"Teaching Children to Care" Ruth Sidney Charney

2002, 447 pgs, published by NEFC USA.

This is an holistic teaching method that encourages empathy and understanding going both ways between teacher and student. It adopts the Responsive Classroom approach. Using vignettes to illustrate her points, Charney teaches the teacher to listen carefully to the students and enable them to be involved in their own classroom and henceforth, lives. It is only when you begin to know and understand the person that you can begin to teach them with empathy.

Charney makes great use of the old favourite, 'time out'. But, this is time out with a difference. It is no longer used as a punishment, or to distance the child from what is 'normal'. It is used instead as a supportive tool, with the child, to assist their regaining of self-control. They communicate to the child transgressing that they have gone over the limit (p167). A simple "time out" or even a simple hand movement lets the child know that they need to have a break for a short period, until the teacher agrees that it is right for them to rejoin. 

Time out is instituted early, before any large problems erupt - before the child is fully out of control. All time outs are accompanied by a discussion at the end, a debriefing, if you will. 

Of course, time out may not work for all children. For these children, Charney suggests a different plan, which can involve certain strategies such as bargaining.

The second half of the book is devoted to problem solving in more depth. There are methods to assist students and whole classes to problem solve, with a view to them taking this on independently. Charney points out the importance of 'noticing': stating what you see rather than cajoling and nagging. It is even useful when questioning a child about their actions. They cannot deny the bare facts.

"Teaching Children to Care" goes through the very methodology of doing so, it helps you to create an environment with which children can learn the skills of caring for others. It provides a platform with which children can become more independent, and take responsibility for themselves.

"The Explosive Child" Ross Greene, PhD

2nd ed, 2001, 334pgs, published by Quill, USA.

We've heard of the children that are "chronically inflexible", children that lose their temper quickly over seemingly nothing, children that seem to be quite miserable overall. Standard modus operandus for these people is to implement the "discipline" even harder, which, if you've read the previous post's book, won't work. And it doesn't.

Similarly, dangling rewards like carrots and being clearer in consequences, only frustrates further, for these children who just can't. He illustrates this point with a great story on page 89, suggesting that if he were paid Michael Jordan's salary to play like Michael Jordan, well sure, he'd be motivated, but that alone wouldn't be enough to be an outstanding basketballer.

Greene argues that these children are developmentally unable to deal with frustrations, such as doing something that they don't want to do, leading them to lose it like a two year old. They may have any number of the various learning difficulties as well, so put these together, and you have one confused and tense child.

Greene's solution is simple enough: choose your battles. But, of course, it is difficult to implement, given a human's basic desire to avoid conflict. Through choosing (and you choose, not them) a "teachable" moment of conflict, you can get through to these children. That is not to "let them get away with things". It's merely a way of reducing their stress for the time being. Once they are better equipped to deal with conflict and exhibit a more controlled response, then the smaller things can begin to matter.

This is for those teachers and parents of children who are difficult to work out and manage. Ross Greene has an endearing writing style, and displays a sympathy - having met so many of these frustrated children.

Next review: "Teaching Children to Care" Ruth Sidney Charney....

"Why we do what we do" Edward L Deci and Richard Flaste

1996, 230pgs, published by Penguin USA.

A short book, but filled with psych theory and primarily devoted to the discussion/sharing of research on motivation. Which is thought-provoking, if you've ever thought further about "how can I help these kids be more motivated?"

Well, according to Deci, that is not the question. Rather than "how can I motivate people?" the question is, "how can I create the conditions within which people will motivate themselves?" (from the blurb). It isn't just semantics either. Deci presents a thoroughly researched argument - he studied this area empirically for over 25 years - and well-chosen vignettes that illustrate his main points.

He begins by stating that rewards can hinder intrinsic motivation, and in some cases, can go further to destroy it. Praise can be considered a reward, if it used contiguously. In fact, rewards in general used contiguously are more akin to manipulation, which is considered external motivation and produces unsatisfactory results for everyone involved. (pp 67) In short, if intrinsic motivation is encouraged, then the learning will be deeper, retained longer, more likely to be pursued independently, and will positively affect future learning.

Deci places a lot of importance on the way that the message is delivered by a person in a "one-up" position, eg. teacher. Through his research, he has found that providing rationale, acknowledging feelings, and using inviting language rather than controlling to be the best to encourage intrinsic motivation in others. (pp 101)

Deci notes early on that taking care to nurture intrinsic motivation is hard. In contrast, it is easy to hand out a sticker, and usually gain compliance. But, at what cost is that compliance? And what of the learning you are trying to encourage?

I recommend this book for those who are interested in improving their pedagogy to incorporate deeper learning in their classes.

Ok, I've thought this through a bit more...

I just realised that this blog is an absolute mess. I mean, where is it going? What kind of purpose is pulling it together? What was I thinking?

I have another blog filled with purposeless rambling. I don't need another. I probably don't even need to ramble on that one.

So. Let's bring new purpose and direction to this lost boat in a sea of flotsam (or is it jetsam?). From now on (thereby excluding any previous entries), this blog will be filled with useful information. Since, as previously mentioned, I read a lot about education, I'll post all my reviews of those books at this spot.

Well, I'm excited by it!

There are some kind-of reviews already in the blog, I know. I'll add to them.

I've also been inspired by "The Polyphonic Spree" by Nick Hornsby, where he lists his reading for the month, and then reviews them. I probably can't do funny like he does, but I like the book listing idea. Thanks!

First book to review: "Why we do what we do" by Edward Deci. Coming soon...