Level 1: Community Building
Creating a learning community is at the core of my educational philosophy. Because students enter the classroom belonging to other communities, students already have a general guideline on how to act appropriately. A learning community is built for student success and therefore is a support system on its own. Students are able to enter the learning community with a clear set of expectations. These expectations are something that students can rely upon as resources. Students are able to follow the routine and know exactly where to find necessary information to participate in the community.
Strategies:
1. Create a classroom environment set up for student success, Seating: In a laboratory classroom students sit at lab tables. The tables typically seat six students around the table. Arrangement of the stools in order maximize the number of students facing forward will prevent distractions. Another strategy to set students for success is to carefully select a forward facing seat for students who lose interest or is easily distracted. For students with special needs such as hard of hearing or visual impairment, it is essential that these students are provided a seat closest to the teacher and the front of the room.
2. Engage in community building activities
A. 3 Things in common game: At the start of the school year my students and I played a game to get to know each other. The game is called 3 things in common. The students worked in lab groups of 2-3 students. They were required to learn each other’s names and discover three things that they all had in common. After given 6 minutes to discuss, I went around the class and had the lab group report their findings. When a lab group was called, each student had to introduce another lab group partner and identify 1-2 things they had in common. After each student had a turn in the lab group all the class was able to hear an introduction of a student and a common trait
B. Name Game: In the beginning of the year, the students play a name game. The students and the teacher gather in a circle. The teacher starts with one soft object that is tossed from student to student. The teacher says their name and tosses the soft object to a student who says their own name. The person who catches the soft object must then say thank you and says the name of the person who tossed them the object, repeat their own name and then toss the soft object to a new person who has not received the soft object. By the end of the game, students would of heard their classmates names repeated several times. This encourages community within the classroom.
3. Class rules: At the beginning of the school year, students are provided with a set of clear behavior and class expectations and consequences for not meeting these expectations. Students are provided a copy of the syllabus with class rules and a safety contract. The students are expected to not only sign both documents but have a parent signature on both documents. The documents are provided in both English and Spanish for clear communication to both parent and student. (Artifact included) (Villa, Thousand & Nevin, 2010)
4. Routines
A. Greeting: As students enter the classroom each day, I stand at the door and greet them with a Hello, Handshake or a Science High Five.
B. Clear Directions: The learning target is always written on the board. Also written on the board is the agenda for the day and the items that need to be out for the class period This provides consistency and routine for students. It also provides a visual for students to help prepare for the day.
5. School Wide Positive Support (SWPBS) (U.S. Department of Education, Guiding Principles, 2014)
Provide regular training and supports to all school personnel – on how to engage students and support positive behavior: Prior to the start of the school year, I attended a meeting that discussed the positive behavior supports available by the administration.
A. Behavior Management Plans: The administration had redesigned their positive behavior management plan. It is a new form where teachers must implement two types of behavior management interventions before referring the student to administrative level interventions. The behavior management interventions are at choice of teacher and student. (Artifact included)
B. Positive Behavior Rewards: Bear Pride Awards: The Bear Pride Awards are a two-page award issued for students following the school rules. The school rules are safety, respect and responsibility. Students are to return 1 page of the Bear Pride Award to the office to enter into a drawing. Students can also collect 10 of the 2nd page of the Bear Pride Award for credit at the student store. (Artifact included)
Level 2: Recovery
Due to my background knowledge in Human Development, I understand the pressures that a student endures. A student not only has the pressures of learning various content and language skills, but also needs to develop as a human being. Because of the pressures of developing at such a rapid rate, I understand that there are times when students will have a rough day. When there are rough days for students I will employ recovery strategies to help students become successful. Strategies such as proximity and auditory cues are simple strategies to regain student focus. Strategies that include a varied approach and student conferences can help resolve problems before they become problematic.
Strategies
Level 3: Life Skills
My educational philosophy is progressivism which focuses on the student more than the subject matter. I believe in the personal growth of students and encourage practices that promote healthy growth. Because of my emphasis on personal growth, I find life skills to be an important practice within my classroom. Modeling is one of the best techniques to pass life skills to students. I demonstrate what its like to be a student by being a lifelong learner. I exemplify skills that promote success amongst lifelong learners. Most importantly, I model self dialogue that helps students overcome challenges. In addition to modeling, I help students become aware of their meta cognition. I believe in the importance of understanding how one’s mind works and learning strategies that offer support.
