Repackaging Consequences Does Not Create Equitable Learning Communities
As the new executive director of Sound Discipline, I spend a lot of time studying everything I can about education equity, and social emotional learning.
A few weeks ago, I read an article that I found disturbing: “How Novice and Expert Teachers Approach Classroom Management Differently.” Citing a 2021 study, the author asserts that it “reveals the ways in which new and experienced teachers think about discipline – plus 5 takeaways for managing your classroom effectively this year.”
I posted it on Sound Discipline’s internal Slack, asking colleagues, “Does this article bug you?” Here are highlights of …