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~r~~ A~~ ~o~a~ Y~~i~~~ T~~a~i~~ o~f~Z~x~~~o~n~ ~~te~~~n~~~~~~

~ss~~vlrr~c ~Tun~~ ~~v~~c~~~N~r

tourers

One semester I supervised two. women, both undergraduates in thesame teacher education p~ograrn, who wire placid for studentteaching in two very d ffer~n~ c[~~srooms. Ati+~e was working in an upper-~[em'~ntary el~ssroo~r at a sa~io~conar~iea€ly ar~d r~eialky diverse mpg-nit ~chao~. Thy st~d~nt~ in her classroom reg~€lar~y eng~g~d ia~ ~on~lict,Their verbal arguments and physical alt~r~atians w~r~ o~t~n r~la~~d toracist ~r eultural di~fer~nc~s between students. At~ce took a relati~r~alapproach to ~lassr~on~ man~~ement in which sh€ sought ~~a understandthe cau~e~ of student canf[ et, conn~c~ Chase causes ~o s~ud~nt needs,and empower students to solve their disa~re~ments independently. ~h~enc4ur~ged her students to take ownership of their fictions, to takeeach othets p~rsFectives, and to appr~eiate bo#h their di~fer~n~es aidsimilarities.

Kim w~~ ado ~eachin~ in an ~pp~r ~l~~n~n~ary cl~s~rQQr~ at ~ ~~~ ~=~conomieal~y and raeiaLly div~rs~ traditional sch4oL Thy stud~r~ts in here~~ssr~om w~r~ +quiet. ~~~di~n~, and n~ar~y ~~w~y~ ~gr~~a~le, Kim t~Qk~ tradi~onal management ~ppro~eh to cl~ssroam, r~anag~mentr shecaught to c~ntr~~ rt~g~tive b~haviar through verb~t fe~db~~k andthrough a system of rewards and consequences, Shs expected studenfisto do wh~~ thy,+ w~er~ to[d and tbak ~ position ~ the sai~ Leader respansibl~fvr rur~ni~g fhe class~oom<

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~ ~1n Int~i~~€rsai~~l ~}~~rr~~~lt t~~ ~1~sstc~~~nt Mar►~~~m~i~►t

'I`h~ c~ifferettt ~~,~rt~~~1~s ~~~~s~ tv~ro ~e~c~ter~ f~~l~ tc~ zrtan~~-r~ent c~k ~tt~denh. ~elz~ai~r in ~hei~~ cI~►ssrc~~rtns tr~r-~s.Eerred ~akheir ex~}ee~atians aizd finals far their st~dent~. Itz a re~lectic~i~~~iatxt leer ~x}~eri~tices, Alice ivr~te ~t~oc~~ ~1t~w leer ~l~~~rocstncoc~~ €~f ~c~i~duct and her explicit social i~n.~clelin~ wo~.~l~i 11el~her s~z~etifs ~r~w into adults ~~ha were caring, ca~~l?Ie t-~fleac~~r~~up, ~lcl t~r1€~ tn~raulci L~~ 1~1e ~~ recor►czl~ di~~eren~es.Kim v~~rote ~~~u~ a realization t~~t ~~te.riee~led t~ be c~c~sist~n~a~r~ut ~ro~ridi~~; s~~~if~ ~ncl ri~utr~i. v~x~~l f~~dt~~~l~ t~ ~tu--~i~~#~ whoa vv~z~~ Txtis~eh~r~ ~, . lx~ b~~i~`x~~i t~~t prc~v ~in~t~1~ t~rp~ ~~ iE~~dl~~~~C w~sul~ h~1p l~~xi ~tud~r~t~ ~~~t#~ tc~ ~~~~ther ~~~e~t~itic~z~s, fir, ~nd~~~t~r~~l t~~ r~fi~c~n~le i~~1~~~ h~~~x~e~t~t~r~~, ~nc~ tc~ ur~~~r~~an~ r~gh~ F~~r~~ ~nrrc,~~,

't~~~t t~t~~~ ~f kl~~~gl~.k~ ~~~.~ b~k~~~iors ~s each. k~~~~~~°n~c~~~r~grn~ ~ h~~ ~tu~.~nts.? ~~ c~t~~ ~~~~ fir ~tuc~~nts ~r~ tai

~~v~i~p ~r~k►.~al ~}linki~gr prc~l~i~~ ~~1va~~;, a~~ l~a~ir~kt~:kills; vvh~~h ti~acher ~'~;~~~r~ ~;~c~weh kl-►,~~~ ~~~~~ ~n her~I~ssrc~~~rt~

~~~ssxc~c~n~r MA~~r~~~rr ~~r ̀ T~n~Y's Cr~is~~t~o~s

Most ~tat~s ht~ve a~c~~~eci professional te~clun~; ~t~in~lards ~Ytat~l~im eff~cti~~e t~~ch~r~ help ~fudents ~e~~lp~ crti~~lt~i~nkin~~ pr~t~~~m sol~tin~, Vinci leac~~rshi~~ s~Cil~~, Tlt`ti~ ~~aul~include enc~aur~~in~ stucl~n#s tc~ ~~~C questions; clev~lo~ ir~c~-v~tiv+~ id~a~, ~ommunic~t~ their n~~ds an~-~ ~c~11~~~r~te ~rrit~t~~i~ }~~~rs, e~~~~ ~l~}= ~+~~e~ their ~e~r~ ire f~~r~l diff~r~r~~~ulture~ an~C ~acl~grc~u~ds, tNl~at c~~~sro~rr~ rr~art~~~~e~t~trak~~i~~ axe ~c~ing to 1~~1p ~zs a~~t th~~~ ~a~~~ ir► ~~c~kic~n tc~~u~t~ir~ir~g t~i~ k nit cif ~n~~~~nr►~nr ~t+~d~nt~ n~~d fc~~ ~~~tin~p~x~c~~rrr~an~~ ~tar,~~~~is t~~ acad~z~l~c ~~~c~~c►rs~ ~thi~~ rtc~ass~~i~t~~it ~r~a~ ~t~~ ~n~t~~~tzc~n~1 ~ar~~ti~~ ~~~~ ~hi~t~~i t~~~ri~np~~~n~~nt~n ~~thc~~ts that ~a~o~~~~ ~c~~ ~#~~d~~k ~r►~~~► ng~n~ki~ ~rn~~~~F ~f ~~i~ z~az~~~~ ~n~ ~~~i~tx~~s ire s~k~ac~l~ k~~vncyt. L.c~c~k ~t ~t~~ ~t~t~m~n~~ la~Ic~~rv< 'S~Vhich ~n~~ bc~~~ ~~~~~f

y~u~' cc~~r~nt vi~4~~ ~~t y~ux ~~t~cl~nt~' ~l~:ll~ti~~ kc~ ~~~til~t~ ~h~~c~wrt ~ead~mic and sc~ci~I b~h~viQr~

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Iiitrc>dticlic~~-t

Tq~ much of students' kime is spent on guidancear7d soeiaL activities at the expense ofi

academic preparation.

Students can be trusted to work tpgether

without supervision.

Eei~~g friendly a~rith students ofte~l leads

rh~m to become tao familiar.

~t is irnportanti ~o try ~o understand the

masons for st~denk misb~havi4r..~_ _

V1Tliere yin tl~es~ ~~eli~fs ~~me fr~n1 fu1c~ ~rl~a~ it~~~ct coo theyl~~~ve ~n ~~.u' cltir~~~ z~ar►~~e~n~nt r~~~~ians 7n+~ ultima~~ly ~s~►~tu~l~~t I~~r~nin~ ~nt~ ~~h~vi~r? Ian ~~76, bin I~r~e ~c~in~~1 tl~~t~a~m ~~j~~r~rtticc~l~tZj c~~`vl~s~r~j~~ir~t~ try ~les~rri~~ the ~a~~r~c~~~~r~~n t~~~tmast t~~ch~z~ E~~c[~ -~rsi~g ~~th~d~ fhrtk ~r~ s rr►il~r ka #~~s~ t gc~t~~~rv~r~ u d t~~ th~i~• c~wn k~a~~~~a~s: "~`~~~hir~g 1~ unusual z~that t~c~ ~~r~c~ ~ ~c~~ tc~ ~r~k~~~ i~ ~nav~ ~~~1 ~x~~~t :~z~~~ c~P~'c~~ t~-ni~ tai: gab rv~ m~r~k~e~~ c~~ tl~~ c~c~p~k~~~i ~t ~~~~~~C; ~z~l~k~ m~~t

c:~~p~~c~ ns t~c~~~, the ~~t vi~~~; ~f t~~ch~r~ az~ ~~t sh~~~ci ~rc~~nyca~ t~ ,, (20~2;'~.. }. ~,c~r~ti~ ~c~nten~ls that many ~rf tl~~ 1 1~~f~va'e ~~c~l~ a~ $e~~~h~rs ~b~tt~ ~~1~`rng ~ncl ~I~ssrc~~ni ~rin~t~ fr~rn

rs~n~I ~xperi~nc~e~ ~~ ~tuc~ent~. M~s~ t~a~~~a~ ~,~v~r ~t~e~~.~r.~~ car ~y g~~is~eci pr~~ti~~ u~ cl~~,sz~~m xn~~n~~;~rn~~k' in~t~~dwe kicked ttp r~ac~a~;et~e~t terl~nic1ues ~~aurioLi~Iy :from our cailei ins car ~l~ua~~ t~ t~~ir awn trial ~~c~ errar. W~tere~~ m~ly a~f~tese beliefs rna~ have l~ee~t cltallengeci ire qt r teacc~ttex edc~e~~c~nfro, erns ter b~ reforms rna~e to i~~tian~l ~t~~i s~~~e sta~d~riis,Ut~r r2t~ziEic~ns ~bott~ elassr~on~ m~n~~erri~rt~ ofken r~rrt~u3

unqu~skiQn~. W~ b~~it~ this text ~vitli a~2 ex~lc~ration t~f t1~~

un~t~rl~in~; l~~Ii~f~ a~otat cl~~~rc~~~n ~liscipliate t1-t~fi ~ui~~ cur~l~u'tni_tt~ ai'~t~ ir~te~~ckions wit~i stud~zit~,

'~~~.cx~~s' ~i~~,~~~~ ,~~c~~~ ~~~re~~iv~

~~r l~~~i~.~~ ~xisk ~n ra~~~y ~~vls ~r~~► ~1c~~~~ tc-~ ~~~sc~z~~rl azt~s~~~e ~~ c~~~~r~r~hi~~~ ~r~r~~~fic~rks fc~~ l~~►va w~ urtcl~r~t~n~i ~;~~

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An Int~i'E~ctsc»~1 ~1p~rci~~n tcs ~1~ssrci~~m M~v~~~ril~rit

~n~;~ e 4t~i~h ~~~ ~vc~rlc~. fur l~~I ifs ~~r~ Y~ fh~,i~~}if cad ~~ the.~uidu1~ princi~l~s that v~~e hc~~ci ~o be tri~~ ~.r~d tll~at s~x~le zs

lenses t~ir~ugh v,~hic11 ~,v~ und~r~tana v~'~lat h~~p~i~~ ii~t o~zr

cl~ssr~oins. ~'~zizdament~lly, cur beliefs ~s to?c-hers ~l~ape ~t~s~~r~Ees~ic~nal ~r~c~ice~ uidin~ the e~reryd~y clecisic~ns tiv~ made~~i~ut ~~~~ end hizw to te~cli,

Fc~r c~v~~ ~0 ~~~~~, ~c~~~rlar~ ~av~ ex~minec~ the 1cir~t~~ cif~i~~i~f~ t~~~~i~rs ~c~1d ~bc~ut ~i~c~li~~e and ~~as~rca~~z r~t~n~~e-~n~~nk, Ire tl~~ l9f a~, Will~v~~ez~ ~i~~ 1, aril H+~y d~~.=~l~~~ ~s~r~~~ tc~ ~~~l~z~ t~~~h~rs~ ~a~Iief~ ~bnut +~zs~iplin~ ~Ic~~~ t~~~c~

dirn~n~az~~: custc~di~i ~x~c~ ~~i~,iv~~: T~a~~ears ~xe~lif~~~ a~~~t~,d[i~~ ~m.ar~~g~~n~nt oa~~~t~Ei+~n ~en~ kc~ ~~ cc~~~+c~~t~~ ~~tk~c~ntroll n tk~~ c~~s~ c~cjm sett r~~ ~r~c~ m~i;-~t~i~ir~~ ~ nee f

~►~~ex. ~~e~e~~I ~tud~~s~ ~~~~~~~ t~~~k~~xs ~vk~a sev~~ l~ ~ can tl~~st~c~z ~ c~i~m~n inn teed tc~ f~~1 p~~sim~~k~~ ~~c~~t ~e~~t~ ng~n~ ~r~ ~nr~~~ ~ik~ly ~n ~ ptrni~hen~nt t~~ ~~n~rc~l st~zc~~r~ts`L~~havi~ir. ~h~~ ~~ ̀often ~+r~zri~c~ ~bc~t~t ~c~l~ni~i~te~~,~ ~o~ ~-~u~r~~~s ~c~~x~lly fear all ~tu~~n#~ and ~~~~c-1 nit ~c~ ~i~ ~~neerned

v~~ th t-~ytx~ to u~~~~xst~nd ~h~ r~r~s~ns ~I~~~ u~~c~ei~li~ stu~~nt~mis)b~li~~~~r In cc~rt~ra~~, t~ac#~~r~ wh~7 ~c~xe ~ih o~i t~i~~~re~iver ari~iYfatior~ ~~nd to ~tolc-i mare hum~ni~~ic ~ersp~catires ~~d view s~uc~~ertts ~s,cap~~Ie of l~~rni~~~ tee serf=regul~fet~z~ir owwc►► relatiot~s~ii~s ai d behajF t~z'. These te~ehers uie~F~choal a~ ate e~lueati~~~l com~r~~uii~y in wlucl~ stuc~en~s leant~rc~u l~ ~otlt ~oo~er~tive anti cc~r~~licted inter~c~ c~r~s wi~l~themselves ar►d their ~e~r~, T'fie focus ~ ran helpitt~ stuclen~stt~`d~v~l~~ their ~~i~ity tci exert ~e1~-cc~ntr~1.

1Nhe~e do you see r_ustodial and humanistic beliefs I,~na~ted its Alice's and Kin`s teachings ~'~

B~lief~ ~~b+~~~ m~n~gen~~nk tin b~ t~~e~ed in ~h~ ~~rznt~f d~ffererlt ~ri~ttfati~r~s tc~~ard 'di~ci~lir~e (~Ii~kman &

'~`~m~tsl~irc~~ 1~~3(~; tNt~lf an~,1~~9). scar exar~~l~, ~ea~ci~ers ~tht~etldc~r~e ~re~iomin~n~ly custo~ii~l views of tnan~~eme~z~ ofrei~

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Ii~~rt~cluctic~ri ,5

~~praaeh cl~ssrc~tini c~ ~ci~line from ~ t`itic?.~~evrr~er~rr~r2r e~ p~i-rsp~cti~~e. They- view' goad be~~avit~r as tlY~ r~sul~ cif ~~arz~in~by ex~~rieiicii~~ ~onsequennc~~ (retJv~rc-~s znd ~unislunents):

This. ~pprc►~ch i~ ofE~n c~lie~ ~n it7t~t~etifiarrrst ~p~~x~~~l~because teachers view thet~ise~v~~ ~~ responsible for ~iecidir►~;w~»t l~e~~vior is needed far f11~ classi°c~o~n fc~ run sin~t~tk~lyTh~e~+ teen ~tss~rfitiTel~ fie~cl~, rnc~n tc~r, and prc~vic~e ~aa~se-qu~~»~s as appropriate. Histc~~ically, t1-rc~ most ~c~rrtmalz~~~rr~~ch tc~ cl~~~i•~nrt1 n~anz~enle~t h~~l been ~~m~ fc~ •m cifla~h~vir~r ~n~7difi~~t~Qn. I~d~cd, ~a.~y c~F ~l~c~ ~~►~ul~,r ~l~s~~r~~om r~~n~gerx~~~nt ~rc~gr~tr~,~ {~.g,, a~s~xt~~~ ~is~i~lin~; ~c~~i-k~~~ ~►e~a~~i~~ ~u~~~rt) h~ri~ #~~m ~ c~stcad~~l/nt~rvez~t~~~~~tphilc~~c~~~ty. ~c~r t~-~~s r~~~r~n, ~ustc~c~~~l/i~tez~v~r~tir~ni~t rnc~d~lsr~~Iect the tr~~a~~z~al f~~~ cif ~l~ssr~a~~ m~r~a~~~~~n:t, ~'et ~swe shift ~~wa~~ mc7~c~ innc~~r~#i~,F~ #e~~hin~ n~tho~~ ~h~t~r~c~ure stc~~~~t~ tc~ wc.~rk c~l~~b~r~~~vcl,y; ~~~c,i~t~ ~h~ir c~wnb~havic~r, ~t~d, pt~iL~l~m ~c7I~T~, ~t~iny schc~la~~ c~ue~tic~n theapprQpri~t~r~~~s ~f the~~ ~r~~n~g~m~n~ t~~~~r~i~u~

~x~les# ~~ar►s~~u~~~c~~, r~~nt~rci~ seem kc~ be th.~ n~aiz~stay ~f~c~st t~~~l~~~i r~p~rtc7~~~s f~s~ ~kud~~t ~as~i~li~~. W~~t ~~f~~ ~r~~r~c~ ~f this ~~pa~c~~~,~k~? I-~o~~ ~s~fiul ~s i~ i~ ~a~ ~z~~ of~~t i~~ ]~~c~nin~ ~u,rri~~il~in ~nci ~n ~m~I~~►~ ~ can h ~;l~~r1~~~eI thinlcin ~k~lls? {~ri~f~erg, ~.~~~~, p. ~)

T~~~h~rs c~~t~~ bl~n~~~I ~t~w~ caf ~Ias~rc~c~m m~na~e~~~t—kh~t i~, Kfh~ ~n~~r~~ bath c~~t~t~~l~~l ~,n~i I~tfma~~ti~. may~ppr~~ch c~scipIin~ i~sit~s c~~i~h cvt~~rr~ntiri~mcnnt~crc:~ir~tq str~t~~;i~s. 'They' vi~~+r sttic~ent (rni~)beh~vic~r ~~ ~ r~~lect~on ofstudents ir~►~t~ilit~ tai m~~za~e ~~is ar ~~~~ town int~rn~.l needsin tl~e face of the external de~zlaiic~s of classroom life: Tlies~~ea~her~ ~r~ ~c~inetmes c~llec~ 11t~r~tctrarai~t ~e~ause fihey viewthemselves ~s ~er~'in~ a sgcfalizin~ rQI~, helping students ~Q`i~~dersta~~c~ 'end conform to a set of extert~~l st~n~ard~ (i ~~,cl~~src~im taslt~ and rubs}: Thy foal cif ~ ct~nf-rc~nticl~-enntr~cfiin~~~a~roaeh ~ to ~-telF t1z~ stu~ertt ici~ntify and un~ierst~~nc~ thegux`}~os~ ~f each .~at~rn~l stai-i~zr~ at~d tc~ develc~~a t1-~e s~~i~l

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l~ A~~ Intc~~°E~csc»~1 ~~~rc~~,~l~ tc~ Cl~ssra~nt M~~~a~c~71~~~t.

~I~ti ~~~~~mic'kills nee~~s~ry tt~ 1~ ~~~~~e~~~ul in tl~~ ~la~~-rot>.r~ ~eti~~r~~;.

~in~lly~ teacil~r~ tivha ~nt3nrse ~ ~rec~a~tautl~iltl~ hum~nisytic m~na~~m~nf c~~ienE~ti+nn oft~tt ~~aproach classroom ~~isci-~line tivi~l~ ~ 1•~lrrtie~~aslri~~lrst~~ri~~ ari~~tt~rtic~rr. They ke~td to view~isci~litle ~rcl~lerr~s in tl~~ cl~ssr~oni ~s re~re~entira~ ~ stu-clent'~ ~~~~ 1~ to 1~~1~~►ce ~iis sir her c~~vn n~i~u ~u~l r~e~d~~n~ith t~►e n~t~~ ~rf k~t~ ~~~~s antl kli~ ~urricu~uma These ~e3~~erspie c~ft~n ~~all~~ ~roirir~~~r~e~~t~c?ra ~t~ bcczus~ the ,~~~►1 ~~ heir~pp~~ach tc~ c~isci~lin~ is tc~ first ~ist~n t~ a~tci unc~erstar►d wt~~tn~~~i t~~e ~tud~a~t i~ tr~~ng tc~ ~~~t iii ~ way that ~c~nif[i~t~ wi#!~the ~e~ds ~~ t~~~ tt~ac~~r ~n~l the ~~~~~. '~"h~z~, t~+~ te~~t~~r~kt~m~t~ tc~ h~l~ ~tud~nts ands;a~tat~c~ ~kt~ r~~~c~~ cif the t~~ch~

~nc~ tk►e ~~~~~ ~n~ ~~~~'r► k~ ~c~~~~i~~at~ the~~ .~~~~1~ w~k~ khe~~ d~ ~f the ~1~~~. ~e~~u~~ st~~i~rt##~` ~~ d~ v~r~~ 17t~t11i1~~T~F~I1-

~ ~ni~t t~a~h~r~ sty ~ the rnp~~X~ n~~ ~f b~~ilc~ n~ l~tic~ns~ ip~H~it~t ~i b~t~v~n th~~r ~t~~d~r►t~. ~c~nte~npor~ry ~nan~~~inent~r►c~cl~l~ ~i.~., ~or~ic~~is Di~c:i~lin~, ~c~yf~.~ ~I~~~r~rn, ~c~ns,~t~er~cyI~'1~na,~en~ent, ~rgc-i ~cacaper~~ve I7i~iplute) ~h~~ h~v~ c~etf~lop~~ref~~c:titl~ ~ care,~ivin~ anc~ non rit~r=~~Ztic~ni~~ rttcaci~l ire ~ff~r-~.c~zllec~ relczti~trslrfp rrtc~tlel~ or cc~nrrrttrri~~~-~Cas~~ ~rrac~ets.

ghat ~o yap think are Alice's and Kim`sari~ntations taw~rd ~:R~~sr~;c?rr~ d~~ ipline7

~igur~'U,l ~~t~p~res the b~~i~ t~n~E~ cif k~~d~t~c~r~~l ~-►~c~~(scf e~~~sx~b~m ~n#~n~~~~neztt w~~ r.~I;~#~~~sltp-i~~~~~1 rm~~~~s.'~~~c~~tir~n~l ~~td ~~~~ti~rnshi~-l~~~c~i ~n~~~~em~~t a~~t~rache~~,f ~la~srQ~m m~n~~~m~r~k ftinc~~m~n#~.l~y ~ff~r in t~rr~s ~f

