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- WHAT ARE THE BENEFITS FOR STUDENTS IN PILON’S WORKSHOP WAY SYSTEM OF EDUCATION?
Her system of education:
• Promotes equality of worth as human beings
• Promotes intelligent involvement at no risk of being right or wrong
• Nourishes mutual respect and self-esteem
• Opens up learning capacity for students
• Develops thinking skills
• Gives satisfaction in doing one’s work without competition and adult interference
• Provides time to develop responsibility
• Helps students to feel safe in the classroom while making mistakes and asking for help
• Learn to feel the importance of their management skills
• Develops the ability to converse with peers and adults
• Develops courage to live with the choices they make regardless of consequences of the decision
• Calms and develops inner order and peace
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- WHAT DOES PILON’S WORKSHOP WAY EDUCATIONAL SYSTEM OFFER TEACHERS?
• An array of teaching techniques and organizational skills to accommodate various learning styles within “whole group lessons .”
• An effective whole class instructional format.
• A homework vocabulary that builds responsibility. and important life skills for students
• Small Group instruction for re-teaching and enrichment
• Reading Sessions that address the National Reading Standards.
• Math Sessions that allow students to become proficient in Math Standards.
• Strategies to promote independent work for students through the (Workshop Schedule)
• Lesson Plans for Phonics, Math and English that have 5 important steps to build academic skills and self-confidence.
• How to use the homework process that uses specific grade level material that develops responsibility.
• Philosophy and Psychology that helps children grow healthy self concept
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- WHAT DOES WORKSHOP WAY MEAN BY TEACHER ARTISTRY?
Teacher Artistry is the ability of teachers to look at and to speak to all students with the same quality of respect, regardless of student responses in learning or in behavior….This special teacher-student-content-relationship protects all students from suffering they could have if they are discriminated against because of their weakness in their learning style or behavior.
Teacher Artistry is a total creative challenge for teachers each day. Teachers use the teacher artistry student-teacher-content relationships creatively in the dynamic situations of their classrooms. Teacher artistry was Grace’s way of replacing yelling and punishing children with involvement in thinking and learning and managing. Teacher artistry keeps the shine on human nature. Inside every student resides the power and energy to live and grow in the classroom. When this is tapped into and awakened, the students self-discover in their own timing and way that they can learn, can think, and can manage their lives.
A conclusion from the Far West Laboratory for Educational Research and Development study of 12 classrooms using parts of Grace’s system (Workshop Way: What it is and How it Works, Davis County Schools, Utah) noted that teachers use “a distinct philosophy and language for talking with students” and that WORKSHOP WAY® “differs from traditional teaching in types of interaction between the teacher and students” These unique interactions evolved over the years from Grace in her classroom and then later with working with other teachers.
It was somewhat by accident that Grace began to observe in her students profound behavior changes without her having to “train” them. Her emphasis had been to get students involved in their work. It seems the learning, thinking, and managing and feeling intelligent and important while doing it the Workshop had unanticipated affects on them. From further observation and reflection, she became convinced that when students became more aware of their worth as persons who can learn, think, and manage, there would be forward movement in their human growth. It would show in their behavior by respect for self and others. At the same time she was discovering that students needed nourishment for growth, not punishment.
Grace became convinced that the way students behave is related strongly to both their human growth and their learning. She explained that the way they behave is determined by their unique values at the present time. These values arise out of their present growth points.
Below is a brief list of techniques and beliefs WORKSHOP WAY uses to help negate discipline problems:
The Teacher should:
• Safeguard the dignity of learners while they are in the learning and growing process. Pilon believed that when students became more aware of their worth as persons who can think, learn, and manage their life their behavior becomes more aligned with human dignity and behavior changes
• Students need nourishment for growth, not punishment. Because learners are so diverse in their stages for learning,
A teacher needs to use “tender intellectual care” in very specific teacher-student-content interactions. It would show in their behavior by respect for self and others. At the same time she was discovering All of these are geared toward creating those classroom conditions for students which enable them to grow their inner capacities of the five learning conditions so important for human growth
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- WHAT IS THE PURPOSE OF CUSHIONING LANGUAGE?
The purpose of Cushioning language is to teach students the truths about human nature, that it is wonderful, but does have its limitations. This is a way to free students from the fear of negative consequences in decision making. Teachers create mini-dialogues with students to remind them that human beings make mistakes when they learn. These mini-dialogues occur as students will be taking risks to answer in oral or written form and when new content is presented so that students are freed from thinking they have to learn it all today.
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- HOW DOES WORKSHOP WAY HANDLE DISCIPLINE?
Grace Pilon’s educational journey, including beliefs about discipline, changed radically over the years. As noted earlier, her earliest traditional efforts to get students to “be good” and “behave” in the classroom left her so disillusioned that she quit teaching for a time. The WORKSHOP WAY® approach is not a quick fix, and does not include a specific discipline program, but its human growth emphasis coupled with unique teacher-student-content interactions for this human growth have brought hope to many teachers and students as their learning and behavior changed.
Grace Pilon’s Teacher Artistry is a deliberate focus of the teacher to safeguard the dignity of learners while they are in the learning and growing process. With the belief that students have a right to their own timing and way for learning and growing, teachers facilitate the kind of human growth that Workshop Way® professes to children by several teacher-student-content interactions which have been discovered “so as not to leave this growth to chance”.
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- WORKSHOP WAY USES MANY OF THE FOLLOWING TECHNIQUES TO HELP NEGATE DISCIPLINE PROBLEMS:
• Volunteer Principle
• Wrong answer policy
• Teacher Acceptance
• Sameness and Daily Principles
• Once Principle .
• Injections for consciousness
• Think Alert Card
• Six-Group Procedures
• Cushioning language
• Togetherness Language
• Teacher Silence
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- WORKSHOP WAY BELIEVES IF THE FOLLOWING LEARNING CONDITIONS ARE MET IT WILL ALSO CUT DOWN ON DISCIPLINE PROBLEMS:
The five learning conditions that WORKSHOP WAY counts on to give all students power to get self-esteem and power to learn and to think
are:
• Intellectual creativity must be satisfied by being intellectually safe
• Consciousness awakened
• Willingness to be involved in learning activities at a risk of being right or wrong learning and achieved and stabilized
• Feelings of importance, intelligence, and the power of management discovered
• Feelings and thinking fused through the merging of cognitive and affective factors
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The
Workshop Way®, Inc.
5004 Carterville Rd. | Powhatan, VA. 23139
Phone: 1-504-376-7617 | Fax: 1-281-360-8827
Email: info@workshopway.org |
Orders: orders@workshopway.org
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