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Resources for RED 303:

Teaching Children to Care by Ruth Sidney Charney
What were the key points of your assigned readings?
List any questions or discussion
These can be listed in bulleted format under each chapter.
topics you would like discussed
Identify/Explain/Plan 1 idea from EACH chapter that you will look for or try
in class.
during your RED 414 Clinical.
Section I Building a Learning Community
Chapter 1 Intentions
Children don't learn by being entertained. They learn by doing, and finding

success in the doing.

How teachers use classroom time defines their priorities. Teachers need to
remember that academics and social behavior are connected. When children
care about school, they will grow academically and socially as a result.
Discipline needs to be associated positively with acts and feats of learning
rather than negatively with punishment. The two basic goals in teaching
discipline are the creation of self-control and the creation of community.
Management techniques will not eliminate issues from the classroom. They
help teachers deal with them in ways that promote childrens self-control
and ethical conduct.
Self-control needs to be taught the same way as academics, creating selfcontrol involves teachers and children in ongoing interactions which draw on
experiences and context of day-to-day life, and acquiring self-control leads
to a more fully engaged and purposeful school life.
Children need to be taught to care as well as to receive care. Teachers help
them learn to want to contribute. Belonging to a group means being needed
as well as to need, and believing you have something to contribute. Creating
community means giving children the power to care.

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In my placement in the Fall, I want to look for how the sense of community is
built and how it affects student learning.
Chapter 2 I See You, I See Everything
Proactive teaching involves presenting and helping children practice
appropriate attitudes and behaviors rather than constantly reacting to
inappropriate ones.
Children need to be seen. The first six weeks is a time to get to know
students. Seeing children in the process of doing, allows teachers to see
what is really going on with students and learn more about students.m
Children want to meet expectations of teachers. Teachers must focus on
positive accomplishments. Rather than catching and correcting students,
teachers should remind and redirect.
Expectations are essential. Teachers need to be aware of what their
expectations are before they can give them to their students. Expectations
are taught in many ways. They should be built into the routines, rituals, and
special situations and events of the classroom. Teachers make expect ions
explicitly through the ways they structure independence, self-regulation,
and cooperation.
Classroom management is a process of instilling expectations, routines, and
skills which allow children to work on their own, in partners, or in a group.
Expectations should be introduced as stages; stage one focuses on whole
class learning, stage two introduces small group responsibilities and working
independently, and stage three initiates skill and content instruction for the
year.
In the fall, I would like to be able to lead some morning meetings with the
students. I think morning meetings are really good for a lot of things and
helping set of expectations is certainly one of those things.
Chapter 3 Making the Rules with Children

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Collaborative rule making can generate active cooperation. Creating rules

with children is an part of the first six weeks. The rules can lead to greater
growth if they are framed in the positive. Rules should frame what teachers
and students want and what they hope to achieve.
Children go through three stages when it comes to their views on rules;
stage 1 children see rules as based on the power of adults, stage 2 children
see rules based on social connections rather than individual authority, and
stage 3 children have a belief that it is best if people take care of each other.
The common elements of collaborative rule making are the teacher
launching the process with a broad vision, a conversation takes place in
which children have a voice, the rules are stated positively and are few in
number, and once agreed on the rules are posted and referred to when
needed.
Rules should be proactive, learning tools that give guidance about what is
expected and what can make the classroom safe.
Most rules will fall into one of three categories: respect and care for on
another, respect and care for ones self, and respect and care for the school.
I will look for how the teacher sets up her rules and see if the students are
invited to work together in making the rules. If possible I wouldnt mind trying
making hopes and dreams with the students as well.
Chapter 4 Teaching the Rules
After making the rules, teachers need to teach the rules proactively, rather
than waiting for rules to be broken. Teachers must follow through by
redirecting and reinforcing behavior, by teaching broad principles and
specific actions, and by imposing consequences when rules are broken.
Modeling a behavior includes demonstrating, noticing, summarizing and
reminding, repeating the noticing by having students demonstrate the
behavior, and have everyone practice the behavior. While modeling initially
takes time to teach, it will save time later.

