Tuesday, July 21, 2009
Using The Other As A Means To An End
“Using The Other As A Means To An End”
“Means to an end” is an idiomatic expression which means something that you are not interested in but that you do it because it will help you to achieve something else. Take for example, I don’t have any professional ambitions. For me, work is just a means to an end. Or in other words, it may means something done to achieve something else. Take for example, I have to study philosophy because it is on the prospectus, in short in able for me to graduate. Other best example for this would be a running politician, well obviously for them to win in the politics they used people by showing other people that they are worth voting for. They gave some donations or even what we call ‘suhol’ in order for them just to win. Much more for that was that it even come to the point of threathening or killing his opponent politician just to make sure he/she wins the politics. What a bad side of using other as a means to an end.
Now lets go back to the phrase “using the other as a means to an end” which obviously mean using other person for its own benefits. Well so far as I remember , I never use any person for my own benefits, never in my life that happen, well in fact I am the one being used up by them. It’s not my attitude of using other person for my own sake. Since I was a child my parents had already taught us what is morally right and what is morally wrong. The values I gain from my parents, from my friends, or in the school is enough for me to become a better person without using anyone else just for my own benefits. I do believe and I live with this thought that if you want something, you have to earn for it, work hard for it, and that’s the kind of attitude I am worth living for.
According to Immanuel Kant, “Act in such a way that you treat humanity, whether in your own person or in the person of any other, always at the same time as an end and never merely as a means to an end.” We have moral duties to oneself and others, such as developing one's talents, and keeping our promises to others. However, Immanuel Kant argued that there is a more foundational principle of duty that encompasses our particular duties. It is a single, self-evident principle of reason that he calls the "categorical imperative." A categorical imperative, he argued, is fundamentally different from hypothetical imperatives that hinge on some personal desire that we have, for example, "If you want to get a good job, then you ought to go to college." By contrast, a categorical imperative simply mandates an action, irrespective of one's personal desires, such as "You ought to do X." Kant gives at least four versions of the categorical imperative, but one is especially direct: Treat people as an end, and never as a means to an end. That is, we should always treat people with dignity, and never use them as mere instruments. For Kant, we treat people as an end whenever our actions toward someone reflect the inherent value of that person. Donating to charity, for example, is morally correct since this acknowledges the inherent value of the recipient. By contrast, we treat someone as a means to an end whenever we treat that person as a tool to achieve something else. It is wrong, for example, to steal my neighbor's car since I would be treating her as a means to my own happiness. The categorical imperative also regulates the morality of actions that affect us individually. Suicide, for example, would be wrong since I would be treating my life as a means to the alleviation of my misery. Kant believes that the morality of all actions can be determined by appealing to this single principle of duty.
Posted by m0g0l at 6:59 AM 0 comments
Labels: Philosophy
Sunday, July 26, 2009
SPSS TUTORIAL
SPSS Tutorial
Part I - Part II
- Setting up the data file ________________________________________You are going to create a simple data file in SPSS and learn to manipulate the data. This procedure is very step-by-step as not too lose those who have never been this way before.
Let's assume we've completed a survey of twelve people who have completed a weight reduction program. Each person is sequentially assigned an ID number. We've asked them their height, original weight, sex, political party, weight after the weight reduction program, and eight questions from an extroversion questionnaire. First, you'll need to open SPSS from the desktop. It should look something like Figure 1 below. You've got a blank slate. It's always best to plan your data set before you just randomly plug in variables. We're going to enter the data for each person as follows:
________________________________________
Table 1
• ID number (id)
• sex (sex)
• height, inches (height)
• weight before the program (before)
• weight after the program (after)
• political party affiliation (party)
• eight questions about extroversion (e1 through e8)
________________________________________
Since SPSS is rather specific about what you name your variables (variables are limited to certain alphanumeric characters and a length of eight characters), we're going to use the names in parenthesis as our variable names.
Figure 1:
(Note: The numbers are going to coincide with the numbers in the figures so you'll know exactly where you should be as you follow this guide.)
1) Double-click on the "var" at the top of the column. A dialog box will appear like in Figure 2.
