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The "Good Medicine" Plan |
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This is an excerpt from 101 Ways to Make Your Classroom Special by Dr. James Sutton" This article was published in the Winter, 1999 edition of Students at Risk (Vol 2, No. 1).
"We talk too much." Whenever I write these words on the overhead while working with a group of child service professionals, there is an accompanying groan of consensus that says, "Been there; done that."
We all have. (And, just in case you can't see them, I'm raising both of my hands.) If our words can't redirect errant youngsters to task, we've all been inclined to crank up the volume and resort to more of them, usually seasoned with our own frustration.
We would swear our lips are moving, but why is it nothing's happening?
We talk too much. And, in a society where our kids prefer their entertainment in swirls of flashing colors and at a gazillion decibels, our talk isn't going to phase 'em much. Add to this another problem: youngsters who bring home problems to school. These students can become so angry and so irritable that anything we say to them could bring on an explosion.
This plan simply means that, when any student takes their "medicine (responds to gestures of gentle, nonverbal redirection)," consequences will be more favorable for them (milder, less distracting, less embarrassing). Part of the beauty of this approach is that it extends respect, regard, and a sense of reasonableness to a youngster without having to put it into words.
Here's how I would present the "Good Medicine" concept to a group of students, of course modifying the language and approach for the age and maturity level of the students.
"What happens when someone embarrasses you?" ("it can hurt your feelings and even make you angry.")
"So you don't like it when someone embarrasses you?" ("That's right.")
"If someone in authority that you know very well asks you to help them to not embarrass you, it would sound a little strange, wouldn't it?" ("Yes, it would.")
"But if they were really serious about it, would you try to help to not embarrass you?" ("Well, yes; I probably would.")
"Guess what; that's the question I want to ask every one of you. There might be times in class when some of you are misbehaving or are not doing your work like you should. You might be out of your seat, or might be keeping one of your classmates from getting their work done. It's possible that I might say something to you that might upset you or embarrass you. I don't want to embarrass you (hey, you already have a pretty good idea about who would pay for it if you do). How many of you would like to help me to not embarrass you?" (They raise their hands.)
"Well, I'm going to show you one way that we can work together where no one becomes upset or embarrassed. Listen carefully to this question? Why do we take medicine?" ("To help us get well when we are sick.")
"Is it important to take the medicine?"("Yes, if you want to get well.")
"But what if the medicine really tastes awful, and I don't like it?" ("You should take it anyway.")
"But why. It's really yucky; I don't like it." ("Because it is better to take a medicine that tastes bad than to stay sick or get sicker.")
"That makes sense to me. I'm going to pass out some 'Good Medicine' Plan cards. Take a look at them. They are sort of like medicine, in a way. If I find that you are not doing your work, or you are keeping someone else from doing their work, I'd first rather give you a little 'medicine' (hold up a large medicine bottle and several plastic spoons) than to have to make a big deal out of what you are doing wrong. That might embarrass you, and still not work as well as this 'medicine.'"
"What is this medicine really?" (Take answers from the class, and put them on the board.) It's like a hint, isn't it. That's all, a hint without words. When I place one of these little plastic spoons on your desk it means 'Please get back to work.' If you can take the medicine and get back to work without complaining, that's it. It doesn't have to go any further than that. Would you agree that taking this small bit of 'medicine' would be the best way for you, for me, and for your classmates?" (Pause to let them respond.)
"It's important to know that you have a choice here. You don't have to do it. How many of you want to be on the 'Good Medicine' Plan with me?" (Peer pressure alone might get most or all of the class to follow along, but it is critical to emphasize that this plan is a matter of choice.) Explain that any youngster not on the plan will receive traditional, verbal redirection.
"You will l notice that I have already signed every one of these 'Good Medicine" Plan cards. Read your card carefully, then, if you agree with what it says, and want to be part of this plan, sign it also. Put it in the upper left-hand corner of your desk. Anyone who has a card on his or her desk and follows the plan will receive only 'good medicine' from me. That's a promise, and I will keep it."
Why it Works
The Book: This is just one idea
from Dr. Sutton's book , 101 Ways to Make Your Classroom Special;
Creating a place where significance, teamwork and spontaneity can sprout
and flourish. Loaded with great ideas and lots of illustrations,
this book helps educators not only to teach, but to touch the young
lives around them. Of especially great benefit is the chapter titled
"Accomplishing Classwork with a Flair." This one chapter contains 32
specific ideas and activities for keeping youngsters focused and on-task.
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