Level 1: Creating a Caring Community
-Creating a Respect Agreement with your students. Allows students to be part of defining what respect is. The Respect Agreement helps students to learn from other students on what their classmates consider respect. This also gives the teacher an idea on what students expect from their teacher.
(Claassen, 2008)
-Greeting students at the door is a great way to build a caring community, a simple hello or good morning is a great way to make a connection with students before class starts.
(Wong, 2009)
-Games are another great way to build community and have fun in the process. Community building games also helps the teacher get familiar with students.
(Pranis, 2005)
-Celebration Circles are circles where students can celebrate accomplishments. Students feel a sense of community if they are able to celebrate with their classmates when someone does a great job in a discussion or class project.
(Pranis, 2005)
-Creating a classroom contract is a good way to build a caring community because students get to participate in creating the classroom contract.
(Brackett, Kremenitzer, Prickard, 2011)
Works Cited
Claassen, R. & Claassen, R. (2008). Discipline that Restores: Strategies to create respect, cooperation, and responsibility in the classroom. South Carolina: Booksurge Publishing.
Wong, Harry K., Wong, Rosemary T. (2009),The First Days of School: How to Be an Effective Teacher.
Pranis, Kay. (2005). The Little Book of Circle Processes: A new/old approach to peacemaking. The Little Books of Justice and Peacebuilding Series. Intercourse, PA: Good Books.
Brackett, Marc A., Kremenitzer, Janet Prickard. (2011). Creating Emotionally Literate Classrooms: An introduction to the RULER approach to social and emotional learning, Port Chester, NY: Dude Publishing.
-Creating a Respect Agreement with your students. Allows students to be part of defining what respect is. The Respect Agreement helps students to learn from other students on what their classmates consider respect. This also gives the teacher an idea on what students expect from their teacher.
(Claassen, 2008)
-Greeting students at the door is a great way to build a caring community, a simple hello or good morning is a great way to make a connection with students before class starts.
(Wong, 2009)
-Games are another great way to build community and have fun in the process. Community building games also helps the teacher get familiar with students.
(Pranis, 2005)
-Celebration Circles are circles where students can celebrate accomplishments. Students feel a sense of community if they are able to celebrate with their classmates when someone does a great job in a discussion or class project.
(Pranis, 2005)
-Creating a classroom contract is a good way to build a caring community because students get to participate in creating the classroom contract.
(Brackett, Kremenitzer, Prickard, 2011)
Works Cited
Claassen, R. & Claassen, R. (2008). Discipline that Restores: Strategies to create respect, cooperation, and responsibility in the classroom. South Carolina: Booksurge Publishing.
Wong, Harry K., Wong, Rosemary T. (2009),The First Days of School: How to Be an Effective Teacher.
Pranis, Kay. (2005). The Little Book of Circle Processes: A new/old approach to peacemaking. The Little Books of Justice and Peacebuilding Series. Intercourse, PA: Good Books.
Brackett, Marc A., Kremenitzer, Janet Prickard. (2011). Creating Emotionally Literate Classrooms: An introduction to the RULER approach to social and emotional learning, Port Chester, NY: Dude Publishing.
respect_agreement.docx | |
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File Type: | docx |
greetings.docx | |
File Size: | 10 kb |
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Level 2: Recovery
-I-Messages are a good way to approach misbehaving students. I-messages can be use for the whole class and for individual students. The purpose of I-Messages is to invite the listener to consider the perspective of the speaker. It is never intended to embarrassed the students.
(Claassen, 2008)
-Using Usual Constructive reminders: such as eye contact, walking by student, looking at respect agreement, predetermined signal helps student refocus and engage in the classroom.
(Claassen, 2008)
-When students are given the opportunity to plead their case, they will have more control and be accountable.
-(Olson, 2009).
-Having an Action Plan, allows students to identify the problem, create a plan to address it, and explain how you will use self-discipline to carry it out.
(Wong, 2009)
-The PRIME method is a way for students to identify a regulation goal, or a way to recover. PRIME stands for prevent, reduce, initiate, maintain, or enhance the emotion and this method allows students to identify a goal or plan for what they wish to do after they identify their emotions.
(Brackett, Kremenitzer, Prickard, 2011)
Works Cited
Claassen, R. & Claassen, R. (2008). Discipline that Restores: Strategies to create respect, cooperation, and responsibility in the classroom. South Carolina: Booksurge Publishing.
Wong, Harry K., Wong, Rosemary T. (2009),The First Days of School: How to Be an Effective Teacher.