2) Change the default text in the field that the arrow is pointing to ("VAR00001") to "id", the first of our variable names.
Figure 2:
3) Click on the "Type" button. This brings up the box in Figure 3.
4) Notice that the type is "Numeric."
5) Change the "Width" to 3 and the "Decimal Places" to 0. Click on Continue for this box. Then click on the OK for the first box. You've now defined the first variable.
Figure 3:
6) (See Figure 1) Click into the first white box under the "id" column. Type "1." This is the ID number of the first subject. Proceed down the column entering ID numbers from "1" to "12."
7) Double click on the top of the next column to the right of id to name it "sex." Under "Type" set the width to 1 and "Decimal Places" to 0. After you're done with that, click on the "Labels" button (see Figure 2); this will bring up a dialog box like the one in Figure 4.
8) Set the "Variable Label" to "Sex."
Figure 4:
9) Under "Value" type a 1, and under "Value Label" type "Male." Click the "Add" button. Now make "Value" 2 and "Value Label" "Female." Click the "Add" button again. Click Continue. Click OK. What we just did here is use numbers to represent the values for sex.
You'll need to put in twelve values under the sex column. Use the following data: 1, 2, 1, 2, 2, 1, 2, 1, 1, 1, 2, 2.
Now, using what you've learned so far, create the remaining variables with the data given below:
3. Variable Name: height
o Type: Numeric, Width = 2, Decimal Places = 0
o Enter these data: 76, 59, 67, 65, 63, 72, 70, 68, 69, 74, 68, 63.
4. Variable Name: before
o Type: Numeric, Width = 3, Decimal Places = 0
o Labels: Variable Label = "Weight before"
o Enter these data: 185, 113, 145, 156, 106, 191, 155, 165, 175, 180, 135, 118.
5. Variable Name: after
o Type: Numeric, Width = 3, Decimal Places = 0
o Labels: Variable Label = "Weight after"
o Enter these data: 176, 90, 140, 135, 100, 184, 130, 158, 165, 172, 120, 102.
6. Variable Name: party
o Type: Numeric, Width = 1, Decimal Places = 0
o Labels: Variable Label = "Political party"
o Labels: Value Labels: "1" = "Democrat", "2" = "Republican", "3" = "Other"
o Enter these data: 2, 1, 1, 1, 1, 2, 2, 2, 1, 1, 2, 2.
7. Variable Name: e1
o Type: Numeric, Width = 2, Decimal Places = 0
o Enter these data: 5, 6, 5, 5, 5, 5, 3, 4, 6, 5, 7, 5.
8. Variable Name: e2
o Type: Numeric, Width = 2, Decimal Places = 0
o Enter these data: 3, 7, 5, 6, 4, 4, 6, 4, 4, 2, 5, 3.
9. Variable Name: e3
o Type: Numeric, Width = 2, Decimal Places = 0
o Enter these data: 5, 5, 6, 4, 5, 4, 7, 6, 3, 3, 6, 5.
10. Variable Name: e4
o Type: Numeric, Width = 2, Decimal Places = 0
o Enter these data: 4, 6, 7, 7, 6, 5, 5, 6, 5, 5, 4, 7.
11. Variable Name: e5
o Type: Numeric, Width = 2, Decimal Places = 0
o Enter these data: 6, 5, 6, 7, 6, 3, 6, 5, 6, 7, 6, 4.
12. Variable Name: e6
o Type: Numeric, Width = 2, Decimal Places = 0
o Enter these data: 4, 6, 4, 6, 5, 2, 4, 5, 5, 7, 5, 6.
13. Variable Name: e7
o Type: Numeric, Width = 2, Decimal Places = 0
o Enter these data: 3, 7, 3, 5, 4, 6, 3, 2, 3, 4, 3, 3.
14. Variable Name: e8
o Type: Numeric, Width = 2, Decimal Places = 0
o Enter these data: 3, 6, 3, 5, 5, 1, 3, 3, 2, 3, 5, 2.
Your file should look like Figure 5. You can save your file under the pulldown menu File: Save.