Strategies
By learning about one’s ability to learn, students are able to develop strategies that are most effective to their personalities.
Level 4: Somewhere Else Plan
The somewhere else plan allows for students to have the extra support that they need. When students require a level 4 plan, they need time to help strategize their student success. The somewhere else plan allows students the opportunity to develop their own student success plan with the assistance of the educational community. The buddy room allows the student a moment to reflect on the current situation and allow autonomy within the student’s own success.
Strategies
Level 5: Wraparound Support
Level 5 is the highest level of support. Students who require strategies at this level need extra support in developing self regulation and self discipline. My educational philosophy focuses on the student and the student’s personal growth. Because of my philosophy I believe building and supporting intrinsic strategies for students is of highest priority.
Strategies
References:
Claassen, R. & Claassen, R. (2008). Discipline that Restores: Strategies to create respect, cooperation, and responsibility in the classroom. South Carolina: Booksurge Publishing.
Kagan, S. (2002) What is win-win discipline? Kagan Online Magazine ,Retrived from: http://www.kaganonline.com/free_articles/dr_spencer_kagan/ASK15.php
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.
Mendler, A., & Curwin, R., (1999) Discipline with Dignity, Nature and Practices of Discipline with Dignity,
Shapiro, Lawrence (2004) 101 ways to teach children social skills. Retrived from http://sociallyspeakingllc.com/my-mission-for-socially/free-pdfs/101_ways_to_teach_social.pdf
Steiner, Claude (2002) Emotional Literacy: Intelligence with a Heart. Retrived from http://www.claudesteiner.com/emlit.htm
U.S. Department of Education, Guiding Principles: A Resource Guide for Improving School Climate and Discipline, Washington, D.C., 2014. Retrived from http://www2.ed.gov/policy/gen/guid/school-discipline/guiding-principles.pdf
Villa, R. Thousand, J., & Nevin, A. (2010). Collaborating with Students in Instruction and Decision Making. Thousand Oaks, California: Corwin Press.
Artifacts:
Creating a learning community is at the core of my educational philosophy. Because students enter the classroom belonging to other communities, students already have a general guideline on how to act appropriately. A learning community is built for student success and therefore is a support system on its own. Students are able to enter the learning community with a clear set of expectations. These expectations are something that students can rely upon as resources. Students are able to follow the routine and know exactly where to find necessary information to participate in the community.
Strategies:
1. Create a classroom environment set up for student success, Seating: In a laboratory classroom students sit at lab tables. The tables typically seat six students around the table. Arrangement of the stools in order maximize the number of students facing forward will prevent distractions. Another strategy to set students for success is to carefully select a forward facing seat for students who lose interest or is easily distracted. For students with special needs such as hard of hearing or visual impairment, it is essential that these students are provided a seat closest to the teacher and the front of the room.
2. Engage in community building activities
A. 3 Things in common game: At the start of the school year my students and I played a game to get to know each other. The game is called 3 things in common. The students worked in lab groups of 2-3 students. They were required to learn each other’s names and discover three things that they all had in common. After given 6 minutes to discuss, I went around the class and had the lab group report their findings. When a lab group was called, each student had to introduce another lab group partner and identify 1-2 things they had in common. After each student had a turn in the lab group all the class was able to hear an introduction of a student and a common trait
B. Name Game: In the beginning of the year, the students play a name game. The students and the teacher gather in a circle. The teacher starts with one soft object that is tossed from student to student. The teacher says their name and tosses the soft object to a student who says their own name. The person who catches the soft object must then say thank you and says the name of the person who tossed them the object, repeat their own name and then toss the soft object to a new person who has not received the soft object. By the end of the game, students would of heard their classmates names repeated several times. This encourages community within the classroom.
3. Class rules: At the beginning of the school year, students are provided with a set of clear behavior and class expectations and consequences for not meeting these expectations. Students are provided a copy of the syllabus with class rules and a safety contract. The students are expected to not only sign both documents but have a parent signature on both documents. The documents are provided in both English and Spanish for clear communication to both parent and student. (Artifact included) (Villa, Thousand & Nevin, 2010)
4. Routines
A. Greeting: As students enter the classroom each day, I stand at the door and greet them with a Hello, Handshake or a Science High Five.
