- Reflect on the voice you use most often in the classroom and your interactions with others.
- Identify a situation in which you used the positive parent voice and a situation in which you used the negative parent voice. Describe the impact.
- What are some ways to encourage appropriate responses to your interactions with students?
Thursday, November 30, 2017
Chapter 5 - Teaching Behaviors
Give us your thoughts on the discussion questions below. Afterwards, add two comments that add additional insight to the responses of a colleague.
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I have been told that one of my defining qualities is my ability to remain positive, even in negative situations. I attribute a lot of that to my voice and the perspective I have to focus on the positive.
ReplyDeleteIn my classroom, I continuously say "We are AmeriCANS not AmeriCAN'Ts". Building my students' confidence up is important for their success in life. Before every assessment (generally), I tell my students how much they have learned and the expectations I have for the assessment. They always amaze me at how well they perform when I speak to them in this positive manner.
The negative impacts are detrimental to the students when I speak to them negatively. It tears at our relationship building and their trust in me. That is not to say they should not be disciplined. As I began to teach my students area of irregular shapes, I made the mistake of saying that it was sometimes complicated concept. Just seeing the expressions on their faces let me know that I had made a mistake. They did not do well on the concept. I think, in part, because of my statement. The realism of the situation is this: Students believe what the teacher says. When I said it was a difficult concept, they believed it to be true.
Setting expectations and establishing rules from the beginning of the year encourages appropriate responses from students. Remaining optimistic and encouraging will also help students to do the same.
I love the example you included of how you made the mistake of saying "irregular shapes is sometimes a complicated concept." I have also made a similar error in reference to a typing concept and like you realized the affect right away. Our choice of words definitely weighs heavily.
DeleteI agree with your statement of setting expectations and rules from the beginning of the year leads to appropriate responses from students.
DeleteLove the AmeriCANs line! It is so true the students believe what we tell them. There confidence level is directly related to the way we speak to them, and this is a perfect example of that! If they believe that we believe they can do it, they are likely to do much better than if we were to tell them they may struggle.
DeleteI also really like your AmeriCANs. I had never heard that before. Kids need to know that they can do what they set their minds too, it just takes work. They won't succeed if they give up.
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DeleteI constantly can hear the first grad before they start a task saying “we can do this!” Not only does it bring a sense of confidence to them but it also gives the students in my classroom a boost as they hear their fellow classmates push themselves!
In the classroom the majority of the time I use the positive adult voice however I know on occasion that I have used the negative parent voice too. I do try my best to keep a positive, encouraging and upbeat environment in computer lab. As a specials teacher I have less time to build a positive rapport inside my actual classroom with each class so I have to make sure I utilize the time that I do have. I want students to enjoy learning about technology and want them to be interested in it, the best way to do that is by keeping a positive, fun and engaging environment.
ReplyDeleteOf course there have been times when I’ve had to address students for being disruptive or getting off task, in which I’ve found myself saying similar things stated in the book, for example letting them know that continuing to make the choices they are making leads to certain consequences. Also if I’m having to solve a disagreement between a couple of students I pull them aside, I hear both sides of the story, then I’ll often ask each what they could have done differently and what can be done to resolve the issue now and prevent it from happening again. However, I am human and I know that there have been times, specifically during lunch duty, when I’ve had to correct student’s behaviors and went into that negative, authoritative parent voice.
The best way to encourage appropriate responses to my interactions is by continuing to build mutual respect with students. To do so I need to continue to stay positive, use the positive adult voice, be encouraging while also continuing to remind students of the rules and expectations that are to be met.
Lunch duty has to be challenging. You have several classes and a variety of behaviors. I know that you try hard to maintain a positive attitude and voice. I am so thankful for your positive influence on our students.
DeleteThanks Tina, that truly means a lot.
DeleteI had lunch duty in my last district and I understand that it is so hard not to take on the parental voice. It is straining in the sense that there are so many in one space, but I too have seen you in action and you have a great presence among the students as a positive role model!
