Self-Test6-1-1




	ESE502 : The Class : Pro-active Management : Introduction : Self-Test6-1-1

Assessing Personal Readiness

Pro-active Discipline
Assessing Personal Readiness for Implment

These may be some of the steps you will take in moving toward a more pro-active classroom.

Directions: Read each statement and record the following.

___ I believe educators should abandon use of physical force.
___ I plan to give up rituals of the past that frame punishment as positive.
___ I believe there are different or more effective alternative.
___ I thing the relief that comes from punishment keeps adults turning to it.
___ Punishment is a draining of adrenalin and a way for adults to self soothe.
___ We do not have a right to get students to change their behavior out of fear.
___ I want to help meet each student’s basic need to be loved and accepted.
___ If I have to choose, then children’s need come before teaching content.
___ Great teaching is complex, entangled, paradoxical and elusive
___ Schooling is only good for the whole if it is good for the individual child.
___ Teaching and learning involve relationship and process.
___ Teaching and learning involve art and craft.
___ I value the multi-faceted, multi-dimensional nature of teaching/ learning.
___ I understand that each group, setting, and child is unique, meaning that I cannot have a “One size fits all” discipline plan.
___ Understanding the hopes and aspirations of individual students strengthens classroom management.
___ I will be most successful if I include the needs of all members in the classroom in my planning and curriculum design.
___ Students of every age need tenderness and attention to needs and desires.
___ Student can be taught to be agents for self control and motivation.
___ I can empower students to take responsibility for self and learning.
___ Students can engage in the process and substance of education.
___ Pro-active discipline can help students shift from passive participation or detractor to motivated partner.
___ Pro-active discipline opens students’ awareness of freedom to learn.
___ Pro-active discipline changes the way we measure and report progress.
___ Pro-active discipline includes seeing the student as a real whole person.
___ This requires a mutual quest with focus on civility & community building.
___ Pro-active discipline includes helping students develop tools to engage life, to enhance personal gifts and abilities.
___ It includes helping students value, acquire and hone tools for a life time of learning, thinking, reflecting
___ Every child has unique and special gifts and abilities to enhance.
___ Shared governance helps maintain structural integrity in the classroom.
___ The community building process is developmental in nature & teachers can use, model and teach skills necessary to enhance the community.
___ I understand the value of accepting personal responsibility to do my best.
___ I have the maturity to utilize second person perspective in understanding students.
___ Cooperation and individuation enhance elements of personality and individuality.
___ Self competition can be healthy but keeping competition going in the classroom often leads to resentment and disillusionment.
___ Process curriculum is as important as product curriculum.
___ I see my students as personal “beings.”
___ I value the person as much as doer.
___ I balance my need for control and self expression with sanctity of others.
___ Through proactive discipline, power and control become part of the learning experiences.
___ I see autonomy /heteronomy as life-long dimensions of self will and socialization.

___________ + TOTAL ___________ - TOTAL ___________ ? TOTAL

There are forty points possible. The closer you get to 40 points, the more likely you are to feel comfortable building a pro-active classroom.
You may want to jot down some of your questions and watch for links to related material.

You should now:

Go on to Online Reading 1
or
Go back to Introduction

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