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This chapter makes it very clear that we must see the bigger picture. We must not view student resistance as merely an individualized problem, but instead a mere side effect of massive institutionalized marginalization of specific groups of people. We must always ask, why? Where is the root of these problems?

"It is not just that schools teach different students differently as a way of preparing them for their predetermined positions in society; it is that school convince teachers, students, and communities that those differences are natural instead of invented." (make me p. 26)

"In short, if you know how to act the part, you will likely get the part" (make me p.28)

This quote struck me because it helps me to explain my own financial shortcomings. My girlfriend recently asked me why we didn't have a life like many of her friends who are a similar age to us( owning a home, going on trips, having kids etc.). I explained that many of them have corporate, salaried jobs and that they had probably gotten these jobs right out of college due to an acceptance and pursuit of certain societal "norms". Many of them also come from privileged backgrounds. I, on the other hand, deeply rejected most social norms as a young adult and as a result I ended up working for over a decade in the service industry. This industry was a non corporate environment that allowed me to maintain my extremely alternative cultural views (anti- capitalist, feminist, non car having, hip hop head and cannabis lover with hair past his shoulders ). I do not have much money, but I have met alot of amazing people and acquired skills that I will use for the rest of my life. I also know what it's like to be poor, which allows me to empathize with a much larger portion of society. I know what it feels like to not have enough money for your next meal.
But now I am in school trying to become a teacher, because I feel that if I can contribute positive influence to our youth, they just might save this doomed world we live in.

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Problem solving is a process used to deal with and resolve conflicts. Conflicts arise between teachers and students because different roles give rise to different needs and because individuals have different goals and interests. In a crowded classroom, diverse paths can cross, and individuals can find themselves at odds with one another. When conflict arises, teachers need a way to manage it constructively so that teaching and learning can continue in a supportive classroom climate. An effective means of accomplishing this is the problem-solving process, in which the teacher works with the student to develop a plan to reduce or eliminate the problem. Steps in the process include (1) identifying the problem, (2) discussing alternative solutions, and (3) obtaining a commitment to try one of them. (pearson 195)

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This chapter really hit home with me because I know that I need to work on being more assertive. In my job, my relationships, and my school work, I tend to be way too passive. This usually results in me getting walked all over and then feeling terrible about it afterwards. Instead of facing my problems head on, I tend to draw back and then self medicate with weed and alcohol.
Over the past year or so I have begun to combat my substance abuse, but I still have a long way to go in terms of combating my passivity. I am so used to being told what to do that it's actually quite difficult for me to go about life in any other fashion.
But I know that this is something that I must do if I am going to help be a positive influence on the youth. They need me to be assertive so that they may learn properly!
It's a scary road ahead, but as long as I do not relapse into a self medicated hole, I should be able to make successful forwards progress!

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Listening and empathic responding complement constructive assertiveness. Whereas assertiveness allows teachers to express their concerns, listening and empathic responding solicit and affirm the student’s viewpoint. The use of empathic responding skills does not imply that misbehaving students are entitled to do their thing without regard for others; rather, the implication is that the student’s views should be taken into account in order to reach a satisfactory solution. When the teacher shows openness to the student’s perspective, there is a better chance that the student will make a commitment to change. Conversely, a teacher who shows no interest in the student’s feelings is more likely to encounter defiant behavior and an unwillingness to cooperate or to accept responsibility. (pearson 192)

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01: A clear statement of the problem or concern. Student misbehavior usually causes problems for teachers by making it difficult to conduct lessons, by slowing down activities, and by subverting routines that help a class run smoothly. When misbehavior persists, it is time for the teacher to let the student know what the problem is from the teacher’s point of view. (pearson 189)

02: body language. Constructive assertiveness with students needs to be reinforced by appropriate body language in three areas. The first is making eye contact when addressing the student, especially when describing the problem and when calling for behavior change. Note that there is a difference between eye contact that communicates seriousness and resolve versus an angry glare that emits hostility. (pearson 190)

03: Obtaining appropriate behavior.
Assertiveness requires that the teacher not be diverted from insisting on appropriate behavior. Students may engage in diversionary tactics by denying involvement, arguing, or blaming others (including the teacher). When dealing with such diversionary tactics, remember: There are many reasons, but no excuses, for misbehavior. Although it is possible that others contributed to the problem, the student needs to accept responsibility for his or her behavior. It is important to listen carefully to and understand the student’s situation, but in the end, if the student’s behavior is interfering with your ability to teach, the behavior must change. (pearson 190)

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01: Constructive assertiveness. This includes communicating your concerns clearly, insisting that misbehavior be corrected, and resisting being coerced or manipulated.

02: Empathic responding. This means listening to the student’s perspective and reacting in ways that maintain a positive relationship and encourage further discussion.

03: Problem solving. This involves following several steps for reaching mutually satisfactory resolutions to problems; it requires working with the student to develop a plan for change.

(pearson 188)