Do Not Tolerate Put-Downs

Many teachers feel that eliminating peer-to-peer putdowns in their classrooms is an impossible task.  These putdowns do not always have to be verbal, “smirks, rolled eyes, and hushed laughing can do as much damage as words do” (Beers 266).  Some educators feel that dealing with this behavior is a necessary evil that they just have to deal with; however, I refuse to accept that.  I feel that in order to teach someone you must first earn their trust, because opening yourself up to learning means allowing yourself to be vulnerable. As an educator it is my job to assure that no matter what my student’s skill level is, to instill in them a sense of confidence; allowing them to do their best both inside and outside of the classroom. If I allowed negative behavior to undermine that trust, I would essentially be forfeiting the prior progress that was being made in my class.

The relationship that is built between the teachers and student cannot be overlooked as an integral part of the learning process.  Beers supports this notion by asserting that, “When children are belittled by their peers, something happens that is hurtful almost beyond repair. When it happens in front of an adult, an adult who is supposed to care, and the adult does nothing, then the damage is even greater” (Beers 266).  Beers suggests that apart from setting classroom rules and setting guidelines, that the most crucial thing that a teachers can do in this situation is to be vigilant. It is important that teachers recognize peer-to-peer put-downs as an intolerable distraction, and as something that has the potential to halt the learning process.  

Works Cited

Beers, Kylene. When Kids Can't Read, What Teachers Can Do:  A Guide for Teachers, 6-12. Portsmouth: Heinemann, 2003. Print.