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Role-playing helps children anticipate familiar and problematic situations

and act out appropriate ways to apply rules to handle the situations. Roleplaying helps students think proactively. It also gives students tools and
helps them develop stronger social skills.
When Children act out positive alternatives,s elf-realization occurs,
perceptions shift, skills are acquired, and responsibility develops.
As teachers, it is important to follow through on the rules, be consistent, and
use the rules to examine problems.
I like the idea of role-playing and would like to try it during my six week
placement. I think role-playing is best used when students nee help from their
peers to solve a particular problem and role-playing allows for that help.
Chapter 5 The Critical Contract: A Students Individual Goals for the Year
After getting comfortable, teachers can begin working on setting individual
goals for each child for the year in a process incorporating the input of the
child, the parents, and the teacher. This helps set a positive, productive, and
cooperative tone for the year.
The Critical Contract begins with a leading question.The question should ask
about the area of greatest interest, what matters or is the most important.
To form their answers, students must make a personal investment in school
and take responsibility for the work of the year.
The steps for making Critical Contracts are asking the parent to state their
goals for their child, students work on drafts of their goals, teacher-parent
conference to discuss parent goals and current teacher and student goals,
parents discuss goal with student, teacher discusses goal with the student,
student prepares contract, contract is sent home, and the contract is review
wither continuously or at specific times.

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Teachers must help parents and students put their goals in positive terms.
These will inspire and help establish guiltiness for desirable behavior and
purpose.
Goals should be reviewed periodically and revised throughout the year.
I would like to try having the students answer the three questions asked in the
form of a picture as practice before setting their real goal. Giving the students
time to practice goal setting before actually having them do it gives them a
chance to think as well as allows them to see what the teacher actually wants
form them.
Section II Making the Community Work
Chapter 6 Using Logical Consequences When Rules are Broken
When teachers use logical consequences, they want children to learn from
their mistakes. In order for children to learn from a mistake, teachers must
help them figure out different courses of action when the situation occurs
again. The intention of using logical consequences are to make clear the
connection between behavior and consequence, to support children in
figuring out how to behave differently, and to communicate totems he
belief in their ability to make better choices.
Logical consequences are reasonable and respectful, neither punishment
nor permission. They help students assume responsibility and try again. The
teacher should be firm but respectful. Logical consequences are intended to
help children take responsibility for their behavior, not to humiliate or hurt.
When implementations logical consequences, teachers must first stop the
misbehavior, give themselves time to evaluate the options, and then provide
a specific workable action related to the problem.
Logical consequences are used when signals, reminders, and redirection do
not work. There are three types of logical consequences; reparation, loss of
privilege, and forfeiting participation through time-out.

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Teachers expect that children will act responsibly. Teachers help them learn
responsibility by offering practice on tasks integrated into the daily
arrangements and design of the classroom.
I would like to have the students generate a list of possible apologies of action
in my placement. I think that figuring out a way to apologize can be difficult at
times and by having a list it would help students come up with a way to
apologize. The students would also be more likely to apologize if they knew
how they could apologize.
Chapter 7 Time-Out: Establishing Boundaries and Promoting Self-Control
Time-outs are a system that are protective, and at the same time support
the childs own struggle for autonomous control. Time-outs can establish
the safety nets and boundaries of rules, while promoting the dignity of selfcontrol and the incentive to achieve it.
Children need practice in developing self-awareness and strategies to help
them stay in control and to be productive even in stressful moments. A
system of time-out administered in a way that is matter-of-fact, not
blameful,helps children to identify times when their behavior is
unproductive and to practice ways to recapture self-control.
The key to using a time-out system effectively is to pay attention to the
small, disruptions, the minor infractions, and misbehaviors. Teachers take
action before e lesson is ruined, before self-controls- the students or the
teachers deteriorates. When teachers intervene before the behavior
escalates, they increase the chance for self-regulation, and protect the child
from outbursts which threaten self-respect.
At the right moment after a time-out, explanation and discussion help
students construct meaning and take responsibility. Check-ins should cover
several points; ask to student if they know why they were sent to time-out,

At what age are time-outs

no longer appropriate?

