Post 3

            After reading chapter 3, Corey and Corey (2010) really brought to mind the impact that I have on children each and ever day. As a beginning teacher, I have often changed my thinking, words, and teaching for the betterment of my students. The information on life scripting (73) is something that I took an interest in. I have always heard that students pay attention to EVERYTHING a teacher does. I can tell you that this is definitely true! Knowing this, I have tried to correct what I say and what I do on a daily basis. As I have done this, I have seen the impact that it has on my students.

Instead of using negative messages, I try my best to use positive messages. I do this by using less “don’ts” and “shoulds”. For example, instead of saying “don’t talk” or “you should be quiet”, I do a few things. Before an independent activity where I would like it to be quiet for student focus and engagement, I simply say, “I would like this to be an independent quiet activity because…” I feel that if I express my reasoning, the students will understand and cooperate. If a student is not adhering to my directions I do a few things. Sometimes, I may reference a student who is working hard and doing what is asked. I may address the whole class and say, “I like the way Aadasha is respecting others and working quietly”. Sometimes, I tell the student who is talking that I will give them time to talk after the activity is completed. Other times I may ask another student if the talking student is bothering them. These slight changes in what I say help develop a positive classroom environment. Over the years, I have noticed great successes simply because I change my wording.

The possible injunctions that could form in a child’s life script from hearing the “oughts” and “shoulds” can be detrimental to a child, and will also impact the rest of their life (75). One I still battle with today is “Don’t make mistakes” (75). As I grew up, I often tried to impress my mother or friends just to get their love in return. I felt that I had to be perfect in order to be accepted. This mentality corresponds to my behavior today in the way I look, act, and speak. I feel that I must be the best at whatever I do, and if I am not, I will fail.

            Arnett (2000) provides valid research that shows that “emerging adulthood” should be considered a stage in the life cycle. It makes sense considering that when I was in college, I did not consider myself to be an adolescent, and I sure as heck did not consider myself to be an adult. Even today, I question if I am an adult. When I was between the ages of 18 – 22, it was a middle stage where I was preparing myself to be an adult. This was a time where I figured out who I was, what I wanted, and who I hoped to be.

Arnett, J.J. (2000). Emerging adulthood: A theory of development from the late teens through the twenties. American Psychologist, 55(5), 469-480.

Corey, G., & Corey, M.S. (2008). I never knew I had a choice: Explorations in personal growth (9^th ed.). Belmont, California: Thompson Brooks/Cole.