~~~~h~r~' beliefs ~t1~c~tit ~t~ntrc~i (i,~,, Whcr ~~n I ~nii#'rc~l~ V1rk~o~l~cr~gic~ b~ tl~e Ie~d~r u1 tote c~assra~sm~'~, ~eacl ers' l~eli~fs ~l~r~u~~h~ ~tiurc~ a~~c~ dixe~ction ~f b~~~avic~ral e~~ne (i,~.,, WI~o ~ti~~afhat ~t1a~.ilc~ eh~7e when ~her~ is ~ ~r~l~I~~n ~~ the ~11ssrrt~t~m?~, ar~d teachers' ~~~ief~ ak~t~u~ the nl~aiun ~f cnilflct( .e., I~c~es conflict ret~ect ~lefi~ilce or in sun~~~~~t~ndin~~}. It is

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Print: An Interpersonal Approach to Classroom Management

~27~T"C7C~UC~tQ11 i~

1t71~.70r~`ii17f ~t5 ~(~~~ ~~t~l~ CZeIS~YQCItlt tllGltle7~E'YYIE'll~ -rs~F$~G 4̀I7iS r~lc~~

are ~?z~~~d o~ rewards: ~nc~ ~t~i~sec~«e~e~s vt=illf ~~1 ~}~e s~t~Itker n, res~.iiti ui declines in c~i~c dine ref~rr~Is l~~~t alsa ̀teii~ ~t~esul~ in mcir~ ct~m~eti~ive ciim~fes ~z.schools ~t~~ cl~ssiootn~,Mor~c~t~er~ te~c~ier~ must llav~ ~ elan ui place fc~r ll~~v to e~~ea~-fully'«7~an stuclenfs ~f~ ~h~s~ incenti~Jes. ~l~ssr~om rn~n~g;~-m~n~ ~Y~~1~ l~a~~d ern r~~~tic~i~~hi~ ~ti cdn.~munity rr~od~is r►~tc~n~~;~ resutt in fs~wer,~isciplt~~ zef~rr~ls ~~t ~~~sc~ result in nYc~r~

~:c~nip~iring Tr~tc~irionF~l l~ie4~}~ of C~~ssrc~~~n1 A~~n~~~em~nt~' ~ ~ ~~l'i~h ~~~lakic~nal Vx~ws o~ Classrc~c~~71 ~1+t~~n~geinenfi

Page 7 of 47

Traditional M~elatEc~nshfp,~3ase~1Management Manag~m~ntApproaches appr~a~hes

T~aChars be€iQve ih~y rest mike 'fe~Ghers vhdersia~d the vr~iy pers+anchildren behave, Ihey can chango I~ ihc~ittselvas;

7ti~ teacher i~ the ~o[~ t~aci~r end Lea~~rship is 8tiar~~ In thetakos cesponsEhillty far af(papanvork classrodm; students 1~cilitaYa fh~

Arid a~~an;~~Ri4t~.. daily 4pera(;ort a~ thg ~18;~srairil;

Students aro alltnv~d lim(ted ~tuda~Gs share classroom raspcans[bllidss;1'@S+1SA~?7IHi~§ W~17 s~ E~tN.~141~1~t1t~: ~~1 SIUf~~I~$ ~7~dIYt~ 3~}~8~Y~1 ~7'~S

serving a~ a isacher's he~pert ad {he management of Chi classroom;

Ttt~ desi~0 tit pC~ tive ~et€~ ~~tt~tt~~~CIHSSf00t/1 lUI6S ~4Y~ltt Ih0 f~flCI16~'s '- govcros clnssrocim hehavbor and

and the stuifer~k~' ~~h~vi~r; ~r~~R~~ 4h~ i~x~ iqrGansequancas are fixed boa ail a willingn ess t8 change b$hoviar,

siuci4nt~. ~onsequ~rtees reflect fndivr~ual

Managemenl,ls a lamt"oi 4+hersigh[ d~~~~n~~M~na#~gm~nt is ~ fotrtt o1 ~ui~~~~.

Teachers avoid conflicts by using Tesctmrs vie~~v conllFci 8s an oppdrtunityr6wair[1~ (bri4~sy, cai7~q~grt~es 1c~ [x5nr~~ck wilh ~~~ ~ea~ch chiid~~r~

~thre~ls}; zed rnarfspuF~tian, a6aut relt~tianships and skartdards,

~Qwar~S aeq mdsNly $~itinstc. ~iew~rd~ aCe r~sstly inlrins[~.

