As a future teacher of adolescents/teens, I was wondering what you believe the ideal classroom environment to be. 

Also, do you think tracking (ie: honors, regular, basic classes) is a positive thing for all students?  Why/why not?

Wow, what great questions!

Personally, I think the ideal classroom is one in which there is mutual respect between the teacher and the students. I like for the environment to be friendly enough to allow for some give and take, an environment in which it is safe for the student to take risks. As I said, that's personal. Many of my friends prefer something very different. As a student, I've had the gamut, as probably all of us have. As a teacher, I tried to create a "friendly" yet structured environment. 

As for tracking, I can see both positive and negative on either side of the quesiton. I have come down on the side of tracking because I think you are able to differentiate instruction to meet the needs of the students. However, if I were in charge of the educational universe, I would forget trying to cram the "you've got to go to college" message down the throats of all students, and allow students to develop the gifts and interests and callings they have. I think we give a subtle (and sometimes not so subtle) message to kids that unless you are a college graduate you are a failure. I think the reality is that some kind of additional education is called for after high school, but I don't think it has to be the traditional college for all students. I for one appreciate a well-qualified mechanic or plumber or beautician or massage therapist, or waitress, etc. Well, that may open a can of worms, but that's my view. : )

Great questions! I, too, would love to hear from others on their own viewpoints.

Thanks for your input teachermod!  I agree with you that the classroom environment should be a safe place for students in which they feel comfortable taking risks and going out on a limb without being judged.  I haven't started teaching yet, but it seems that it would be easy for the teacher to ideally create this environment, but how does one maintain it when they cannot control the actions/words/thoughts of their students?  I know that I can demonstrate patience and be open and understanding, but that doesn't mean that other students in the classroom will be the same.  Just a thought.  I guess I worry too much though =)

And I also agree with you on the tracking point.  I'm for tracking because of the differentiated instruction, but mostly because I feel that the brighter students wouldn't be challenged to their full capabilities if forced to be in a classroom with all ability levels.  On the other hand, I can see how it might help the less motivated or intelligent students to have the "good" students as a model. 

I'd love to hear other opinions on the topic...

Bravo for starting this thread for discussion. It would seem to cut to the core of much of what is at issue in public education while being well within the capability of basic EFT to address.

Children or adults, the classroom, or the boardroom, don't most of what are referenced as the "differences" between students you're discussing here come down to self worth more than true behavioral or performance differences? Aren't behavior and grade scores more often the symptoms of an individual’s personal perspective on his or her own sense of self image, self abundance, worthiness, etc?

If performance isn't the cause, but rather an end result of good or bad self image and confidence (how many times in the case study examples provided by Gary Craig is it not abundantly clear that an individual can make huge performance improvements once their own self limiting beliefs are faced and reduced) then isn't focusing teaching strategies on tracking and testing based on these indicators as misdirected as treating a pain symptom without acknowledging what's causing the pain and looking to address that first? 

Yes, let's continue to use this forum for teachers to explore the classroom learning environment by considering just what is available to best support all young people – the achievers and the rest.

If EFT is in fact a viable, simple to learn and use, no cost, polically correct answer, hopefully those charged with the great responsibility for working with the young people in those classrooms will see ways to introduce this protocol and share what you are doing with others for the good of all.

Sharing successes, and as schwimmer has done, posing questions is how we will all learn. On behalf of the kids waiting to do their own personal best, thank you.

Loved your analysis, Eric. There is no doubt in my mind that EFT is an incredible tool that teachers should be using on a daily basis for themselves, their students, and the classroom environment. Many times poor self-image or an early bad school experience is the chief culprit in a student's lack of success. Some good sessions with EFT can do wonders for these children.

At the same time, the reality is that more often than not there are circumstances, either at home, the neighborhood, or at school that impose new wounds on a daily basis. I think it is important for teachers who are new to EFT to realize that, yes, EFT is a HUGE help (for your own sanity if nothing else!), but it isn't instantly going to transform your students into models of behavior or A+ scholars. Obviously the more teachers who use EFT on a daily basis, the more improvement will be seen. I just don't want the "pioneers" to get discouraged if they find that it takes some time and commitment to stick with it. I personally can't imagine not using EFT -- it's that good. I've used it for children from Pre-K although the way up to adults who are in their 80's (and a few crying babies). Does it work? Yes! Absolutely! While it sometimes seems almost magical, just be aware that there are other times it takes some downright hard work and perseverance.

As for "grouping" or "tracking," the problem for educators today is that there are so many children with so many emotional and behavioral issues and learning problems that it is a monumental and impossible task to meet the academic needs of all the students in the classroom without some kind of "tracking."  Even with it, the classroom teacher's job is unbelievably difficult. I don't think people realize the magnitude of the task. I'm not in the classroom as a teacher now -- I'm a counselor. I visit the classrooms and leave. And when I do, I say prayers of thanksgiving that there are still people who are dedicated enough and love children enough to endure in the teaching profession.  Do we need to meet the emotional needs of our children? A resounding YES!  In my opinion, the governments (federal and state) should be more concerned about the crisis our children are in emotionally and socially than trying to mandate that all children learn at the same rate and should be learning the same thing as evidenced by a state test. We desperately do need to pay more attention to our children's emotional health. EFT can be a wonderful tool for any caring adult to use with children.

Well, I'll close with one final thought...I think one of the most important keys to EFT's success in the classroom is that the teachers use it in their own lives to clear out their own past "writing on the walls" and self-image issues. The less emotional baggage the teacher brings into the classroom himself or herself, the easier it will be to deal with the emotional wounds of the students. Of course this is true in any of our other relationships as well.

I am writing this as the parent of a child who has spent alot of time suspended from school this year at 9 years old.  My mother told me about EFT and we found someone in our area to take on my son.  It is absolutely amazing.  I think the classroom teachers should have to be trained to do EFT.  Having a child with special needs in the public school system is very hard for any parent but since we found EFT, it has been wonderful.  My son had his first actual session today and even though he said it bored him to death, he started tapping on his own, when he was starting to lose control and after just a few minutes he was in a good place.

It is always so exciting and wonderful to hear good reports from parents! If you get the opportunity in meeting with your child's teachers about the improved behavior, it would be great if you told them about EFT and suggested they look into it. Believe me, most teachers are very open to new, effective ways to help children. The more parents speak up about EFT, the easier it will be for educators to introduce and use it in the classroom.

I had a wonderful call last week from a parent who had shared with her child's teacher and counselor, and she (the mom) was invited to make a presentation to other teachers. Teachers really need the support of parents when they are trying things a bit out of the mainstream.

Thanks so much for sharing your good news. It is such an encouragement to others!