Exactly Beverlee, and added to that, I think we need a good course in 
cognitive, emotional, developmental and behavioral levels of students at each 
age. Many times teachers are frustrated at behaviors that are very typical of a 
particular age group and are, in reality, developmentally appropriate behaviors 
for that age. I'm reading a book right now called, "Yardsticks" which addresses 
these ideas. Sorry, I don't know the author right now, but I got it at 
Heinemann. (sp?) Just an example, from my experience, I used to teach a 
parenting class and I would tell the parents, "Two year olds aren't able to 
share, they just aren't developmentally ready to do so because children at this 
age are bound by their perceptions. This means that if a child of two sees 
another child holding their toy, he thinks that the toy now belongs to the 
other child and this upsets him. I wanted parents to relax, not think that this 
was some sort of personality disorder of their young child, and to help
 the child by redirecting him or the child to another toy. I daycare we often 
had 2 or 3 of the same toy for this very reason.

Does this make sense?
Deb

Beverlee Paul <[EMAIL PROTECTED]> wrote: I think the root of the problem is 
teacher preparation in college.

It's really not our fault, we should have more than a casual mention of 
discipline in our courses.
Debbie


I agree.  And actually, often if we do get moe than a casual mention, it's 
addressing an extrinsic, manipulative, "reward" system of discipline rather 
than "building a class" positive discipline.  So that's also less than 
helpful.

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