Level 4: Somewhere Else to Plan
PhilosophyThese strategies are in-line with my main philosophy, Existentialism, because they allow students to define themselves through their personal choices. As with the strategies from the other levels, this strategies are student-centered and constructed collaboratively within the classroom. Rather than forcing students to figure out their problems in class according to the instructor's rules, students will be able to produce authentic solutions and restitutions themselves.
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. |
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Level 5: Wraparound Support
Holding a family conferenceI will arrange a family conference if problems become persistent enough that they cannot be managed by my efforts in the classroom. The student will be present at this conference so that he or she is complicit in the steps to be taken to correct the behavior. During the conference, we will come up with strategies that can be implemented at home and at school, especially ones that can be synthesized between the two.
Implementing procedures that help students take control of their learning and behaviorI will implement procedures that help students take control of the learning and behavior so that they have ownership over how and what they learn and how they behave in class. This strategy falls in with autonomous responsibility, in that it allows students the power of taking responsibility for their own learning and actions.
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Following the School Authority StructureI will follow the procedures of the school when implementing discipline that goes above and beyond the other levels of my classroom management plan. I will make students aware of this process by posting the the procedures on the board near the other school policies.
Utilizing IEPs to differentiate instruction and assist disciplineI will utilize the information from IEPs to guide the differentiation that I implement for individual students. I will make sure that the rules agreed upon throughout the school year are in-line with the spirit of the IEPs of the students in my classes so that students know their individual plans are being taken into consideration.
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PhilosophyThe strategies for Level 5 are conducive to my philosophy, Existentialism, because they focus on the individual student and allow him or her the most autonomy possible at this level. By utilizing IEPs, I will be able to stay true to the philosophy of allowing individual students the freedom and flexibility to define who they are in the classroom without needless structures from outside. Existentialism also guides my use of implementing procedures that help students take control of their learning and behavior. Even with the more strict strategies of family conferences and the school authority structure, I will try my best to promote the students' ability to define how he or she self-identifies and participates in the classroom.
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. |