Level 2: Recovery with Accountability
Philosophical Connection:
As a part of my identification with the Progressivism and Reconstructionism philosophies, I believe students should be allowed to participate in the decision-making process and have their voices heard within the classroom - especially when it comes to issues of their behavior and how to resolve those issues. At Level 2 of my classroom management plan, the students will have an opportunity to share "their side of the story" and play a role when working to solve an issue. The strategies used at this level will allow students to take the lead in transforming their own behavior by participating in shared decision-making rather than having the teacher be the sole authority figure enforcing stringent rules.
Strategies:
- Address the problem immediately: Whenever there is an issue (e.g. a student misbehaving), I will address the problem immediately. Once I address the problem, it will be easier to clarify the issue and find a solution. If I wait to address an issue later on, something that begins as a minor problem may turn into a constant pattern. (Charles, 2007, p.249)
- Usual Constructive Reminders: Constructive reminders are small actions teachers can do in order to redirect student behavior in a positive manner, without interrupting class instruction. (Claassen, 2008, p.37)
- Rather than stopping class time to address a student's behavior, the teacher can engage in the following:
- Proximity - walk close to the student or stand next to the student's desk
- Eye-contact - look directly at the students with a calm, stern gaze
- Slight shake of head - a slight shake of the head can let the student know they need to focus on the task at hand
- Pointing to the respect agreements - simply point to the class agreements to remind students what they agreed to do in class to show respect
- Rather than stopping class time to address a student's behavior, the teacher can engage in the following:
- Use I-messages: Whenever a student is misbehaving, I will use I-message to address the student and the situation. By using I-messages, the student will not feel attacked and will be more likely to correct their behavior. (Claassen, 2008).
- Engage in active listening: Before jumping to conclusions, I will give students an opportunity to share their version of the "story," if an issue arises. I will listen to students by engaging in active listening. To listen actively, I will not speak as students explain their behavior/actions and summarize their statements without judgement. (Claassen, 2008)
- Work with and respect students: Whenever there is conflict, rather than enforcing my authority over students, I will respect the students dignity and their emotions by listening and allowing them to participate in how to solve the issue. (Olson, 2009, p.93)
- Respond to behavior privately: If an issue arises where I need to address the student, I will do so privately. I will not embarrass a student in front of their peers or interrupt the rest of the class' instruction in order to redirect student behavior - there are other more meaningful, effective, and just ways to do so. Instead, I will discuss the issue with the student privately.
- 4-Options Model: If students have refused to redirect their behavior after I engage in constructive reminders, I-messages, or active listening, I will still give students an opportunity to work with me to find a solution. To give students a sense of autonomy and empower them, I will offer them the 4-options model, from which they can choose how they would like to resolve a conflict. (Claassen, 2008, p.73)
- Meaningful work: In order to keep students engaged and prevent the rise of conflicts, I will provide students with meaningful - not menial - work. (Mendler & Curwin, 1999, p13).
- Do the unexpected: Another way I will keep students engaged is by just doing the unexpected, such as playing music, turning off the lights, or giving them a "brain-break." By doing the unexpected, students will not feel as if my class is stuck in a monotonous routine. (Albert, 1996).
- Make changes to myself: One of the most important things I can do as an educator to maintain great classroom management, and be an overall effective teacher, is to reflect on my own actions and attitudes. I will continuously attempt to improve my actions and reactions by asking myself whether my own attitudes/actions are fueling students misbehavior or diminishing it. (Mendler & Curwin, 1999, p.13-16)
- Start fresh everyday: I will constantly remind myself to start fresh every single day! A student's behavior, or an instance of conflict, should not define my perception of that student, or attitudes towards that students, for the remainder of the school year. Students act certain ways for multiple reasons; some days they may have experienced a negative situation that led to their negative behavior, but that should not define them. Once an issue arises, I need to work with the student to transform that conflict and then continue to support them.
Works Cited:
- Albert, Linda. (1996). Cooperative Discipline. Philadelphia, PA: American Guidance Service.
- Charles, C.M. 2000. Building Discipline: The Synergetic Classroom. Pearson
- Claassen, R. & Claassen, R. (2008). Discipline that Restores: Strategies to create respect, cooperation, and responsibility in the classroom. South Carolina: Booksurge Publishing.
- Curwin, R. L., & Mendler, A. N. (1999). Discipline with dignity. Alexandria, Va., USA : Association for Supervision and Curriculum Development.
- Olson, Kristen. (2009). Wounded by School: Recapturing the joy in learning and standing up to old school culture. New York, NY: Teachers College Press.