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Module Three |
Reading Three: Structure |
Vertebrate or non vertebrate -- backbone or no backbone,
It's one way we divide up the animal kingdom.
That's a helpful concept in looking at structure in the classroom.
Do you wish to have more of an internal or external structure in the classroom?
Internal discipline suggests that we build student self control, that we find mechanisms to strengthen student abilities and desires to build self and community. It places emphasis on building the individual, trusting in students to be able to learn to be respectful of self and others and places value on each person as an independent, self discipline, self controlled part of a community. It suggests that each youth has special gifts and skills that can and should be honored, apart from what is being valued in state or national assessments, and that those must not be lost in our efforts to achieve literacy. There is an implicit understanding that structure is critical, and that each student can be taught to balance external demands with internal drives and motivations.
External discipline recognizes the importance of an authority figure, places a high value on compliance, regulation and product. It is more of an "assembly line" idea rather than honoring individuality. It also suggests a belief that we can and should train people. At an extreme, it results in regimentation. It is effective when community skills are not desired, when one outcome or expectation is valued or needed and when obedience to authority is critical. It is also essential while placing an internal discipline plan in place.
Both types of structure have strengths and drawbacks.
| Strengths | Draw backs | |
| Internal | More resiliency |
Takes more time to establish Teacher has less feeling of control Quite complex, sometime chaotic Test scores may suffer initially I ndividual needs must be honored rather than "obedience" mentality Initially, very high maintenance Punishment is destructive, unusable |
| Strengths | Draw backs | |
| External | More focused & definite for teacher Feeling of ownership for teacher Teacher feels in control Simplified time management and curriculum planning Set and work for specific outcomes Works well for "average" students |
Many students rebel Student has less feeling of ownership Student motivation may be low When alone, typically misbehaves Test scores suffer in the long run Drop out rate increases with age Many students strongly dislike school May be emotionally abusive for some |
To provide the best possible learning environment, we learn to utilize both types of structure. The master teach has a knack for balancing the needs of self and student. This is reflected in the way structure is taught and shared, and the flexibility the teacher and students feel in interchanging one for the other, addressing the best good of community, content, and personal gratification.