This after we had drilled into freshly summer-tenderized brains the rules of classroom conduct and the dangers of cyber-bullying. Next, teachers will deliver our syllabi. As I listened to these well-intentioned offerings, I felt overwhelmed. Already our students have been hit with what not to do. Don't bully. Don't stand by and watch it happen. Don't be late for class. Don't forget to tuck in your shirt. Don't come to school with an uncharged battery. Don't trade food in the cafeteria. Don't use your cell phone. Don't. Don't. Do not. Nope.
I found myself increasingly upset by the negativity we so casually fling about. It doesn't end with orientation, either. Most grading policies rely upon the negative, too. This many errors cause a deduction in your grade. Forget to bring your pencil and you lose points. Most of what we communicate centers around how not to fail.
What about wanting to succeed?
What if, instead of warning against bullying, we talk to students about what a model citizen looks like? Instead of giving energy to those few kids who steal lunches, slam locker doors, or post Facebook flame sessions, we shine a spotlight on the students participating in food drives, working in animal shelters, or even just taking care of someone who's upset? What if, instead of spending our words in handbooks describing what constitutes misconduct, infractions, or demerits, we devote our verbiage to describing the ideal student, laudable behavior, and awards? What if instead of grading papers by counting errors, we count the juicy verbs, inventive phrases, and creative metaphors?
Instead of stomping about, swinging a club, and waiting for the next criminal to do something bad, let's keep an eye out so we can catch someone doing something right.
In keeping with this idea, I've just stayed up way too late revamping my own syllabi to remove the negative words. Whereas I used to measure in terms of mistakes, now I'm trying to measure in terms of successes.
Before: "0-1 days tardy or missing materials, never disruptive, does not require prompting to participate in discussion= A for participation."
After: "A-level participation: Contributes readily to discussions, activities, exercises, and also supports participation from others. Arrives on time, appropriately dressed, and prepared each day."
I'm loving it. I wonder if the students will even notice!
Now... if we could just get our politicians to tap into the power of positivity...
2 comments:
K Blanchard's iconic book "The One Minute Manager" contains the premise that you "catch someone doing something right and immediately reward them for it."
The book says to modify human behavior first clearly articulate the behaviors you want and then, when you see someone even remotely doing those behaviors, give them an immediate positive consequence. It doesn't have to be a physical reward. It can be something as simple as verbal recognition "well done!" If you do that, the theory goes, little by little you shape behavior to get people where you want them to be. It takes time, sometimes a lot of it, but you gradually move down the path you've chosen.
When you simply want to stop a certain behavior, then lay out the rules and establish the immediate negative consequences for breaking the rules. Immediately carry out the consequences the letter each time the rules are broken. People usually stop doing the unwanted behaviors, but don't necessarily start doing other things you'd like them to do. I.e., it may make students stop slamming lockers, but it won't necessarily start them doing other things to keep the hallways quiet. The change in behavior with this technique is much faster than the positive rewards technique.
The trick is to know which tool to use for what ever job you have at hand. Bottom line: usually you need both.
Boy, your Papa is pretty smart. But I do think you're on to something there!
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