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ERIC Number: EJ1118485
Record Type: Journal
Publication Date: 2016
Pages: N/A
Abstractor: ERIC
ISSN: ISSN-0145-9635
Collaborate. Create. Contribute. Skip Diagnosis
Ackerly, Rick
Independent School, v76 n1 Fall 2016
When a child doesn't respond to initial attempts to improve behavior, the first response is to try again. When that still doesn't work, teachers might do something else, and keep trying until they run through an entire repertoire of ideas. When they still don't get what they want, teachers begin to think: "What's wrong with this child?" Then the diagnoses begin. "Lazy," "willful," and "disobedient" are old favorites, but today's diagnoses are much more sophisticated. Today, listening to teachers talk about students who are experiencing "challenges," one would think there are only a handful of diseases: dyslexia, ADHD, sensory motor integration, social anxiety disorder, executive function disorder, and "on the spectrum." Rick Ackerly writes that this is where teachers take a wrong turn because naming a problem usually begs the question of what must be done about it to help children feel good about themselves and measure up. Ackerly argues that most helping doesn't help, and fifty years of working with children and teachers has taught him there's a better way.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A