Who’s in Charge?
Posted by Diane Badden on 12 Aug 2009 | Posted in: Classroom Management, Inspiration and Motivation, Meet the Mailbox®, Teachers and Teaching
This is my pup, Lexie. Lexie has a delightful spirit. She’s sweet, curious, playful, mischievous, and very strong-willed. This latter trait has landed the two of us in not only one but three series of communication classes for pets and their owners! (We made some great friends along the way!) And here’s the thing: I paid a fair chunk of change to learn what I already knew, but I just hadn’t connected the dots between classroom discipline and doggy communication! I learned to be consistent, establish a routine so my pooch feels safe and secure, stay calm, acknowledge good behavior, have a sense of humor, and—most important of all—make sure my pooch knows I love her. Sound familiar? Now, I know firsthand that managing a classroom of children is a zillion times more challenging than getting through to a single pup. But I have to say that it sort of blew my mind when all the pieces fell into place. I want my pooch to be happy, healthy, loved, and yet know her boundaries. And I am glad to report that Lexie and I are having a wonderful time. We play, I laugh, she wags her tail, she comes, she sits, and she chews. But what the heck—I think perfection is totally overrated, don’t you?
So what are you thinking? I can make this multiple choice: a) Diane has lost her mind! b) Diane is a genius! c) Diane has made some interesting points. But seriously, I think we’ll all benefit from your insights into classroom management. Please share!
Your blog buddy,
Diane
Congratulations to Linda Powell of Powell Family Child Care in Eureka, California. She is the winner of a copy of Math Melodies, PreK-K.
23 Comments |
Subscribe
|
Email This
23 Responses to “Who’s in Charge?”
More Comments Pages: [1] 2 » Show All Comments
More Comments Pages: [1] 2 » Show All Comments
Definitely consistency—
however, I find the same situation holds true for me and my own two girls as does your dog. I took awhile before I could carry through what I knew from the classroom and disciplining 26 kinders to taking care of 2 girls. I sometimes just say Duh…I already knew this and how to handle this!
I’ll go with C too!
I will go with C as well
Definitely C
We have been blessed with a vanilla lab who learns very quick. The one thing I hoped for was that she would bond with my oldest granddaughter (we are raising two g-daughters), so she might let me know when a seizure is coming on. Well, there doesn’t seem to be seizures anymore. The doctor said to slowly take her off her medicine, and watch her. She’s been off the medicine for over a month, and nothing! Yay! But Gypsy has awakened me a few times when my sugar level dropped (I have diabetes), and she’ll stay with me until I get things regulated and go back to bed.
She was quick to learn “sit”, “stay”, “belly rub” (really cute), “shake”, and the cutest thing is her grin when we have been gone for a little while, or when we get on to her for doing something she knows is not good (jumping up on the furniture, etc.) She grins and looks up with a shyness ao you just cant be mad at her any more. She was an outside dog until we got her at 1 year old. Having made 2 mistakes and been taken to the puddle or pile and told firmly “no”, she has never done that again.
We are really blessed. But she sure sheds a lot! I’m thankful we have laminate flooring rather than carpet!
In our obedience class this week, the instructor said, “Give the stay command. Drop the leash and walk away–all-l-l-l the way around the gym past the 11 other dogs and their trainers and back into position beside your dog. If you show that you trust your dog to do the right thing and walk confidently away, your dog will stay. If, however, you seem unsure or look back to check on him, he will move. When it was our turn, I walked “confidently” around the circle (which seemed to take forever), wishing I knew how Miss Mercy was doing. It was only as I rounded the final bend that I could see those big old paws planted firmly where I had told her to stay. Boy, oh boy, did she get hugs and treats! I think it’s like that with children, too. With preparation, practice, and TRUST children, too, make remarkable strides (behaviorally and academically)–but all too often we can’t be sure of that until we’ve come almost full circle. …and we have to be certain to give them opportunities to bask in the glow of their personal growth. Oh, and D–all the above. :+)
I think you are a genius. I just got a new yellow lab this summer and Luke (my lab) and I have spent many a days setting boundaries. While I don’t think we work on “commands” with our students, we definitely work on setting boundaries so that they may spread their wings and explore. I think all too often teachers look at classroom management as just that management…giving kids rules of what they can’t do. Shouldn’t it be them deciding what they will do… be respectful, wait for my turn to talk, make good choices, be a problem solver, etc. Thank you for your post, now I will think of Luke that first week back as my class decides what they expect of themselves and others(behavior wise) for the year–hopefully don’t chew on the couch won’t be one of the rules though
Consistency, routines, showing that you care and having a sense of humor is always a step in the right direction when it comes to teaching anyone or anything for that matter.
I would go with C, and if I new you better, I might also choose A. Crazy people often have amazing insight! I do find it humorous that we’re comparing pets to children…I’m sure if we took more time we’d find more similarities! I’m not a dog person, but I’ve found the same to be true with my cat. I started when he was still a kitten to train him in what he can and can’t do, and as long as I stay consistent, he still stays in bounds.
Hands down the choice is “C”.
People and dogs are similar in behaviors, emotions, and characteristics. Generally when people yell at dogs they will run the other way. Personally I stop listening when someone yells at me but either method is a way of disregarding the individual yelling. Be nice to me and I will do my best to complete a task.
With my students I talk in a regular voice but when I start getting discouraged I start whispering. This requires my students to listen even closer.
C:
Oh boy can I relate to what you’ve said on so many levels! We have recently acquired a puppy and at times, it is like herding marbles getting him to do what we want/ need (just as it is with preschoolers)
in short, I just want to dulplicate what Debbie said.
Thanks for sharing your observations Diane
For the last 12 years I have worked as an assistant in an emotional support classroom for grades 1 -3. Somewhere in the middle of that time my family rescued a pup from the local SPCA. I spent the summer “training” her. We both got up at 6 all summer to get ready for school time. And yes, she developed great behavior. I used many of the techniques for positive school behavior with her. Consistency, positive reinforcement, and always communicating in easy to understand directions just what I wanted her to do was crucial. Ignoring the negative wasn’t always easy but praising the positive was. We had great results. Of course, parents might not think training my dog the same way I treat their children would be a good thing! But I love my students and have a great relationship with them and my dog is a joy. So hopefully the parents will understand. Continued good times with your new family member Lexie.
I agree with what’s been said. Truth is truth and can extend to many examples. So, my answer is C. Thanks for your post.