Ms Mitchell's attitude contrasts with what most experienced teachers know, and sound educational research shows - that a good relationship between the teacher and the behaviourally difficult child is paramount in "mking a difference". In addition, our profession demands that we teach mutual trust and respect; it does not give us the right to apportion blame. It is the behaviour that is bad - not the child; and the child has to know that.
If someone had told me continuously over the last decade that I was a "bad" teacher, it would certainly not have transformed me into a well-balanced, happy, "good" teacher. I would have done all I could to escape. But one positive comment might just have given me some hope