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Often times, we think a child that misbehaves needs to be disciplined.

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I think teacher 2 handled the situation much better than teacher 1. (page. 7) Teacher 1 didn't solve anything by acting the way she did. Teacher 2 talked things through with the children and I'm assuming was probably patient with them while they worked it out.

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"Traditional discipline punishes children for having problems they cannot solve."

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As teachers, a big part of our job is guiding behavior.

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Our text states that traditional discipline publicly criticizes children.
I've never liked it when teachers called students out in front of the whole class even if they were doing something they shouldn't have been doing.

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Guidance teaches children to solve their problems, which is what teacher 2 did.

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3 levels of Mistaken Behavior:
1) Experimentation
2) Socially Influenced
3) Strong Needs

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Chapter 3 focuses on teachers being understanding instead of just patient.

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We can't expect children to know how to resolve their problems on their own. We have to work with them and model how to do that.

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When teachers focus on guidance, they are focusing on the positive potential of children.

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I love what Hymes and Read said on page 24. Teachers should have high expectations for children but those expectations should be in line with the child's development.

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Effects of punishment include:
-low self esteem
-angry feelings toward others
-disengagement from school and the learning process
-negative self concept

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I remember my peers growing up who were always getting called out by the teacher. They were sent to the principals office or written up even if what they did was a minor thing. I saw those students develop a hatred for teachers, school, and anyone with some kind of authority.

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Phrases such as "Don't do that" or "You know better than that" are not effective and children should not be shamed into being good. (page 27)