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Attitude Toward Writing

Attitude Toward Writing Detecting and changing negative attitudes must precede evaluating and remediating writing problems. Whil e studying to become a teacher, I was taught how to dis- cipline students in the classroom. One professor encouraged me to ignore disobedient students while rewarding the obe- dient ones. "Give well-behaved students candy. This sets an example." Another professor suggested the use of a large stopwatch to measure the duration of disruptive activities. "Punish the whole class for a period of time equal to that of the disruption. Group punishment may seem unfair. But it transforms children into police officers who put pressure on the offenders." Another instructor proposed that students be engaged in discussions about the punishments for misconduct. "Students need to be aware of the limits in the classroom. What could be a better way of creating awareness than letting them help to set those limits?" O n my first day of teaching (a class in writing instruction), an apple core was thrown at the back of my head, a mass volley of 20 spitballs was splattered against the chalkboard, and one of my students interrupted me by beginning a loud conversation with a friend who was passing outside the classroom window. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Academic Therapy SAGE

Attitude Toward Writing

Giordano, Gerard
Academic Therapy , Volume 22 (4): 4 – Mar 1, 1987
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Publisher
SAGE
Copyright
Copyright © by SAGE Publications
ISSN
0001-396X
DOI
10.1177/105345128702200413
Publisher site
See Article on Publisher Site

Abstract

Detecting and changing negative attitudes must precede evaluating and remediating writing problems. Whil e studying to become a teacher, I was taught how to dis- cipline students in the classroom. One professor encouraged me to ignore disobedient students while rewarding the obe- dient ones. "Give well-behaved students candy. This sets an example." Another professor suggested the use of a large stopwatch to measure the duration of disruptive activities. "Punish the whole class for a period of time equal to that of the disruption. Group punishment may seem unfair. But it transforms children into police officers who put pressure on the offenders." Another instructor proposed that students be engaged in discussions about the punishments for misconduct. "Students need to be aware of the limits in the classroom. What could be a better way of creating awareness than letting them help to set those limits?" O n my first day of teaching (a class in writing instruction), an apple core was thrown at the back of my head, a mass volley of 20 spitballs was splattered against the chalkboard, and one of my students interrupted me by beginning a loud conversation with a friend who was passing outside the classroom window.

Journal

Academic Therapy – SAGE

Published: Mar 1, 1987

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