IÕd Rather Be Bad than Stupid
Book Outline
Chapter 1 Ð Introduction
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Point of view Ð new principal trying to do the job but kids got in the
way then I realized that the kids were the job.
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Rationale for book Ð proactive discipline
Chapter 2 Ð Special Education Framework
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Learning Resource Teacher
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In-school Team Meetings
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Resource Team Meetings
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Criteria for Identification
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K-TEA assessments
Chapter 3 Ð Daniel
Weak
academics
Chapter 4 Ð Matt
Weak
academics
Chapter 5 Ð Hunter
Imposter
Syndrome
Chapter6Ð Jack
Worry
about it not being good enough-not finished=not judged
Chapter 7 Ð Carli
Poor
Self-esteem
Chapter8Ð Kris
Psych
worries
Chapter 9 Ð Gordon
Chocolate=relationship
Chapter 10 Ð Matt DeSouza
Sensitive
Chapter 11 Ð Justin Dolbec
Poor
social skills
Chapter 12 - Stevin Algera
Gifted
Chapter 13Ð Max
Poor
self-concept of self as student
Ill-prepared
for school
Chapter 14 Ð Bottom line is that students would rather look bad than
stupid in front of their peers. As
a consequence, whenever there is a fear that they will not be able to do what
is expected, for whatever reason, they act up in order to be sent out of class.
Each
of these students cannot do the expected work and so are considered defiant,
belligerent, misbehaving, disrespectful, lazy or lacking in intelligence,
however, if they can figure out the buttons to push to be sent out of class,
that indicates to me that there is a level of intelligence there that is not
being acknowledged.
Chapter 15 Ð How do you
know if this is the problem?
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Look for patterns Ð a certain time of day; a certain subject; a certain
teacher(Student senses a lack of empathy-not an excuse but a reality)
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Try an academic assessment
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Counselling/demystifying:
ÒWhenever I have a job to do and IÕm concerned that I wonÕt do a very
good job, I have a tough time getting startedÉ..Ó
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Try Rewards
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Try a signal-a student that feels frustrated and knows they are going to
blow, could give the teacher a signal and go to the office for a little extra
help or just a time out.
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Invest the time to go into certain classes during Math period and Ôbe an
extra brainÕ in the classroom to help students. Preventative maintenance may
mean less playground fall-out.
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Try a minor modification of program to see if student is successful
Chapter 16 - How do we fix the problem?
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Provide a ÒHomework RoomÓ during recess time for students to complete
work. With a different person(namely the principal) remediating, stress and
tension of both the teacher and student can be de-escalated.
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The homework room can also be a supervised place for those students who
are not coping well and would be better not going out to an unstructured space
for recess.
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Modify aspects of program temporarily to increase confidence in student
and begin to shift their concept of self as a learner
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Provide short-term remedial help during recess times and
lunches(whenever possible due to yard supervision)
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Last Chapter
Why
not work this way?
Tyranny
of time Ð one more thing added to the principalÕs job, however, if there is a
teaching component, what better kind of teaching to do-remedial work? However,
I argue that the front-end loading that this relationship building would entail
will pay off over time as there are fewer discipline problems for the principal
to handle and the school can develop a more positive tone.
Building
relationships with students that may circumvent some of the teacherÕs
relationship so must be handled carefully as part of a team (with parents as
well.)
Why?
Renew
a childÕs faith in themselves as a learner
Prevent
frustration being manifested on the playground as frustration
Teachers
feel supported and can do a better job because Ôdiscipline problemsÕ donÕt
arise as frequently
More
positive tone to the school
Proactive
discipline
Caring
is evident
Affecting
change from the bottom up (students first) rather than top down (teachers
first)