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what was going on with them, ask if they understand why their behavior was
a problem, and if they need help following the rules.
Teachers need to show empathy for rule breakers. Teacher show empathy
when they welcome rule breakers back into the group, express faith in their
ability to improve, show that they see their strengths and weaknesses.
Empathy cements the bond between teachers and students.
In my placement, I will look for how the teacher handles time-outs. I like the
idea of a time-out chair.
Chapter 8 The Five Percent
Teachers identify a core of their children, the five percent, who take so much
of their time and energy that they feel the other children are neglected. The
behavior of the children is described as extreme and repetitive and persists
despite the consequences. The fiver percent comprises of two groups: those
who intentionally engage in power struggles and those who lack the
emotional or cognitive skills to exert their own controls.
Teachers must find ways to break the cycle of negative attention that the
five percent children generate with authority. Teachers must recharge their
relationship with authority, often by structuring elements of choice into
situations that might typically not have choices, and by finding ways to
listen and interpret without turning over control.
When setting up a bargain, teacher show knowledge of their interests, skills,
and needs. The bargain validates one of the child's strengths and satisfies a
child's preference in return for asking them to endure a hardship. Bargaining
sets up an exchange which allows children to accept what is given and then
to give in return.
To understand behavior, teachers must understand that it was not planned
or intentional, it is also not manipulative or attention-seeking. The explosive
child does not seek out confrontation and has no wish to challenge
authority. These children are bounded by cognitive delays in the social

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and/or thinking skills needed to manage frustration and interact with the
world appropriately.
Teachers should not feel alone or out of the loop. All adults should be aware
of intervention strategies and be included in them. The other students
should also be part of the team.
Teachers need to let students know that they realize certain things are
difficult and that they understand that they understand the students doesn't
to make anyone mad or get in trouble. Teachers should state their desire to
help.
I would like to try the turn-about skill if given the chance. I think it would useful
to students who are misunderstood. This skill can be helpful with students who
may come off as indifferent who really don't mean to be.
Chapter 9 Working Together to Support the Rules
While the majority of logical consequences and time-outs are handled by
the primary classroom teacher, some children and some situations require a
team approach. The team may consist of simply two teachers who agree to
cooperate during routine time-outs so that a child not managing in their
own room has another place to recover. Or a team might consists of many
concerned individuals working together. When teachers work actively as a
team, they reinforce hopes and expectations for community.
When a teacher needs help in responding to a particular child or behavior, it
is not a failure or shortcoming of the teacher, but rather a reflection of the
simple fact that some children and some situations need greater
intervention than a single person can provide.
When a buddy teacher is required, the procedure is direct and simple. The
disruptive student does not commandeer the teacher or spoil the lesson, the
less the teacher engages with the student the better that that point. The

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classroom teacher should continue with whatever they were doing before
confining the time time-out directions and interactions into the routine.
When children are sent out of the room, it is best to have a discussion. The
goals of the conference are to try to work together to find a way to prevent
the problem from recurring, and to reestablish a friendly flow between
teacher and student. Conferences often allow teachers to gather
information and help remediate a situation.
Teachers and parents need to be on the same side and working together.
Parents are crucial parts of discipline and rules. The adults in a child's life are
much more apt to succeed when they feel they are working for the good of
the child and not as adversaries.
I will watch for how my teacher handles situations when time-outs are not
enough. I think the time-out using a buddy teacher is a good idea because
sometimes it is best for everyone to take a step back and remove themselves
from a situation and take time to think about it.

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Section III The Voices of Teaching

Chapter 10 Empowering Language: Say What You Mean and Mean What You
Say
Children need to know that words have meaning. They need to understand
that words correspond with actions. Teachers should keep demands simple
and short, say what they mean, and make demands appropriate, mean what
they say, remind only twice, speak directly, and use words that invite
cooperation.
Teachers need to anticipate problems in order to be able to say what they
mean and mean what they say. Teachers mean to express anger and
disapproval, but do not mean to carry through on threats that anger alone
may induce. When teachers anticipate problems they are better prepared
with logical consequences and a calmer, more rational mind.
The way teachers talk can either invite cooperation or resistance. Three
ways to invent cooperation are by making it fun, asking for help, and
providing choices.
Choices set boundaries. They mark out what is possible. At the same time,
they give children some control and encourage responsibility. If there is a
clear consequence involved, it should be expressed as part of the choice.
Teachers need to be clear in communicating what they expect and they
need to honor their words by doing what they say they will do.
I will look for if the teacher honors what she says. If she threatens a student
with no recess for a week, I will watch to see if she honors that or not.
Chapter 11 Stress the Deed, Not the Doer