Brackett, Marc A., Kremenitzer, Janet Prickard. (2011). Creating Emotionally Literate Classrooms: An introduction to the RULER approach to social and emotional learning, Port Chester, NY: Dude Publishing.
Olson, Kristen. (2009). Wounded by School: Recapturing the joy in learning and standing up to old school culture. New York, NY: Teachers College Press.
-I-Messages are a good way to approach misbehaving students. I-messages can be use for the whole class and for individual students. The purpose of I-Messages is to invite the listener to consider the perspective of the speaker. It is never intended to embarrassed the students.
(Claassen, 2008)
-Using Usual Constructive reminders: such as eye contact, walking by student, looking at respect agreement, predetermined signal helps student refocus and engage in the classroom.
(Claassen, 2008)
-When students are given the opportunity to plead their case, they will have more control and be accountable.
-(Olson, 2009).
-Having an Action Plan, allows students to identify the problem, create a plan to address it, and explain how you will use self-discipline to carry it out.
(Wong, 2009)
-The PRIME method is a way for students to identify a regulation goal, or a way to recover. PRIME stands for prevent, reduce, initiate, maintain, or enhance the emotion and this method allows students to identify a goal or plan for what they wish to do after they identify their emotions.
(Brackett, Kremenitzer, Prickard, 2011)
Works Cited
Claassen, R. & Claassen, R. (2008). Discipline that Restores: Strategies to create respect, cooperation, and responsibility in the classroom. South Carolina: Booksurge Publishing.
Wong, Harry K., Wong, Rosemary T. (2009),The First Days of School: How to Be an Effective Teacher.
Brackett, Marc A., Kremenitzer, Janet Prickard. (2011). Creating Emotionally Literate Classrooms: An introduction to the RULER approach to social and emotional learning, Port Chester, NY: Dude Publishing.
Olson, Kristen. (2009). Wounded by School: Recapturing the joy in learning and standing up to old school culture. New York, NY: Teachers College Press.
i-messages.docx | |
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action_plan.docx | |
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Level 3: Life Skills
-Having a Student-teacher meeting allows students to choose from the four options model. Students are able to choose from any of the options but are encouraged to choose option #4. Both the teacher and the student are encouraged to cooperate.
(Claassen, 2008)
-Listen rather assume, when students look upset, complain, or withdrawal from interacting with the teacher or other students. Clarify what is going on, get input on how the students want the problem to be resolved and act to solve the problem in a diplomatic way.
(Olsen, 2009)
-Focus on the epicenter, not the episode. Lederach recommends focusing on the epicenter of the
problem, not the episode. What this means is that when you are having a student- teacher meeting or
correcting some type of behavior issue, then we need to focus on the root of the problem and figuring
out how to solve that, because if we do that then the behavior is not as likely to return and we are really
helping the student when we can show them how to solve real problems, not just conflicts.
(Lederach, 2003)
-A reasonable follow-up to a destructive action may be to try to restore, replace, repair, clean up, or apologize, as the situation may dictate.
(Kohn, 1996)
Self-discipline: motivation should not be reward driven. Teachers can not teach discipline if students are always looking for treats, raffles tickets, and goodies from the treasure box.
(Wong, 2009)
Works Cited
Claassen, R. & Claassen, R. (2008). Discipline that Restores: Strategies to create respect, cooperation, and responsibility in the classroom. South Carolina: Booksurge Publishing.
Wong, Harry K., Wong, Rosemary T. (2009),The First Days of School: How to Be an Effective Teacher.
Brackett, Marc A., Kremenitzer, Janet Prickard. (2011). Creating Emotionally Literate Classrooms: An introduction to the RULER approach to social and emotional learning, Port Chester, NY: Dude Publishing.
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.
Olson, Kristen. (2009). Wounded by School: Recapturing the joy in learning and standing up to old school culture. New York, NY: Teachers College Press.
Kohn, Alfie (1996). Beyond Discipline: From compliance to community. Alexandria, Va: ASCD.
-Having a Student-teacher meeting allows students to choose from the four options model. Students are able to choose from any of the options but are encouraged to choose option #4. Both the teacher and the student are encouraged to cooperate.
(Claassen, 2008)
-Listen rather assume, when students look upset, complain, or withdrawal from interacting with the teacher or other students. Clarify what is going on, get input on how the students want the problem to be resolved and act to solve the problem in a diplomatic way.
