Level 2: Recovery
STRATEGIES:
* Eye Contact
- When a student is misbehaving, the first measure I will take is to correct the behavior is stop talking and make eye contact until they stop and their focus is back on learning. If a group of students are being loud or disruptive during class work, I will create a shift in proximity by standing by their group. I could also get down to their eye level and tell them they need to change their behavior and shift their focus to their class work. This can be done privately so other students won't be disrupted and avoid the embarrassment when a student or students are publicly called out (Wendler, 2014).
See Left: Behavior Recovery Poster I would display in my classroom
* Individual Conferences
If the student becomes disruptive again or shows defiance, I will send him or her to sit outside the classroom and wait for me to come out and talk to them face to face to establish why they are being disruptive and disrespectful. If a student is sent out for disrespect, I will use the student as an example to show other students it is not acceptable behavior and there may be consequences. I would take advantage of my one on one contacts with students to have a conversation outside of class and allow the student to be open and discuss the problem they are having.
*Cooperative Discipline
I will give positive recognition to students when I catch them being good and I will follow the three C's of Cooperative Discipline:
* Capable: Encourage students to believe that they "CAN!"
* Connection: Connect with the students and help students connect with each other through the 5 A's (Attention, Affection, Appreciation, Acceptance, and Affirmation)
* Contribution: Students can enrich their lives and learn to become good citizens by contributing to LIFE via community service, friendships, school, and being good role models
Below is a list of discipline strategies I would use to stop a disruption:
-Stand close by the student(s), turn out the lights, play a loud alarm sound, use the class microphone to SHH! the class, pause the lesson and wait until all eyes are back on me, and I would distract the student by asking a direct question or ask a favor
*Win-Win Discipline
I will include differentiation learning strategies and various interactive resources for each class meeting to ensure all my students' needs are me. I believe educators and parents are essential to provide aid and help the students maintain focus at school and at home. I want my to help my students any way I can and I'd like to help them acquire as many opportunities to learn while being responsible at school and outside of school. Below are the Three Pillars of Win-Win Discipline:
1. Same-Side: Students, Families and Educators are all on the same side- no competition
2. Collaborative Solutions: Solutions are to be sought and collaborated by everyone: students, parents, and educators
3. Learned Responsibility: Need to focus on developing self-management, self-awareness, and proactive life skills (Kagan & Kyle, 2004)
*Acknowledgement of Positive Behavior
I plan to acknowledge, encourage, and give praise to good behavior at school or even events outside of school such as sports, community service, and other acts showing they are being a positive influence to those around them. Positive outcomes develop from good feedback by being on the right track, being good in class, doing well on an assignment or test will encourage and led to better behavior and motivate them to keep going. Everyone including myself as an educator likes to be told they're doing an excellent job. (Renee Marquis, 2014).
Essentialism in Recovery:
My philosophy plan is to educate all my students and attend to their needs and I will be very “hands on” and I will make it clear to my students I will immediately help any student who asks me for help. I want to have open communication with my students because I would like to get to know them individually and I want them to feel they can trust me and come to me if they have an issue whether it is about class or an issue at home. From the students’ perspectives, they need a teacher who is kind but enforces discipline if necessary as well as a teacher who brings enthusiasm and interactive learning to the classroom. The students also need to feel safe in the classroom, which is why I will have a strict no tolerance policy for bullying, violence, harassment, and cheating. From day one, I know it is important for me to set rules in my classroom and to always enforce the rules otherwise I will be undermining my own authority. If my students observe the rule of no phones in class not being enforced, what is it stop them from breaking the no cheating rule? I expect my students to have respect for me as well as themselves by not talking in class, disrupting a lecture, turning in the work on time, no cheating, and no bullying. I believe every student has the right to learn but no student should not take away learning opportunities by being disrespectful. Every student has responsibility for his or her behavior and choices when it comes to learning.
References:
STRATEGIES:
* Eye Contact
- When a student is misbehaving, the first measure I will take is to correct the behavior is stop talking and make eye contact until they stop and their focus is back on learning. If a group of students are being loud or disruptive during class work, I will create a shift in proximity by standing by their group. I could also get down to their eye level and tell them they need to change their behavior and shift their focus to their class work. This can be done privately so other students won't be disrupted and avoid the embarrassment when a student or students are publicly called out (Wendler, 2014).
