Warwick Peter-Budge's List: Behaviour Management / Student Wellbeing

• NOT advocating for expectations to be lowered nor am I supporting the idea that EVERY child gets some sort of “top _____ award”
• • At which age do awards become necessary – 5? 10? 15?  Why?
   
  • How much of the award is based on culture, language, parents (particularly cultural capital and income) and teachers that the winner has/had and how much is based on the person’s work ethic?
   
  • What if, as a first step in changing awards ceremonies, we honoured students who met a certain criteria?  This would be rather than selecting one person as a winner (often when many others have worked just as hard).
   
  • What does “top ______ student” actually mean?  Does this mean they have done well or does it mean they have just done “better” than everyone else? IS the top student in a class of 12 the same as the top student in a class of 120?
   
  • If awards ceremonies are important for kids, why do we not do this in our homes?
   
  • Is it possible for an award winner to struggle with success later in life?  Is it possible that there are a few (or many) people out there who have achieved success that did not win an award?
   
  • If we agree that formative assessment,inquiry-based learning & encouraging a growth mindset are the direction we need to go in education, how can we defend a ceremony based on a fixed mindset that showcases winners based on grades?
• if we all provided ongoing feedback that personally honoured and challenged our students and we continually worked to form trusting,caring relationships with kids… would we need public recognition at all?

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• positive, not punitive, classroom management strategies
• there are serious student transgressions, including violence, where some kind of punishment is an appropriate response.
• in many other instances, punishment may work only temporarily, may not work at all, or may only make the problem worse.
• punishment often primarily teaches the student that he or she just has to be more careful next time to avoid getting caught.
• When students are in the classroom, it is a public space with certain expectations.
• dialogue leads with what students can do, instead of what they can't.
• • 'Interrogative question'... (Pink)
• seem to decrease as the school year goes on, because at least some students gain a greater understanding of the differences between public and private, an understanding that should serve them well for years to come.

• collective punishment: 

   

   Collective punishment is the punishment of a group of people as a result of the behavior of one or more other individuals or groups. The punished group may often have no direct association with the other individuals or groups, or direct control over their actions.
• respect students at all times,
• ask students to consider the impact their actions have on others,
• ask them to try to work out problems among themselves.

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• awkward pause.
• Know what you want.
• ‘go’ strategy.
• Watch

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