Freedom to Learn

Cari was preparing to meet her new class of 24 kindergarten students. She had been through this many times. She knew exactly what she was going to do and how to do it, although one thing was occupying her mind. Teachers had begun preparing for the new school year a few days earlier and she was thinking about a conversation with her new aide. It suggested the aide might find it difficult to accept the teaching process they would be using.

The aide, Kathy Raymond, had commented about how the class she worked with last year had been rowdy, defiant, and disrespectful and then said, "I see you don't have a stoplight for behavior problems. I would be happy to make one for you." For those readers who are not familiar with a stoplight system, it is a chart with large red, yellow, and green circles. There are clothes pins with the name of every student and at the beginning of the day the pins for all students are clustered around green. The system is designed for a teacher to warn and eventually punish students when their behavior is becoming disruptive.

“We won’t use a stoplight system,” Cari responded.

Kathy said, "I’m sure you have your own system for discipline, just tell me what kind of chart you need."

"I don't have a discipline policy. Instead I have an appropriate behavior policy," Cari answered.

“You are new here," Kathy replied. "Maybe you don't know the kids from this school. Believe me. You will need a discipline policy."

"No," Cari said, "we will teach children how we want them to behave."

"Good luck with that."

Cari replied, "I have many things I want put up on the walls, let's start by getting everything I use."

“Okay," Kathy said. "But just so you know, the teacher I worked for last year wouldn’t have lasted five minutes without a stoplight system."

(Following is a related excerpt that appears later in the chapter.)

Before the end of the first semester, Kathy had learned to manage student behavior and many learning activities. She could take the students to recess or lunch without any help from Cari. In most situations students behaved very well for her. Their behavior did not slip much when she supervised the students. In those instances when student behavior did slip a little, Kathy could adjust and they would behave appropriately. Before the end of the first semester, Kathy expressed what she had learned. She said, "I must admit your way of teaching students to behave appropriately is much better. I would never have believed it, but punishment is almost never necessary."

Cari replied, "I’m glad you accepted my way. You are a big help with the students."

Kathy asked, “Why don't all teachers do it this way?"

"I wish I knew. Schools would run better and students would learn more if most teachers used a positive approach to teaching."

Kathy replied, “Sometimes I tell other teachers they should adopt a good behavior policy."

Cari smiled and nodded her agreement.