DeleteIn the classroom I use a positive adult voice most often. During my small group lessons I am their support and cheerleader as they work through various problems and skills. I want them to feel comfortable and that my room is a non-threatening environment where mistakes are made and worked through.
ReplyDeleteI would say that during my duty times is where my negative parent voice comes through more. Especially at car rider when the safety of the student is at stake. Usually it only takes once of me using that tone. School wide Rocket Math is an example of when my positive parent voice is used. Seeing the students come to the cafeteria for their treat is great. They love to share how well they did and for me to see that they passed.
I feel that when we make connections with our students, their willingness to work for you and give it their best shows. You can still be firm and consistent with classroom management and build relationships with students. When there is mutual respect, I feel appropriate responses will be there too. Leading by example usually always pays off in the long run.
Connections are the most important thing that we can make. I am certain it has to be tough in pick up line to maintain a positive parent voice.
DeleteIt is so important to help students feel comfortable! I love that you give them an environment where they know that it is okay to make mistakes. When children know that they aren't expected to be perfect, they are more at ease and often times actually do better work for us because they don't feel so pressured.
DeleteI agree with how excited the students are to tell about how well they did at the Rocket Math celebration. I also see this when students are going to the office for being a star reader.
DeleteI like how in question 2 you addressed how your voice changes when you are in two different scenarios. Those examples were good to use, as there are times and situations when we have to use different voices with the students.
DeleteYou do an amazing job being a cheerleader. I think when you usually use a positive adult voice when you have to use that negative adult voice on occasion it has much more of an effect.
DeleteThe Adult Voice is the one that I most use, but parent voice can occasionally be heard.
ReplyDeletePositive parent voice example: When the class started to work on a paper/pencil project that we were doing one student looked at me and said he was not going to do it. The student pushed his paper away, crossed his arms and went into refusal mode. Calmly, I told him the reason we were working on them today was because later we would be using them to play some games and it would be great if he was able to play with us, but it was his choice. Immediately he went to work.
Negative parent voice example (Wrote this down because knew it would be a good example): “Go back, push in your chair, it is going to be in everyone’s way when we line up”. Nobody cared.
As the book states, and I believe, the tone of your voice has a substantial affect on our students. It is best to keep calm and positive."Keep Calm and Read On"
Karen that was a great example of how to use the positive voice! As soon as the student realized they would miss out on games by not finishing their work the student's attitude changed. I also really like the "keep calm and read on" quote you used, that it applies to these situations.
DeleteYour negative example made me chuckle. Sometimes I feel that some kiddos hear the negative parent voice often at home that they can become immune to it everywhere.
DeleteI can't imagine you using the parent voice. You are such a positive person. You are so right, tone does have a major affect on students and the way they respond.
DeleteYour negative example is almost one of my positive examples, ha. You even gave a reason. That's pretty good. You are very positive Karen
DeleteI use the adult voice most often in my interactions both inside and outside of the classroom but there are times when I use the parent voice.
ReplyDeleteComing from a home where the negative parent voice was used a lot, I really try to stay positive with my students because I know how detrimental a negative parent voice can be to a child. One example of a time when I used the positive parent voice would be when a student is making good choices in class. I might say something like, “I am so proud of you! You are making great choices today!” I can visibly see how my positive interaction with the student makes them so proud of themselves. They love to be recognized for doing the right things, and they keep it up when they know that I will notice it. One example of a time when I have used a negative parent voice is when I have said something like, “This wouldn’t have happened if you would have done what I asked you to do in the first place.” While it made the child understand why I had asked them not to do it, it also lowered their confidence level and made them feel like they “couldn’t do anything right.”
I really try to be a positive and encouraging voice to my students because I know there are some that don’t get to experience that voice anywhere else. When we are positive and uplifting it makes them want to continue to do good work and make good choices. I think figuring out the appropriate responses with students all starts with getting to know them and building a relationship with them. There are some students that we have to be stern with, while there are others that might break down completely if they even think we are upset with them.
