*The Seven Positions
I find this teaching tool, the Seven Positions, helpful conceptualizing misbehavior into seven reasons. This will aid me and prevent showing immediate frustration which would instill a habit of using misbehavior to upset the teacher or see the teacher's reaction. The seven reasons are below and they will help me quickly identify the problem so the student, counselor, and myself resolve the problem by developing a solution (Kagan, 2004).
The Seven Positions
1. Attention Seeking
2. Avoiding Embarassment
3. Anger Venting
4. Control Seeking
*Group Work and Projects
-A student's real world skills can be developed through collaboration and communication between classmates during group projects. As my students go on to college or jobs, collaboration will be a requirement. Group projects can help students with different learning needs come together and work as a team while building positive relationships and improving social skills (Marquis, 2014). The group projects I assign will be practical such as Cornell notes plus creating a poster to present to class. Each group will be able to pull content out of readings to create Cornell Notes and communicate with classmates over designing the poster and express creativity. Some students, including myself when I was a student, may dread group work or presenting in front of an audience. I will highlight the qualities of being a good teammate and I will encourage building good relationships with classmates.
There will also be several opportunities during the semester in which group work will take place. Some activities I have planned will require students to work in groups ranging from pairs to groups of three or four. Most activities will likely be done in pairs. I want to give students opportunities to work with familiar people (some may need approval) such as reading and analyzing a primary source document and answering questions. There will also be times where I would like my students to break out of their comfort zones/bubble and work with new peers to help develop social skills, ability to work with new people, and build relationships.
*Behavioral Interventions (Acting Out Cycle)
My approach to behavioral interventions will be carefully planned and prepared with great effort. This approach will be used at the beginning of the school year as the classroom is developing a kind community and strong foundation. My expectation is to use these interventions for a successful school year and decrease likelihood of behavioral challenges.
1. Brief Statement of Purpose, Why It is Important, and the Goal of the Plan
2. Rules are to be observed while the teacher and students are in the classroom
3. Procedures addressing both daily routines and steps students should take to successfully complete each task
4. Consequences are Enforced when rules and procedures are violated or ignored
5. Encourage appropriate behavior and discourage inappropriate behavior
6. Action plan showing how it will be shared, implemented, and maintained
EX: Acting-Out Cycle
If a student acts out, it will typically occur in a predictable cycle. If a calm student is triggered by a disruption, it can lead to agitation and will accelerate if the trigger isn't interrupted. If this occurs, I will immediately intervene before the behavior becomes extreme so results are minimized or avoided. If a student shows signs of agitation by for example, loud sighs, I will give the student individualized instruction to distract the student and it also allows him or her to take a quick break.
* Digital Access
In my syllabus, I will explain my class website will contain my contact information, a link per class that will have class syllabus, assignments as the semester progresses, access to Edline (SMHS Gradebook Portal for teachers and students), and primary sources used for class work, projects, and tests (Navarro, 2014). The digital access will be available for all my students to access and I will try to update my website one to two times per week. I will maintain the best way to contact me is by email but the resources they need will be on my teacher website. Everything will be free and available for their personal use. I understand that sometimes owning a computer or having Internet access is difficult and unavailable outside of school. Students can access these online sources at a public library or at school. However, all of these assignments and tools will be provided in class so students do not have to feel obligated to access my website.
Essentialism in Support:
I plan to enforce the class rule of respect for teacher and classmates. Both students and teachers should be held accountable for their actions and students should realize I will have a list of intervention plans to avoid inappropriate behavior. Positive behavior will receive acknowledgement while bad behavior will result in consequences. I understand students have problems they deal with but it is no excuse to act out. I will tell my students to leave their anger, issues, etc. outside of classroom prior to coming to class. Everyone should follow the teacher's example by acting with professional conduct. No acts of disrespect toward teacher or classmates will be tolerated. The student should speak to his or her teacher and counselor if a conflict arises. It is my goal to educate all my students and attend to their needs. I meet with my student individually to come up with a plan to ensure their academic success in my classroom. 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. Open communication with my students is crucial because I would like to get to know them individually. If students gain a sense of trust in their teachers and counselors, we can help them with problems at school and outside of school.
- Albert, Linda. (1996). Cooperative Discipline. Philadelphia, PA: American Guidance Service.
- Calstat. (Summer 2014). Student Behavior and School Success. The Special Edge Newsletter Vol. 27, No. 3. Retrieved September 19, 2014, from http://www.calstat.org/publications/pdfs/2014_SummerEdge_english.pdf (Page 13)
- Kagan, S., & Kyle, P. (2004). Win-win discipline: Strategies for all discipline problems. San Clemente, CA: Kagan Publishing.
- Marquis, Renee. Ms. Marquis' Website. Retrieved September 16, 2014, from http://reneemarquis.weebly.com/
- Washington, R. (n.d.). Project A.W.A.R.E Enterprise. Retrieved September 17, 2014, from http://projectawareenterprise.blogspot.com/