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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]The ways in which children and teens (and adults) behave is directly correlated to their social -emotional competency. When a student exhibits unwanted or inappropriate behavior they are demonstrating a lack in a skill or skill set related to one or more of the five social -emotional competencies. It takes a village to develop these competencies - parents, teachers, and schools. If you want less behavior problems in schools start with proactively coaching these competencies as a matter of intention as well as embedded throughout the learning experiences of the school day. And, any discipline should include further coaching. Punishment doesn't teach a skill.[/quote]

This is exactly right! And if schools gave as much attention to the proactive side of positive behavior development as they do on reading and math, not only would behavior improve but so would literacy in reading, writing, math, science, etc. You actually need those social emotional competencies not just for how you conduct yourself but also to be a good learner.[/quote]

Yes to both posts. Finally! 30+ year educator here. I have always been baffled as to why we don't teach behavior. We want students to read well sober teach reading. We want them to understand history and geography so we teach social studies. We want them to have number sense and spatial sense and computational fluency so we teach math. We want them to behave well so let's just have a management system of rewards and punishments rather than teach them how to behave???? And if that doesn't work we will just blame parents or the kids themselves. No!

Teach behavior. Teach students to be socially and emotionally competent - self management, self awareness, social awareness, responsible decision making, and relationship skills.[/quote]

Respectfully, as a SAHM of a 3 year old whose existence basically centers around teaching him proper behavior (and all the other things you mentioned) as much as possible before sending him to school in the fall... teaching math and letters is waaaaaaaay easier... he is ahead on math and letters... we are only predictably good behavior through the produce section of the grocery store... after that it is basically a race through a minefield of potential opportunities for him to completely fall apart...

Ya'll do so much as it is, [b]can schools/teachers really take on the burden of teaching behavior on top of their current workload[/b]?[/quote]

We already do take on this burden because we deal with misbehavior ever day. So we can either take on the "burden" proactively by teaching behavior or we can take it on reactively with our silly rewards and punishment systems and the time we still have to take each day responding to disruptive behavior.[/quote]

I think what you are saying is, I'm trying to justify balancing on one leg when I was promised a stool... so that one leg needs to get stronger... when in reality, that is the strong leg, the other 2 legs need to pull their weight...[/quote]

Too late at night for metaphors but if you insist on figurative language then what I am saying is this: As teachers do you want to spend your time planting trees or putting out fires?  I want to plant trees. Teach behavior. Teach social emotional competency. Embed it into the curriculum. I don't see it as a burden or as an 'extra".[/quote]

I get what you are saying, but everyone used to always talk about education as a three legged stool.  The parents, the teachers/school, and the student all working together to "grow the tree"... now it seems like you are trying to put it all on one leg (the teacher) and fighting a loosing battle because it is an unsupported effort which makes you feel like you are fighting fires instead of growing trees.  The truth is a top school can't compensate for weak support from home.  Even in top boarding schools where the school literally replaces the home, it can't fully replace the home in the sense of secure attachment and emotional security.[/quote]

Ok?  But as teachers we can only work within our control.  We can't control what goes on at home or how much support we will get.  That's not new.  You do the best you can in a pro-active way.  And if you're not too tired after that (I mean that genuinely not sarcastically), you lobby for policies that make things easier both at home and at school.  You lobby for more resources at school and/or more social safety nets in our country so that students are getting what they need at home.  There's multiple reasons why so many countries out rank us  - teachers are paid better and respected as professionals AND because in places like Finland, Sweden, Denmark, Ireland, etc life at home isn't so difficult.  We have the 3rd highest child poverty rate in the world.  We do not support care giving as a productive contribution to society.  People need to wake up to the consequences of not supporting our citizens.  Those consequences are seen in our schools, in our crime stats, etc.  Certain media and politicians have for decades tried to convince us who to blame (immigrants, people of color, trans people, people who are not religious enough....) which by design takes the focus off real solutions and the real cause.  Until then our schools will continue to struggle as will working families and we'll just continue to complain. [/quote]

We aren't disagreeing.  I'm just saying the idea of the teacher must do is misguided because they are the only ones actually doing their role in this scenario... it's the rest of the system that needs to step up, not individual teachers.[/quote]

Must do more*[/quote]

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