INDEX OF QUOTES
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Kids who are discipline problems often have a history of failure. There is a powerful relationship between poor academic performance and poor behavior. It is painful for people to be told repeatedly that they do not measure up. Such mental abuse causes damage to self-esteem, and many kids eventually withdraw or act out in protest. It is not surprising that most kids choose to be bad above being stupid if they view these as their only viable options. These students need to know that they can legitimately succeed and that their successes will be recognized. With some students who have become very turned off, disbelieving, and hopeless, it is sometimes necessary to make it impossible for them to “fail” in order for them to believe that success is possible. I am reminded of Joey, a turned-off, disruptive eleventh-grader who had failed everything. The last quarter had just begun when I met with him to assess how he and school could become a better match. As Joey asserted that nothing was wrong and he needed no guidance, I reminded him that he had failed everything and offered the example of 120/0 on his report card for English. Joey became annoyed. You really pi— me off,” he responded. “I’m doing better in English and you’re bugging me about this? Did my English teacher tell you that on the last test I got a 50 and on the paper due last week I got a 55? Can you count? I’ve improved 43 points.” I practically fell off my chair. From boy’s perspective, he was improving. Yet, as educators, rarely do we see a failing grade as representing any kind of improvement. Kids such as Joey need genuine acknowledgement that we see the progress represented by a “better failing grade” in order to maintain any hope. Otherwise, they quickly sink back to the level of a 12. Hope in a school setting is best accomplished through helping kids confront real problems and find new cognitive, social, or emotional ways to solve their problems. Students develop increased feelings of competence and mastery which provides the fuel for them to tackle the next uncertainty or challenge. ALLEN MENDLER
Mendler, A.N. (1992) What do I do when …? How to achieve discipline with dignity in the classroom. Bloomington, Indiana: National Education Service |
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