B. Clear Directions: The learning target is always written on the board. Also written on the board is the agenda for the day and the items that need to be out for the class period This provides consistency and routine for students. It also provides a visual for students to help prepare for the day.
5. School Wide Positive Support (SWPBS) (U.S. Department of Education, Guiding Principles, 2014)
Provide regular training and supports to all school personnel – on how to engage students and support positive behavior: Prior to the start of the school year, I attended a meeting that discussed the positive behavior supports available by the administration.
A. Behavior Management Plans: The administration had redesigned their positive behavior management plan. It is a new form where teachers must implement two types of behavior management interventions before referring the student to administrative level interventions. The behavior management interventions are at choice of teacher and student. (Artifact included)
B. Positive Behavior Rewards: Bear Pride Awards: The Bear Pride Awards are a two-page award issued for students following the school rules. The school rules are safety, respect and responsibility. Students are to return 1 page of the Bear Pride Award to the office to enter into a drawing. Students can also collect 10 of the 2nd page of the Bear Pride Award for credit at the student store. (Artifact included)
Level 2: Recovery
Due to my background knowledge in Human Development, I understand the pressures that a student endures. A student not only has the pressures of learning various content and language skills, but also needs to develop as a human being. Because of the pressures of developing at such a rapid rate, I understand that there are times when students will have a rough day. When there are rough days for students I will employ recovery strategies to help students become successful. Strategies such as proximity and auditory cues are simple strategies to regain student focus. Strategies that include a varied approach and student conferences can help resolve problems before they become problematic.
Strategies
- Three Pillars of Win-Win Discipline: This style of discipline encourages teaming up with students to develop strategies to meet the needs of their associated position. Teachers take the same side as the students but encourages shared responsibility for co-creating win win solutions. (Kagan, 2002)
- Follow up meeting: The meeting’s purpose is to acknowledge if the classroom agreement (safety contract) has been kept. (Classen & Classen, 2008) (Artifact included)
- Proximity: Although students are fixed in their seats, the teacher can walk around the room to fluctuate the student teacher proximity. This promotes focus and prevents disruptive behavior
- Auditory cue to regain focus: When teacher needs to make an announcement during group work or needs students to refocus attention towards teacher, the teacher will ring a bell to serve as an auditory cue to regain focus.
- Student Conferences: If a student is disrupting class beyond control, that student will be pulled aside until a brief teacher student meeting can be conducted. The meeting will review possible reasoning for behavior and possible solutions to help student be successful.
- Listen to students: I allow students the opportunity to speak and voice their concerns and ideas. When introducing new concepts in class, students are given the opportunity to discuss with their lab partners their ideas on the subject. After the students are given a chance to discuss, they are able to present their ideas to the class. Then as a class, students and the teacher are able to have a conversation about the new subject. (Mendler & Curwin, 1999, p. 13-16)
Level 3: Life Skills
My educational philosophy is progressivism which focuses on the student more than the subject matter. I believe in the personal growth of students and encourage practices that promote healthy growth. Because of my emphasis on personal growth, I find life skills to be an important practice within my classroom. Modeling is one of the best techniques to pass life skills to students. I demonstrate what its like to be a student by being a lifelong learner. I exemplify skills that promote success amongst lifelong learners. Most importantly, I model self dialogue that helps students overcome challenges. In addition to modeling, I help students become aware of their meta cognition. I believe in the importance of understanding how one’s mind works and learning strategies that offer support.
Strategies
- Modeling: As the teacher, I model positive interactions between people. I demonstrate how to show respect in a science laboratory.
- Meta-cognition: I include at the beginning of the year various tests to help students become aware of their thinking process. These tests include the Birming Grid for Learning Multiple Intelligence test. This test helps students identify various strengths in learning.
By learning about one’s ability to learn, students are able to develop strategies that are most effective to their personalities.
