also much more human. I'm looking forward to reading more of this text! Thanks again for providing such great content in your course.

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Social-emotional learning (SEL) can be defined as “the process of gaining competencies and intrinsic motivation for emotional self-awareness and self-regulation, for safe and responsible behavior and for assertive, empathic, and skillful social interaction” (Schwab & Elias, 2015, p. 95). Thus, SEL is concerned with the individual’s knowledge about his or her own and others’ emotions, and with skills for managing emotions and emotion-related behavior. (pearson 179)

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This section on social and emotional learning reminds me of one of my best childhood friends named Jake LaSalle. Most of my teachers probably would have considered Jake to be a problem student, and not particularly intelligent. He had extreme ADHD, little structure at home, and no real interest in traditional academic fields.

What these teachers failed to notice however, was that Jake could get along with any group of people and was extremely warm and welcoming to interact with. His intelligence regarding reading comprehension or math may have been low, but his social intelligence has always impressed me. I met many of my friends through Jake because he acted as a sort of filter for my social anxiety. I am certain that his social intelligence has gotten him much farther in life that any academic knowledge ever has.

I'm glad to see that educators are becoming more explicitly aware of these different types of intelligence amongst their students.

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It is a good idea to look for private ways to provide praise. Written comments on papers, tests, and other assignments offer excellent opportunities for quality praise. Private conversations, conferences with parents, emails and notes home, and informal contacts also offer opportunities for praising students. Private praise avoids some of the complications of public praise and permits the teacher to include a greater variety of performances and behaviors as its focus.(pearson 172)

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I have not had extensive management experience, but I have had enough to know that positive reinforcement really works wonders when trying to teach someone a skill or task. During my time in professional kitchens, I have worked for many chefs that attempted to intimidate their cooks into complying with their demands. Some would resort to humiliation or even physical violence to achieve desired results. In a climate like this, many cooks simply waited until their chef was not around, then they did as they pleased. These types of kitchens also involved a decent amount of hazing.
Fortunately, I have also worked for chefs who have been wonderfully positive, kind, and supportive. They helped shape my perspective and showed me first hand that being gentle did not equate to being weak. In fact, quite the opposite.
Long story short, people will learn much faster when they are being praised for their progress, not being cut down for their shortcomings.

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We now want to emphasize the importance of keeping a positive perspective and avoiding overdwelling on student misbehavior or inadequacies. Sometimes teachers get caught in the trap of seeing only faults and problems and overlooking the better features of students’ behavior. Instead of rejoicing when 29 students are involved in learning, we complain about the one student who is off task. (171

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Obvious inconsistency in the use of procedures or in the application of penalties usually leads students to test the limits by not following the procedure or by repeating whatever behavior was to have evoked the penalty. These events can escalate rapidly and force the teacher either to abandon the procedure or to tolerate high levels of inappropriate behavior. Because neither outcome is desirable, it is best to avoid the problem by resolving to be consistent in the first place. (pearson 168)

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ALWAYS BE ON THE MOVE!