Scene from a middle school classroom this morning.
Halfway through the instructional period, the teacher making somewhat of a strategic move to bring up the behavioral goal sheets that students were instructed to complete at some prior point in the year. A bit of confusion about where this conversation was coming from, but enough students gamely following along and pulling out the sheet that was being referred to.
Slow shuffling of papers amidst the general chatter, and one voice in particular cutting through. One girl loudly asking for a blank goal sheet for her friend sitting next to her. Either a move to be helpful or finding a more interesting strain of conversation to make a public comment(ary). (Have to love the way conversations, both formal and informal, ebb and flow in the classroom, right? Okay, so that’s an admittedly generous statement. Heh)
The teacher in mid-sentence and working to build a verbal case to the half-listening class of what these sheets are intended to do. How they should use them. What larger purpose they should serve. The like.
And as such, not responding to the request for a new goal sheet.
Insistent voice continues.
“Miss, she doesn’t have a goal paper. How do you expect her to reach her goals if she doesn’t have one?”
So THAT’S Why It’s So Hard for Us to Achieve Our Goals
Scene from a middle school classroom this morning.
Halfway through the instructional period, the teacher making somewhat of a strategic move to bring up the behavioral goal sheets that students were instructed to complete at some prior point in the year. A bit of confusion about where this conversation was coming from, but enough students gamely following along and pulling out the sheet that was being referred to.
Slow shuffling of papers amidst the general chatter, and one voice in particular cutting through. One girl loudly asking for a blank goal sheet for her friend sitting next to her. Either a move to be helpful or finding a more interesting strain of conversation to make a public comment(ary). (Have to love the way conversations, both formal and informal, ebb and flow in the classroom, right? Okay, so that’s an admittedly generous statement. Heh)
The teacher in mid-sentence and working to build a verbal case to the half-listening class of what these sheets are intended to do. How they should use them. What larger purpose they should serve. The like.
And as such, not responding to the request for a new goal sheet.
Insistent voice continues.
“Miss, she doesn’t have a goal paper. How do you expect her to reach her goals if she doesn’t have one?”