Term Paper on Creating an Emotionally Safe Classroom
A student’s intelligence or value depends greatly on that student’s deeds.
Self-perception of capability has both a direct and an indirect influence on
self-esteem. On the other hand, an individual’s sense of value cannot long
rest exclusively on a standing for intelligence. Teachers are inclined to
strengthen the concept that, trying hard is a worthy activity, so there is
an association for the student between endeavor and self-worth. Though,
again, performance is desirable to uphold this worthiness.All through the
history of mankind the dilemma was how to convey knowledge, values as well
as thoughts. The results of the transfer of knowledge attain through
outstanding efforts of teachers, professors, educators, and parents who are
these days better skilled than ever, in terms of didactics tactic, have been
growing inferior. But as, teachers, educators pertain the most of the
psychological-pedagogic science as demanded these days yet the results are
inferior and teachers and parents ever more disgruntled.
Dr. Glasser initiates the world to Choice Theory, a new psychological loom
that surpasses those outdate looms he calls "external control psychology."
He considers that external control psychology is a pestilence on humankind
as it obliterates human dealings. In doing so, it prevents us from getting
along any better with each other than we ever have as evidenced by our
stoppage to progress marital, family, teacher-student and manager-worker
relations during the present century. Glasser, who prefers the word pictures
to the more technological perceptions, provides one of the simplest
terminologies of this principle: “What control theory does is teach us that
everything we do is initiated by a satisfying picture of that activity that
we store in our heads as a pleasant memory. Therefore, a child who makes an
effort in school does so because he has a picture in his head that learning
is satisfying. Children who do not learn in school do not have the picture
in their heads that reading is a satisfying activity”. Unhappy Teenagers: A
Way for Parents and Teachers to Reach Them, William Glasser, HarperCollins
Publishers, April 2002
He believes that child is worthy of a good start in life and in school, and
that simply by reforming our educational practices in the early elementary
years can considerably reduce problem behaviors and learning tribulations.
Glasser believes that we can assist practically every kid in becoming a good
problem solver as well as decision maker by treating children with
admiration while allowing rational and natural consequences. He assists
parents gain skills to facilitate children by developing their thinking
skills and their performance skills, while creating more passive homes.
According to Glassers point of view, the mainly direct approach to change a
total behavior is to modify the behavior's doing and thinking mechanism. We
have about total control over the doing constituent of behavior and some
control over the judgment constituent; we have less control over the
sentiment component and very little control over physiological phenomena.
Behavior in its whole, eventually gives us power over all components. When
we make over what we are doing, we will observe that our opinion, feelings,
and physiological responses change as well. In Glasser’s account, we see
that he contracts with the dissatisfaction of the failed exam by varying the
doing and thinking components of behavior and, thus, the total behavior:
The meaning is that, as people always have control over the doing
constituent of behavior, if they vary that component, they cannot shun
varying the thinking, emotion, and physiological components as well. A
choice of use that results in better control will be accompanied by enhanced
feelings, more agreeable thoughts, and greater physical reassure. To get
their desires met efficiently, people should comprehend that they always
have control over the doing constituent and can choose to do something more
effectual than being despondent.
According to William Glaser Institute, more than 60% of primary and
secondary school pupils are neither energetic in the educational progression
nor performing sufficiently to the maximum of their capacities. The
educational expertise is still based on the loom of the so-called external
inspiration, which cannot make certain the optimum psychosocial conditions
for an accountable and active personal commitment in the education. Inside
the educational system, the teachers and pupils, and parents and the local
community, cannot meet their own emotional needs in full.
According to Dr. Glasser's attitude that the quality school is the one where
teachers and pupils gratify their basic psychological needs. Dr. Glasser's
model of lead management as an alternative of boss management in the school
helps to attain goal.
The teacher's line of work is perhaps one of the toughest and teachers are
trained for lecturing rather than for rousing pupils to endow efforts into
their schoolwork. In the quality school, almost all pupils generate
conditions of the excellence of schoolwork. In such work there is no vigor,
no compulsion, pupils comprehend what they learn and appraise the
superiority of the performance.
Glasser points out that those students who are working hard in school are
the ones who are getting their desires satisfied. They are moreover the ones
who see school as a need-satisfying place. Teachers should arbitrate to help
non-motivated students adopt this school view. Glasser recommends the
utilize of “learning teams”. Student expands an intellect of belonging.
Belonging offers the initial inspiration, but as the students attain
academic success, they instigate to intellect that knowledge is power.
Strong students fulfill desires of power and friendship as they assist
weaker students. Weaker students discover that contributing endeavor to a
team multiplies that attempt, and consequently feel more influential.
Students begin to depend not just on the teacher, but on themselves, in that
way they raise their own feelings of power and freedom. Through the use of
learning teams, teachers may assist to meet the belonging, power, and
liberty needs of the students.
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