1. Teachers should adopt the mindset of unconditional positive regard towards their students, viewing them positively as individuals regardless of their actions.
2. Understanding the function behind a student's behavior can help teachers address it in a positive way and avoid reinforcing negative behavior.
3. Building positive relationships with students by being likable and creating a supportive classroom environment can reduce disruptive behavior and improve student outcomes.
The article "Teaching with Heart Part II" by Blaine Denton provides insights into good pedagogy and classroom management. The author emphasizes the importance of adopting an unconditional positive regard mindset towards students, separating behavior from the individual, and understanding the function behind a student's behavior to address it positively. While the article offers some useful tips for teachers, it also has some potential biases and missing points of consideration.
One potential bias in the article is that it assumes all teachers have a positive attitude towards their students and are willing to go above and beyond to help them. However, this may not be true for all teachers, as some may be burnt out or lack the necessary resources to support their students adequately. Additionally, the article does not address how systemic issues such as poverty, racism, and inequality can affect student behavior and academic performance.
Another potential bias is that the article focuses on individual teacher-student relationships without considering broader social contexts such as school culture, policies, and community involvement. For example, while being likable can help create a positive classroom environment, it may not be enough to address deeper issues such as bullying or academic disengagement.
The article also makes unsupported claims such as "kids are smart" without providing evidence or context for this statement. Additionally, while functional behavior assessments (FBAs) can be helpful in understanding why a student behaves a certain way, they require specialized training and expertise that most teachers do not have.
Furthermore, the article does not explore counterarguments or potential risks associated with its recommendations. For example, while adopting an unconditional positive regard mindset can be beneficial for both teachers and students' well-being, it may also lead to complacency or enable problematic behaviors if not balanced with appropriate consequences.
In conclusion, while "Teaching with Heart Part II" offers some valuable insights into good pedagogy and classroom management practices, it also has potential biases and missing points of consideration that limit its applicability and effectiveness. Teachers should approach these recommendations critically and adapt them to their specific contexts and needs.