Level 4: Somewhere Else to Plan
1. Thinkery- This is a space that students will go once a behavior has occur and normal recovery strategies are not working (Cassen & Cassen). Student would have time to deescalate themselves and look examine the epicenter of their feelings not the episode. ( Lederach)
2. A Separate Space- As a teacher I believe that students that are overall cooperative are entitled to have days they do not feel like engaging in class. Emotional literacy is important and allowing student time to separate themselves before a behavior occurs is important.
3. An emergency pass- Student with IEPs of 504 that address emotional needs I believe students need to be able to physically remove themselves from situations of people. This will require a separate and predetermined space for students to go to.
4. Self- Manager Help Groups- Pair struggle students of with a student succeeds in areas another child has difficulties in in order to help them fill in the gaps with missing assignments, revisit ideas they do not understand, or get organized for the next week. (Wong & Wong)
2. A Separate Space- As a teacher I believe that students that are overall cooperative are entitled to have days they do not feel like engaging in class. Emotional literacy is important and allowing student time to separate themselves before a behavior occurs is important.
3. An emergency pass- Student with IEPs of 504 that address emotional needs I believe students need to be able to physically remove themselves from situations of people. This will require a separate and predetermined space for students to go to.
4. Self- Manager Help Groups- Pair struggle students of with a student succeeds in areas another child has difficulties in in order to help them fill in the gaps with missing assignments, revisit ideas they do not understand, or get organized for the next week. (Wong & Wong)
To Communicate my Level 4 Planning Strategies I will...
1. Ask students to move to the Thinkery which will be a space outside of the classroom that will still visually allow me to see the student; e.g. right outside the classroom door or in a common work space shared by several classrooms like a pod.
2. Allow student to disengaged from discussion for the period by sitting at a separate table. Student will still be required to work but will be left to work independently.
3. Create an agreement with another teacher or counselor that knows the emotional needs of the student and will allow the student to physically join that classroom for the period or day; depending on the needs of that student.
2. Allow student to disengaged from discussion for the period by sitting at a separate table. Student will still be required to work but will be left to work independently.
3. Create an agreement with another teacher or counselor that knows the emotional needs of the student and will allow the student to physically join that classroom for the period or day; depending on the needs of that student.
Citations:
Claassen, R. & Claassen, R. (2008). Discipline that Restores: Strategies to create respect, cooperation, and responsibility in the classroom. South Carolina: Booksurge 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.
Wong, H., and Wong, R. (2005). The first days of school: How to be an effective teacher. Mountain View, CA: Harry K. Wong Publications.
Claassen, R. & Claassen, R. (2008). Discipline that Restores: Strategies to create respect, cooperation, and responsibility in the classroom. South Carolina: Booksurge 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.
Wong, H., and Wong, R. (2005). The first days of school: How to be an effective teacher. Mountain View, CA: Harry K. Wong Publications.