Disdpline comes from the te~ch~r. Di~l~l roe comes fr4€n the salt.

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~r~ [nt~~i~~~rsCi~~l Ap~7rc~a~h tc~ ~I~ssrc>~,nt Ma~~r~~~i~i~~j~.

~~t~p~rati~,~e eli~~a~~~. ~1~Iore~`=e~r, 1~~~~t ~ m~i1~ ~f their ~Iti~laso~~es ~riitta~e krc~r~~ ;~ dexno~r~tic view t~f ~c~uc~t~c~rt.--T.that throu~~z cl~ss~rc~arn ac~ki4~i~ies, ~tt~~ients le~ri~ ~~ b~ ~ooc~~tizei~s—rel~~c~~~~~i~~~z5ed IIIc~Ilii~~t~IQIi~ TT14L~EI5 ~r~~fi~le~h siren wiEli o~~orha~-~ities tip assume r°e~~c~nsibili~ies ~c~x colsl~ci~v~ classroom problems ~rt~ ~rac~ice l~~vin ~ vc~i~e' atai~rn~ku~ c~zange~ in t~ieir clas~r~~i~► cc~mii~un~i~~:

E~~~u~;roc ~ R~r:~~c~r~AL ~IEw ~F

'~'k~x~~t~~~~~t t~~is k~~~~, ~~~ ~~~vxe~} ~k~ec?~c~ end ~~s~a~~h ~~~tm~~Ces the ~~se fc~r ~clapk~ng ~ re~~#ic~nal view ~~ ~I~s~rc~cimm~~~a~~me~t, ~'h~t ~, we k~~l~~rj~ that ~l~~~z~~~~ ~~~~g~-~n~~t pra~~l~~ n~e~i kc3 b~ c~.~v~I~~in~nta~, a~~Cnr~wl~d~~g~t~~i~ttt:~' ern~rgi~g ~nc~~r~~~~tdin~ of ~c~ult, ~~~r, ~n~ ~c~werr~I~ti~n~ktip~, artc~ n~~c~lv~n~, ~tuc~~~t~ in ~~rving ~s l~~t~~r~~n~l sh~rin~ the r~~p~n~ib;lit ~t~r t~h~ :daily ~,p~rati~~ ~-if theel~ssroQm. T'liis view ~ckr ~a~vleci~;es ~~ta~ ~~u~e~tts of ill agesgill tome tc~ t~t~ c1~~~r~om with i~ar~rin~ ~ii~ci~rstandin~s a~~~o~F to inter~~ct with ~~ulti~ ~nc~ ~i~il their ~e~r~ aid mayviolate te~ch~rs' r~c~r ~~s. ~e t~ieiz translate ktlis pesea~ch intoreflective to~l~ ~h~t teae~i~~•~ can rise ~cr impler~ten~ rel~ti~tz~lnzan~~~men~ st~ate~ies in ~~-~eir c~assrc~om. A relz~ioizal S~ie~~~o~ ~~a~srcic~ ~t~~n~g~m~nt ~r~u~s that ~v~ie~l ~tu~~nts bel ~v~in ways ~h~at cr~at~ cc~n~l ct ft~r t~~clte s .~r p~~i~, ~~iey ~o s~in ~~ Otte ~t t~ r~~~t their need, IJ~ derstanclin~ skud~z~ts'cl~v~~c~pmental nc~~; d~si~a~in~ ~ r~~:~a~a~~rr~~nt ~~~z~ that~Il~~v~ fir ~t~~t t~ ~~ r~~~t th~xr ~,~~~is ~~ ~~~1 ~o~np~t~z~k,~utc~nc~ar~c~u~; ~z~~1 ec~~~~~~~~ tc~. th~~z t~~~~~x~ ~z~~i ~~e~~~ ~~~

seek~~ tc~ un~~rst~,r~d ~r~.~)F~ek~~~~~ic~~ ~s ~ ~ur~~k~~~ ~f ne~~fulf~ll~~nt ~r~ ~m~c~rt~~t ~k~~s kc~ m~n~gin~ ~ ci~~~~c~~r7n ~h~t

'~ll~i~vs ~~r ~~,~d~~tt~ tc~ c~~v~l~~p ~~~~c~! thnkrn~, prc~bl~rr,~

~c~lvin ,:~n~~l ~~~d~~shi~ skills. ~~.~1~~xc~~~~ views ~f clas~rocarm~n~n~ ~m~nt c~ft~n fall cuts cl~ sr~~ins~rea~n ~r~~~iees~~t~l~r~~d 1~~ ~~~~o~~~ ~r~d d~~~r~~t~, W~ o£~~r ~i~~ ~~xt ~s aninvi~~r ~n ~t~ f~~~h~r~ v+Fhc~ feel c~i~safii~~ie~-i Fh~ith ~urr~n~

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Intracluctic~it

pra~tic~s ~ric1 ~~~Flio ire c~ti~~ti~ni~►~ ~v11}~ tl~e p~-actic~s theyire L~si~~ may ox j ay ~c~t Eye wax~it1~; ~s fll~y t1~~~Ilt~. V1~eoffer c~s~ st~.2~lies ~~z~l ~bsercration~ ~re~in our c~~vn ~kperi-

ences and ~f teachers we l~~ve o}~sQt-veci ~nc~ ii~t~~rvi~w~d ~tdifferent pl~tases Ut their careers. Tlie keacll~rs in our c~~e~ ireeach ~~~estionin~ their pra~ti~e~. We offer re~le~tive ~eti~Fi~ies~nc~ tac~l~ fc~r ~cc~llec~iin~ cl~~sr~~n-► data ~li~t t~~ii l~ac~ to meani~~fu~ change in cl~ssi~~om ~rl~t ce.

Again, i~ i~ izrt~ art~int to i~t~#~ there ~r~ ~~ver~l i:~l~fic~n~hi~~~~s~d cl~s~r~c~m rn~~ag~z~~z~t ~rc~~r~m~ t~~~~ l~~v~~ ~i~~n~pler~e~~~d khr~ugl~c~ut t~~ ~~un#~ry fc~r yc~aar~g ~~a~~l~r~~{Bailey, ~~Ot~), el~~~ t~~~,~ ~~~ ~t~.z~i~n~~ (W~tsoa~ & ~ck~t~,2pp3}, ~n~ ~~~~c~~ccz~t~ (~ri~b~zg, ~ ~~~b), 'W~ 1~~l~v~ kh~ ~ff~-lacy c~# khes~ ~~rr~g~ani~ lips i~ und~~staz~~ ~~ k~~ th~~ar~tic~lr~#ianal~~ t~~t c~r~r~~ ~r~c~~~c~~ +~~~l d~ci~ic~ ~, Fart kk~is re~~c~n,in ~i~~ c~~ d~~~t'ibin~ ~h~~c~ ~rc~~r~m~ in a ~in~;~~ ek~a~~ex; ofhave ~h~~~n to nt~~~~t~ in~~~rm~t c~~,~ ~bn~~t th~~~ p~'c~~r~~r~in ~a~~~ ~hap~~i'

Tlir~u~hQut tlt ~ l~oa~l~, ~du~~~ors:~Till learn k~Q~nf ~~ apP~Ythe foll~vving ~con~~~~s tta their cl~ssr~t~m pr~~ti~~s;

~tastoc~i~l an~i ,ltum~rni~~ie txi~ti~~;ement l~~~efs* St~zdent l~havioral, rel~~ion~1, anc~ cad ti~ive en~a~~~zelit

l~li,~nii~ent ~f cls~~om' man~ger'n~nf pluzs ~n~ith ns~ruc-tioi~~l pe~aa~ies

• ~Iassxc~~m` sta=u~t~r~s tf~at cc~ntri~iute' to stridentengagement

+~ Beliefs tl~~t ~ffeck t~~~1~~r~~t~i~ient i°~~~tioitship c~u~lityar~d ~tu,cier~k l~~a~~~n

i Imm~~i~~~ b~~i~~ c~r~ that cc~~t~rib~t~ t~ ~l~tic~n~hip~ut~~~ty~`h~ ~c~~►trib~~~-~r► ref ~~~{ rel~tia~~~ ~~ t~ posit ~~ ~n~l~~g~,~i~~ l~~h~~t~r ~a~~~~r,~~nt

• ~Iassrc~c,~ xn~~~~~-n~~n~ tc~ a~~nmrna~.~t~ d~v~i~~z~~n'-t~~ di£ke~~z~~~s in mr~ti~~t~aj-►

~ Skr~t+~ yes that help ~hilc~ren I~~rn tc~ mana~~ th~i_r`~cvn

l~~h~vxQ.r~ult~~r~l syn~hraniz~tic~n



l~ ~1~~ Int~rperst}r►~1 A~~r~r~~lt tc~ Cl~ssrc~r~rn ~t~t~a~cin~nt

• T~i~ prin~i~l~~ of s~lf~re ttlztpry ~~~e~sry ~nt~ ~~ir r~1~-

~10F1S~1ipS ~C► ~7I~t7IllYt, ~~ts~~'~etiart, clo~~~m~nt~~iQn, a~~c~

ass~~smen~ gra~tic;es~ W~y~ to sys~etn~~itally end ~rocluctivet~ r~Fle~t t~Y~

cl~~~ro~rriz rel~tit~nslu~s ~nct the ef~ic~c~t cif lieu• m~z~n

~gt~~tienk pr~t~kices

(~~ar cage studies r~f~~r sn~~s~c~t~ ~iF five c~if~~i~nt t~~c~er~

~t critics ~c~int~ in their c r~~z~. Whit t~~~y~ ~~►~r~ in ~omn~or~is ~ d~~p ~c~mr~►it~nent t~ 1~crilc~in~ x~la~ic~nsl~i~s ~vzH~ their~kuc~er~#~, but ̀kh~y ~ff~~ ~f~Ee~~ r~~ ~e~;s~e~tiv~s ~n~ I~o«r Mass-

ir~~m x~~atic~n~l~ip~ should ~~►er~t~. ~~~~n ~h~ t~~~~e~{s ~i~i:~l~d-ing ,~urc~) ~r~ ~t~tt,~~ling t~ ~~~~~ ~~r► ~ cif whit is h~.p~~z~ n~~ ~ their ~[a~~ra~~m~ ~a~~ i~ ~p~~i_E c ~re~~k~~n~h ~►~ t~v~k~ c~~~clr~~,~~cl~ case i~ ~.~~i~z~c~ tc~ ~~~~~tl kh~ ch~ll~n~ ~v~ f~c~ tc~ k~~il~t~ n~t~vc~rk ~# ~~~~~~rc,~m r~l~t~n~hi~~ t~Y~k ~~~i~rt~~es ~n~~~e,went fc~~ ~1t ~~tt~e~nt~, ~e o~f~r r~~l~~tiv~ q~~esttc~~s tk~~~~~hc~~t~~~h ~ pt~r a~ a way t~ help clarify ~~ch f~~e~►~r's persp~~-~iv~ as will ~~ your i~~~F~~.

~~~~~~~~~~ W~r~ ~~~ ~~~~N~r~

yVe ~~~c~;~r~~ that ~ ~~~~ussc~~ s~f ~~~ssr~~ rr~~n~~g~rr~~a~k~rc~u~~l b it~~~n~pX~k~ ~f ~v~ cii~! roc t a~Id~~~s the is~tr~s of di~r~a~_five stttd~nt b~~~~Ti~r, psupti~,~~ s~t~~i~r~t l~~h~~ic~r~ hv~ L~~~~r~~c~eci ~s ~~~ tc~~ r~~~an cc~nt~ibu~n~ tcs t~f~~he~r~' f~ct~,~sf }~u~~ut. In 1~~~, ~~i~dr~~~~ publi~~t~ci a i~~t~~t ;tin the t~.~p~~

c~~ beha~ia~ prablet~s that cont~ib~~te to tea~i~r burn~tzk.

An~c~n ~h~ rnc~~t frt~c~u~n~1~r ~it~c~ c~isru~~~ive ~eh~vi~r~ vv~rek~lkin c~~.it gf turn {~°la), hostility t~Vv~r~ peers ~r t~a~ter

{~1~'/d~ ~n~ gal in~t~~nti~~ness car Lu~~iillingne~s to le~rrt (~7~/~}.

The li#era~ur~ on fea~her burr►au~ is ~l~ar: Te~chegs rteecl ar~s~urc~ tc~r tlunk~i t about r~I~ssrc~c~m m~na~;emer~fi issu~s—

c~ne .~rr~un~te+~ in tt~e~ry ~c7c~ t~m~iri~~l ~~eair.~~ a~Zc~ that main-

t~ ris tlt~ focus on student l~arnin~. ~~ar ~a~l 'i~ ~c~ p~~~~ide

~~u~att~r~ wit~i i~e~s anti nzeth~ds that ~llc~w fi~a~her~ tc~ ~'lcat~

fir ar~c~ res~~~~~ Pa ~l~~~rc~c~m c~isru~tior~~ ~r►~ r~~aki~r~~l ~c~n~li~t,

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~r►h'c~ti~tcEiC~rt 11

~r~ ~~~5, M~rtitt, Yirt, ~~~ci Baldwin found fe~c~l~rs' r~spc~j~s~sto cl~ssr~orn ~nat~a~etrt~r~tt ~ral~~ems Fell u~tto t~iree ~~te axie~:

1. I►~t~~{~~t~c~~~ ~~~e~~~ t~ f~e~~~t~t~ ~z~d~rl~ ~r~~ ~z~g~z~i~~~~t;r~.t~tc~rt

2. I~Z~eractioYls ne~ci~c~ tt~ f~cilitat~ the dcv~elo~ment ofsupp~~~iv~ classra~sm ~'el~tianslli~~~

~. Ir~~era~kc~n~ c~~~~r►~d ~~ }~r~vent ~r~c~ r~~p~~~l t~ ~t~-c~er~~ (m~)L~e~~ui~r

Ho~v ~e~chers cie~lt ~~vi~h e~clt tyke of i~tieractian l~r~ely~~lepender~ on haw they c~e~i~led disc ~~itte end the selfi~rtpo~eci boti~i~~~rie~ ~~~y ~st~blis~te~. Tv f~cili~a~~ arc3erly andDT,~c'1111Z~t.~ I115~TLiC~`1011; te~clYers t~izcl to ~stal~li~~t ~~~ti~l ~ncttet~~p~rral I~c~unc~aries dictating wlz~n end where ~ifterentlessvn~ ~~ill lie 1~~riled. To facilitate the ~evelo~rrt~nt ~fsup~a~rtive c1~s~rc~~ti~ rel~tiorts~~i~i~, t~~~~ier~ te~~[ to ~e~k~liii~~~r~~~Fi~r~al t~c~ur~~lari~~ cc~nc~~-~~ii~~ with wl~c~n~ end I~c~v~jrr~~z~~l~e ~ of t~~ cl~~s v~~ill ir~tera~t. Ar~~i in ~xdet to prevent ~n~r~s~c~~~ tc~ ~tu~~a~k (r~5jb~l~~vf~e, k~~~c~~r~ t~n~ ~c~ ~~k~~~~~cl~f~.~itic~;ns o~ ~vhak ~anst~lut~s ~ ~r~l~~ez~ be~►a~ ~~ fur ju g_m~n~~ t~f ~th~it ~a~~kit~~t~~ ~ prc~l~l~~rt ~~h~t~c~r, ht~~,~~r~~r, ~fk~nr~f~ect c~u~r Qµ~n needs tc~ feel e~ np~k~nt ~s te~~k~~r~, z~ ~ant~c~cif the ~l~~s~~~ac~m, ~~nd ~~~~ete~i tc~ au~ ~tu~~~ts {~n~rz~j~~n~~k

