NCBehavior, Spring2011

I witnessed my do something amazing with respect to non-compliant behavior. She was teaching what she was calling “quick tens.” I discovered later that was the system of numbering using units, sticks, or as she called them “rods,” and flats (1s, 10s, and 100s). She asked the students if they wanted to try a number in the hundreds. Almost unanimously, the class voiced their willingness. Among the roar of assent was a small decent. Hearing this Mrs. Cox put it to a vote. It was unanimous excepting on girl in the front row. “Sorry child” Mrs. Cox told her you have been out voted, “O.K. are we ready.” Embarrassed, this child folded her arms and said I not going to do it. Without skipping a beat, my cooperating teacher Cox said, “Now we need a number.” She turned to the obstinate child and asked her to provide the number. It was a brilliant maneuver. “Of course, the child fell for it hook, line, and sinker. She unfolded her arms and enthusiastically began to draw the answer to 987 using the manipulatives. Lesson learned…include students who are not actively engaged in the lesson in a positive manner, not is an overt fashion, but as if it were always part of the lesson. If there is a concern about a student feeling singled out, one could act as though they are choosing a name at random, say from a canister of Popsicle sticks, regardless of whose name was pulled the desired student would be called upon.