Category Archives: Notable/Influential Resources

School Discipline and Self-Discipline – George G. Bear

I had been waiting a long time to read this book, as it was recommended by my classroom environment professor at UBC. The book first outlines what Social and Emotional Learning (SEL) is and the benefits and drawbacks of using this exclusively for school discipline, and it does the same for Positive Behaviour Support (PBS). Bear addresses how a marriage of the two will result in better student self-management and overall better student behaviour.

This book shed light on a lot of practical challenges for me, such as reasons students have poor behaviour and the difference between authoritarian, authoritative and permissive classroom management. The book also includes practical approaches and strategies to implement the steps required to develop SEL competencies, and develop self-discipline. This includes but is not limited to recommendations on how to strategically use praise/rewards, detailed outlines on how to dialogue and problem solve during behavioural infractions, recommendations on how and when to contact parents, and specific strategies to manage behaviour in a more authoritative manner.

Importantly, the book gave me many ideas on how to set up the routines in my classroom, systems to have in place when students are not meeting expectations, how to monitor behaviour, and what to include in monthly class surveys. Based on the readings, I created a monthly survey (from which I will create visual charts/graphs to show progress), and several reflection forms for key areas of concern: missed homework, misbehaviour, and poor performance. Based on student need, the forms are not required to be filled out in writing, they can be done through dialogue. What is important about having them is to guide their reflection.

“Your environment may influence your behaviour, but it is your choices which determine your behaviour.” – George Bear

Inquiry and Innovation in the classroom- By A.J. Juliani

inquiry and innovation Providing students with autonomy and ownership over their learning enhances motivation, and encourages innovation through purposeful and passion-driven goal setting. A.J. Juliani (@ajjuliani) outlines the importance of preparing students to become independent, creative, open-minded, innovative, resourceful,resilient, and growth-minded risk-takers who take ownership over what they do. He believes this will best equip students for the heuristic, evolving and contracted nature of future available jobs.

Inquiry-driven practices integrated throughout the curriculum are necessary for helping students ask questions about their learning, instead of simply looking for the required answers. 20% Time (Genius Hour, Passion Projects, etc.) provides an opportunity for students to practice self-chosen inquiry and exploration while developing core skills and competencies. The book walks teachers through the steps of creating the appropriate classroom environment, approaching parents and administration, and implementing the structured unstructured class time for inquiry-based learning. A.J. Juliani provides useful handouts, a plethora of additional resources, sample rubrics and letters, and examples of final projects.

Innovators meet frustration not with complaints- but with a commitment to devise more effective solutions” –Charles Leadbetter

Mindset- Carol Dweck, Ph.D.

mindset Carol Dweck’s research on mindsets has huge implications for schooling and education. Dr. Dweck has identified and defined two contrasting mindsets. A ‘fixed mindset’ is one where people believe their innate abilities are fixed, and they are unable to improve significantly with effort. Therefore those with the fixed mindset feel they must prove their abilities to be considered special. In contrast, a ‘growth mindset’ is one that believes that effort and hard work can contribute to the growth and improvement of abilities, and therefore those with the growth mindset feel motivated and empowered to learn and grow.

A growth minded approach should be considered when designing curriculum and lessons, assessing student progress, and providing praise. Students need to be actively taught about the growth mindset, to help them perceive education as an opportunity for growth and self-development and not a judgement on their ability. It needs to be made clear to students that with effort, training, the use of appropriate strategies, and the understanding that skills and intelligence can be developed, they can and will reach higher levels of achievement. Furthermore, it must be taught and modeled to students that failure is an important and natural part of the learning process, and not an indication of one’s ability, but instead an opportunity to reflect and grow.

“What any person in the world can learn, almost all persons can learn, if they are provided with the appropriate prior and current conditions of learning.” -Benjamin Bloom