Teaching vs. Parenting: Two Big Differences
Teaching is different from parenting in two major ways. First of all, most
parents have about two or
three kids at home while most teachers have
about twenty-five in their classroom. Teachers, in other words, have eight
or nine times as many children to worry about.
Second, in addition to having more kids, teachers are not allowed
“down time” with their students. At home parents can say, “Do whatever
you want for a while” to their young charges. In the classroom, however,
teachers have to see to it that the learning and work get done—all day
long. Even “free time” and recess require adult monitoring.
So classroom teachers have a specific job—schoolwork and learning—to do with lots of children all day long. The chief priority in the classroom, therefore, is getting that work done—not behavioral discipline. It is true that a good discipline plan, such as for Teachers, has both preventive strategies as well as intervention tactics for times when problems pop up. But the fact of the matter remains that a student who is doing his work will not be a discipline problem. Effective teaching—which is not the scope of this book— is the best preventive discipline strategy.* Because adults and kids are not perfect, however, the best teaching still requires an effective discipline plan to back it up. That’s why there is a program. Adults need to know how to handle difficult behavior, encourage good behavior and manage the inevitable sidetrack of testing and manipulation—all in a manner that is fair, perfectly clear and not abusive. When children’s inevitable troublesome behaviors are handled in routine and successful ways, the more productive side of the teacher-student relationship is allowed to kick in. Learning, praise, conscientious work and shared fun can flow naturally. Good discipline, in other words, makes for better teaching and for good times. That’s the way you want it.
So classroom teachers have a specific job—schoolwork and learning—to do with lots of children all day long. The chief priority in the classroom, therefore, is getting that work done—not behavioral discipline. It is true that a good discipline plan, such as for Teachers, has both preventive strategies as well as intervention tactics for times when problems pop up. But the fact of the matter remains that a student who is doing his work will not be a discipline problem. Effective teaching—which is not the scope of this book— is the best preventive discipline strategy.* Because adults and kids are not perfect, however, the best teaching still requires an effective discipline plan to back it up. That’s why there is a program. Adults need to know how to handle difficult behavior, encourage good behavior and manage the inevitable sidetrack of testing and manipulation—all in a manner that is fair, perfectly clear and not abusive. When children’s inevitable troublesome behaviors are handled in routine and successful ways, the more productive side of the teacher-student relationship is allowed to kick in. Learning, praise, conscientious work and shared fun can flow naturally. Good discipline, in other words, makes for better teaching and for good times. That’s the way you want it.