(Olsen, 2009)
-Focus on the epicenter, not the episode. Lederach recommends focusing on the epicenter of the
problem, not the episode. What this means is that when you are having a student- teacher meeting or
correcting some type of behavior issue, then we need to focus on the root of the problem and figuring
out how to solve that, because if we do that then the behavior is not as likely to return and we are really
helping the student when we can show them how to solve real problems, not just conflicts.
(Lederach, 2003)
-A reasonable follow-up to a destructive action may be to try to restore, replace, repair, clean up, or apologize, as the situation may dictate.
(Kohn, 1996)
Self-discipline: motivation should not be reward driven. Teachers can not teach discipline if students are always looking for treats, raffles tickets, and goodies from the treasure box.
(Wong, 2009)
Works Cited
Claassen, R. & Claassen, R. (2008). Discipline that Restores: Strategies to create respect, cooperation, and responsibility in the classroom. South Carolina: Booksurge Publishing.
Wong, Harry K., Wong, Rosemary T. (2009),The First Days of School: How to Be an Effective Teacher.
Brackett, Marc A., Kremenitzer, Janet Prickard. (2011). Creating Emotionally Literate Classrooms: An introduction to the RULER approach to social and emotional learning, Port Chester, NY: Dude Publishing.
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.
Olson, Kristen. (2009). Wounded by School: Recapturing the joy in learning and standing up to old school culture. New York, NY: Teachers College Press.
Kohn, Alfie (1996). Beyond Discipline: From compliance to community. Alexandria, Va: ASCD.
four_options_model.docx | |
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in_this_class.docx | |
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Level 4: Somewhere Else Plan
-If students continue to misbehave they should be send to another room to fill out the Thinkery form. this allows students to reflect back on their actions. The students has to answer a couple of questions about what can be done differently to avoid misbehaving.
(Claassen, 2008)
-If a student persists in disrupting a class meeting, even after repeated reminders that he [/she] is not being fair to everyone else, the teacher may decide to ask him [/her] to leave until he [/she] is ready to stop acting that way.
(Kohn, 1996)
Self-Manager Help Groups: Student Self-Managers pair up with students every Friday to review the list of missing assignments, work together to find it, and organize it for completion.
(Wong, 2009)
Go outside and have a conflict resolution circle-different mental space.
(Pranis, 2005)
Works Cited
Claassen, R. & Claassen, R. (2008). Discipline that Restores: Strategies to create respect, cooperation, and responsibility in the classroom. South Carolina: Booksurge Publishing.
Wong, Harry K., Wong, Rosemary T. (2009),The First Days of School: How to Be an Effective Teacher.
Pranis, Kay. (2005). The Little Book of Circle Processes: A new/old approach to peacemaking. The Little Books of Justice and Peacebuilding Series. Intercourse, PA: Good Books.
Kohn, Alfie (1996). Beyond Discipline: From compliance to community. Alexandria, Va: ASCD.
-If students continue to misbehave they should be send to another room to fill out the Thinkery form. this allows students to reflect back on their actions. The students has to answer a couple of questions about what can be done differently to avoid misbehaving.
(Claassen, 2008)
-If a student persists in disrupting a class meeting, even after repeated reminders that he [/she] is not being fair to everyone else, the teacher may decide to ask him [/her] to leave until he [/she] is ready to stop acting that way.
(Kohn, 1996)
Self-Manager Help Groups: Student Self-Managers pair up with students every Friday to review the list of missing assignments, work together to find it, and organize it for completion.
(Wong, 2009)
Go outside and have a conflict resolution circle-different mental space.
(Pranis, 2005)
Works Cited
Claassen, R. & Claassen, R. (2008). Discipline that Restores: Strategies to create respect, cooperation, and responsibility in the classroom. South Carolina: Booksurge Publishing.
Wong, Harry K., Wong, Rosemary T. (2009),The First Days of School: How to Be an Effective Teacher.
Pranis, Kay. (2005). The Little Book of Circle Processes: A new/old approach to peacemaking. The Little Books of Justice and Peacebuilding Series. Intercourse, PA: Good Books.
Kohn, Alfie (1996). Beyond Discipline: From compliance to community. Alexandria, Va: ASCD.
thinkery_form.pdf | |
File Size: | 101 kb |
File Type: |
self_help_group.docx | |
File Size: | 10 kb |
File Type: | docx |
Level 5: Wraparound Support
-A Family Conference with teachers, counselors, and administrators. is used to ask family members for support and help when everything else has failed.
(Claassen, 2008)
-Team approach to include parents, counselors, other teachers and aides to assist students who are falling behind academically. SST meetings are use to address individual needs and how those needs can be better addressed in class.
