Level 3: Life Skills
Philosophical Connection:
Progressivism focuses on students as learners who actively attempt to solve problems on their own, rather than being given a prescribed solutions. At the third level of my classroom management plan, I will work with students to help them learn how to redirect their own behavior in a positive manners, gain social skills, and become emotionally literate.
Strategies:
- Intrinsic motivation: Instead of promising rewards to students for positive behavior, I will help students learn how to monitor and modify their own behavior. Rather than working towards a prize, students will be intrinsically motivated to change their behaviors and attitudes. Then, once they accomplish self-discipline we will both celebrate their success! (Wong, 2009).
- Active listening: The skill of active listening is a great one for students to acquire in order to learn how to solve issues and engage in conflict transformation. I myself will use active listening when students explain their actions to me, but I will also have students practice the skill whenever we sit down to discuss the issues at hand. (Claassen, 2008)
- Conflict transformation: Instead of focusing on conflict resolution, where you identify the issue and try to solve it, I will help students learn how to engage in conflict transformation. Conflict transformation focuses on obtaining outcomes that promotes peace, which is what I hope to help my students attain (Lederach, 2014).
- Peace-Making Model: In my class, I will use the PeaceMaking model to work with my students towards resolving conflicts. The PeaceMaking model is a great tool students can learn from because it focuses on: recognizing the injustices felt by both sides, restoring equity, and making intentions clear by creating agreements that are to be met by all parties involved in the conflict. (Claassen, 2008)
- Agreement Form: In order to set clear goals and intentions that all those involved in the conflict will work towards to, I will use an agreement form. The agreement form will clearly lay out each individuals goals and increases their accountability because it asks all individuals to agree on a date in which all will come together at a "follow-up meeting" to see if the agreements are being kept. (Claassen, 2008).
- Follow-Up Meeting: I will allow students an opportunity to monitor their own actions and measure their accountability after agreements have been made; however, I will use the follow-up meeting to see how they are doing and if they are on the right track. If at the follow-up meeting one, or both, individuals has not kept their agreements, then new agreements will be created. In contrast, if everyone is meeting their agreements, we will celebrate their accomplishments! (Claassen, 2008).
Works Cited:
- Claassen, R. & Claassen, R. (2008). Discipline that Restores: Strategies to create respect, cooperation, and responsibility in the classroom. South Carolina: Booksurge Publishing. ISBN 978-1-4196-9912-2
- Lederach, John Paul. (2003). The Little Book of Conflict Transformation: Clear articulation of guiding principles by a pioneer in the field. The Little Books of Justice and Peacebuilding Series. Intercourse, PA: Good Books. ISBN 978-1-56148-390-7
- Wong, H. & Wong, R. (1991, 1998, 2001, 2009, 2013) The First Days of School: How to be an effective teacher. Harry Wong Publications.