Creating a Self-Directed Learning Environment by Greg Mullen

Author:Greg Mullen
Language: eng
Format: epub
Publisher: SAGE Publications
Published: 2019-11-22T20:31:09.285018+00:00

When Social and Emotional Learning overlaps with Cognitive and Psychosocial Development, they create a Secondary Concept: Behavioral Coaching and Intervention. This concept addresses those students whose behaviors fall outside of a classroom’s general behavior expectations.

This concept is one with which I apply a particular philosophy: fear only serves to suppress negative student behavior while positive student behavior is promoted through coaching and intervention. This philosophy does not dismiss punitive measures for misbehavior—it only serves to include coaching and intervention to meet the social-emotional development of my students. Another philosophy that I apply is one that examines the conformity of student behavior and the effect of positive and negative reinforcement toward students whose behavior may not be considered disruptive.

It is important to note that general behavior expectations are relative to a teacher’s classroom expectations within a school’s framework of values and that this section does not promote a specific set of general behavior expectations.

It is also important to know that this philosophy is by no means new—similar philosophy has been shared for quite some time. For example, in the book The Manual of Child Development (1955), it is stated that it “is not true that any sort of punishment that suddenly occurs to you will do. To have any constructive value, a punishment must follow certain principles” (p. 421). This is only to highlight the idea that off the cuff management of humans has never sufficed and will never suffice.

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