Level 1: Creating a Caring Community
Philosophy |
The strategies for this level are guided by my teaching philosophy, Existentialism, in that they focus on the students' opportunities to define and construct their classroom. We will collaborate to make a classroom that represents what the students want, where they have a choice to make and explore the learning they wish to pursue.
ReferencesClaasen, R., & R. Claasen. (2008). Discipline that restores. South Carolina: Booksurge.
Kagan, S., Kyle, P., & S. Scott. (2007). Discipline through same-side win-win strategies. In C. M. Charles (Ed.), Building classroom discipline (151-165). Boston: Allyn & Bacon. Olson, K. (2009). Wounded by school: Recapturing the joy of learning and standing up to old school culture. New York, NY: Teachers College Press. Wong, H. K., & R. T. Wong. (2001). The first days of school. Mountain View, CA: Harry K. Wong Publications |
Level 2: Recovery
Predicting behavioral issues and finding root causesI will work hard to predict the behavior issues in my classroom and, when they occur, focus on finding the root of the problem rather than treating the effects. The core of recovery is transforming the situation rather than just fixing it. By identifying the root of the problem and predicting the issues, the classroom will run more efficiently. These processes will also serve as the basis for student reflection about their actions and how to transform poor choices into productive ones.
Focusing on what students do wellI will focus on what students well so that the classroom maintains a positive environment. An invitational learning environment requires that students be treated with respect and have opportunities to let their accomplishments be praised. The recovery process also needs positive reinforcement to overcome the negativity of breaking the rules.
Utilizing constructive remindersI will use constructive reminders rather than focusing on the negative aspects of calling out students. I will use community words like "we" and point to the rules we have established around the room to bring students back into the fold.
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Standing next to studentsI will stand quietly next to students as a simple way to stop them from being off task. Making eye contact is also a simple way of letting students know that they are not following the community rules. This strategy goes along with keeping the classroom positive rather than letting caustic accusations arise.
Source: http://www.lookhuman.com/design/67479-im-just-going-to-wait-until-its-quiet?utm_source=pinterest&utm_medium=cpc&utm_campaign=pint+lh+67479-im-just-going-to-wait-until-its-quiet&pp=0
Using humor and compassion to redirect distractionsI will use humor and compassion to redirect distractions in the classroom. Once again, rather than moving towards negative procedures in the classroom, I will bring levity and compassion to distractions. I will make sure not to use sarcasm because it can easily be misunderstood in a large group.
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Philosophy |
These strategies are guided by my philosophy, Existentialism, since they focus on student-centered practices in the classroom. The goal of these strategies is to let students define themselves and their classroom environment. All of my actions allow for as much autonomy as possible so that students feel true belonging in the classroom, especially in their recovery process.
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References |
Claasen, R., & R. Claasen. (2008). Discipline that restores. South Carolina: Booksurge.
Kagan, S., Kyle, P., & S. Scott. (2007). Discipline through same-side win-win strategies. In C. M. Charles (Ed.), Building classroom discipline (151-165). Boston: Allyn & Bacon. Olson, K. (2009). Wounded by school: Recapturing the joy of learning and standing up to old school culture. New York, NY: Teachers College Press. Wong, H. K., & R. T. Wong. (2001). The first days of school. Mountain View, CA: Harry K. Wong Publications. |