Case Book One

Ms. Leus is starting to think about next year. She will be starting with a fresh group of kindergarten students. Building off the title of a popular book, her friends have been gently teasing her that everything important for the students to learn is learned in kindergarten. She reviews the previous years in her head, and knows that the last few years, with students being different, the old ways of doing things from day one on have not worked as well as they used to. She thinks about the rules and procedures she has previously had, and looks around her room. Some things will have to change. But how?

Immediately following her weekly meeting with her colleagues, she asks Dr. Neke to stay and talk with her. "I am not really comfortable talking about this with my colleagues. I would like your input. I have my list of rules from this year. My students have shattered this list. I am trying to get ready for next year. I think I need a different set of rules. This year they were: "Be nice. Be kind. Be fair. Treat others like you want to be treated. Follow the teacher's directions. Do not talk unless it is your turn. Always raise your hand before you speak. Do not talk when the teacher is talking." Why did it used to work and it doesn't anymore? What would be a better list?"

DR. NEKE: Let's start with some of the assumptions that are built into your list. What do the words nice, kind, fair mean? Do you think that your students all share the same definitions of these words? Do these words mean different behaviors in their cultures? In some cultures, talking in turns means something completely different, and everyone talks at once, kind of over each other. Kids are supposed to be talking, and interacting with adults as a way to learn. If I didn't know better, I'd raise my hand, and then start talking. No need to be called on, all I have to do is raise my hand! Remy, maybe you need to think about why you even have a list, and if you need a list, what are some better ways, more positive ways, to state the behaviors that you expect of your students.

MS. LEUS: I expect good behavior. I want them to sit when they are supposed to, line up when they are supposed to, walk in straight lines, talk when they are supposed to, raise their hands and talk only when called upon, keep their hands and feet to themselves, and interact appropriately! Okay, I know, too much, too specific. If I start listing all of these, my rule list will be hundreds of rules long. I need help! HELP!

DR. NEKE: Okay, back to a reflective question: What are the big rules that everyone really needs to learn so that your classroom can function?

MS. LEUS: Sharing. I forgot about sharing. They have to share.

DR. NEKE: Are you saying that sharing is one of the big rules?

MS. LEUS: Yes, Everyone shares! That is one of them. I like that. What else?

DR. NEKE: Okay, everyone shares. Back to you, what are the big rules that everyone needs so your classroom can function?

MS. LEUS: Listen to the teacher. I have said it a million times in the past few months. Listen!

DR. NEKE: Do you want them only to listen? What about paying attention?

MS. LEUS: Yes! I want them to pay attention. Listening is just part of that. I see your point! Everyone shares. Everyone pays attention. That is much better!

DR. NEKE: Okay, anything else that belongs in the big rules?

MS. LEUS: Yes, respect. Everyone shows respect. Okay?

DR. NEKE: Okay! Everyone shows respect. To whom? When?

MS. LEUS: Okay. How about respect each other at all times!

DR. NEKE: You have an interesting new list developing. Why not take a bit more time to think about it, and then we will discuss it further again. I want to take this discussion in a different direction. Once you have the list of the things you think should be the rules, I wonder if you might think about how the students accept and respect rules. Do you think that they accept rules better if they are given to them, or if they help develop them? Is there a way you can have your students take more ownership of the rules by developing them? Have you thought about questions you could ask and guide the students to develop the rules themselves?

MS. LEUS: Hmmm. I think students are too young. They have no experience with student rules. Do you really think they could develop them?

DR. NEKE: Absolutely! You may get a lot more respect of the rules if the students develop them!

MS. LEUS: I will think about it.

Teacher Notes:

• When you don't expect that students can handle something, they usually don't try to handle it. Teachers typically have found that even very young students can participate in developing rules and promoting everyone following them. The key is to build support through participation, and then having high expectations, and maintaining them.