~~~~~r~~rr~ ~rs~r~~rry

From ~ z~l~tic~zr~~ ~~ ~~~k~v~, thin, hc~v~ dc~ w~ j~d~~ p bl~be~~~vc~~r? ~1.r~zi i~c~w ~o vv~ ~eEi~~ di~cx~~~~~~` ~ ~, t~~~~~i~an~l~n~~i~l cif ~l~~~z~c~ ~n~~~~~ e k, any b~l-i~~ri~~z~ t~r~t ~1~~ thenouns anc~ st~nc~~r~s ~~t~~1~Iis11 1 b~ the te~eh~r ~s ~ ~~rc~bl~m #I~~t~~c~ujr~~ c~ ~~ p~ ~~~y ~~k ~~ !~y the t~~~h~r ~r~ cot~tttr~~ tc~ tt E~~tc~i-f2c~rr~1 ~tac~l~e1 zt~ltc~tc~ ~1~scf~~Irrt~= ~s ~~erfoa•t~r~c~ try tft4 ~~crcl~er; tt a i~.~~r~~i~trnl

rriai~c~l, c~iscr,~~IT~~c~ i~ ~r cvl~~~tiv~ ~.tt'oces4 ~~ ~i~;ur~ ~.~,). ~htci~rtt~ ~~'ert~ot~r~~;~cl ~rrac! ~arc~vicl~tl ~pp~rkru~iti~s tt~ ~iev~l~p their sense cif



1~ ,fit Is E~rpc~r~c~~t~tl ~~~rnfl~h tea ~l~►ssrc~~rn ~+1l~iri~~~ment

~c~mpeYencc for sphri~~; ~c~ ~I ~~tl ~t~a~emie prc~bl~~ns aetc~ me~t~~r~~ ~h~r €~~r~ r~ee~~. Pre~lalerr~ts ~~~e zeflted:,ir-~ rel~~c~nai, cc~nfli~t{ .e., l twe~n the teacher anc~ a sfudent ~r }~t~fect~ the stt~det~ts)bikt repent o~por~.zrutie~ for le~tanitl at~~ut 'e~~1 a~11~r'sneecl~. Tlu~ou~h ~~s~rvulg how f~~cl~ers m~na~~ ~onf~i~t andtlirt~u~11 ~a~~Ptunities for ~l~il~n t~ warti~i~ate ~s le~~er~ ~~~~r~hlent sol~F~rs iii c~'~n lemon ~izt

~, tli~~~~~~~~ i~~ cha~~e cif ~h~~r c~vvnle~rr~iz~~ ~nc~ r~latic~ns~~ ~~

b. t~iey have Elie ewer Ec~ solve s~ ~l d ~e~de ~ ~rc~blems

c, a~t~i+~ragh the erg ~res~c~r~~ik~~~ fcjr th~~~ c~~vin f~~lin ~,their e~t~i~es imp~zef Qtlier~

~. ~c~nflet ~ ~ ~~rt c~~ 1i~e

~, ~e~u ~~n tech c~tlier pe~~l~ h~iw t~ treat you

E, wring ~~ncI love ire mc~r~ ~~w~rf-~l than ~~er~ic~n ~r►c1f~~r (~~~~~y, 200~D, p. 13}

c~~e ~f cur gams wne~ ~r~~~i~~~ni~~ khi~ ~c~k tn~as k~~ext~~~ tl~~ ~vc~rk k~~ ~ro~h~ ~~~c~ cr~lle~~ue~ (19~~~ c~r~ ~robl.~~ski ►cl~~t~. W~ ~~li~v~ chxl~~z~ ~~~ ~ng~g~ ~n c~ ~~upt ~r~ ~~h~►vic~rz~i~~r~ ~c~~p~ss~c~zt frc~~ t11~~ t~~ch~~rin~~t~c(i~~ dis~~~ys ~E~~f~ckxc~ ~ tc~ ~hc~r~v they c~~~ (~~l~tka, 2~10~). "Tlt~ ~ chil~ir~nfind ~t; ~h~~~~ tea 1~~1~~~~ ~~~~~~i t~a~h~~~ r~all}~ ~~r~ ~~~a~t ~l~~~n,

~. ~). ~Nthc~tt# ~c~rn~as~i~n, ~r~b1~ st~id~~t~ are ~ik~l~+ tbecame ~lien~ted €r+~m their t~a~l~~rs (Finn, l~f3~) and, f~~l lessYtt~tiva~~d in sc~~c~t~l (~ornelius-~!Vl~it~. ~t~U$}. We believe oneoff: ~-,~ c~~dtertg~s ~Eea~h~rs ~~~~ i~ tc~ ~~Tc~ic~ k~~b~~~,i~lly jti~t~ul~skuc~et~t bel~avipr in ~n ciz~prc~duc~ive wa~~ ( h~tn~ &Davit,2~3~9). In ~1z~Qter 4j xr~ 1~~1~ t~~elier~ to idet~tiF~ ~u~pi~rduct~=e"tri~~er thy« fits" ~~~il~y~,'~OOOr ~, ~~.~ that can le~~i leacherstoward rare ~tf~rcr~t~t~~~i~t an d ~~tt~r~~~rti~~~r.~t r~~~tic~i~s, ~nc~v4~e t1e~~t~ ~im~ in cur fit~~t~ c~~~~7~ers tc~ pro~Ticl ~t~ rr~s~urce~For t~a~~ers t~ intervene ~~ a~iei»~~~i ~r c~nflict~d rela~ic~n~'~hi~~ itt ~vay~ t~ta~ ~~z'or~zc~t~ feelit,~s i~f +~~ritF~te~~c~, ~iu~~nr~~~~i:and cc~~iz~ecti~n f+~r ~,c~~l~ t~~~hers a~i~ students,

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Inh-o~u~ti~3n 1~

V1te ~►lso ~c~dr~ss til`» I~iilc~s of carlfli~rs ~~~~her~ exp~ri~nc~wit~t ,~ti~~le~lE~ w~lo hail ~r~in c~ fEerent ~~ck roc~i~c~s tl~~r1 t~leiroc~n1 (~~t~~ler 6, Hc~~r~ I7o I Cc~nnec~ With L7iverse ~tu~ents?'}

af~d t°lze kinc~~ of eorlEli~c~s~ teachers ex~erietl~e with ~~uc~entsw~c~ ~rc~cess utf~rnl~tion and learn in sysfiematic~ily differents~=ays {Ch~~ter 7, Wl~t~t I~cies It M~~i~ ~o Se1~-Reg~xl~te My~l~s~rc~c~m T~Ian~,~eIIient ~I'~sks?) in separ~t~ ch~p~~r~. We ~othis l~e~~uis~ issues 4f cu~~ur~ end snc ~~~~i~tQrical ccintextoften lie ~n~~r t~~ ~urf~~e of our ~or~~ci~ust~tess end ~~ta~~ +curnt~r~►~tic~~~ u~ a~r~ fiat X~r~ tz~ay c~v~erla~k. We uiat~t 1 tc~ firingtc~ ~w~r~r~~~~ the w~y~ in ~~hach c ur n~~~#hods ~f ir~t~r~~tiz~ggrad E~~~ ~c~z~~iets ~~ ~xp~~i~n~~ with ~hild~r~n ~n~l ~c~t~th ~~t~~~ s17a~~d by l~r~~r ~l~~c~urs~~ ~n~i ~ystem~ in saci~ty ~3ut~t~ak~~ ~~ #x~a~ a3c~a ~~ch c~~ t~~ ~#~~pk~rs aye ~te~~g~e~ tonf~irrn ~a~h c~the;r: We en~fx~ can re~d~r~ b~in~ ably t~~ br~~n~tb~~w~~n ch~pt~x~ ~nc~ ~~~~nnb~~ ~ sit c~£ tc~~ls that m~~t~ th~i~~livi~i~~l ~l~~~r~o~rr neecl~.



1~ ~1~ Irtt~rp~r~c~~7E~1.~~prn cat to ~1~Gsrc~on~ M~r~~~ement

Ct~NNECI' ~ft~ 1tt~t~~ ~'R~~'TI~~

~tefle~ on Your ~~Li~#s ~b+~ut ~t~ssr~om ~l~na~ert~en#

The Pupil Cantral ~d~o~og~ (PCI) survey was one of the earliestapproaches to conceptu~~izing ~n~ assessing persp~ctive~ an disci-plinQ (HQ~+, 240 : Wiltower, E d~t~, ~ Hey, ~,~f7~. I~ i~ publict~ wail-able and tj~s b~e~n used by r~scarch~rs for more than ~~ y~ar~ t~und~rs~~nd ht~v~ ~e~~hers~' manag~mer~t 6~liefs ~ffecE student ~chi~v~-ment {httpa//www~~va~rflekhoy.com/pupil~cQntrol,htm[}.

W~ adapted 1~ of the items from tt~~ PCk ~r~ use ~s ~ r~f~ectivetc~~l alloyring you to evaluate yau~ awn beliefs abQ~at ~tudertt beh~v,for (see Figure Q.~~. Cans der this ~ pre~~~~ssment, ~ll~w~nc~ you doidentify dour ir~iti~t 4►ieratati~n tvwar~ cla~sraom dis~ipt~ne. Respondhonestly t~ each i~~t~, Then use the scor~n~ rubric ~t #h~ end to calcu-[ate sCar~s fQr each dimension.

What do the scores t~El you ~~out your ori~ntatian taw~rd clasp-rac~m r~anag~m~nt~? Wh~r~ might ~h~s~ ~~ti~f~ hive nri~in~~ed?Hew do you ~~~ these b~lief~ ~nact~d ire .your curr~r►t etas~roo~li1~t~~g~tr1€rtt ~rd~t~Ge~~

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Print: An Interpersonal Approach to Classroom Management

Iiitrc~ducticn 1

. ~; t kie ~'~~al ~c~ntr~l Ide~~Qg~ (~~~} ~urv~y

Page 15 of 47

The sfngl~ ~re~t~st (~ctar #hat I~~ds to te~ch~r burr~~ruf is ~e~lin~ frith ~tu~ent b~h~vi~~(Friedman, 1X95}, Look ~t the staterr~ent~ b~1aw+ end deciii~ ~rrt ~ ~~a1~ of Y= Nev~~' Prue: #(~6:=Always true ihs extent t~ which khe statement r~ii~cts your b~li~f atiaut !~"e nature ofcl~ssroc~m manag~m~rrt:

N~v$r Som~tim~~ Alw~y~fPUe t~~i~ kru~

1: It is more, mp€~rtai~t far my students t~ learn t4 abet'.~u1~s than to mike their yawn decision,...............,..,. i ~ 3 4 5 6'

2. My students ern b~ trusted to work tog~Yh~~P.ttiikk~autsupervision .. ................................ .....o.:. ...,.,:. 1 ~ ~' 4. a 6

3. Being frient~ly with my students oaten leads lhert~ tQb~comE too farnilia.r ................................„...,..........,. 1 ~ 3 4 5 6

~, It is important Ea m~ io try td understand thereasons for rt~y students' misbehavior ........ .......... 1'' 2 3 4 5 ~

~. ff my students use obscene Qr profane I~n~u~ge ~tscr~ool, I consider i#amoral ~fiense ......................... 1 ~ 3 4 ~ ~

fi, I respact the irieas of my students even wt~~~t F dognat agree with tl~~m ............. :.... ...,,.. ,,:<...., ~ ̀ ~ ~ 4 5 6

7. Too much of oar class tarns i~ already spent onguidance activities ~t the ~xp~nS~ of my students`acadernicpreparatior~ ..,... ..,,.. 1 ~ 3 4 5 ~