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Stress the dead, not the diet is a technique that helps both teachers and
children. It is a specific approach to our use of language, but it is also an
attitude that expresses respect for people even though their actions may
disappoint us. Stressing the deed is a way to espresso indicate praise and
criticism, application and disapproval, compliments and complaints while
keeping the classroom safe. The focus of the praise or compliant, the
criticism or disapproval is on the deed, not on the characters or the
personality of the doer.
Stressing the dead, not the doer requires two skills. One is the skill of
noticing the detail and specificity of the behavior. The other involves naming
and commenting on the behavior with the use of I voice. Children can learn
to notice and comment on the details of interaction. Teachers must note
and support the use of appreciation and affirmations. When children are
more aware of positive behavior they are more apt to behave positively.
Representing or work sharing meetings also help children learn to notice
and appreciate. When children represent their work, teachers promote a
reciprocal language of noticing, so that a way of examine work together is
established. Children in general become more observant and constructive in
their critiques.
Children need help expressing a range of feelings without calling names.
Children can learn skills through modeling by teachers, but primarily will
learn from doing.
Constructive expression requires noticing and naming details. Teachers and
students must learn to notice and name specific behaviors that work or don't
work rather than relying on good or bad.
I would like to try the compliment club idea. By having students give each other
compliments like that, it helps create the sense of belonging which is important
in school.
Chapter 12 The Voices of Authority

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All teachers use different voices of authority. They must be used selectively
and in the right context for them to be effective. Three voices of authority
that can be used are the voice of principle, voice of procedure, and personal
voice.
The voice of principle calls upon a higher and more inclusive adoring to
guide behavior, such as the golden rule.
The voice of procedure are rules for safety and order. Children need to
understand that there are rules that govern the well-being of the school and
the community. The teacher recognizes and upholds these rules, but they
are not specifically the teachers.
There are two ways to use the personal voice of authority. One is the
personal preferences of the teacher and the other has to do with matters of
strong personal conviction.
Personal authority used for matters of strong personal conviction are most
honestly expressed in the I voice. When using this voice, the teacher is not
reminding about procedures, but conveying thoughts, convictions, and
knowledge. The personal voice is often the strongest voice as long as it's not
overused.
This fall, I will pay close attention to how my teacher uses her voices of
authority. I will take note of what voices she uses and in what situations they
are used. I will also look for how effective the voices are.
Section IV Further Strategies for Difficult Classroom Behaviors
Chapter 13 Problem-solving Class Meetings
Class meetings can anticipate problems and help students become more
self-governing. They are also help sulk when things are not working well.
They can initiate and instruct problem solving when the limits or boundaries
are tested as children grow.

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There are two goals of class meetings. The first goal is to provide a
constructive format for students to contribute to their classroom by helping
each other. Honest discussion allows children to have s say in their
classroom and to give appropriate input into some decisions. The second
goal is to develop childrens capacity to solve problems.
It is important to set up an environment for class meetings that invites both
participation and responsibility. Teachers want to insure that students are
comfortable, but also attentive and focused. A positive tone should be
created. Establishing a few clear and consistent rules reassures children that
the meeting will be safe.
The steps for a problem-solving meeting are: introduce the problem, gather
information, begin and focus discussion, brainstorm solutions, choose a
solution, define progress and consequences, and then close the meeting.
Topics for meetings need to be appropriate. It is critical to frame questions
and define problems so they engage students. They should require students
to think about the social or academic conflicts that concern them.
I will look to see if my teacher has problem-solving meetings in her class this
fall. If not, I would like to try to have one if it is appropriate. I believe these
meetings would be beneficial to students because by giving them a say in the
classroom it enhances their learning experience.
Chapter 14 Teachers as Mirrors: Using Social Conferences
Teachers as mirrors is a technique to address specific social problems for
individual students. It begins with the basic skill and habit of noticing both
good and bad things, and then moves on to a social conference which allows
teachers to help children work on social problems in a nonjudgmental way.
Good teaching depends on being keenly aware of our individual students
and their interactions. This is noticing. If teachers aren't ware of what's is
going on, they have no basis for making accurate appraisals or informed
decisions. When teachers use teachers as mirrors, they use the skill to see

