Teaching Outside the Box

Teaching Outside the Box Summary

In the book “Teaching Outside the Box,” LouAnne Johnson makes very valid points and suggestions that every new teacher, as well as veteran teachers could use. I particularly like the authors writing style because she makes trouble shooting successful in many scenarios. I will first be discussing chapter “Do Your Homework,” that focuses on a broad view of ideas teachers need to consider before entering the classroom that first year. And second, I will summarize the “Discipline is not a Dirty Word,” focusing specifically on the authors ideas about classroom procedures and ten steps to better discipline.

A big concern in education is the number of new teachers that don’t continue after a couple of years in the classroom. There is much debate about the number of teachers coming into the classroom unprepared. Johnson believes this to be true when she stated, “Because education, desire, intelligence, passion and talent do not automatically enable you to communicate complex ideas to other people.” (Johnson) Effective teaching is more than just one’s ability to discuss with others, understand lectures, or turn in paper work on time, but rather learning how to work with social and emotional intelligence. Johnson suggest new teachers realize quickly that it is students who in fact help you grow as teachers, not so much classwork prep. In the section “Choose your Persona,” it is important to note that students will determine who you are as a teacher and that if you try too hard to be someone you’re not, they will very quickly figure you out. It takes a balance of natural expression, sincerity, humor and a stern demeanor to achieve a level of persona that is appropriate for the classroom teacher. This also carries over to the section “Control your Classroom,” when you learn the value of giving up the control and focusing on how you present yourself to the class. In this section, Johnson discussed a time early in her career that she was punishing students left and right, and still getting the same results. She felt that no matter what consequence she gave, that nothing was getting the control back. She states” Finally, I realized that what they (students) had been trying to tach me: I cannot control student’s behavior, but I can control myself and my classroom.” (pg16) I understand that through her experience, it is less of what you say or imply to students, but rather more when a physical action or gesture controls your expectation.

In the chapter, “Discipline in Not a Dirty Word,” Johnson explains that teachers need to define their discipline philosophy about teaching early. She warns readers to avoid “punitive discipline techniques (because) they are designed to punishes, embarrass, frighten and pay back a student for some transgression.” (pg.110) When creating consequences but more importantly creating “Rules,” Johnson suggests to “limit the number of rules, state rules positively, and consider the consequences.” In following these concepts, students can feel a more positive reaction to procedures and have a better respect for the teacher and classroom. Johnson implements the characteristics of success in discipline policies only if the discipline is: “modeled by teacher, allows students to accept responsibility, seek solutions, and provide positive feedback when behaviors change misbehavior.” These components I feel will not only put control in the student’s hands, but set a positive learning environment for all students.  Lastly in this chapter, she advocates ten steps to using better discipline in your classroom. My favored suggestions that I will be using in my first year are: “Ignoring the Offender,” “Send Nonverbal Message,” and “Drop a Behavior Card.” Students crave all kinds of attention, negative and positive, and if you are constantly stopping class to address bad behavior you are cutting out valuable learning time. By “Ignoring the offender,” Johnson advises “when you ignore minor misbehavior, it will often go away,” and “this approach sends a new, stronger message.” Another suggestion, was “Dropping a Behavior Card,” in which a “concern” paper serves as the communication with the student rather than an immediate verbal consequence. The card serves as a visual cue, for the student to correct the concern addressed. Although this strategy works for minor infractions, later chapters address concerns if the student does not comply with teachers requests to evaluate the behavior.