- Conflict Transformation: In my classroom, I teach students about conflict transformation. The idea behind conflict transformation is to not only treat the immediate conflict but the source behind the conflict. This lesson comes from both modeling conflict transformation and also various discussions revolving how to solve problems at the source. (Lederach, J., 2003)
- Emotional Literacy: In effort to build coping strategies within students, I teach emotional literacy. I teach emotional literacy with a love centered approach, encouraging students that the classroom is a safe environment to discuss difficult topics. I ensure that students know and identify emotional feelings and why. I model and encourage caring for other’s feelings and reasons for those feelings. Lastly, I encourage class discussions on when it is appropriate to express one’s feelings and when it is best to contain those feeling’s to one’s self. (Steiner 2002)
- Bullying: How to deal: Bullying is a common among students. As an attempt to prevent and cope with bullying, I have students perform activity 82 from the 101 ways to teach children social skills. (Shapiro 2004) http://sociallyspeakingllc.com/my-mission-for-socially/free-pdfs/101_ways_to_teach_social.pdf (pg. 137)
Level 4: Somewhere Else Plan
The somewhere else plan allows for students to have the extra support that they need. When students require a level 4 plan, they need time to help strategize their student success. The somewhere else plan allows students the opportunity to develop their own student success plan with the assistance of the educational community. The buddy room allows the student a moment to reflect on the current situation and allow autonomy within the student’s own success.
Strategies
- Buddy Room: The buddy room is another teacher’s classroom where the student has a chance to cool down and reflect upon the recent conflict. Student will remain in the buddy room for the remainder of the period or until the student feels like they can participate in class appropriately. (Villa, Thousand & Nevin, 2010)
- Restorative Justice: Using peer mediated small groups, students are able to work and resolve conflicts on own. (Center for Justice and Reconciliation 2014)
- Self Timeout: There are times when the present situation overwhelms a student and prevents student success. Allowing a student to have the ability to take a self timeout gives autonomy to the student and provides choice to a student. The student is able to remove himself or herself from the situation to give ability to clearly make a decision. This strategy will be useful when encountering situations where students are in overwhelming situations.
Level 5: Wraparound Support
Level 5 is the highest level of support. Students who require strategies at this level need extra support in developing self regulation and self discipline. My educational philosophy focuses on the student and the student’s personal growth. Because of my philosophy I believe building and supporting intrinsic strategies for students is of highest priority.
Strategies
- Positive Behavior Intervention: Students are given choices when it comes to behavior interventions. Because the intervention is self selected, the intervention has a higher success rate. (Villa, Thousand & Nevin, 2010, p. 186)
- Classroom Behavior Management Plans: These plans are issued by BVMS, they are to encourage several strategies of behavior management before referring to administrative support. Once the classroom behavior management plan has been documented, the administration such as counselors, assistant principals and principal may be called in for support. (Artifact included)
- IEP/504 Resources: For those students who need professional assistance, I will call the IEP and 504 specialist. These specialists will examine the student and the current situation and determine if there is a need for specialized supports. (Villa, Thousand & Nevin, 2010, p. 187)
References:
Claassen, R. & Claassen, R. (2008). Discipline that Restores: Strategies to create respect, cooperation, and responsibility in the classroom. South Carolina: Booksurge Publishing.
Kagan, S. (2002) What is win-win discipline? Kagan Online Magazine ,Retrived from: http://www.kaganonline.com/free_articles/dr_spencer_kagan/ASK15.php
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.
Mendler, A., & Curwin, R., (1999) Discipline with Dignity, Nature and Practices of Discipline with Dignity,
Shapiro, Lawrence (2004) 101 ways to teach children social skills. Retrived from http://sociallyspeakingllc.com/my-mission-for-socially/free-pdfs/101_ways_to_teach_social.pdf
Steiner, Claude (2002) Emotional Literacy: Intelligence with a Heart. Retrived from http://www.claudesteiner.com/emlit.htm
U.S. Department of Education, Guiding Principles: A Resource Guide for Improving School Climate and Discipline, Washington, D.C., 2014. Retrived from http://www2.ed.gov/policy/gen/guid/school-discipline/guiding-principles.pdf
Villa, R. Thousand, J., & Nevin, A. (2010). Collaborating with Students in Instruction and Decision Making. Thousand Oaks, California: Corwin Press.
Artifacts:
- Safety Contract
- Behavior Management Plan
- Bear Pride Award
- BCFI Multiple Intelligences Test
- True Colors Personality Test
- Activity 82: Bullying How to Deal
- Bear Necessities: Bear Valley Middle School Rules
- Behavior Management Workshop
- Behavior Management Plan
|
|
|