Figure 5:
Go to Part II.
6) These are your descriptive statistics; as you can see, SPSS will give you the mean, standard deviation, and number of each variable.
7) This is the main matrix of the Pearson's output. Variables have been arranged in a matrix such that where their columns/rows intersect there are numbers that tell about the statistical interaction between the variables. Three pieces of information are provided in each cell -- the Pearson correlation, the significance, and number of cases. When a variable interacts with itself, the correlation will obviously be 1.00. No significance is given in these cases.
8) Notice that the -.774 has asterisks by it. As is indicated at the bottom of the output this is how SPSS indicates significant interactions for you. Notice the significance is under 0.05 (.003).
________________________________________
That's it for Pearson's
SPSS Tutorial
- How to do an Independent T-test -
________________________________________
The independent t-test is used to test for a difference between two independent groups (like males and females) on the means of a continuous variable.
1) Select Statistics: Compare Means: Independent Samples T-Test (Figure 1). A menu like that in Figure 2 should be displayed.
Figure 1:
Figure 2:
2) Select continuous variables that you want to test from the list.
3) Click on the arrow that will send them to the "Test Variable(s)" box.
2) Select the categorical variable from which you are going to extract the groups for comparison and send it to the "Grouping Variable" box by pressing the appropriate arrow.
4) Click on the "Define Groups" button. You are confronted with a small dialog box asking you for two groups. In this case, I'm using 1 and 2 (males and females). Click Continue when you're done. Then click OK when you're ready to get the output.
Figure 3:
5) These are descriptive statistics concerning your variables.
6) This first part is important. You see, there is a possibility for two t-tests to occur here. You have to know which one to use. When comparing groups like this, their variances must be relatively similar for the first t-test to be used. Levene's test checks for this. If the significance for Levene's test is 0.05 or below, then the "Equal Variances Not Assumed" test (the one on the bottom) is used. Otherwise you'll use the "Equal Variances Assumed" test (the one on the top). In this case the significance is 0.287, so we'll be using the "Equal Variances" one.
7) Here's your t statistic.
8) These are the degrees of freedom (df).
9) Here's your significance (two-tailed).
SPSS Tutorial
- How to do a Paired Samples T-test -
________________________________________
1) Select Statistics: Compare Means: Paired Samples T-Test (Figure 1). A menu like that in Figure 2 should be displayed.
Figure 1:
2) Highlight the two variables upon which you want to run your analysis. When you have the two highlighted, send them over to the right column with the arrow button. You can then define more variable pairs if you wish, but if that's all you want, then just click on OK.
Figure 2:
3) This table is some relevant descriptive data concerning your variables.
Figure 3:
4) This is the T statistic.
5) This is the p-value (significance) of the T statistic.
SPSS Tutorial
- How to do a Chi Square -
________________________________________
1) Select Statistics: Summarize: Crosstabs. (Figure 1). A menu like that in Figure 2 should be displayed.
Figure 1:
Figure 2:
2) From the variable list you now choose your variables.
3) Send them to the appropriate place, either rows or columns boxes.
4) Now we still have to tell SPSS that we want a chi square done. Click on "Statistics." This should bring up the menu in Figure 3
Figure 3:
5) Check "Chi-square" and "Correlations." Click Continue. Then click OK. We're ready to get some output.
Figure 4:
6) Output. Figure 4.This is a crosstabulation table that tells you how many of which of your categories are related to the other category(s).
7) This is the value of the chi-square statistic.
8) This is your degrees of freedom.
9) Here is your significance (p-value).
Part I - Part II
- Setting up the data file ________________________________________You are going to create a simple data file in SPSS and learn to manipulate the data. This procedure is very step-by-step as not too lose those who have never been this way before.
