Assignment6-1-1




	ESE502 : The Class : Pro-active Management : Introduction : Assignment6-1-1

The 'Since-Then' Assignment

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Since

Each person knows himself better than anyone else can - and is one of a kind.

Each student’s perceptions and expressions of feelings, ideas, and thoughts give a better picture of self than a diagnosis or assessment.

The need for feeling in control of life, having choices and meeting needs and desires is a strong undeniable inner force.

Meeting personal needs is counter balanced by the need for approval and acceptance of others.

Potential belongs to each individual, who in turn has a right to believe in the self and an obligation to move on inner drives and potentiate self fulfillment.

Each individual gives personal meaning to objects, ideas, events and that meaning is critical to learning and self understanding.

Each person senses life as meaningful within the context of life experiences. Relationship and intimacy is directly proportional to the affirmation and credence accorded that self awareness and the ability to honor the individual’s views and feelings.

Teacher, as authority figure, can enhance the well being and wholeness of a student through affirmation and acceptance, and has the responsibility, not the right, to help each persondevelop knowledge, understanding and competence.

The desire to grow, to become, to enhance self is present at all times.

Those who are suffering, who feel dejected, hopeless or defeated still have an innate, though thwarted need and desire to grow.

Promoting a sense of safety is the most crucial step in assisting others to grow and learn, and this contributes the building and repairing .

Human being have a need for community and hope to be valued by others.

Relationship is a powerful catalyst for learning.

Therefore, teachers

+ Individualize + Trust each student
+ Assist self understanding and empower communications + Value personal histories

+ Provide powerful self assessment tools
+ Teach and model active listening
+ Facilitate healthy self evaluation

+ Teach social skills + Assist students in understanding autonomy + Develop clarity about self control, power and will
+ Engage in learning communities + Utilize systemic and ecological rather than linear solutions + Use cooperative learning

+ Prepare students to assume personal responsibility + Emphasize ownership of self and learning + Give students increasing leadership opportunities

+ Teach tools for rational and logical thought + Honor personal insights + Listen to the visceral messages + Provide hands on learning

+ Model and teach self affirmation + Value others’ perceptions of truth, reality + Look to understand behavior in simplest context + Learn and use “being” statements + Affirm efforts + Evaluate in a manner that is self competitive and mastery based

+ See and honor growth + Refrain from using authority or power to be punitive or in any fashion + Focus judgmental and evaluative stance for doing rather than being + Show unconditional love for the being of the student + Focus the value of learning for students

+ Provide clear structure and expectations for work and interactions

+ Build a personal relationship + Provide face saving in answer to defensiveness + Model warmth and teach self control techniques

+ Structure and safety potentiate building and developing + Remain committed to recognize that people are good and strive for health, joy

+ Teach community building, respect, and second person perspective + Model them

+ Share excitement and appropriate insights + Personalize with stories + Exude trust
- Adapted from Carl Rogers
Freedom to Learn

Assignment

These statements define a philosophy that contradicts some of the common practices in schools.

After reading them, consider your personal position about children. Are human beings basically good? Do we have an internal drive to learn?

These constructs are a vital part of the motivations for
pro-active discipline.

Directions:

Copy and paste those beliefs you agree with to a new page.
Note those you already do by underlining them.
Write a 100-200 word plan for implementing one of the beliefs that you do not currently have in the classroom. (If not currentlyteaching, write the plan for future implementation.)

E-mail J'Anne Ellsworth at Janne.Ellsworth@nau.edu