See Left: Behavior Recovery Poster I would display in my classroom
* Individual Conferences
If the student becomes disruptive again or shows defiance, I will send him or her to sit outside the classroom and wait for me to come out and talk to them face to face to establish why they are being disruptive and disrespectful. If a student is sent out for disrespect, I will use the student as an example to show other students it is not acceptable behavior and there may be consequences. I would take advantage of my one on one contacts with students to have a conversation outside of class and allow the student to be open and discuss the problem they are having.
*Cooperative Discipline
I will give positive recognition to students when I catch them being good and I will follow the three C's of Cooperative Discipline:
* Capable: Encourage students to believe that they "CAN!"
* Connection: Connect with the students and help students connect with each other through the 5 A's (Attention, Affection, Appreciation, Acceptance, and Affirmation)
* Contribution: Students can enrich their lives and learn to become good citizens by contributing to LIFE via community service, friendships, school, and being good role models
Below is a list of discipline strategies I would use to stop a disruption:
-Stand close by the student(s), turn out the lights, play a loud alarm sound, use the class microphone to SHH! the class, pause the lesson and wait until all eyes are back on me, and I would distract the student by asking a direct question or ask a favor
*Win-Win Discipline
I will include differentiation learning strategies and various interactive resources for each class meeting to ensure all my students' needs are me. I believe educators and parents are essential to provide aid and help the students maintain focus at school and at home. I want my to help my students any way I can and I'd like to help them acquire as many opportunities to learn while being responsible at school and outside of school. Below are the Three Pillars of Win-Win Discipline:
1. Same-Side: Students, Families and Educators are all on the same side- no competition
2. Collaborative Solutions: Solutions are to be sought and collaborated by everyone: students, parents, and educators
3. Learned Responsibility: Need to focus on developing self-management, self-awareness, and proactive life skills (Kagan & Kyle, 2004)
*Acknowledgement of Positive Behavior
I plan to acknowledge, encourage, and give praise to good behavior at school or even events outside of school such as sports, community service, and other acts showing they are being a positive influence to those around them. Positive outcomes develop from good feedback by being on the right track, being good in class, doing well on an assignment or test will encourage and led to better behavior and motivate them to keep going. Everyone including myself as an educator likes to be told they're doing an excellent job. (Renee Marquis, 2014).
Essentialism in Recovery:
My philosophy plan is to educate all my students and attend to their needs and I will be very “hands on” and I will make it clear to my students I will immediately help any student who asks me for help. I want to have open communication with my students because I would like to get to know them individually and I want them to feel they can trust me and come to me if they have an issue whether it is about class or an issue at home. From the students’ perspectives, they need a teacher who is kind but enforces discipline if necessary as well as a teacher who brings enthusiasm and interactive learning to the classroom. The students also need to feel safe in the classroom, which is why I will have a strict no tolerance policy for bullying, violence, harassment, and cheating. From day one, I know it is important for me to set rules in my classroom and to always enforce the rules otherwise I will be undermining my own authority. If my students observe the rule of no phones in class not being enforced, what is it stop them from breaking the no cheating rule? I expect my students to have respect for me as well as themselves by not talking in class, disrupting a lecture, turning in the work on time, no cheating, and no bullying. I believe every student has the right to learn but no student should not take away learning opportunities by being disrespectful. Every student has responsibility for his or her behavior and choices when it comes to learning.
References:
- Elsbree, A. R. (n.d.). Secondary Classroom Management Plan. Secondary Classroom Management Plan. Retrieved September 19, 2014, from http://secondaryclassroommanagementplan.weebly.com
- Kagan, S., & Kyle, P. (2004). Win-win discipline: Strategies for all discipline problems. San Clemente, CA: Kagan Publishing.
- Marquis, Renee. Observations and Strategies Used at SMHS US History with CT Kim Navarro. Fall Semester 2014
- Teacher Praise: An Efficient Tool to Motivate Students. (n.d.). Response to Intervention. Retrieved September 17, 2014, from http://www.interventioncentral.org/behavioral-interventions/motivation/teacher-praise-efficient-tool-motivate-students
- Wendler, Daniel. Improve Your Social Skills. Retrieved September 18, 2014, from http://www.improveyoursocialskills.com/