A teacher’s refrain:

“Is there life after school?”

or “Where is that lotto ticket?”

 

There is hope! This website and associated workshops are dedicated to preserving and advancing the principles of Disrupting the Disruptor. DtD and it’s principles were first put forward by Dr. Gib Binnington, whose aim was to put an end to the energy drain created by the push for test scores, “no-touch” rules, and the mantra,“Have you called the parents?”

 Unless otherwise noted, all of the information presented on this website comes from Gib’s book, “Disrupting the Disruptor: 250 Stories Cobbled Together” which he self-published in 2003. 

 

TEACHERS ARE OK; KIDS ARE OK; BUT ENERGY DRAIN IS NOT OK

This is the BIG idea. Prevent all of the daily pressures of teaching from sucking the life out of us. Does this hypothetical Energy Equation look familiar?

 Teacher   Students
50%   50%
40%    60%
30%    70%
20%    80%
 10%    90%
 

The class period starts-

Student sharpens pencil                Teacher says NO    lose 10 – down to 40

Student hits someone                    Teacher says NO    lose 10 – down to 30

Student makes excessive noise      Teacher says NO    lose 10 – down to 20

Student refuses to sit                   Teacher says SIT    lose 10 – down to 10

Teachers do lose energy with each confrontation, but, since energy can neither be created nor destroyed. It is therefore posited:

THE TEACHERS LOSS IS THE STUDENT’S GAIN.

The student carrying this gained energy then unwittingly earns the title of DISRUPTOR.

Is it fiction or reality that a student could have 100 units and the teacher be down near zero? Each futile action to correct the Disruptor’s behavior, in cruel irony, creates a greater and greater imbalance, which in turn fuels and escalates the Disruptor’s misbehavior.

Another cruel irony: the energy BOTH drained and gained has negative value. This stolen energy cannot be used to build relationships within the community. Thus, learning is impeded. In fact, this negative energy can only be used to throw on another adult – principal, vice principal, counselor, etc. and then a MEETING where this student, with all this negative energy, will be labeled for treatment.

Is it possible that in the rush to meet curriculum demands that some students must disrupt to connect?