$. i t~eli~ve establishing rnukual respect acidund~rsE~nding is mare effective than establishingcontrolling structures ire ensuring effective olassroomd'fsc~piin~ ....................................................................... 1 2 3 4; 5 6

9. !n eny ~xperienc~, studer~t~ often misbehave inorder t~ rr~~k~ their teacher I~dk bad .................:... 1 ~ 3 4 5 6

'~.0. In my experience, empathizing with studenks wit(enhance their trust in mE .....:..................... ......:: 1 ~ 3 Q ~ 6

i 1. 1 Lind it is often necessary to remind my stud8ntsthat #heir stalu~ in school aff~c#s rliin~,,,,,,,,,,,,,,,,,,.,,; 1 ~ 3 4 ~

f~'. I would 3ike To treat my students a5 friends so thatw~ can bs close to each a~lhsr ...................... ........: 1 ~ 3 ~ <~ 6

~3. In ~t1y exp~ri~rt~~ ~v~~y ~l~ss h~$ ~ few studentstvha are just young bullies. and should be treat$daccordingly ... ......... ................................ ........ 1 2 3 4 5 6

~4. ~+11~ students can distinguish between .right andwrung and t~ehav~ ~~~ropr~at~ly ................ ...:..... 1 ~ 3 ~ 5 ~

15, In rrtiy ~xp~ri~nce, sl~d~nt ~dVernrnents ~~r~ +~aottsafety valves, but should nit have that rr~u~hinfl~i~n~c on school pc~llcy ....................................... 1 2 3 A 5

1fi. 1 believe r~~y students should b~>given the ma~cimumo~pQrtunfi}r to ~xpres~ ih~mselY in our ola~sro~m,.. 1 2 ~ 4. ; ~ 6



1t~ ~1,~t Int~r~~rspnt~l A~prc~ ch to Cl~ssrc~~m ~►rt7~~m~nt

~~leuiat~ your sere air th e add items: ~usttrdial beliefs

~ as

C~Ic~lat~ y~~r ~c~ra on the even items: Humanistl~ ~~liefs

'I ~ 2~ 32 ~Q

~ ~ `` 4~

~teileet are yc~~r r~lalive empfi~~~i~ can ~ust~~al car ~ur~an stir views ref classr~m mana~~ment.CJo y~ut it~tuitiv~ beli~f~ ~b~iut cl~~~r~ic~rt~ ~`i~n~g~m~nt lean r~~ec~ tovr~ir~i ~u~tt~tii~l carhumanistic?

How d4 you see ih~se belf~fs enacted €n year current alassr~a4m?

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Ti~tra~utEicii`~ 1~

KEY TE~~1~

~ust~da'aX rr~~r~ag~~+ea~~ c~~rient~tx~~: A~ ~~~r~~~11 tcs~l~s~~~c~c~m~nar~ag~rn~n~ ire ~t ~~~~ t~~ t~~ehe~°`~ rc~1~ i~ tc~ ~i~t~i~ ~oz-~t~~~~r~c~ c~r~t~r in kh~ ~l~~src~c~r~.

I~i~~i~line. TIt~ r~a~t cans cif ~t t~~►chc~r #t~ ~r~y ~tudc~nk L~~l~~r~ carthat ~c~~~ ~-~c~~ ~Ii~~ with thc~ ~x~~~t~tic~r(s ~nci n~rrn~ theteacher leas ~~tat~l~sh~c~ far the ~IassxQc~rn.

humanistic rn~na~enten~ ~r erttationc ~n ~pproac~i tQc~l~ssr~tam ~~~n~-~ ement i~~ tiFhich the t~~c~t~r's rile i~ to ere~te~ ~l~s~sra~m ~tiwironrnetjE in which s~u~enks ~~n lea~rt Ica s~l~re~~~lake and conkrol their own behavior anc~ relationsl~i~s.

Itel~Eion~hip~bas~d manag~m~nt ~ppraa~hes: ~la~sroa~itn~an~►~ement ~racti~~ in whi~l~t ~lte teacl~e~ eneoura~es e~c~l~tu~len~ ko t~l~~ sh~r~cl ~~~r~~ership o~ the clas~rovin ~n~rironn~~t~tar~d t~eii' Y~el~~vioi anti iri ~vl~i~~ beli~vic~r~l ex~~c~~tic~ris are~djuste~i to ri`►eet tl~~ ri~~~~ o~ ~~r~~ ~tuder►t.

'I'rai~ita~►z~.~~ a~r►a~~~~~nt apg~r~~~~i~s: ~la~~ro«rr~ rz~~~a~;e~r~~~t ~~a~tic~ i~ ~hi~h thg t~~ch~r ~ the ~~1~ ~~~~tc~~ ~nc~~r►fc7r_~~r of r~I~s, r~v~~~r~s, end ~~~~~~u~r~~~s,

REflUR+~~ ~~R TEACHE~~

Ei~ile~; ]~. A. (~(l(7~). ~cr1~~~iorrs d~sci~jlirre:; 7 ~r~sic sl,i!ls,j~r- ~rca~rt srtrert clrrssrcn~llrtttc~~rrt~ttttt~}~rt. C~7vi~z~l~, ~L: Ls~~+i~~ Gutl~ne~. [~~c~ ~~ISo I~ttp:,~/cviv~v,consciota5clisci~line.iomJ ]

E3rUph}; ~. (~~91}. P~r~pe~tiv~s cif elassrPo~n ~~anagetraent~ YesEErc~i~~y, tcxi~y;tonirerakr: In H. J. F~ieb~rg ~~~1.), B~~/c~a~c~ Gnhr~ztiart~~t~t ~hart,~i~~g tlu~cinssrcx~~jt ura►rr~~~Em~ttf }~n~ruiit+~rrl (Pp. ~3-a~Cs). B~stc~n, 3VSA: Ally« ~ B~~cz~n.

F~ishc~r- ~, {1~9~i}, Jn~~f~r~ l~nrrti~~~~' Sri J~lttfs~t~~r~rtE►~r Vy'est~tjr~, ~T: ~r~~nw~c}~d/I-Ieir~~n~ann.

F~-ie~~z~;, 1-t. J. (~~~{)~i~. I#ey~zid b~~ti~vi~srism. ~n l~. J. ~r e~i~rg fed,}, f3~~~vt ~ttrsrJ~az,ior-i~~rts C#~~rt~irr~~; 1l~r cl~s~ronrrl ~rrr~ilEage:riret~t f~ar~~~~i~~~rr (pp. 3=2Q).~ic7sEt~n, 14tAs A11}~ii ~: 1~~Cc~n:

Frie~r~, H. J. (199~t}), Consisienc}~ h~ana~enient 3s ~a~~erat~Fe c~isci~line:~rc~rn tt~urist;~ #t~ cit~z4ns in tyre ~l~ssr~}nm. In fit. j. Priel~~r~ (Ld•},13e~~~~tic~



1€3 ~1~i Irtt~r~~rs~nt~l.~4ppr~~th to Cl~t~Sroorn Yvi~r~n~~nt~nt

ficiltc~yr'~~rpsrrt: ~drn~r*itr~ t1rc~ e~r~ssr~oria trrr~r~n~er~r~rtt jrr~re~r#i~~tfr {Pp. ~~17j.Roston, Iv1r'4; Allyn fir L~~~~n, ~Se~ ~[sc~ ~lttp;!/c~~s4f.coe~uh,es~iul

K111tf?C}t4V1II,'I; ~rr.c~.j. ~laec~~t1► fn~rl~i~~tne~nt [T~~ett~:t• mc}c~ttl~]. R~tri~vc~frcxni http:/ /kv4~~y~~,a~~,~r~ f ~-~~as.ati~~lkl?/cl3ssr~m-nt~;~~t;a~}~x

Seheeer, M, (Ecl.). (~t}0~). E~t~rr~itt~ fhe ~itshc~le cl~ifct: Rc jT~~rtie~rrs ott list ~~rr~cticesin l~~ir=~r~rt,~, t~rtci~~ifzg, r+~tc~ 1~ar~+~r~1ri~. Atex4-~nd~i~, 4'r~r t~ssc~ciakic~ii ~~r~upervisir~n anc~ ~utdYeulum Deuelc~pm~nt.

T'~~a^p~, It. G., ~str<~d~, ~', I~~~ton, ~. ~., & Yam~,uc~i, ~. A. ~~QC1~~. T~e7~lrait~trnrrs~~~ratrE~~l; rzel~rez~irtexcett~r~ccr, ~rir~rc~~w, irrclu4is~r1 r~rrt~ 1tc~1.lu~r~y. B~Eilci~x,~~. Wes~fi~:E+~ Pre4:~,

tA&~t~~~, M,, ~ Eekei~t, L. (~i~3~. L~rat•1►i~tt~ ts~ trtr~t: Tr~arrs(z~rtriing ~i~~eraltel~nrcr~ttdry ~le~s~r~~itts tltrc~t~~~1r rtc~+~tc~Jtttt~irtr~~ rir'~ci~jtirr~~. Hc~b~k~nF NJ:jc~~sey-Bass,

YVeis~i~4r~, Tt. Ts; F~um~ferF 1~~, ~ S~li~m~ti~f ~1rI. ~. I? {~c~s.}, (~tJt13). I~r~v~ntir~n~Ilat woeks For ~hilciren ~~d ~oc~th; An ifltcc~~iuctioi~, Arrr~f~iet~~rI~s~cltaatcasgrst, 5$, ~~a-4~2. [ICe}r ~vc~rk E,~r ~ei~i anc~ ~m~tic~~~( l~~rrttin~]

Walf~~n,~, ~. {1999), Sv1~~irz~ ~i}~i}~lrrtc~ }~rn~~l~tats: M~t~~or~~ rrrrr~ trt~afii7~~or ~or~n~/'f~r~~h~r~. Bc~~tcsrs, ~V~A: Allyn & Baec~n.

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~ ~ ~ r- ~

` ~

~ ~ ~- ~ ~

~ ~



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r

I - . ~r__

~- -~ ~~

e~ehers ire can~~antly wc~rkin~ to cc~nne~t their shident~~~ ~c11ac~~ ~n~l tc~ le~rriin~ because t~he~ l~no~t that

~n~ag~mei~~ i~ crucial kc~ s~hc~c~l succ~~~. I~ may h~l~ ~~ach~rstc~ knc~~nF t~t~t ~cltcaol ~ng~ ~m~nt occurs on rr►ultipl~ 1~4rels.tkc~~r~s~in ~~~h l~v~l caF ~~ ~~~m~r►t ~4~,~ ir~~r~as~ the ~lt~r~~e~that ~ t~a~l~~r pan ~u~t~ n l~i~ car her ~t~ud~~t~' ~aY~~~~zn~~t.`I`h~ c~~f~~ tin cif s~l~d~,l ~r~~~~~m~~~t i~ ~c~n~~~l~~, ~n~l kt~~r~ h~~~~~~n sc~m~ cts~~m~nt r~v~t~ ~r~ga~t~ tt~ t~i~ ~~b~r of ~h~o-~'et~~~l c~~~n~n~ic~n~. o~~ ~~l~c~~~xs ~r~~.~~ fc~~~ t~v~ c~~~~~~i~r►~

ki~tn~r $~ ~elmc~nt, 1X93), ~n~i afh~r schc~l~r~ arg~r~ fir thi`~edir~en~on~ i.e., b~h~tFic~~~I, ~mc~tioil~l, ~nc~l ~c~~ntiv~;s~~ Fr~~rie , ~~urrt~nf~ld, ~ I~~ri~, ~t~(~~). tNe ~r~u~ ttt~t teach=ers n~e~ tc~ t~iir~l~ abQt~t ~i~g~~~rr~~~t a~ ~ncc~mp~ssin~ threeint~rcoi~~e~~eci c~mensip~~: I~cil~~z~iorrrl ~r2_~rr~~~lttcrct, cc~{~~tifiz~i

~~r~4~n~~rilelT~, ~n~ re(n~inrral c~~r~a~erlrerit {see I~i~~ire 1.1). W



Phrnc• lntc rrnarirc#cd Dimen=.i~ns~ liehac-inr;ii EnF~~;c~rrei~, Ci~~;niti~ c Ln~i~;cros~nt, and R~IaUoq~1

Pd f::ii~~7~t 11114'tt~

RelattvnaP E~gagem~nt

Tt~ G[y ~f s!uda~ts' I~16~~ci. ~r~s,In ih@ dissre~`,t~~ end school

comrnun9y

HQw cW siu~nta' v~~Y~ ~I rala~~n~ c4-1h9~ tnLorh~rg ~r~<f pgor; tlflr~l ~hpir

rnuRi~riiiarf, ~r(cnnarx], ahtlUritler~tendi~g pt ace~ergfG Cp4Cal1t2

~" ~

~og~Itivo Enga9aitn~nt~efi~viar~l E~~~jago~n~fnt

Th9 qua',~ly at studan7~ PSYtFatogicalTFte qu~iy Rt students' p3rilcipsteon is~ g~gagen-,ent In $cademic ~~isks,q7eclassroom~rt,Usci~c+~lcomnzzrn~f} ' _. lnclu~~n~(~~eleint~real,swnratsi7lp.~ &_

~ ~d Sit~So~igs inr Iaarrtit~i~4w ~D 6hlty{4~r&'p8t19~R94i 15nFiuYlgr `

~f7tJ6~ttK:Ip~I14Ft~Etllie+~r~~3rr5ofnalf~U '~a1' }~fl1~tf~l4CtttltlfltS`4fi0i~Llgyti!

titei(rrS4~~va1lO~t, R~r(onnan~a. aid cvg~ittie tnvesin5ent In kite tedtningcrar~ierstans of acadym~c conient~ p~~$~ affect thelrperfo~snanto end

ursrigrsGicn+i~n~ of ~gi~amx. con~o~~+~

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What ~c~c~~ It Mc~~i fc~r students t<i ~3~ E~i~t~~;cti? ~~

laeli~~e r~lation~l eng~~erne~n~ is n~os~ r~l~~~aiit tc~ cl~~sr~nfnm~na~~m~nt th~~ ~rt~Inc~t~s c~ptim~tl e~~;~~~rn~r~t in schot~l..

