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Subject: RE: [MK8]AARGH - why are they so bonkers? Here's why......

From: Deanna Peters

Date: Mon, 17 May 2010 21:58:26 -0500

Hey, Martha--

Very good reminder!!!! Love the last line!!

Thanks,
Deanna

> Date: Mon, 17 May 2010 21:51:42 -0400
> Subject: Re: [MK8]AARGH - why are they so bonkers? Here's why......
> From: marthabees@gmail.com
> To: mk8list@musick8.com
>
> While we can't get as thorough a group-building experience as a classroom
> teacher can, you CAN have the benefit of your consistency over many yea=
rs
> and you CAN make a definite group-building impact on the kids while you h=
ave
> them. We are not at the mercy of the classroom teacher, but there is o=
f
> course a big influence.
>
> We teachers can do the best job with them by having clear and consistent
> rules, procedures and consequences. We can ignore and/or extinguish
> behaviors that continue group destruction and distrust.
>
> Here are a few examples of harmful group behaviors that are just mean:
> ---- tattling. I say "and you're tattling, so who do I fuss at?" Be ca=
reful
> to avoid acknowledging the tattle-ee or the tattler will know that the
> tattling worked after all. Keep your eye on the culprit and catch him/he=
r
> independently.
> ---- put-downs of any kind. Verbal or physical - neither is acceptable.
> ---- saying "oooooo" when someone makes a mistake. I've stopped this by
> saying to them, "Oooooo means I'm smart and you're dumb." If you think =
about
> it, that IS what's going on. So - it's a put-down. Not allowed.
> ---- booing someone
> ---- doing a thumbs-down
> ---- refusing to accept someone as a partner. As someone on the list
> inspired me to say..... You're not gonna marry this person!
>
> I have two rules in my class that I am a bear about: look at the person =
who
> is SUPPOSED to be talking; no put-downs. These two rules - and I mean
> rules - are fabulous for preventing activity leading to problems.
>
> Have clear procedures for times when kids are sharing. Clear procedures =
is
> soooo much a key to a productive class. Remember, emotional safety is =
top
> priority for creative thinking. We have a responsibility to remember tha=
t.
>
> On Mon, May 17, 2010 at 9:01 PM, Paul and Meredith Inserra <
> pinserra@suddenlink.net> wrote:
>
> > Martha, wow, you banged the nail on the head with the dynamic that'=
s been
> > happening between the two girls who were at each other creating so much
> > drama in class this past Friday. They are good friends but one is movi=
ng
> > away very soon. The mom of one mentioned this emotion having an effect=
on
> > the girls. It makes total sense now. As for setting up the beginning
> > stages of group dynamics to reach the "productive" stage, we as music
> > teachers can have very little effect on this since we don't see the kid=
s
> > often enough to nurture the trust and help the children develop a produ=
ctive
> > working dynamic in groups. We really are very much at the mercy of wha=
tever
> > the classroom teacher has developed among her students.
> > Meredith
> >
>
> --
> Martha Stanley, NBCT
> www.marthabeesmusic.com
> The best way to have a good idea is to have lots of ideas first!
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