Let's assume we've completed a survey of twelve people who have completed a weight reduction program. Each person is sequentially assigned an ID number. We've asked them their height, original weight, sex, political party, weight after the weight reduction program, and eight questions from an extroversion questionnaire. First, you'll need to open SPSS from the desktop. It should look something like Figure 1 below. You've got a blank slate. It's always best to plan your data set before you just randomly plug in variables. We're going to enter the data for each person as follows:
________________________________________
Table 1
• ID number (id)
• sex (sex)
• height, inches (height)
• weight before the program (before)
• weight after the program (after)
• political party affiliation (party)
• eight questions about extroversion (e1 through e8)
________________________________________
Since SPSS is rather specific about what you name your variables (variables are limited to certain alphanumeric characters and a length of eight characters), we're going to use the names in parenthesis as our variable names.
Figure 1:
(Note: The numbers are going to coincide with the numbers in the figures so you'll know exactly where you should be as you follow this guide.)
1) Double-click on the "var" at the top of the column. A dialog box will appear like in Figure 2.
2) Change the default text in the field that the arrow is pointing to ("VAR00001") to "id", the first of our variable names.
Figure 2:
3) Click on the "Type" button. This brings up the box in Figure 3.
4) Notice that the type is "Numeric."
5) Change the "Width" to 3 and the "Decimal Places" to 0. Click on Continue for this box. Then click on the OK for the first box. You've now defined the first variable.
Figure 3:
6) (See Figure 1) Click into the first white box under the "id" column. Type "1." This is the ID number of the first subject. Proceed down the column entering ID numbers from "1" to "12."
7) Double click on the top of the next column to the right of id to name it "sex." Under "Type" set the width to 1 and "Decimal Places" to 0. After you're done with that, click on the "Labels" button (see Figure 2); this will bring up a dialog box like the one in Figure 4.
8) Set the "Variable Label" to "Sex."
Figure 4:
9) Under "Value" type a 1, and under "Value Label" type "Male." Click the "Add" button. Now make "Value" 2 and "Value Label" "Female." Click the "Add" button again. Click Continue. Click OK. What we just did here is use numbers to represent the values for sex.
You'll need to put in twelve values under the sex column. Use the following data: 1, 2, 1, 2, 2, 1, 2, 1, 1, 1, 2, 2.
Now, using what you've learned so far, create the remaining variables with the data given below:
3. Variable Name: height
o Type: Numeric, Width = 2, Decimal Places = 0
o Enter these data: 76, 59, 67, 65, 63, 72, 70, 68, 69, 74, 68, 63.
4. Variable Name: before
o Type: Numeric, Width = 3, Decimal Places = 0
o Labels: Variable Label = "Weight before"
o Enter these data: 185, 113, 145, 156, 106, 191, 155, 165, 175, 180, 135, 118.
5. Variable Name: after
o Type: Numeric, Width = 3, Decimal Places = 0
o Labels: Variable Label = "Weight after"
o Enter these data: 176, 90, 140, 135, 100, 184, 130, 158, 165, 172, 120, 102.
6. Variable Name: party
o Type: Numeric, Width = 1, Decimal Places = 0
o Labels: Variable Label = "Political party"
o Labels: Value Labels: "1" = "Democrat", "2" = "Republican", "3" = "Other"
o Enter these data: 2, 1, 1, 1, 1, 2, 2, 2, 1, 1, 2, 2.
7. Variable Name: e1
o Type: Numeric, Width = 2, Decimal Places = 0
o Enter these data: 5, 6, 5, 5, 5, 5, 3, 4, 6, 5, 7, 5.
8. Variable Name: e2
o Type: Numeric, Width = 2, Decimal Places = 0
o Enter these data: 3, 7, 5, 6, 4, 4, 6, 4, 4, 2, 5, 3.
9. Variable Name: e3
o Type: Numeric, Width = 2, Decimal Places = 0
o Enter these data: 5, 5, 6, 4, 5, 4, 7, 6, 3, 3, 6, 5.
10. Variable Name: e4
o Type: Numeric, Width = 2, Decimal Places = 0
o Enter these data: 4, 6, 7, 7, 6, 5, 5, 6, 5, 5, 4, 7.
11. Variable Name: e5
o Type: Numeric, Width = 2, Decimal Places = 0
o Enter these data: 6, 5, 6, 7, 6, 3, 6, 5, 6, 7, 6, 4.
