A startling recent revelation: I have a disturbing tendency to focus on the negative. For example: I have 37 students in my Acting I class. The other day, during independent rehearsal time, I spotted approximately 10 of them sitting and talking with friends, rather than rehearsing. My immediate reaction was to loudly remind students that they should be rehearsing their scenes with their partners, and that those who failed to do so would lose their participation points. My internal thought process also led me to consider stopping rehearsal time and making students get on stage and perform their scenes immediately as a way of "encouraging" those who weren't rehearsing to make better use of their time in the future.
What a horrible decision that would have been. Why punish the 30 students who are actually on-task and doing what they're supposed to be in order to teach the ten who (consistently) choose to not participate a lesson? Why do I zero in on those students so often? Why can't I just be happy that 3/4 of my class is doing what they're supposed to be and celebrate that success? I guess my classroom management philosophy relies upon consistency and I think that by letting that small group of students "get away" with not working I'll lose control of the class or that others will begin to see that I'm perhaps open to that type of behavior, but what good is that attitude really doing me?
Also, I've always said I'll never use acting or writing as a punishment, yet that was exactly what I was contemplating.
I need to relax a bit, clearly. I find myself stressed out going into my acting class because the "vibe" or "energy" in the room has been less than positive. Partially this is because of four students in particular who have been identified by their peers as the origin of some negative comments and feelings, but I've spoken to those students and their behavior has improved. I'm really starting to think that my own behavior and attitude is responsible for the lack of cohesiveness in that class. I'm constantly on the lookout for "bad" behavior, but in doing so I've increasingly gotten away from giving daily positive feedback and celebrating my actors for their individual successes. I'm so obsessed with catching them not working that I don't notice those who are. This is an incredibly-bad way to approach education. Now that I realize I'm doing it, I'm definitely going to take steps to accentuate the positive. There will be times when discipline is necessary and I'm prepared to provide it, but I shouldn't spend my day searching for opportunities to do so, especially when my philosophy is supposed to be based on engaging lessons. I am not a prison warden, I'm a guide, and I need to act accordingly, even with those students who choose to follow other paths than the one I set out.
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