A prime thrust of teacher training programs should be teaching what to do when a new teacher first enters the classroom.
Teaching is the only profession that does not train its practitioners to do what is necessary when they first enter the profession. In the case of teaching, this means entering the classroom and immediately getting the respect of their students; creating a climate of trust so they will not be harmed physically, emotionally, or psychologically; and creating an atmosphere where students want to be.
A recent report by the National Council on Teacher Quality in their recent study, “Teacher Prep Review 2103 Report,” indicated that teaching how to create such a classroom atmosphere is lacking in most teacher training institutions.
One reason for this is that classroom management is not differentiated from discipline in teacher training programs. The former has to do with making instruction effective while the latter has to do with students’ self-discipline and impulse control.
The Discipline Without Stress Teaching Model shows how to do this. For example, here is an e-mail I received today:
“After attending your seminar in April and implementing the practice in my classroom, I saw a dramatic change in the behaviors in my classroom, with both the students and myself.” —Sue Dukart, Tucson, Arizona
I regularly receive communications like this. Colleges and universities should too.