~.~~s~~~r ~~~ s~~~~n~ ~;r~~ ~~w~~y~ ~Tra~ks hax~l b~~ skid ~tn~to ~t~~~,~;~1~ c~ith l~~in~~. "~hi~ stu~~n~ ~n~~~ ~~ L~~h~~Ji~r~lly~n~~~;e~i Lout nc~t ~~ knit veld% ~~~a~;~d. S~hc~l~~~~ t~~~~i ~c~ a~t`~ethat ~eha~v~n~a~ er~~a e~n~n~ e~tcc~~r~p~s~ student' ~Efort,pars ~teilc~, ~~r~i~ip~tior~; end c~rrrtp~ianc~ ~~~it~t s~hc~Ql string~~~r~~: In ~er►eral, seho~~-l+~ve1 ~h~t~~;~s are`iy~ic~ily focz~sec~ +~nm~difyin~ stud~~t~' ~~et~~vic~r~l eng~~emen~. Aehieveine~zk in~c.l~oQl i~ a~ten incl~zc~ecl u~ tl~e'r~~~~r~h ~►s tu1 nufc~zne of sty-dints' l~~haviaral ~ng~~~mez~t ~s in~~s~~r~d by k~acher carself-reports of st~~clents' effort (~.~;, incluc~in~ c~~i~y/'t~~eekl~•~~'c1C~C'S ~41: ~Ie15ST'Ct4127,~~a~.7 ~7c'3i'~ICl~3~~1{JI1 ~n~ l~aineworkcyan l~tic~~ end task ~ersis~~n~efi Davis, halt~r~-~ruenin~, :&Aa~c~r~~je~psk%, 2t~78),

+~~gr~ita~~ ~n~~~~r~e~t is a n~~t~e~ ~f st~Yr~~r~t~' tiv~~l=tY~~t~,1~~~~ ~h~d~~t~ #eel ~~c~~t t~~~~~~~~~~ ~~~~, t~-~~ ~; ~r~rta~, thee°~ki~l~ a~~ ~~~ st~~~c~g-~~s tk~~~ e~~~~y tc? t~7~st~r kl~ex~ ~~rc~~k{lu~~t~.t~i~i~~ V~~~~l~c~~~ ~0~7), ~'~ach~~~ ~~~# lie ~~z~iil ~~ ~n~~tk►~h~ st~uc~~~t ~r~~c~ ~lv~~~~ v~c~~ks ~~~r~l ~►~t ~~11 s~~n~~ unal~l~t~ learn: ~.ffe~t~~v~~y '~hi~ sh~~t~nt ~Is~ rr~~y b~ ~~h~v~~ally~n~;~~;~~ l~t~~ n~.~~ ~Qgnit v~l~ ~~~ ~~. In c~tl~~r ~~c~~~, justb~~~use st~t~,~nts ~~~~~x tc~ b~ ti~Forkin~ c~~~ kh~ task ~E k~~nc~dt~~~ r~c~t tnet they ~r~ 1~ar~tin~. It ',~ impc~rt~~rt fn nt~~e t~t~tefEerrt is invoIeed ire both Iaeltaviar~l end ~c~~;nitive d~finitic~n~~F ~n~a~~m~n~. "In this s~n~e; c~~ru~iv~ en~a~~~tenk referskc~ the c1ual~iy cif sfuc~ez~~s' ~n ~ eme~lt 4~v}~ereas ~lzeer eff~artref~r~ t~ fhe c~ttantit~ cif tl~:e r ~~~~~er~~eal~ in the Mass';{~intrieh~ 20Q3, }~. 7(~5). T17e ic~cl~sioi`► cif co~~~i~iv+e ei1~~ ementma~Ces air im~ort~n~ c9is~inc~iQ~ l~~Ewe~n sfi~~lents' efforts to~inl}~ly c1~ the wc~r~t ~anc~ :~ffc~r~ teat is €oc~se+~ car► ur`~c~er~~~utd-ink ~nc~ ~t`~ast~ry (Fi~~i,ric~~ e~ al., 200 , Greene, Mili~i;Crc~~vsc~n, Luke; & t~k~y, 20D~). ~tu+d~n~~ whc~ are c~~ii~iv~l



~~ Ivi7n~g~rnent ~~ ~ ~tutctic~n cif ~h~d~r►t En~~~c~m~rtt

~rt~ b~has~iQrall}~ ~n~~~ci will at~en~~ ~4 ~tc~ f~~l~ ~t ha~cl ai~cisi~nult~neausl}~ ~n~n~~e ~~ei~ le~rn~1 {e.,, fhiri~isz~; a}~c~~:3~similar k~~ks they ~Zave da~rt~f r~alizi~l~ when they rt d tc~ ~~kI~r held, using; ~re~~lem-solving ~tr~~~~ es~.

R~fCe~t can the common activi~ti~s you assignstudents in your Mass. ghat are the ehar~eteristirs ~-,

of activities that prorr~atie bath h~:t~avibrat araclccognitiv~ ~ttgac~e~aral

4Vl~il~ ~l~e cr~~ce~ts cj~ c~~niti~re ~i~i ~~~~~~~i~r~1 en~~~~~~ntire weld un~er~t+~~~ in the c~r►tex~ oaf ~revitius r~esearc~(Fred~ri~k~ et al., 2(l{}~}, th~r~ is ~itt1~ c~ztsi~tency ir► th~'~y~}~ irew~~i~~e ~~notio~ai e gagem~nt has ~ac~n c~~fined icy ed~.x~a~ic~n~lt~s~~rc~~rs. Fc~~° ~x~mpl~j in theiax ~tud~ c~~ t~i~ ~v~t~?~ rn hi~k~~~a~~rc~c3~r ~k~u~k~r~~ ~ffc~~t~~ 5tuc~er~k~' c~k~~a~~l ~~i~~g~rca~~~,S~~r~~ea- ~r~~l ~~r~r~c~~t ~~~9~) ~~~i~i~c~ ~r~~ai~c~~~~ ~x►~~g~~erit as

~l~~~i~ ~~hi~~~~r~~~t-~l~~~~i ~~~iv#~. ~~~ c~~tr~~~, ~~a~rx~ a~n~~~ ~2(J~S} ~i~~~~~ e ok c~z~l ~n ;~g~m~nt ~.~ the ~xt~nt t~

vk~hi~h ~t~z~l~r~ts f l ~ s~~s~ cif b~lvn rn~ „~~~1 the d~~r~~ i~v~ihx~h tkr~y ~~zr~ ~bo~t ~h~ir ~ek~o~~" (p. ~~~~. ~mcati~nal ~ng~~tn~nt from ~i~ r p~r~j~~~~ vt h~~s ~~r~ tc~ dc~ with the ~?I~a~~n~~1d ~iilple~s~nE emQti~ns ~~`u€i~nts eor~ect t~ t~~eir r~l~tion-shi~~ t~~irh tea~l~ers, ~~~r~, and scht~c~l r~atf~er: ~1~~~ ~~1~ f~lu~~sthey lave d«ri~~ ~Earr~in ac~vit e~. In ~ reeent study }~y I~~vis,C'ha~~g, An~rz~jew~lc, ~r►d P~irier (2t}1t~), the r~~arch~rs ~rguecl.~~lc~~ ~T~V1QIv15 t~~~13'iL~I~JI7S t7~ ~'IIlO~I~Ilc~1 ~I1~1~~II1~ET~, 1i1~~ th~►tof Seiart:~ artd heir z~a, mad actually ~e refer~in,~ t~ relational.~~tg~g~r~i~nt. SpeciFi~~11~r, Da~Fis ~t ~l. u d s~tzd~nt~' reports of~~r~~iv~~1 t~a~her ~u~~a~~, ~~rcei~xed ~~r~~s Fc~r ur~c~~rst~~lia~g(i e,~ ~ftai~en~~' ~~r~ep~iori t~~t tt~~ t~a~~i~p w~nt~ then-€ tc~ l~a~n~in~ ~r~~er~t cl}, and tl~~i~~ ~~r~s~ cif s~hc~c~l ~~I~n~ ng ~~ p~c~x~~sfez• cu~►~l~r~t~r~~ing the ~~cte~t t~ ~+~hi~h stu~l~~~ ~~~r~ r~l~~aa~-~~~y ~~~~~t~ ~ ~~~~c~~l~

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Wh7t ~c~c~' It Iv1~t~3~ fc~r Students tci ~c ETt~~~;t}d? ~.

Whit would ~ stu~i~n~ v~rl~t~ is ~l~tigt~~il~ en~a~ ~cl ix1 ~lzecl~~sr~xn lace like? Wirlu~z t11e researc~~ liter~t~.~r~ c~t~ ~T~oti~~a=tion, ~evera~ th~retic~i a~zc~ c~m}~iric~l inadels inclu~~e ~sp~ctscif rel~~~ioii~l ei~i~~x~~nzer~t, ~tl~~l ~7S R~~V~rS T~S('~11'~I1 ~7~ t~e'I~.IIE't

~utonamy ~upporE ~zd mcrti~~~tic~tl (Jane, Reeve,. 8r L~eci, 2D10Reeve; ~t~D6~ X0[79; R~ev~ S~ J ag; X006; P~eet~e, Jane; carrell,J~~~, & Bai9cli, 2t7~)~ Mi~c~lefi~sl`s study ~f ac~denu~ gals ~nc~~a fc~r urt~~rst~ndit~~ (Mi~c~l~tc~t~ & 111Ic~~1~y, 2002}, ~i7~Gc~adeno~v`~ (19 2, 199~~, 1993b~ work can s~lic~c~1 b~lc~r~~in~nc~ n~►c~tzv~~~.c~n ice, url~~ft ~c~~xxl~#ic~z~~. I-~c~~v~ve~, scyrr~~ rat kh~n~cssk ctrm~r~k~~r~~a~~ tl~~c~~°a~s ~h~t c~i~tur~ the ~nttltip~~ f~~~t~ cif~~latiaz~~rl e~ga~~menk a~~ ta~cat~~~at tmal s~ste:r~s theox~ aidself ~~t~rtn n~kic~n tt~~c~ry,

Think about your classroom. What could relational~r~gagem~nt look like in your elassroorn?

T~ what extent do tf~e studEr~ts in Alice's and Kirn'sclasses appear to be behaviaralty, cagnitivel~~, and

rela~ion~lly engaged?

c~~civa~~~~r~~, ~~r~T~~~ ̀I'~~~~

C~r~ina~~c~ ~y Ec~r~~ (1992}, z~c~tivatc~nal ~~st~z~~ tl~~c~~y (~rMST'} ~~~~a~c~s+~~ that ek#~~t~vc` f~~n~kzc~~.in~ cap{ ~~ p~tes~~e pan~~st b~ c~~~a~r~~ ~~ tk~~ ~kt~~~~~~~~ c~~ ~?~rsc~~~iiy ~~~~ /~r sc~~~~llyv~~u~ct ~~al~ (1~9~, 19 6). ~~?~l~ ~~rc~ ~tkair~~~l if the ~a~~r~wi~~pr~r~qu~st~~ ~z~ ~~t.

1. Thy person ~~~~ the mo~ivak ~ir~ rie~ded tc~ iniki~t~ ar►r~ni~i~k~in ~~ti~Tity ~ir~ct~~ t~v~i~~ a ~c~~~,

2. T'h~ ~~r~~n his t~i~ skill ne~c~~c~ tc~ ~c~nstr~~~t ~nci ~x~-~~k~ a ~~~t~r~ cif ~ct~v~ty t~~t is ~~Z~~~c~~?~~~te trod ~ff~c~t~v~ ~vitk~ z~~p~~t to ~~os~ c~ut~o~~s,

3, '~'!-« r~~n'~ b~.-~lc~~~~l ~~~tu ~~~1 t-~~~k~~r~~n~ ~ ~i~ic~tc~ ~~~}~r~z'k ~cjth ~h~ m~ki~~~ti~nal ~r~~l ~kiil ~c~mpc~n~n

~. '~`h~r~ I~ a r~~~~nsv~ ~~►vi~~7n~n~nk ~a~~l~tatit7~; ~rc~~r~~s~t~wa~~i. ~ ~~al.



