Level 4: Somewhere Else to Plan
Philosophical Connection:
According to the Progressivism educational philosophy, students should have the opportunity to constantly reflect upon their experiences and change their way of thinking/action. At this level, students will have the opportunity to reflect on their behavior and actions if a conflict arises and work towards finding a positive solution. Instead of forcing students out of the classroom to reflect by themselves, the students will have an opportunity to have a teacher/administrator/counselor present to guide their reflecting process.
Strategies:
- The Thinkery: If students have not responded to any of the strategies at the previous levels, or they just need a place to "cool down" and reflect on their actions, I will send students to the "Thinkery." The Thinkery will be in a space outside of the classroom, if possible, and will have another adult present. In the Thinkery, the student is not to be left along; instead, they are going to work with the other adult in the room to reflect on their actions, release some of their stress, and then decide how they are going to work with their teacher to resolve the conflict. The Thinkery teacher will have students fill out a form while in the Thinkery. (Claassen, 2008, 133)
- Visitor's Chair: If there are no other teachers, counselors, or administrators available to help students reflect in the Thinkery, then I will have a set space in the classroom where students can take a moment to reflect on their behavior. Ultimately, the goal is to help students analyze their emotions and actions - not kick them out of the room. In the classroom, I will set up a "visitor's chair" near my desk in the back of the classroom so the students can have some time to think without the rest of the class watching them. (Harmin, 1995).
- Give the students time: Before trying to discuss an emotional situation with a student who reacted negatively, I will give the students some time to process their thoughts and reflect before making an attempt to resolve the issue. By giving the student some time, they will be more likely to work with me to transform the conflict into an opportunity. (Kohn, 2006).
- Interrupt student behavior: If the conflict is minor and all the student needs is a break from the classroom, I can help redirect and distract a student's negative behavior by sending them out of the class on a quick errand to another classroom or the front office. By sending them outside of the classroom on a task, the student may become distracted from their original behavior.
Works Cited:
- Claassen, R. & Claassen, R. (2008). Discipline that Restores: Strategies to create respect, cooperation, and responsibility in the classroom. South Carolina: Booksurge Publishing.
- Harmin, M. 1995. Inspiring Discipline. Washington, D.C. NEA Professional Library.
- Kohn, Alfie. !996. Beyond Discipline: From Compliance to Community. Alexandria, VA. Association for Supervision and Curriculum