It amazes me how quickly I can go from adult voice to parent voice. It sounds like you do such a great job of being positive and saying the right things to keep interaction positive.
DeleteYour last sentence is so on target. We need to know our students so we can give them what they need!
DeleteYou do an amazing job with the kids. And I agree that we need to know our students and their situations to give them what they need.
DeleteI too understand the detrimental effects can have on a child. I recently have seen the changes in my own girls, when I use the demanding voice or if I give them choices and use positive reinforcement. Growing up in an negatively reinforced home, I know what a struggle it can be to positive, because it is like you are re-wiring your brain. Kudos to you for being able to self reflect and see how the changes affect people.
DeleteI feel like I do a much better job of using the adult voice at school than at home. I do feel like being a teacher has helped me be a better parent and use the adult voice more at home also. I have caught myself using the parent voice on occasion at school with students who I have a really good relationship with, but try to always end with the adult voice.
ReplyDeleteI had a student on Friday who asked a question that was just to get a rise out of the class. I went up to him and asked him why he would say that in class? He said he didn't know. I told him that I felt like he was capable of so much more. He then apologized and continued his work.
I had a student at the middle school who refused to do his assignment. I told him it wasn't a choice. He complained and did little or nothing the whole class.
I think the best way to have positive interactions is to have a relationship with each student where mutual respect is shown. Obviously using the adult voice as opposed to the parent voice will help. Making sure to explain the reasoning behind why certain behaviors aren't allowed instead of just telling them "no" will mean more to students.
The relationship you have with your students is important and often determines how well they work for you.
DeleteGreat example of student saying something and not knowing why. My first thought was frontal lobe development, but then thought it happens to everyone no matter what age. Something just comes out and you think, that didn't come out like I wanted it to!
DeleteThanks for your example of the negative voice, I can relate with those kinds of interactions.
DeleteI use the adult voice most often in my classroom. I use this to encourage the students to keep working and give them positive feedback on things they have done.
ReplyDeleteThe positive parent voice parent voice is frequently used when a student is making progress and trying different strategies. I encourage them and tell them that they can do it. A negative parent voice is used when there are issues at lunch duty or when I have to get a student to stop running at car rider to make sure that they are safe.
The more connections we have with our students shows them that we care and that will cause them to do things they are supposed to, even if they don't want to, more easily. It is also important to set the expectations early and stick with what you said so not to confuse the students with changes where they will be unsure of what they are supposed to do.
I agree with the more connections we have with students will in turn encourage appropriate behavior and will encourage more effort in learning a skill or completing a task.
DeleteI agree that being strongly connected is a must for kids and big kids too. We all want to belong, it in, and be a part of something bigger than ourselves. Even if we don't consciously know it or can't verbalize it.
DeleteIn the pre-k setting I think I use the Positive Parent (loving, non-judgmental and encouraging which are traits of the Adult Voice) most of the time. However, there are many times during the day that I am able to use the adult voice for encouragement or reasoning on a deeper level.
ReplyDeletePositive parent voice is used most of the time during circle, lining up, work and play. Negative parent voice is used mainly in safety situations. I also use in instances where the student needs to be away from peers. Impact: The child is not happy. I think I will re-word to "let's take a break" or "go take a break" to the designated area and discuss in an adult voice.
Listen to them, watch their cues, understand that everyone has different needs, and have open-honest discussions with students and parents. In essence build that relationship of mutual respect and understanding.
When in my classroom I try to use a positive adult voice. I have on occasion used a positive parent voice in situations where I didn’t think the child had been told they are good or a good influence on others. This is more the case in middle school when students are struggling with identity and bullying. I notice that students sometimes are shocked to hear a teacher tell them (even after they may have made a poor choice) that they are good at heart and to not let a mistake guide the rest of their life. As a norm, however I choose to use an adult voice and ask questions about the situation and give students options. By using these voices students are more likely to approach the learning material/lesson/test in a more up beat-can do way.
