“Assuming the best is an underlying orientation that enables us to treat both our students and ourselves with respect and dignity. It helps us understand that when students act out, they are sending us a message that they want a positive connection. Then we can start to see “discipline moments” as opportunities for teaching an essential piece that students want to learn.” (Smith & Lambert, page 6)

Student misbehavior is something teachers will deal with in their career. However, some teacher in some schools deal with more and worse misbehavior than others. The tendency for teachers overwhelmed by students’ misbehavior is to perceive the misbehavior as an affront to him or herself, rather than as a result of something within the student. This is a toxic orientation for teachers to hold toward misbehavior, as it leads to a mindset where students and teachers are confrontational forces in the classroom. Such an orientation only worsens existing problems. Adopting Smith and Lambert’s orientation to misbehavior allows teachers to view disciplinary problems and disciplinary intervention in such a way where students and teachers are collaboratively working for growth while maintaining mutual respect and dignity.
I disagree with Smith and Lambert in regards to students coveting a positive connection. Rather, I see a positive connection as an essential preventative measure for misbehavior. Oftentimes students are contemptuous of the school establishment. The ‘invisible contract’ that Smith and Lambert discuss is sometimes seen as a contract signed through manufactured consent. As a result, students act out against school and teachers. Getting students to consent to this contract is the first step. Establishing positive connections with the student can do this. Smith and Lambert discuss the two by ten method whereby teachers spend time talking to students about their lives and their interests. This type of interaction not only demonstrates to students that teachers are authentically interested in establishing a positive connection with them, but also it gives teachers important insight into the students life. Such insight often can shed light on the reasons behind misbehavior, if it is not a contempt for the school-student contract in general.