12. Variable Name: e6
o Type: Numeric, Width = 2, Decimal Places = 0
o Enter these data: 4, 6, 4, 6, 5, 2, 4, 5, 5, 7, 5, 6.
13. Variable Name: e7
o Type: Numeric, Width = 2, Decimal Places = 0
o Enter these data: 3, 7, 3, 5, 4, 6, 3, 2, 3, 4, 3, 3.
14. Variable Name: e8
o Type: Numeric, Width = 2, Decimal Places = 0
o Enter these data: 3, 6, 3, 5, 5, 1, 3, 3, 2, 3, 5, 2.
Your file should look like Figure 5. You can save your file under the pulldown menu File: Save.
Figure 5:
Go to Part II.
6) These are your descriptive statistics; as you can see, SPSS will give you the mean, standard deviation, and number of each variable.
7) This is the main matrix of the Pearson's output. Variables have been arranged in a matrix such that where their columns/rows intersect there are numbers that tell about the statistical interaction between the variables. Three pieces of information are provided in each cell -- the Pearson correlation, the significance, and number of cases. When a variable interacts with itself, the correlation will obviously be 1.00. No significance is given in these cases.
8) Notice that the -.774 has asterisks by it. As is indicated at the bottom of the output this is how SPSS indicates significant interactions for you. Notice the significance is under 0.05 (.003).
________________________________________
That's it for Pearson's
SPSS Tutorial
- How to do an Independent T-test -
________________________________________
The independent t-test is used to test for a difference between two independent groups (like males and females) on the means of a continuous variable.
1) Select Statistics: Compare Means: Independent Samples T-Test (Figure 1). A menu like that in Figure 2 should be displayed.
Figure 1:
Figure 2:
2) Select continuous variables that you want to test from the list.
3) Click on the arrow that will send them to the "Test Variable(s)" box.
2) Select the categorical variable from which you are going to extract the groups for comparison and send it to the "Grouping Variable" box by pressing the appropriate arrow.
4) Click on the "Define Groups" button. You are confronted with a small dialog box asking you for two groups. In this case, I'm using 1 and 2 (males and females). Click Continue when you're done. Then click OK when you're ready to get the output.
Figure 3:
5) These are descriptive statistics concerning your variables.
6) This first part is important. You see, there is a possibility for two t-tests to occur here. You have to know which one to use. When comparing groups like this, their variances must be relatively similar for the first t-test to be used. Levene's test checks for this. If the significance for Levene's test is 0.05 or below, then the "Equal Variances Not Assumed" test (the one on the bottom) is used. Otherwise you'll use the "Equal Variances Assumed" test (the one on the top). In this case the significance is 0.287, so we'll be using the "Equal Variances" one.
7) Here's your t statistic.
8) These are the degrees of freedom (df).
9) Here's your significance (two-tailed).
SPSS Tutorial
- How to do a Paired Samples T-test -
________________________________________
1) Select Statistics: Compare Means: Paired Samples T-Test (Figure 1). A menu like that in Figure 2 should be displayed.
Figure 1:
2) Highlight the two variables upon which you want to run your analysis. When you have the two highlighted, send them over to the right column with the arrow button. You can then define more variable pairs if you wish, but if that's all you want, then just click on OK.
Figure 2:
3) This table is some relevant descriptive data concerning your variables.
Figure 3:
4) This is the T statistic.
5) This is the p-value (significance) of the T statistic.
SPSS Tutorial
- How to do a Chi Square -
________________________________________
1) Select Statistics: Summarize: Crosstabs. (Figure 1). A menu like that in Figure 2 should be displayed.
Figure 1:
Figure 2:
2) From the variable list you now choose your variables.
3) Send them to the appropriate place, either rows or columns boxes.
4) Now we still have to tell SPSS that we want a chi square done. Click on "Statistics." This should bring up the menu in Figure 3
Figure 3:
5) Check "Chi-square" and "Correlations." Click Continue. Then click OK. We're ready to get some output.
