Our office will be closed March 7-13. Our daughter is getting married!
On-Line Conference Registration Opens
March 1
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The Optimum Classroom Structure for MYD
Each new school that adopts MYD presents new and exciting challenges. There are,
however, some challenges that are shared by each school. It seems the most difficult transition that teachers have with the
implementation is when they feel that they really don't need the program. A common statement made by these teachers is that "my classroom
was already under control."
It is sometimes easier to train teachers who have few management techniques versus those
who have been trained in other systems. If the MYD trainer has done their job well, more time is spent on philosophy than logistics.
Those teachers who internalize the philosophy figure out the logistics. Those who simply utilize the logistics cannot allow the system to
evolve.
It isn't a function of how much experience a teacher has to how open they are to embracing
new systems. Master teachers are always seeking to improve their setting for their students. The age of the students or their
socioeconomic circumstances should never inhibit the success of the program.
The perfect classroom for MYD doesn't exist. The perfect teacher does. Those
teachers who willingly give control for behavior in their classrooms back to their students see the greatest level of results. Teachers who are
able to give full focus to academics because the students in the classroom control themselves have established the perfect classroom.
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Just as we model subject matter, we must also model the components within the structure of MYD. As students begin to
internalize the philosophy and demonstrate greater levels of understanding it becomes our job as mentors to allow our students greater levels of
independence.
When we are absent from class and the students maintain the learning atmosphere we know that they are demonstrating ownership
for their behavior. When substitutes leave us a note acknowledging the positive atmosphere and behavior of our students we have written
confirmation.
Just as we don't expect perfection from our students, we should not expect the perfect classroom. When and if we can
identify the perfect classroom in MYD, the system will ultimately stagnate and deteriorate. We ask our students the best they can. We, as
teachers, should hold ourselves to no less standard.
Next month - a view of your classroom from the perspective of your most difficult students.
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Cheryl's Two Cents
Out of the Ordinary
Activities - Deciding Who Is Eligible
Schools are rapidly approaching the time of
year in which students have many opportunities to participate in activities such as field trips and dances. These activities require a greater
degree of self-discipline on the part of the students so teachers set parameters for participation. We've already discussed how pairing
participation with making one's day causes students to lie in order to participate - the opposite result we want in reference to
self-evaluation. What we look at next would be establishing non-participation based on choosing Steps 4/5. This would be the appropriate
indicator but it's important to contemplate how that is presented.
If we phrase it as "taking away the
privilege," we're missing the learning lesson. Students who choose step 4s and 5s have demonstrated that they
currently do not have the ability to behave in a responsible manner when it comes to those activities that require a higher level of
self-discipline. Therefore, not being able to go to field trips and dances based on exceeding the limits of the classroom (step 4) or the
school (step 5) is not a "taking away a privilege" but simply a student who has "not qualified" for those activities. It might seem like
semantics, but the verbiage is critical. "Taking away" is control-oriented. Students choosing to qualify or not qualify for activities
are making an informed choice based upon reasonable and predictable expectations. It is important when implementing this that student's have a
chance to begin anew. For example, students who don't qualify to attend the spring dance based on choosing step 4 have a fresh start after the
dance. They can qualify for the end of the year dance based on not choosing step 4. Step 5 consequences may be handled differently
dependent on the offense and district/school policies e.g. they may not get a fresh start after each
event.
As our friends in the food
business say...It's all about presentation. |
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Imbedding MYD in the School Culture
El Mirage School is in their second year of implementing
Make Your Day. Their MYD committee is working hard to weave the structure and philosophy into the school community. To help achieve this
goal they recently designated the week of February 12 as "MYD Recommitment Week." Teachers were asked to cover a specific component of the
program each day: Monday - Rule, Tuesday - Steps, Wednesday - Points, and Thursday - Concerns. The morning announcements included
vocabulary such as "solidarity with our community," "citizenship," and "be the best we can be." They had daily activities such as a "Wear the
Rule Day." The culminating activity on Friday was a celebration of school spirit that included a school-wide BBQ and everyone signing the rule
banner.
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What
About
This
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Student Questions
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MYD from a Student POV
Sometimes students notice aspects of ourselves that we don't know are impacting
them. All of us who work with students would benefit from an occasional self-check as to how our mood impacts them. The following
quote was overheard by an observer in a classroom.
"The teacher's all happy today. That's a good thing."
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SAVE THE DATE
Make Your Day Conference
Wenatchee, Washington
October 9 and 10
On-line registration begins March 1 |
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