I found the speeding ticket scenerio to be interesting. I can only imagine how angry I would be after getting a speeding ticket. I probably would look for excuses or someone else to blame, but like Funk said, it is hard to blame others when they show empathy toward the problem. I would like to try and implement this into the classroom. It would be interesting to try it out with my "new student" who seems to argue with ANYTHING!
I also liked when the teacher allowed the students to make up their own plan for not fighting because then you find out what will work for the students. For example when the student said if he felt like fighting then he would stand next to the recess aide and the other said he would sit on the yellow bench. The students learned from this consequence because periodicaly they were observed standing next to the recess aide and sitting on the yellow bench.
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I liked this chapter too because usually students know in their heart what is best for themselves--what kind of practice they need, how much, what kind of rules. I think that we often underestimate students, don't you?
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