Life and Death in the Garden by Meyer Kathryn;

Author:Meyer, Kathryn; [Seeman, Howard]
Language: eng
Format: epub
Publisher: Rowman & Littlefield Publishers
Published: 2014-08-15T00:00:00+00:00

Training Exercises

Exercise One: Rating Your Present Rules and Warnings

List here six or seven of the rules and warnings you are presently using in your classroom. In the column at the right, place the number of the guideline that is not being followed by you for the rule. (The guidelines are listed at the beginning of Chapter 12 in the text, section A.)

Rule

Guideline Not Followed

1.

2.

3.

4.

5.

6.

7.

Which rules are bad ones? Which guidelines do you tend not to heed?

Exercise Two: Not Giving Negative Attention

List your tendencies here where you tend to give negative attention:

1.

2.

3.

4.

5.

6.

Now, write down here three ways you can reprimand a student in a non-audience setting.

1.

2.

3.

Exercise Three: Deciding Your Limits

Have a friend, colleague, or classmate throw demand questions at you, such as: “Can I go to the bathroom during class?” “Can I go twice in one period?” “Can you lend me a dime?” “Do I have to do the homework?” “Can I call you by your first name?” Ask them to make all their questions answerable by either: “yes,” “no,” “maybe,” or “none of your business.”

You must answer each question as fast as you can, on the spot. However, if you take the easy road of “maybe,” you must answer, “If what?” You must state your conditions. Since teachers often can’t give rationales, you can’t justify your judgments. Just answer “yes,” “no,” “maybe” (if what?) or “none of your business.” Do this exercise with your partner. Then reverse roles: let the other person be the teacher and you be the demanding, questioning student.

Where are you cloudy on your limits?

Do you say “yes” more often than you mean because of fear of anger or of being disliked?

Could you follow through with your “nos”? (Have your partner see if s/he can change your answer by acting angry, sad, seductive, etc.)

Exercise Four: Deciding Your Warning Steps and Consequences

Try to fill in the chart below by trying this “nightmare.” Assume that (in the left column) you are “teaching and all is going well,” and the students (in the right column 1) are all “paying attention.” However, suddenly, in 2 “a student calls out.” What would you do at this time? Write your response in 2, the left column. Now assume that the student violates whatever warning (or whatever you did) in 2. Imagine what it is s/he does to violate you (write it out as 3 in the right column). Now, what do you do about this 3?

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