ReplyDeleteThere are times I have used a more negative voice (more often with older students) in situations I noticed were reoccurring or in disrespect to another student. In these situations I notice the students are more often willing to push even farther and do more harm than good.
When I am speaking to smaller students I like to get down so they are looking at me at eye level. This makes the conversation less authoritative (they aren’t looking up) and give the student more confidence in opening up. I also truly believe in learning about students so when I do have a conversation with them I can personalize it. This way they know I am giving them a unique response and not one I give to all of my students. Sometimes we are too busy to meet with a student right then and there about behaviors or problems with assignments, however making time either then or later to discuss it thoroughly is better than rushing the conversation and gives the student the proper recognition that builds trust and a mutual respect.
Lauren I like to get eye to eye too with my elementary students also when we have a matter to discuss. I also try to say "What happened to you today, or just now?" I used to say "What is wrong with you?" And that usually ended up with a child acting very defensive.
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ReplyDeleteFor me, I would just say that I am positive most of the time. It comes down to emotions and how irritated I am at the time. Basically, on a good, normal day, I will use all of the correct positive framing and ask questions and it will look like “Is that a good decision?” or “What is the routine right now?”. But if the day is is a little rough and I’m irritated, it may look like “Seriously?”, or “Stop talking when I’m talking”. That's my reality! Hope I’m not the only one.
ReplyDeleteI have a student that argues with me a lot. If I am confrontational and I say something like- “pick up your coat and computer, it’s time to go”, she may not do it right away or she will argue. However, since she is on a check in/ check out system, if I say “_____, are you earning a 3 right now?” and this makes her think more. I think as a teacher, and logical person, I just think she should do it no matter how I say it! That really frustrates me. But experience has taught me that this works better.
If I am positive and upbeat, then my students will respond. It’s kind of like , if they see me get frustrated with them then they feel like they are hopeless and can’t change. If I am positive in my interactions and I teach them appropriate and specific routines, then they will rise to the challenge. Unless they have biochemical issues. Then we drug them up….
I get frustrated too Andrew when kiddos don't do what I say. I think you remain very calm and level headed when you are feeling this way. So... at least the kids can't tell!!!
DeleteI feel that I am overall positive person. I try to put aside my troubles and really focus on the children and what they need from me. I am not perfect and I do have a rough day, but the kids are a pleasant distraction from my own problems and stresses in life.
ReplyDeleteI try to use a positive adult voice most of the time. I really feel the students are more open to learning and responsive to questioning and working if this my approach. I always figure that I may be one of the people they need to make it through a tough day. I know my remedial kiddos deal with a lot of crud and my sour approach doesn't need to be one of them. I know kids may not always later in life remember what I taught them, but they darn sure will remember how I treated them!! I just try to stay and live in that head space when teaching. I wasn't always able to do so early in my career. Then I became a parent and that has made me a better teacher and person overall!! What a gift I received from my own children that has made me a better teacher in my opinion.
I use a this same voice when meeting one on one with my remedial readers. It is so much more productive for me to praise them on something they are doing right first and then I try to use this same voice when I having a teaching point of an area they need to work on. Some of the little kids I work with are so vulnerable and unsure of themselves as a reader/ writer. I want to always be lifting them up and giving them kudos for their attempts at something I know is so hard for them. They are taking a risk with me when they show me their reading abilities, and I take this trust very seriously. I want to always have an environment in my class where the kids know we are all working through this together, and that it is a safe place to learn and make mistakes in my class!
When speaking with the students I always try to have a smile in my voice. I heard this saying a few years ago, and it has stuck with me. My hope is they will hear a sincere and kind voice who they can tell cares for them. During times of discipline I use a more concerned tone with the students, and explain to them how their actions are disappointing. I feel by using kind and firm words and tone of voice is a good way of earning the students trust and respect.
