Blog #5 The Troublemakers

 

This week we were assigned to read the preface and introduction of Carla Shalaby's book Troublemakers. In the sections we covered, Shalaby talks about the prison-like nature of our school system and its impact on young children. The most vocal kids are often the ones we can learn the most from, yet they’re frequently labeled as "bad" or "problematic." The book highlights the difficulty of going against the "rules" and emphasizes the importance of asking questions and having the courage to stand up for your beliefs, even when it’s challenging. This message resonates deeply, especially in a classroom setting where students are encouraged to think for themselves and challenge the norms around them. We as teachers have to value all voices of students, especially those who are often dismissed. I have seen from experience the "troubled" kids, and yes it can be difficult to help them but that does not mean I give up and "push" them away. 

Quotes:

"I asked teachers to identify the children presenting the most challenging behaviors in their classrooms. Interested in freedom, I needed the children who sing the most loudly rather than those who follow orders for quiet. These are the children who do not always cooperate, who cannot or will not comply with the demands of their teachers. They are the children who make trouble at school--the troublemakers. They have been my teachers and, in these pages, they will become yours."

The author talks about how important it is to recognize students who act out in class. She asks teachers to focus on the kids who are loud and don’t always follow the rules. These "troublemakers" can teach us a lot about freedom and being yourself. Shalaby believes that instead of seeing these students as problems, we should see them as valuable teachers. Their loudness and refusal to be quiet challenge teachers to rethink how they teach and manage behavior. This quote encourages us to change how we think about behavior in school. It reminds us that listening to students who disrupt the norm can help create a better learning environment for everyone. By learning from these students, teachers can make their classrooms more inclusive and dynamic.

"Young people who misbehave are often punished by exclusion, therefore missing academic content and falling further behind. "Zero tolerance" policies reign supreme, imposing immediate and automatic punishments for lapses in student conduct, while the use of suspension and expulsion is reaching epidemic proportions despite their well-documented ineffectiveness in curbing incidences of misconduct. Young people are forced to miss school, even as they are simultaneously punished for being late to or absent from school." 

In this quote, the author points out that when students misbehave, they often get punished by being excluded from school, which means they miss important lessons and fall behind in their studies. The idea of "zero tolerance" means that schools have strict rules that lead to immediate punishments for any bad behavior, like suspensions or expulsions. However, these punishments don't really help reduce bad behavior and can actually make things worse. Students who are suspended miss out on school, but they're also being punished for being late or absent, creating a confusing situation. Overall, the quote highlights how these strict policies can harm students more than help them, leading to a cycle where they struggle academically while facing harsh consequences for their actions. Instead of punishment, schools should focus on providing support and guidance to help students understand their behavior and learn from their mistakes. 

"Many are hesitant to assign agency to very young children, and we could engage a debate about the level of consciousness they leverage in their everyday noncompliance. But behaviors are social actions - they happen within social interactions - and children's behavior is a response to context regardless of whether that response is voluntary or involuntary, intentional or unintentional. Every time a child breaks a rule, never mind the purposefulness or lack thereof, she exercises her human right not to comply, and she signals something about the demand she refuses to meet. Maybe she can't meet the demand. Maybe she can but doesn't want to. Whatever the case, her noncompliance marks the need to evaluate the demand, not just the child. And her behavior reminds us of her power." 

The author discusses how people often don’t recognize that young children have their own reasons for misbehaving. It suggests that when kids break rules, it's important to see their actions as part of their social interactions and responses to their environment, rather than just as bad behavior. Shalaby argues that whether a child's noncompliance is intentional or not, it shows that they have the right to choose not to follow rules. When a child refuses to comply, it shows that something about the demand being placed on them needs to be reconsidered. This means that instead of just focusing on the child's actions, adults should think about the reasons behind those actions and the context in which they happen. It highlights the idea that children's behavior can be a powerful signal about their needs and the expectations they face. Overall, the quote encourages a deeper understanding of children's behavior and recognizes their agency in social situations.

Carla Shalaby's "Troublemakers" encourages educators to reevaluate their perceptions of students labeled as "bad" or "problematic." Instead of just seeing them as trouble, Shalaby wants teachers to realize these kids can teach us a lot about freedom and speaking up. They challenge the rules, and that's actually important. It’s all about valuing every student’s voice, especially those who usually get ignored. Overall, these "troublemakers" can help create a more inclusive and understanding classroom.