Level 2: Recovery
1. Usual Constructive Reminders- Small and usual reminders will be given to students when they are off task of acting out in small ways. (Classen & Classen 2008)
2. Active Listening- As the teacher I will activity listen to students once a disturbance has occurred in order to make the student feel heard and understood. (Classen & Classen 2008)
3. Understanding- I will let students explain their behavior and feelings after a disturbance has occurred. (Olson 2009)
4. Individual Teacher Responsibility-As the teacher I will hold myself responsible for my own mistakes. (Olson 2009)
5. Student Respect- When negative behavior occurs speech to student with dignity rather than with embarrassing punishment of singling them out. (Curwin)
6. Written Statements- Students with reoccurring behavioral issues will be asked to fill a written document.
7. Distract the Student- Many students act out because they are under stimulated of bored in class. In order to assist to stopping these times of behaviors I will distract students from the undesired behavior. (Albert 1995)
2. Active Listening- As the teacher I will activity listen to students once a disturbance has occurred in order to make the student feel heard and understood. (Classen & Classen 2008)
3. Understanding- I will let students explain their behavior and feelings after a disturbance has occurred. (Olson 2009)
4. Individual Teacher Responsibility-As the teacher I will hold myself responsible for my own mistakes. (Olson 2009)
5. Student Respect- When negative behavior occurs speech to student with dignity rather than with embarrassing punishment of singling them out. (Curwin)
6. Written Statements- Students with reoccurring behavioral issues will be asked to fill a written document.
7. Distract the Student- Many students act out because they are under stimulated of bored in class. In order to assist to stopping these times of behaviors I will distract students from the undesired behavior. (Albert 1995)
To communicate my Level 2 recovery Strategies I will...
1. Make eye contact, walk by student, or looking at Respect Agreement in order to give nonverbal usual constructive reminders that the behavior a student is taking part in is not acceptable.
2. Actively listen and repeat what the student is saying. When speaking I will use "I" statements.
3. Allow students to explain myself and their behavior before any consequences are given.
4. Apologize to individual students of the the whole class when I have made a poor call in judgment or have made unfair or unrealistic expectations for assignments, student behavior, or deadlines.
5. Have a private conversation with a student that does not draw embarrassing and negative attention to that student and behavior.
6. Ask students to recount the event, the steps that have to taken thus far to correct the behavior, and what the student needs to correct the behavior.
7. distract students by asking them a question, asking them to do a favor, give them choices, or change the activity. (Albert 1995)
2. Actively listen and repeat what the student is saying. When speaking I will use "I" statements.
3. Allow students to explain myself and their behavior before any consequences are given.
4. Apologize to individual students of the the whole class when I have made a poor call in judgment or have made unfair or unrealistic expectations for assignments, student behavior, or deadlines.
5. Have a private conversation with a student that does not draw embarrassing and negative attention to that student and behavior.
6. Ask students to recount the event, the steps that have to taken thus far to correct the behavior, and what the student needs to correct the behavior.
7. distract students by asking them a question, asking them to do a favor, give them choices, or change the activity. (Albert 1995)
Citations
Albert, Linda. (1996). Cooperative Discipline. Philadelphia, PA: American Guidance Service.
Claassen, R. & Claassen, R. (2008). Discipline that Restores: Strategies to create respect, cooperation, and responsibility in the classroom. South Carolina: Booksurge Publishing.
Curwin, Richard & Mendler, Allen. (1999). Discipline with Dignity, Alexandria, VA: Association for Supervision and Curriculum Development.
Kohn, Alfie. (1996). Beyond Discipline: From Compliance to Community. Alexandria, VA: Association for Supervision and Curriculum Development.
Olson, K. (2009) Wounded by school: Recapturing the joy in learning and standing up to old school culture. New York: Teachers College
Albert, Linda. (1996). Cooperative Discipline. Philadelphia, PA: American Guidance Service.
Claassen, R. & Claassen, R. (2008). Discipline that Restores: Strategies to create respect, cooperation, and responsibility in the classroom. South Carolina: Booksurge Publishing.
Curwin, Richard & Mendler, Allen. (1999). Discipline with Dignity, Alexandria, VA: Association for Supervision and Curriculum Development.
Kohn, Alfie. (1996). Beyond Discipline: From Compliance to Community. Alexandria, VA: Association for Supervision and Curriculum Development.
Olson, K. (2009) Wounded by school: Recapturing the joy in learning and standing up to old school culture. New York: Teachers College