ReplyDelete2. I had an experience recently in which this happened with a student. A student had come into the library with work assigned to do, My voice in the beginning of the conversation was firm as I explained the instructions with the student. We brainstormed some ideas but the student refused to write anything down. I them explained to the student I was going to walk away and let the student work, and I would come back and check on their progress. Class was over and the student left. I then had the same situation occur with the same student. However this time I took a different approach, I used a concerned voice and ask the student was bothering them, and the student relieved to me the they thought the assignment was to hard. I them told them a story of how things seem harder than they are until we actually try. The student I could tell appreciated the student appreciated I took them time out to talk to them, and started working on the assignment and completed it by the end of class time. I learned then the stern demanding tone of voice is not always the best approach when trying to get a student to do their work.
3. There is a motto I like to live, Is it true, is it necessary and is it kind. I feel teaching the students this motto will help students learn how to speak with each other. As as teacher I feel it is my responsibility to teach students how to speak to each other respectfully. I also think teaching students how to give constructive criticism. There have been times in a class where I have the students give feedback of other students work. In giving feedback it must contain these three things. List one thing they like about the persons project, list one thing they didn't like and one way they can make an improvement. This way the person hears the positive first and the remaining items they see as facts. I believe the book mentioned this as well.
I love your method for teaching your motto. I agree, most of the times students don't know how to talk to other students who aren't their friends. And even then, they don't always know how to express themselves to their friends if they find themselves in a disagreement with a friend. We tell them to practice things like this, but we must also show them how to do it right so they can practice the right thing.
DeleteI feel like most of the time I use a positive parent voice with my students. I really enjoy my students and I like to make them feel good about themselves. I also feel like I try to be positive with other people too. I have always been an somewhat optimistic person and I like to look on the bright side of things which I think helps me to stay positive with others.
ReplyDeleteAn example of a time I have used the positive parent voice this year in my classroom was when a student came back from three days of ISS. Although I was still very irritated with what the student had done, I was able to tell him sincerely that I had missed him and so had his classmates. He hugged me and told me he was really sorry for what he had done and that he promised he would not do that again. If I had not been positive with that student I think there would have been a different response in his attitude toward class. I can't think of an exact negative parent response but I know there have been several in the last couple of weeks since my patience is getting thin as the students get more wound up for winter break. I know that students respond much better to me when I am positive than when I am negative with them.
I think ways to encourage positive responses in students is to teach by example and by doing role play.
I love the idea of doing role play. During lunch duty, I try and have the kids do exactly that with me if they have a problem with their neighbor. After saying what they need from their friend once or twice with me, I have them tell their friend how they're feeling. For example, when someone raises their hand to tell me so-and-so said a word they didn't like, I ask the student how they felt when they heard that word and if they liked it. I then put it into an "I" statement for them and have them tell their classmate exactly what they practiced. I think that is more effective than just telling the other student to cut it out.
DeleteI agree 100% Holly that we need to teach by example and your idea of role playing is an awesome way to for kids to work through stuff!!
Delete1. Most of the time I would say that I speak with the adult voice most of the time with students and in other interactions. I want to be informative and respectful in order to continue building relationships but also because that is how I want to be spoken to. I also think when we ask questions, the most learning gets done. I also what to understand the thought process behind what students do so that I can help walk them through choice making.
ReplyDelete2. If I am using the positive adult voice, it is usually in a situation that needs a direct instruction that cannot wait for questioning through it. If I am using the negative adult voice, there is a good bet that I am stressed and have tried the adult voice and positive parent voice with no success. I really try to not jump straight into the negative parent voice because I don't think it is as effective.
3. It comes down to 100% patience with me. I need to cultivate a higher patience threshold if I ever want to get out of the parent voice completely. I don't have as much patience for disrespect as I should in order to combat it with the adult voice. That is absolutely still a work in progress. So in order to do that, I need to practice what I preach and by running through my stress relieving techniques before I reach the point of using the negative parent voice.