Better Than Carrots or Sticks: Takeaways from Chapter 1.

This post is the beginning of a series of blog posts as chapter reviews of the book Better Than Carrots or Sticks.  See other reviews with the links below:

Chapter 2 – Self Regulated Learning

The title of Better Than Carrots or Sticks:  Restorative Practices for Positive Classroom Management by Domnique Smith et al stuck out to me as the school year ended.  When I began to change my Latin classrooms to comprehension based from form based, I assumed that the creation of more interesting content that students (hopefully) comprehended better in Latin would create strong classroom management for me.  In some moments it has, but this past year I discovered that classroom management takes a lot of work no matter what.  This summer I’m looking to learn more.  This book stuck out to me because I hope to base my classroom management on a couple ideas.

  • Comprehensible material engages students which helps classroom management.
  • Student based and created input compels students which creates more comprehensible material.
  • Sometimes, it is extremely difficult to find what is exactly compelling to students in that moment or among a specific group.
  • Classroom management procedures should support the processing of comprehensible material.
  • Classroom management procedures should align and use school wide policies.

With these ideas in mind, let’s take a look at Chapter 1 of Better Than Carrots or Sticks.  The chapter begins with a quote by Frederick Douglas:  “It is easier to build strong children than to repair broken men.”  Sometimes quotes like these make us defensive as educators.  Home life, parent discipline, society or even economics seem like they have so much more power than we do over the results some of our students see.  But even if those things are true, we can create an environment of expectation for every student during the 44 (insert your period time here) minute period we have with them.  Creating a consistent classroom environment is critical to everything we do and we need to treat it with the importance it deserves.

The chapter continues by describing punitive versus restorative approaches.  Some ideas to consider in your own classrooms and schools:

 

Punitive Restorative
Rules are violated Relationships are violated
Guilt is established Needs and Obligations are established
Accountability is defined as punishment Accountability is defined as effects and repair
Justice directed at victim Offender, victim and school all have direct roles toward justice
No opportunity for remorse Opportunities to express remorse

The first 3 items seem to be punitive in my Daily Engagement Assessment set up.  But the question remains.  When students sign up for a language class because they feel obligated to do so for college admissions, how do we change the culture from a rules and punishment basis to a relationship and accountability basis?  I’m not sure I see the clear path at this point in my reading.  Even so, I want to move toward the restorative column.  So how do we get there?

Next the chapter brings up some restorative practices that will be discussed more in the book.  The first is to have individual conferences to address problematic behavior.  Immediately, I see this connecting with a student driven comprehension based classroom.  As always in education, I wonder where there is time to fit such things in, but I think we have to decide that supporting strong classroom management is worth the investment of time and we have to stop other things when situations arise that need individual attention.

On page 9, I connect to the idea that many consequences are actually punishments.  Often times, punishments create more distance between us and our students.  This distance goes against our goal of creating student driven comprehension based classrooms.  But how do we hold students accountable when they engage in disruptive behavior without punishments?  So far, the book describes why punishments are harmful.  We leverage our power over students when we use punishments.  This leverage of power does not create accountability but it does create negativity toward the one leveraging the power.  This makes sense to me and I hope the book offers more about ways other than punishments to hold students accountable when needed.

Chapter 1 one continues by describing the danger of things such as humiliation.  It seems common sense to me that shame or humiliation will not work to improve a classroom environment.  The chapter continues by describing school climate and how it affects student achievement.  This data is compelling but I feel I’m left looking for specific ways to move from punishments to restoration.  The chapter ends with a list of 3 tiers of interventions which seems similar to many school wide behavior systems such as MTSS (Multi tiered systems of support) and other system processes to support students.  Again, I feel left searching for specifics for ways to move my classroom into restoration.

The big ideas in chapter 1 leave me wanting to read more.  Do any of my practices create humiliation or shame?  How can I change my Daily Engagement Assessment to move from punishment to relationships?

Should I be opening the year with a focus on relationships to each other in respect to processing comprehensible Latin?  I find a part of myself wondering if high school students will feel that restorative practices are “too elementary” and not “serious” enough because they are used to the traditions system focused around punishment.

Is communication home to parents punishment or restoration?  Can it be either?  If so, how do we guide the conversation toward restoration instead of punishment?  Check back for a review of each chapter to see if I find the answers I’m looking for in Better Than Carrots or Sticks.

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