Figure 4:
6) Output. Figure 4.This is a crosstabulation table that tells you how many of which of your categories are related to the other category(s).
7) This is the value of the chi-square statistic.
8) This is your degrees of freedom.
9) Here is your significance (p-value).
my MSPharm grade
CENTRO ESCOLAR UNIVERSITY
GRADUATE SCHOOL
MENDIOLA, MANILA
Summative Report of Grades obtained by Mary Belen T. Mogol, Master of Science in Pharmacy, Major in Pharmacy Administration:
Summer 2003-2004
Subject: Grade Units Professor
Drug Abuse Education 1.25 3 Dr. Naya O. Chacon
Adv. Clinical Pharmacy 1.25 3 Dr. Olivia M. Limuaco
Technology Application in
Education 1.25 3 Dr. Paz L. Lucido
First Semester 2003-04
Electronic Commerce 1.5 3 Engr. Marlon Navarro
Funda of Philosphy 1.0 3 Dr. Paz L. lucido
Seminar in Scientific
Research 1.25 3 Dr. Zenaida M. Austria
Second Semester 2003-04
Pharm'l Microbiology 1.0 3 Dr. Priscilla A. Panlasigue
Methods of Research 1.25 3 Dr. Juliana M. Laraya
Pharmaceutical Product
Development 1.5 3 Dr. Naya O. Chacon
Summer 2004-2005
Pharmacy Management and
Administration 1.25 3 Dr. Felix M. Lao
Basic Statistics with
Computer Laboratory 1.25 3 Dr. Rosita G. Santos/
Dr. Erna Yabut
Thesis Seminar 1.25 3 Dr. Rosita G. Santos
First Semester 2004-2005
Comprehensive Review
Second Semester 2004-2005
Comprehensive Exam 1.25
First Semester 2005-2006
Thesis Writing (Grade based from Final Oral Presentation)
Summer 2008-2009
Oral Defense 1.5
Note:
The Graduate School grading system is distinct from the college grading system except when graduate students are enrolled in undergraduate courses for undergraduate credit.
Graduate Courses are graded as follows:
1.0 Outstanding / Excellent Performance
1.25 Superior/ Very Good Performance
1.50 Very Satisfactory/ Above Average Performance
1.75 Satisfactory/ Average Performance
2.0 Minimally Satisfactory/ below Average Performance; does not
Entitle one to any graduate credit for a major course/ subject
Below 2.0 Unsatisfactory/ Failure
GRADUATE SCHOOL
MENDIOLA, MANILA
Summative Report of Grades obtained by Mary Belen T. Mogol, Master of Science in Pharmacy, Major in Pharmacy Administration:
Summer 2003-2004
Subject: Grade Units Professor
Drug Abuse Education 1.25 3 Dr. Naya O. Chacon
Adv. Clinical Pharmacy 1.25 3 Dr. Olivia M. Limuaco
Technology Application in
Education 1.25 3 Dr. Paz L. Lucido
First Semester 2003-04
Electronic Commerce 1.5 3 Engr. Marlon Navarro
Funda of Philosphy 1.0 3 Dr. Paz L. lucido
Seminar in Scientific
Research 1.25 3 Dr. Zenaida M. Austria
Second Semester 2003-04
Pharm'l Microbiology 1.0 3 Dr. Priscilla A. Panlasigue
Methods of Research 1.25 3 Dr. Juliana M. Laraya
Pharmaceutical Product
Development 1.5 3 Dr. Naya O. Chacon
Summer 2004-2005
Pharmacy Management and
Administration 1.25 3 Dr. Felix M. Lao
Basic Statistics with
Computer Laboratory 1.25 3 Dr. Rosita G. Santos/
Dr. Erna Yabut
Thesis Seminar 1.25 3 Dr. Rosita G. Santos
First Semester 2004-2005
Comprehensive Review
Second Semester 2004-2005
Comprehensive Exam 1.25
First Semester 2005-2006
Thesis Writing (Grade based from Final Oral Presentation)
Summer 2008-2009
Oral Defense 1.5
Note:
The Graduate School grading system is distinct from the college grading system except when graduate students are enrolled in undergraduate courses for undergraduate credit.
