I would be most interested in what would be the next stage of the behaviour management system advocated by Joanna Mitchell (Letters, November 24). She omits to say which procedures should be put in place after telling a child that “he is bad”. Indeed, she does not say how this accusation, in practice, gives him “a chance to be good”.
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
Linda Adams
Auchnagatt, Ellon
