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September 2008 Article 1 |
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There has always been a long-standing debate about how to deal with "bad behaviors" in children, especially within schools. The range of punishment has run the gamut historically in this country, from hitting students with rulers to handing out detention slips. We could spin our heads into a whirlwind going through the arguments for and against each type of discipline, as well as alternatives that have been developed both in theory and in practice. A more digestible approach, however, might just be to take a look at a few specific examples of people who have found their own ways of understanding behavior and how to deal with it.
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In the midst of Olympic hype, one of the athletes shared some very personal history with the world. Michael Phelps, a U.S. swimmer, was diagnosed from a young age with Attention Deficit Hyperactivity Disorder (ADHD), a neurobehavioral disorder that is often associated with high energy results in disruption and a lack of focus. Immediately he began taking the prescribed drugs, but his mother, Debbie Phelps, was also determined not to leave it to the drugs. Ensuring that Michael had a structured routine to follow even outside of school, Debbie encouraged Michael's athleticism, and swimming became his sport of choice. Within two years, Michael was off of the medication, and developing interest and skills in an activity that would later gain him world fame.
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While Michael Phelps was in Maryland, rigorously preparing to bring home the gold, a small dog was running around a Catholic school in Northwest Philadelphia. "Sully's around here a lot," the principal says with a smile. Then she goes on to tell me how the dog often comes to school with her owner, the vice principal, and actually helps with important issues while school is in session. "She sets a warm, caring atmosphere in the building, and she has also diffused some tough situations." The principal reminisces about how one day, a student was extremely angry-really not cooperating at all-and was in another room with a teacher who was trying to handle the issue. Sully sauntered in the room and the student immediately turned his attention toward her. Suddenly he was petting the dog, calmed now. "It happens a lot that way," the principal recounts, "A kid will come in and just will be so angry, unable to talk even, and we just bring Sully in and everything becomes much more manageable."
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A very different school, the Albany Free School, also has a unique way of understanding and coping with behavior. As part of a democratic model, behavior (and discipline) is handled in a meeting space where everyone participates-both students and teachers-in resolving an issue. If one student hits another in the playground, for example, whoever feels concern about the issue will call a meeting. Everyone (both teachers and students) will sit in a circle, and one of the students will facilitate the meeting, with the goal of getting both sides of the story, what each person needs to feel better, and a possible suggestion or two for the future. This process unfolds, sometimes with ease and other times not (like any discipline method), but always with the belief that it is something that works at both keeping students' behavior in check and developing social problem solving skills in one shot.
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All of these anecdotes are very different, but they have one thing in common that is useful to note: in all of these cases, the "negative behavior" demonstrated becomes transformed into a learning situation, and the resolution is student/child-centered. With Michael Phelps, his mother decided that a rigidly structured schedule would help him, and that schedule was filled with something he enjoyed doing: swimming. At the small school in Northwest Philly, the administration recognizes that having Sully around often directs children's energy in a positive, solacing way. The democratic meetings at the Albany Free School makes concern, support, problem solving, and consequences the responsibility of the students, thereby building an important sense of accountability and community. At the center of all of these stories is the shining hopes that there may be ways to deal with even the most difficult behavior gracefully, positively, and with learning and growth still deeply rooted in the actions taken. They may even suggest that experiencing and labeling a particular behavior as "bad" and then discouraging it through punishment is not the only method available. It may seem daunting to experiment with options that challenge the child to move beyond simply responding to discipline and punishment, but it also may provide unforeseen opportunities and skills for a child that would not otherwise present themselves.
*This article used the following sources for information:
Lynn, Kellye. "Michael Phelps Struggled with ADHD as a Child." [Online] 22 July 2008.
<http://wjz.com/seenon/michael.phelps.adhd.2.777123.html>.
Mercogliano, Chris. How to Grow a School: Starting and Sustaining Schools That Work.
New York: Oxford Village Press, 2008.
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