Graduate Courses are graded as follows:
1.0 Outstanding / Excellent Performance
1.25 Superior/ Very Good Performance
1.50 Very Satisfactory/ Above Average Performance
1.75 Satisfactory/ Average Performance
2.0 Minimally Satisfactory/ below Average Performance; does not
Entitle one to any graduate credit for a major course/ subject
Below 2.0 Unsatisfactory/ Failure
a teacher should balance firmness with kindness
A Teacher Should Balance Firmness With Kindness by Queena N. Lee Chua
Kids today are so noisy, laments Ms Reyes, a high school teacher who does not want her first name published. They always chat in class, and not about the lesson. They talk in loud voices, and it is difficult to control them. No wonder they don't do well. Walang disiplina talaga!
Discipline is an ugly word to most of us. It connotes rigidity, punishment and pain. But real discipline means instruction and guidance. Without it, society will not function well.
Therapist Jane Nelsen sees positive discipline as a balance between firmness and kindness, generating respect for adults and children. Positive discipline is not permissive or punitive. It gives people skills to become productive.
The punitive teacher yells at the class, Shut up and listen to me! Take out your books and do no say a word until the bell rings! This tactic may work only for one period, a few minutes, or not at all. Students resent this; some may rebel and cut class, and most will likely lose respect for the teacher.
The permissive teacher throws her hands up in the air. Do whatever you want. Anyway, its your grades and your life. While students may enjoy this, the truth is they will not learn a thing. Moreover, the teacher ends up feeling drained and frustrated.
The kind and firm teacher says, You are here to learn, and to help one another grow. I care for you, and as your teacher, it is my responsibility to help you develop your talents. As long as you are in class, you need to respect me as I respect you. When you talk, I listen. When I talk, I expect you to listen, too. If you have something to say, raise your hands, and I promise to give you a chance to air your views.
We need to learn to change ourselves instead of trying to control others and make them change., says Nelsen. When we focus on trying to change our behavior, we realize that actions should follow words, and we have to walk the talk.
Many teachers threaten and nag, but never demonstrate proper behavior. We need to think before opening our mouths and, especially in the heat of emotion, we need to step back and decide on the best course of action.
Ms Reyes finds herself repeating instructions and homework all the time because students chat and miss half of what she says. At the end of the day, she is exhausted.
Nelsen and her co-authors suggest the following tactic: Ms Reyes can announce calmly to her students that she will make sure she has their full attention before saying anything, but that she will only say things twice at the most. She can repeat (as many times as need) complex theories in difficult lessons, but for everyday stuff, she will only say things twice.
This process will need some adjustment, and it will not be easy at first. The moment the class quiets down, the teacher can talk about the forthcoming test, but when students ask her to repeat things for the thirds time, she can learnt to say, Sorry , I promised you I would not repeat myself. You need to pay more attention. Soon her class will have no choice but to listen attentively.
This is positive discipline at work instead of nags and threats, calm rational actions work better.
Punishment seldom works. It provides an outlet for anger and gives the illusion of control, but it does not make students learn well because it uses fear as a motivator.
Here are alternatives to punishment:
When two kids are fighting, ineffective teachers threaten, “Go to the principals office. You will get a suspension! It is better to separate them and say Now lets get to the root of the problem. Why are you fighting?
When a student fails to submit homework, the punitive teacher threatens, If you don't submit the assignments, you will not pass the course. An effective teacher asks if something is stopping the student from doing homework. She will say, Homework makes you master the lesson. You have a choice. During recess, I will guide you as you do the required work. Or you can promise to submit the homework tomorrow.
No one is perfect, certainly not kids and teens. When students make mistakes, good teachers do no make them feel bad or inadequate. Mistakes are chances for learning, not embarrassments to be covered up.
Students need to see making mistakes as an opportunity to get valuable help from others, say the authors. It means they are willing to be accountable, which is a necessary step to using mistakes as an opportunity to learn.
Discipline is not to be avoided, but learned and practiced with firmness, kindness, and care.
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