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and then reflect on what they see without judgement. Nothing should be
ingrained in the practice of teaching.
A social conference builds a responsive relationship upon two elements;
behavioral boundaries and autonomy. The first draws on external discipline
and the second draws on internal discipline. Teachers set behavioral
boundaries by providing structure and appropriate alternatives. They
provide opportunists for autonomous thinking and self-discipline by giving
children a voice in their problem solving and suggesting reasoned
alternatives for their choices.
The steps in a social conference are; establishing what the teacher and the
students notice, naming the problem and the need to solve it,
understanding the problem, generating alternatives, and establishing an
agreement to try.
When the teacher notices, they show children the strength and value of
attention. When the teacher urges them to notice, they begin teaching the
discipline of self-awareness. Acting as mirrors, teachers make it possible for
children to look more steadily at themselves.
I hope to work on my skill on really noticing students. Really noticing students
allows teachers to get a better picture of what is going on with students. I plan
on working on my skills of noticing and hopefully get to use it to help better
understand students.
Chapter 15 Individual Contracts
An individual contract is an option that can help when reminders and
redirection have little impact on unwanted behavior. Such behaviors
contacts, whether verbal or written, focus on a child's strengths and capacity
for self-control rather than giving negative order. It asserts the potential of a
student and establishes a positive agreement to work together.

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Effective contracts require several assumptions. Teachers should assume

that students share the common goals for school. They assume students
want to be good and liked by teachers and clasmenates. Contacts also
assume the teacher has an interest in understanding a child and had respect
for the child efforts. A third assumption is that before teachers hold students
accountable for their behaviors with a contact, expectations must be
carefully introduced, modeled, and practiced during the first six weeks. A
final assumption is that a firm and supportive relationship is a basic
condition for change.
The teacher should plan the elements of the contract with input from the
students and the parents. The teacher can make a realistic plan for the
classroom, and the students and parents help to personalize it through their
ideas and support. Elements should include; behavioral goals, a system of
communication, a way to evaluate success, a celebration of achievement,
and clear consequences when boundaries are broken.
The teacher should establish goals for conduct that convey realistic
expectations for improvement and helps the student achieve that
improvement with different approaches and strategies.
Contracts state a goal and name a concrete marker sign that will be used
daily to track progress. A special celebration is planned to recognize an
agreed-upon number of marker, signaling the goal is met.
I will look to see if my teacher has to create an individual contract with any
students. I liked the victory sign stamp idea. It had a clear marker that was
tracked throughout the day and once the student met her goal she was able to
get her reward which related to her initial problem.
Section V Clear Positives
Chapter 16 Teaching by Clear Positives: Revisiting Ideals

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For teachers, establishing and defining their ideals can help them assess
their plans, goals, techniques, and strategies. These should not be aims for
student behaviors. Three goals a teacher could have are teaching
alternatives to violence and stressing nonviolence, hanging children learn to
think for themselves, and to stretch, not track, potentials.
Teachers need to know why they teach and why they do what they do in the
classroom. These are called ideals or values clear positives, conscious and
clear statements of belief that serve as foundations for work as teachers.
Part of a nonviolence curriculum is teaching children to take an interest in
others lives and in views unlike their own. This helps children develop a
fondness for diversity rather than a fear or hatred of it. Daily routines should
encourage caring. Nonviolence is also taught by cooperative learning
projects, class problem-solving discussions, and team play.
Teachers help children make good choices by passing on skills and
knowledge, but also by encouraging attitudes about looking, listening, and
speaking with ones own voice. Teachers arrange for children to discover the
answers rather than supplying them .
When teachers see children extend and deepen their interests, test their
patience and endurance, tackle what's new or different, they are stretching
potential.
This fall, I am going to look to see if my teacher allows the students to have a
choice time. I think choice time is a good thing like the book says. Children need
to be given the chance to make choices if they are ever going to learn good
deciding making skills,
Chapter 17 Clear Positives in Action
Clear positives can be a way to explain to students why things are done the
way they are. They may introduced to the whole class or to small groups,
and they may frame specific content or direct childrens behavior. They can

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give purpose or explain the nature of rules. Clear positives provide a sense of
conviction and challenge, but do not moralize or lecture.
The purpose of homework is to reinforce skills and help children internalize
ideas through guided assignments. It is contingent on independent work
habits as well as academic competencies. The goal involves learning to plan,
organize, and think for themselves.
Organizing involves ordering the physical space, and then ordering the steps
in the task. Once children organize their work space, they must then
organize their own concentration and attention effectively, which may also
be affected by the physical space.
Having children think for themselves included interpreting directions,
understanding questions, solving problems, and applying information in
different ways. It does not mean they have to work alone or without the
input of others.
Using clear positives helps teachers communicate their faith in childrens will
and aptitude, and faith in the value of their work.
I have seen clear positives before, but I have not seen them expressed as being
clear positives. I will look for how my teachers refers to her clear positives.