(Olsen, 2009)
-Recovery circle: come up with a plan with support from parents, administrators, teachers and student.
(Pranis, 2005)
-Calling Home - Helps communicate and work with the home effectively and cooperatively.
(Wong, 2009)
Works Cited
Claassen, R. & Claassen, R. (2008). Discipline that Restores: Strategies to create respect, cooperation, and responsibility in the classroom. South Carolina: Booksurge Publishing.
Wong, Harry K., Wong, Rosemary T. (2009),The First Days of School: How to Be an Effective Teacher.
Pranis, Kay. (2005). The Little Book of Circle Processes: A new/old approach to peacemaking. The Little Books of Justice and Peacebuilding Series. Intercourse, PA: Good Books.
Olson, Kristen. (2009). Wounded by School: Recapturing the joy in learning and standing up to old school culture. New York, NY: Teachers College Press.
-A Family Conference with teachers, counselors, and administrators. is used to ask family members for support and help when everything else has failed.
(Claassen, 2008)
-Team approach to include parents, counselors, other teachers and aides to assist students who are falling behind academically. SST meetings are use to address individual needs and how those needs can be better addressed in class.
(Olsen, 2009)
-Recovery circle: come up with a plan with support from parents, administrators, teachers and student.
(Pranis, 2005)
-Calling Home - Helps communicate and work with the home effectively and cooperatively.
(Wong, 2009)
Works Cited
Claassen, R. & Claassen, R. (2008). Discipline that Restores: Strategies to create respect, cooperation, and responsibility in the classroom. South Carolina: Booksurge Publishing.
Wong, Harry K., Wong, Rosemary T. (2009),The First Days of School: How to Be an Effective Teacher.
Pranis, Kay. (2005). The Little Book of Circle Processes: A new/old approach to peacemaking. The Little Books of Justice and Peacebuilding Series. Intercourse, PA: Good Books.
Olson, Kristen. (2009). Wounded by School: Recapturing the joy in learning and standing up to old school culture. New York, NY: Teachers College Press.
family_conference.docx | |
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File Type: | docx |
student_success_team.docx | |
File Size: | 10 kb |
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My Philosophy
I believe that every student has the potential to learn and be successful but it takes practice, students need to focus, pay attention, and be engage in the classroom. However, this does not mean that students should be quiet and the teacher should be the only one talking. Students need teachers that care and that are passionate about learning. For this reason I identify with the progressivism philosophy. This philosophy is student centered, I want students to learn through discussions and group activities. Students should not worried about the letter grade but on the process of learning and one way to do this is to incorporate students in the learning process. Students need to make the connection on how learning about a specific topic will help them with real life situations. Teachers should make school exciting and interesting and in order to do that students need to be given choices about activities and reading materials and discussions. For Level one, I will have students create a respect agreement. I will give students the choice to define what respect means to them and to describe what the teacher should do to respect students. For Level two, I will use I-message as a way to invite the student to cooperate without blaming or embarrassing the student. For Level three, I will a Student/Teacher meeting. I will encourage the student to choose option 4, both the student and teachers will decide on the discipline. For level 4, I will ask students to fill out the thinkery form. The students will have the opportunity to reflect on their actions and to answer what they could have done different to avoid misbehaving. For the last level, a family conference with teachers, counselor and administrators will help the student find the support they need to be successful in school.
I believe that every student has the potential to learn and be successful but it takes practice, students need to focus, pay attention, and be engage in the classroom. However, this does not mean that students should be quiet and the teacher should be the only one talking. Students need teachers that care and that are passionate about learning. For this reason I identify with the progressivism philosophy. This philosophy is student centered, I want students to learn through discussions and group activities. Students should not worried about the letter grade but on the process of learning and one way to do this is to incorporate students in the learning process. Students need to make the connection on how learning about a specific topic will help them with real life situations. Teachers should make school exciting and interesting and in order to do that students need to be given choices about activities and reading materials and discussions. For Level one, I will have students create a respect agreement. I will give students the choice to define what respect means to them and to describe what the teacher should do to respect students. For Level two, I will use I-message as a way to invite the student to cooperate without blaming or embarrassing the student. For Level three, I will a Student/Teacher meeting. I will encourage the student to choose option 4, both the student and teachers will decide on the discipline. For level 4, I will ask students to fill out the thinkery form. The students will have the opportunity to reflect on their actions and to answer what they could have done different to avoid misbehaving. For the last level, a family conference with teachers, counselor and administrators will help the student find the support they need to be successful in school.