Module 2 discussion topics and responses

Glasser indicates that teachers can be guilty of seven deadly habits, but must develop seven connecting habits instead. What can teachers do to ensure they develop these connecting habits?

It is easy for a teacher to fall into the habit of practicing William Glasser's "Seven Deadly Habits." While a teacher may need to correct a student from time to time, it is very easy to fall into a habit of criticizing the student without giving him or her clear direction for improvement. The fifth or sixth time that a teacher must remind a student to turn in his or her homework on time, there is the temptation to say with some sarcasm: "oh, so you say that TOMORROW you will give me the past four day's worth of problem sets?"

But reinforcing the child's sense of identity of him or herself as a poor student does not improve the teacher-student relationship. Instead, the teacher must both support and encourage the child, two positive habits according to Glasser. The teacher must set goals for more positive study practices for the student to fulfill necessary classroom tasks.

The second deadly habit of blaming is also tempting for teachers when they feel a loss of control over their ability to dictate lesson plans in an era of standardized testing. So is the habit of complaining and creating a reinforcing cycle of negative thinking about district policy. However, listening to others and determining why policies were set into place, and accepting what must be accepted and cannot be changed is the only way to move forward and to fulfill pre-set requirements in a creative fashion. Teachers must learn to express themselves within required outcomes, rather than merely complain or resist.

Nagging and threatening, or punishing students who fail to meet goals or who are disruptive is only a band-aid solution. Instead, students must be trusted to clearly fulfill the requirements set forth for civil behavior. When rules are fair, set as a group under direction of the teacher, and based upon mutual respect, students are more willing to follow guidelines. Using fear or bribing students with tangible rewards does not fully illustrate why classroom rules are valid. Only by keeping channels of communication open between teachers and students can a learning environment be created.

Question 2: Why might teachers find it difficult to put Redl and Wattenberg's approach into practice in today's classrooms?

Redl and Wattenberg's approach uses group psychology theories to enable teachers to engage in better classroom management. By understanding what students are 'the class clown,' or the leaders or followers, teachers can strive to change the dynamic of the interpersonal relationships within the room to create a more productive classroom environment. Also, teachers must work individually with students so that students' underlying assumptions about themselves as learners can be unpacked, and if necessary challenged and made more productive.