2~ I~~i~,na~~c~-~c~t ~~ a ~cu~ctic~r► csf Sh«ierlt En~~~cmnt

Wi#Yfin the fiat prer~qui~it~, i~ is as~u~n~d fh~~ ~~~l~F ~r`rtt~-ti~,r~s, end ~~~e~r~al ~~~ney beliefs (i,~., beliefs t~~►~t c~r1e ~~s cc~t~t~r~~ ~~e~• le~~i~in,~ t~ze activity} v+~o~k tc~~~~er tc~ ~~ude ~e~i~ic~iatn~kin~, inciudi~~~ to support ca~in,~ be~a~ior, Fcirc~ ar ~~es :E~iztgrin b~h~~7i4r, uvitat eve nugllt lab~1 ~~ ~n i~2i~~rF~nt ~s~~ek ofr~i~tion~i ~n~~zg~n~ent, ~arctvic~es a st~rc~~t~ r~~~ti~T~tia~~l Et~unda~Dior► ~c~r ruin t ~r~ ~n~ b~ ~~vic~r~►1 ~n~~~em~nt i.n scho~I con-te~tt~. Iri c~t~ler v~~c~rd~, ~tu~~i~~s ~vl~to c~z~e fear e~t~l~ ether ~uz~1p~rc~iv~ that ~~y ~r~ iz~ z r~riJ.~g er~~~ir~nment ~r~ m~ati~~~t~~ tQ~n~~gc~ ec~gni~iv~l~r ~~~c~ L~~havxc~~all~ "~`h~c~r~~i~~~l~~ the ~?+~rsc~~►~i~~a~s ir►c~~t r~l~v~~~t t~ ~~~i~g 1~~~~v~~ar are four nt~ ~~tiv~s al ~~Iatia h~~ ~c~ ; ~cslcarz~ rx «i~I ~G:s~crrr~~(~r~~f f; ec~~rittl;4~nc~ r~~sr~~rrc~ ,~~•c~vi~ic~ar ~Fc~rd & chc~l~, ~~~~, ~,~1~): ~#~~d~~tt~vhr~ a~~:al~~e t~ w~►z~C ~uc~~~~~u~~~ to~va~~ tkes~ ~~~~~ ~rp~~~~y~~y that ~~x~i~t ,f~a~ ~n~ al~~~.xk c~th~~s i~ ~li~7a~~t c~~ ~~ln~~~t ~~. ~}«,~mpc~~k~~t. ~t ~~ ic~pc~:t~~t ~'~r uca~c~r~ ~~ !~~ ~w~r~ c~~f ~a~h ~fkh~ s~~i~l l~~i~~ship ~~~1~:

~~l~n~in~n ~ gals ~r~ d~fix»~ ~s b~.~il+~ ng ~r ~nai~tt~aninat~cl~~~er1t~. fr~~nc~slii~~s, c~~ a ~~rts~ ~f c~~nmtui~y. ~V1~irt.~~i~un

c~ ~r~k~~n~it~~ a Div ~f b~~r~~;in~ne~s ~vii~l t4~c.h~t-~ car su~~e~~-ful ~°~eer~ c~~tn ~acili~~t~ school achiev~i~nent (Connell Wellborn,19~1~ ~.l ~ p~siti~~e ~c~(jus~ment its school (Van Ry~in{ ~r1~e1}~,I~.a~tf 2000. Social responsibility ~cr~1s ~r~ defined ~~ keel ~~;u~terr~erscrnal cnmt~u~in~i-~ts, meeting s~i~l role o~ii~~t~ons, lnc~~an~nrmiri~; ~o SD~i~I ~tt~l ~rt~r~l T~.EleS. tiilc~ belcart~in~ness, ~~cialres~on~ibility ~~o~I~ aLL~ a~F~a~• tc~ ~r~iyi~le t.~-ie motiv~tioi~alfc3und~ti~~~ nee~~ct to facilitate pc~sitiv~ ~chc~c~l ~~~u~tm~nt (i.e,,l~l~irt~ s~hc~l, ~ia~i~g fri~rt~s i~ ~ch~ic~l~ ~rt~ ~,c~~~mic a~l~i~4~~--m~nt (W~~~t~el~ 1~91~, ~9~x~, ~~9~, ~~~4, X998), +C~r►~ c~~ tl~~ ~ay~k~~~h~~ c~r~ ~~~re~s~ .~~ud~~t~} ~~z~se ̀ ~f ~~c~n~~~n~~~ ~i~d~c~~a~1 ~e~~at~sili ~~ t~~ ~~~t~lc~p ~c~~~~.~r~ ~►~ Ia~i~~sl~~►~ l~~ru~~~ cc~cs~~~~~~~ l~~z~ing ~tr~~t~r~~ i~ tt~~ cl~s~rc~c~~ (t~~7~e~~f~o~~~ert~, ,~ Ved~~r, ~c~Ui}, Th~~ ~~tr~~t~c~n~~ m~tk~c~~ will lie~xplt~rc~d fut~th~r i~ f~apt~r 5. t~nc~~h~r m~an~ ~f itZcr~~si~1 ~lv-~int~' ~~ c~ b~ic~nir~~ is tc~'d~~r~Io~ ~c~~~v~ rel~ti~r~hi~s

kk~ kher k~~i~h~r ~~a~,Tis, ~,~, ~t~~~). '~kt~ ~kt.~~~nk t~~~~~rr~l~ti~nal prci~es~~e~ will k~~ ~x~l~r~t~ f~irfher in ~hapt~r 4.

~~uity g~al~ ark c~~~itt~~t~ ~s prc~m~tin~ f~irnes~, j~~~~ic~,.r~~ipracEy, ~r: ~cju~lit~r. A~carc~ie~~ ~~r I]e~ver'~ {~{~~~) r~~pew,

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tNlt~t Uc~~s fi l`vt~~ti~ tc> Stndenk:~ tCi ~#eit~~~ctl?

~e~~~ral different ~~udies found Y~~f ~~~eh~rs wlto inear~?~_r~teci the ~ollov~in ~rcit~~i~les o~ ~c~+~i~l ~i~s~ie~ instruction ~itheir elassrc~oms ha~j high le~~els of ~c~c~~n~ic en a~emen~,crea~~d le~tnin~ ccimr~~unifi~s that encaut•~~~d ~~ci~l e~o~~r~-Lion ~n1on~ ~tuclent~, end inc~e~sed aver~~ll p~rfarrnanc~:

~. ~~suiYt~ ~~I students ark p~rnc pants v~ I~nc~wle~ e ~~n-shuctinn~, have hi~11 ex~eeta~ic~ns for st~.i~ie~ts ut~it~~~ms~lues, and faster l~arniz~g ~c~m~~anitie~.

~, Ack~lt~~vl,~e~i~e, ve'lIIIG~ c`i11C~ E?UIICI UF3t7i1 S~Llt~~T1tiS{ EXIS~IilI~nawlec~~~, it~~erestisF ~uittir~l, ~rzd lin~ui~tf~c resa~.zrce~.

~. ~~~~1~ sp~~~fic a~~d~ ~~ ~~il.ls ~~~1 1~~•i~~ g~~s ate ~t~-~l~r►t~' le~trr~n~,

itest~urce prQvi~ia~ is a~~fined ~~ diving a~~ro~~l; ~u~-port, ~~~ist~nce; advice, ~z• ttalidakic~i'~ tc7 c~th~r~, R~~t~urc~prciv ~ic~~ ~,oals ~a~ ~~ er~~~c~~i~~i ire ses~i~l relatic~risI~ ~~ thatare r~ci~arc~al (i.~;, p~~~~t~~p~~r r•~l~tic~ns~►ips~ o~ u~ as~a~-rmetY~•ical s~~ia~ ~c~l~~ ~=h~r~ ~r►~ ~ers~n ~ x~c~nsik~l~ f~~r ~rc~v~-~~ resc~~rc~~ kc~ .ar~c~t~i~~ (~,~., t~aek~~x-~t~id~~t ~~lakc~a~s~rzp~).M~ri~ ~f t~t~ xri#~~v~z~#~c~t ~tr~t~~z~s to ~~~~~~ g~r~~~~1 ~~~~~e~-~ir~~ ~r~~ ~~a1~~~n~ k~eha~ car ire sc~ics~al~ ~~c~s ~r~ ~~~ping Stu_~l~z~ts d~~~~l~~ s~~~~~ ~~rn~~~~n~~ ~~►~l ~~n~~thy ~kill~ tc~c~+~~~d~t~l~r ~tuc~~r~#~F ~~~i ~~ ~~~~ ~c~~rri~ cif s~~~r.~e ~r~a~ti~~o~. rr~f th~~e ~kr~t~~~~~ ZnFill be r~v~w~d in ~ii~~ter ,

Think about your ~~vn classroom.

To what exkent do students have an opportunity

to bel~nc~?

Ta wf~at extent do students Dave air opportunity

kq b2h~ve in sQcia(!y respdns~bte ~~rays?

To what extent do students have a~ ¢pportunity G~o promote fi~ir~~ess a~~d experience reciprocity?

To w►~at ex~e►~t do ~t~~der~~s have an opportunityto serve ~s resources for you end their peers?

,_- e



2~3 IviSr~~g~nl~r~t ~~ ~ Punctic~n cif ~fi~i~~nt ~ng~ c~m~nt

~~ti~-DE~r~~~t~~t~~r~Qv '~'~~~~~

Sal#-det~~ninatio~:'t~i~~rt~r ~mpha~iz~~ the si~~ntfz~~~e~ caf #~tr~eb~~i~ ~~}~~~c~l~~ic~l n~~~1~ in ~~~pI~'~ ~if~m~t~v~iti~rz andhe~ltl~~ ~sycholc~~~~l ~;rov~tl7~—the ne~~ci~ far compefen~e, r~lak-~dness, ~11~ ~~~~on~nl~. A~~c~~~ifl~ ttr ~1€~det~rmirt~~io~z t~t~c~ry.sacral-ec~ntex~~s~1 conc~it~ons that ~~avid~ people witl~i the c~~~or~unity ~o satisfy their ~a~ie ne~d~ leac~i to eztl~~zce~ rtic~Ei~fa~t~i~,optimal functio~~1~, ~a~d :~~ych~l4 ic~i Nell-being; {L~~ciIty~n, 2t~0~l; I~}~~ 8c L~eci, ~~tJO), TlZer~for~, when t~~~►er~ ~~~~I~ssrc~o~ts s~~~~c~rt the s~~isf~~ti~n of student nerds, ~~~erits~ri~l f l ~~t~.rf~t~t~rr~i~t~ct. I~~e~ for r~;lr~f~cf~~~s~, or ~ ~~sic need to b~~onnt~~ c►r r€~~ak~c~ t~ c~tl~ers, i~ mc~~t relev~u~t'kc~ ~u~ u~~d~r-sta~nclin~ of ~latic~r~a~ ~n ~gez~ez~t= Them is rtc~t ~s rnuc~ res~~i~~1~khat fo~us~s can r~lat~~ln~~s ~s the ~th~r two k~a~ic n~~d~ fc~r.~ t~n~m~ ~r~~i ~c~m~~t~c~ ~ t~~ c~~~$~~~rn bud tl~e r~~e~~~hth~~ ~~~s#s ft~~~~ ~~ te~~k~~i~' ~n~~~ic~~i~~ ~~~~o~t ~c~~ tud~r~t~~~~,nt~~l~ ~ W~Ilbc~rr~,1~~1, l~y~n, tlll~r, ~,~nc~~►,19'~~; ~krrne

~3~e1~►c~~t, 1~~1~{ ~n~~1,1~J~, ~~3~~) rather ~h~n ~r~;~h~dcz~t~`~a~ing ~~~ ~~~11 ~,th~r, ~`c~r ~xpl~ in ~ xt study y l~~ ~~d~ ~~.t {~(~0`~), #~a~h~r c~rin~, car ~tv~slv~m~n~, ~redi~k~d ~t ic~c~n~~'e ot~~n~tl c~ b~~i~vi~ral ~ng~~e~~nt end s~tisf~~tic~~n ~nF~ts~ht~al. T'~1~ c"tYtf~ Lclti 1LS(~ ~t~t111C~ Y~13~ ~Z~ t~~C~I~Y~S c~~`51~It~ ~(} IZ1z'l1't—~e 3~is or ~t~r cl~ssrc~a~r~t was an irt~~~rt~r~t predic~t~~r t~F ~rnc~s-tian~I ~~t~a~em~tlt: In ~ similar study, Furre~ ~1c1 ~~Cinfler (~{)t)~)~1sc~ eiema~~t~•at~d ale rel~~ian~lup ~ietw~~n st~ic~ent~' ~~~~rt~~ o~r~Iakeclnes~. and behavioral en ~gemeilt; beat ~~zey ~co~C into~c~utzt t~~~t ~t~.tdertts ~~~v+~ relat~c~n~ss ne~ec~s from s~ecifi~~~~ial par~r►ers—n-fin~ly p~ren~~ ~e~~h~~s, ti~tc~ ~e~rs. Fctrrer~r►~ skinner su ~e~tc~ th7~ rn~tr~ ~e~~~i~h i~ n~~~ed ~c~ cliscc~tF~r~c~~~~ dren ~cluev~ ~ sert~~ ~~ r~latnnes~ 4~7it~t ~e~r~ ~tn~ ho~~~c~it~o~'~~n E~~ilit~t~ this pxa~~~~,

Ct~nsider the students in ~n~r cla~5r~~m,

What are {might h~) their relatianaE needs?

What are your re~ationat needs as their teacher?

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Whit L7ci~s' It I~,+1~~n fcar St~~i~enk~ tty ~e E1t~~~cc~?

