Chaos Theory (Social-Emotional Management: Part I)

Social-emotional learning theories do not prepare teachers for real-world classroom management. When teachers are indoctrinated with the delusion that educational success hinges on empathy, emotional safety, and relationship building rather than academic and behavioral accountability enforced by an authoritative mentor, they do not develop the assertive skills necessary to corral chaotic classrooms and gain compliance. That fundamental truth ultimately leaves many teachers (especially the idealistic newcomers) floundering, frustrated, in tears, and ready to throw in the towel. Systemic practices of unwarranted student promotion that breed classroom terrorists only magnify the mismanagement problem, and student consequences are non-existent, meaning unwanted behaviors usually persist. Crucial human emotions like shame, fear, and unease have perversely been discarded as harmful, when in fact such sensations are natural, beneficial, and required for genuine reflection, maturity, the development of morality, and societal assimilation. Until social-emotional learning theories and the practices that flourish under them are entirely rejected or radically modified, public school districts should resign themselves to a future of poorly managed classrooms rife with appalling student behavior, abysmal academic failure, and a relentless exodus of qualified professionals fleeing the toxic public school environment.