W~~ ~s I~~~~~r~Qiv~;~. ~zv~;a~~~r~T I~t~an~~r~T~'

'W~ believe that the corm~or~ents c~F integr~tiv~ st~~3~1 r~lak t ~-ship, go~1~ d+~s~ri~i~~t ab~~~ ~r~ v~'rp mach in lire with pur~-iefiniti~n of rel~ti~n~l en~a~eine~tt, lit ~artieiil~i, ~tuc~e~~k~whc~ 11av~ ~asi~itile so~i~►1 r~latoi~shi~ ~o~i~ ~~nc~ tc~ ~~~e ~bc~~it~tl~ers irk u~a~s tli~t ~re~~ict their ai~ili~y ~o Lie suecess~t21 izl~o~i~l ~i~.~ati~ans, such ~s cl~ssro~x~-~~. I~Z an ~r~piric~l sl~~c~y Hof~aru~~ com~e~~ri~e, car al~ilit~ ~c~ ~~r~, Ford anc~ :his ec~Ile~~tx~~c~rd, Live, ~h~s~, I'crllula, ~r Its, as sited in ~c~rd, 19~b}fc~untl th~t'st~zdents' caring cc~nl~etence way pi~s~iti~r~l~ car-relat~c~ t~~fh alY four- int~~ratve scici~l t~el~~iafis~i~ ~c~al~:b~l~ngiz~~r~~ , ~c~uity, ~oci~t r~s~c~ris ~ilit}, anal r~~c~u~c~ pro-rrisin~7; Mc►st cif the ~tuti~~tts in tie [~igl~a~a~ r~~ grc u~ h~cthigh ~cc~r~~ ~n ~►~a~~~r~s cif ~~longia~gz~~s5, r~sc~~~r~e prc~~i~~ic►t~; ~~c~ ~~~~kl~ ~ ~o~►~~~ri. Ian c~tl~~r ~n~c~rds, tk~e ~rc~f~l~ ~E~~~i~g st~ea~t ~~~;~ ~t~c~~~ z~~~e~~~ce ~z~c~~~~~oan ~c~~~~, cc~~m~~~-link f~~lin ~ ~f ~ p~kl~ ~ ~c~nc~rn end ~~ ~1~ ~r ~l~a~~r~ inhel}~~ng c~t~~~s, ar~c~l p~as~~~rr~ ~ap~k?l~ty b~~~~£~ fc~r ~~ir~~~~~ti~~~ ~~ar~lp~~r~~ ~c~, tl~~ Ic~~r-~~rin~ stu~~i~z~t~, high-~~xzn;~t~td~nks w~z•~ mc~r~ Iik~ly to ~~ ~nt~x~~t~~d in a div~x~ik~ cifper~an~i ~~~ls ~~~t were ~~at~ c~~i~l ~z~~ rtot~~c~ci~~, in~lutiiz~~ii~~~lle~kt~al ~ ~~Is end c~re~tivity.~a~ls. TlZerefc~re, zt seems ~~atte~claera slznulc~ ire ~bl~ ~,~ iner~a~e students' ~bilit~ to ~~re l~~acting can finals r~la~~c~ ~n lael~n~ingr►~ss, ~Qcial re~~caiisiI~ility,~c~uity, ~~nc~i reso~irc~ provisi+~n. Sirt~ilarl~,. ~e~cF►~rs ~~n Helps~u~i~nts meet tll~ir r~lateciness needs in the cl~~sro~m inor~c~e~ fob #hem ~~ lie ~p~ m~lly~ en~~~e~ in ~hhe learn n~ .pro-cess (~urrer ~ ~kinnerf 2000..

Wx~T T~~cx~tts A~ Igo Tc~' Su~~c~~~r +~.~xlty~tv~ °rua~~v-r~~ l~e~~►~~i~r~~~ l~E~r~~

It ~vc~~ilc~ t~~ easy tc~' s~~ t~~t t~~►cl~~rs. ~~e~t ~c~ d~~r~1c~~ a sense~~ ~~ru~g ~ ~x~~~t~~r~~~~ ~t their ~~~ssr~~r~►~ by ~m~~~4i~~r~~~~~ cif ~~m~-nt~r~i~~, i~~t hc~~,~~ ~c~s c~r►~ b ig t~ c~~ that? ~it~: a~~nxqu~ p~~~ptiv~ c~~x ~~~~=~lc~pn~ l~~~i~, ,e~~~~~i~~r. ~~ek



3{) Ni~n~,~~m~~tt rt~ ~i Fu~cti~n ~f ~tii~ier►h Ei7;~~~~m~nt

(~~1t7~} ~is~s Pa~il~ T.~~c~erw~~c~'~ Native Am~ri+~~r~ L~~rni~t~

St~t•i~s {2f}0~, ~~ ci~e~ i~~ Heck};

I ~~e th~~~ ~t~r~~ tc, ~~~ri~~ m}~ cl~~s~c~c~~x ~o~t~r~t ~nFtl~nar_r~ki~re ~~d ~~~kur~t ~I~~F~r~ k~, ~~t~~t~r~ any ~ ~~c~~~t c-~~n~k~ Ord c~th~t`~ unc~~ sum ~lif~~~~t[~ ~r guzzling, ~n~l ~~cp~n~l

~n~F ~bilitie~ tc~ ~ie~~~la~ me~nin~f~tl l~~r~ti~~ ~n~~ranrm~nts~tac~ ~xp~ri~n~~~. Thy ~~r~ri~~ r~adfly enh~n~~, r~tl~~r tl~~nc~~~ra frc~tn, ~uxrculaK ~oal~ ~nc~ s#~~~ ~t~~c~ard~, while~ng~~n~ sfud~t~ts ~.rt ~ctit~e at~~l cr~tie~I thir~lcin~ ~l~c~tttrel~fc~i~~hips t~r~~th n~~~►~rs. (~. G}

Altha~~~h these stories are nol specifically designed to 11e1~~each~r~ wifih cl~ssra~m rnanageenet-~t, ~i1e~ after a h~rlistic wayof Ieariuia~ ~iy ~~rticipatixtg ut rel~tic~nn~l en~a~eme`~t 1c~iviti~s;S~ecif ~~lly, He~l~ su~ge~ts t1~at ilizc~~rw~ci'~ stories sari tieus~+~ to teael~ erring at~~ut anc~ther's ~o ~e {see al~~ Nerdding~,~99~). E~ story a~ic~~ess tote fc~7lciwutg ~ecl~~~~i~~l dilem~

rria~ ~uklin~d ~y A~~ ~19~7, ~s c~t~~1 i~~ H~~~C, p. ~1):

~. T~tt~ chall~n~e ~f L~Eal~alcirl~ the en~o~icri~al anc~ coitive

clemds Qf t~►e learning ~r~ce~s

~:~ `~~~ ~h~ll~~~~ ~~~ ~~k~c~~vl~d~~r~g ~n~l :~~~~c~r~ang the~~bj~~~.v~ ~~~t~xt~ {h~~ur s~ud~z~ts m~k~ ~r►~~~~~ a~~ c~th~:r ~c~v~ nc~iviciu~l ~x~e~~~c~~~ whfl~ lliim~.~tng

#h~ s~st~rt~i~ cc~nt~x#~ ~th~ d~rn~n~l~ cif mc~~rin~; l~~~Gv~~n~~~i~l graup~} that af~~t ~e~~nng

~. fii~~ ~l~~ll~~~e cif ~ttertditt~ tc~ st~~e~t~' ~~~ ~l rel~~ic~~-~hips i~ fhe ~~~s~rc~a~t

~. The ~h~llen~e of b~lan~in personal ret~lection wifhregular o~s~rv~t vt~s e,~ their ex~erien~es ~s tools Ear~~sferin~ shadei~h-~enfierecl learrun~

~. ̀ ~h~ ~a.11~n~;~ cif v~l~,~ir~~ ~~~~r~nes~, ~~Yso~al ~r~v~=~h,end ~h~n~~ s m~~nin~;ful ca~rt~~m~~ c~~ the i~arnitt~

prc~e~~



WIZ~t UocS It P~i1~~n for ~tue~ents tt~ Lie EYt~ag~~~ ~~

If we revisit the ~a~~ of hew Alice and ICitn rnana~eti~jeii• cl~ssrc~oms, deseril~ed its t11e ii~trc►ciuc~ are, one mightcpin~ to the ec~nclusion that Alice i~ tryi~l to ac~c~ress t11e~~~il~mrr~~s ~y usirl~ ~ rel~~oi~~l en~~~elnent a~~ro~ch toclassroom m~n~~enlectt. Alice clearly ~~~~ars more inter-~steci in l~elpin~ her stca~ents "e re" For one another b~ teach-in totem skills ~ssociakec~ ~~7ikh caYin~ com~~~~n~e (Foil SrNich~lsp ~991~, ~vhicl~ will Izc~~~ful~y f~cilit~fe stu~~nts'~~~itz~~e sacia3 rel~ti~r~~l~i}~ ~cz~l~ in ~t~r ~la~~roorti anti in~1~~ l~~~g ~u~.

KAY TERMS

A.~#a~to~}~ A ~hx~i~r~t's f~~ln~ ~~ zt~~lepend~~~~~ ~r fr~~c~~r~kc~ m~kc~ hip car hei ~~vn ~l~~i~i~n~; ~n~ cs~ tH~ thrr~~ ec~m~~n~~it~of ~~lf-~-i~~~rrr~a~~tt~~ #~~c~ry.

AuEc►ar~a~~ ~u~aporti~~. A cla~~rc~csiil e~~~~timent tli~t ~u~~or~st~i+~ d~~r~lc~~rn~~k ~f ~h1d~r►t ~ukc7n~my lay givistg ~h~d~z~t~ r~c~re~~~c~~tt~~ti~~ #c~ in~k~ t~~ir c~~~n c~~~~ic~n~ ~zt~ ~h~i~~

~ehaviaral ~n~~~esien~: A s~uc~eilt's e~foef, p~rsistetice,~?3P~]CI~3~~1fl11, c`iI1G~ C~IIl~?I1~I1Ce Wl~ll SCI1401~CI~SSYQOIII PL11~S

~Ilt~ S~TI~C~LIPE.'~,

~el~ng~~t~~~~ ~o~l~ '~h~ c~c~~ir~ tt~ ~+teilcl ~rtd tn~~rt~ain

fz~nc~sk~~s ~x €~ s~n~e t~f to~~r~tinity with o~h~r~.

Ct~~n tiv~ en;~~ ernen#. ~1 stti~-~en~'s cQm~slekic~r~ cif ~c~~em cbasks ~n~ moni~orin~ of his car leer caws I~~rnu~g; habits.

~+~~tri~et~~~e: ~. ~ku~~~t`s ~~t~fiti~n~~ ~ hi5 car der ~~iliti~~; ~zZe~~ #hc~ th~~~ cc~m~o~nents ~~ ~~lf-~c~k~~n~in~tion tl~~ory~.

Emotional e~g~gertientt A ~~L1C~~11~'s ~osi~iue emotions relatedto scl~oc~I activities.

Ec~t~ky oal~: '~'11~ d~~ir~ tc~ pr~rm~t~ e~i~z~~ ~~~h ~~ fair~t~~~,ju~ti~~, ar ec~~~~lify in s~~iei~f.



r' ' ~

\ ~

CNN€CT TO YUiIR ~~tAC~I~~

Reflect Ott Higfi- ~nsl Law-Caring Students' Attempts to Meet Relatedness Needs

Skude~#s' puesvits qP social goats in c(~s~~nom~ fan vary vrid~~y aGrpss etas;rnvirs and can l~k difFcrQnt dQPenda`ng nn

wl~ether tiny are a hagh- or lcsw-caring student, 5pe+~d a week abse~vSng thr sactat ~oai pursuit c~~ tsv~ students i~ r

z~a~~. ld~ntify ~ high=~anng grad taw~earing stu~~nt i~ aGs~~e. M~k~ note of t~~ ~lifferei~t ways the studc~ats pursue theirneeds tg acquits tf~e resvurtei they rYeed to learn, ko b~ treaked equ`stahly, to shave respvnSilrly, and 4~ feet E ke they

belong in t~~e slassraom.

~~a'at Goat ~ursuft 1fig1~•~artttg Stud¢ett itry=Cptir~g Stulent

Resource pfravision

___Equi~r

Sntaa~ respa~ihi@its

~~Congingn~ss

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'lNit~t I~ncs It iv1~{~i} fcir St~~dents tc~ ~i~ E~i,~a~~d~ 3;~

Rel~tec~~~e~~Ib~lo~~in~: A ~tuc~ent'~ f~~ling~ c~~ k~~incc~z~z~~~ct+~d c~~~ x~l~k~d tc~ ath~~{s; r~n~ ref tl~~ tltr~c~ coznpvn~a~ts cifself- ~t~r~ natic~r~ thc~c~xy.

~~la~~~na~ ~~ng~g~~n~~~ ~ s~u~~nt`~ ~~~1 n~~; cif 1~~in~ ~u~~c,rt~d,ptt~h~cl tc~ le~i`~t, end a~c~ept ~k ~chc~t~~r

1Z~sc~urce ~rr~vi~io~t'~kt~ ~~~ix~~ ~£ ~p~r~v~l, ~u~xk, ~s~ist~'t~~,~dvi~e, ~~ ~F~tic~atit~n t~ c~~h~~, whet~~ei ire ~ p~er~tc~-perrelatiQr~sF7ip ar ~ ~~atFt~r~stud~fat r~latiar~ship,

S~If-d~t~rminaticrn theory A ~}~eory rh~t ~Zold~ tl~~~ s~uc~~ia~s'~~ lity to ~e self~mc~E voted defends on whether o~ nit theirneeds for ~.am~~etence, ~:~l~t~dness, end autonomy ire ~aki~fiet-I.

~oci~i respnnsibil Ey gods: 'I'he desire fio meek sUcial norms,~ucl~ ~s ha~~ing Fiends.

~~sa~u~c~~ ~o~ ~~~:~~~s l

Ltlue~ttc~ts ftjr ~s~eitit Rc~p~n~ibilty: htEp./ jtv~~iw.~set~aNcrn~[~e)rg/c~teJ:pelf-DeEez-niin{pion T►teoc}'; htt~:/(~4~~~~w.~sycll.rcxheskerec~iulS1~'I"/lAten~tzel, ~. l~. (2 }. A~IoEiv~tt~1}~ st~c~~nt~ to be~~ve in dally cc~~npeE~nt ti~va}rs.

rtr~~r~~ r,a~e~ Prrr~t~c~; ~z, 3~~~-3~~.

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