LESS BEHAVIORISM & MORE TEACHING SELF-DISCIPLINE
BEHAVIORISM = REINFORCEMENT + PUNISHMENT |
IS BEHAVIORISM PROBLEMATIC?
-Always work? -Consistency is critical? -Who is in charge? -What does it teach students? -Does learning transfer? -Who has the power? -Individualize? -Consider Cultures? -Impact on students with disabilities? ELLs? Students of color? Others? |
Developing a successful Secondary Classroom Management Plan involves building relationships, creating a caring community, designing engaging lessons, teaching students expectations, helping students recover when they do not meet expectations, teaching life skills (self-discipline and social skills), and facilitating a plan when students struggle to succeed and developing wraparound supports when needed.
Villa, Thousand and Nevin (2010) developed a Self-Discipline Pyramid to help educators understand that classroom management must include 5 different levels of management strategies to teach youth how to become self-disciplined. This approach reflects the educational movement to not use zero tolerance as a management strategy, but to individualize management strategies to meet the needs of each student.
Zero tolerance policies have created inequities in schooling. Losen and Martinez (2013) conducted a study of 26 city school districts in the 2009-10 school year and found that one out of nine students in middle and high school were suspended. The majority of these suspensions were for minor school rule infractions, such as tardiness, dress code or disrupting class, not for violent or criminal behavior. Belfanz (2013) shows that being suspended once by ninth grade increases the likelihood twofold of not finishing high school. The students that are most likely to be suspended are African American, Latino and American Indian students (Losen & Martinez, 2013).
Use this website to help you write a Secondary Classroom Management Plan.
Each pyramid level has a separate webpage with educational strategies for teaching self-discipline.
Villa, Thousand and Nevin (2010) developed a Self-Discipline Pyramid to help educators understand that classroom management must include 5 different levels of management strategies to teach youth how to become self-disciplined. This approach reflects the educational movement to not use zero tolerance as a management strategy, but to individualize management strategies to meet the needs of each student.
Zero tolerance policies have created inequities in schooling. Losen and Martinez (2013) conducted a study of 26 city school districts in the 2009-10 school year and found that one out of nine students in middle and high school were suspended. The majority of these suspensions were for minor school rule infractions, such as tardiness, dress code or disrupting class, not for violent or criminal behavior. Belfanz (2013) shows that being suspended once by ninth grade increases the likelihood twofold of not finishing high school. The students that are most likely to be suspended are African American, Latino and American Indian students (Losen & Martinez, 2013).
Use this website to help you write a Secondary Classroom Management Plan.
Each pyramid level has a separate webpage with educational strategies for teaching self-discipline.
SELF-DISCIPLINE PYRAMID
Self-Discipline Pyramid was designed by Villa, Thousand & Nevin (2010, p. 173).
The Self-Discipline Pyramid is intended to be an "idea jogger" to help educators collaborate with students to develop self-discipline (Villa, Thousand, & Nevin, 2010).
The Self-Discipline Pyramid is different from the Response to Intervention (RtI) and Positive Behavior Support (PBS) Pyramid because it outlines the levels a student may need to become self-disciplined, where as the RtI/PBS Pyramid outlines the systematic interventions for student behavior problems (Villa, Thousand & Nevin, 2010).
Educators help youth develop self-discipline with most of the energy at the pyramid foundation, Levels 1-3.
Levels 4 & 5 are available to provide extra support when a student struggles. Level 4 provides a place where a student can go some where else to gain control and make a plan. Level 5 provides wraparound supports to help the student succeed.
The Self-Discipline Pyramid is intended to be an "idea jogger" to help educators collaborate with students to develop self-discipline (Villa, Thousand, & Nevin, 2010).
The Self-Discipline Pyramid is different from the Response to Intervention (RtI) and Positive Behavior Support (PBS) Pyramid because it outlines the levels a student may need to become self-disciplined, where as the RtI/PBS Pyramid outlines the systematic interventions for student behavior problems (Villa, Thousand & Nevin, 2010).
Educators help youth develop self-discipline with most of the energy at the pyramid foundation, Levels 1-3.
Levels 4 & 5 are available to provide extra support when a student struggles. Level 4 provides a place where a student can go some where else to gain control and make a plan. Level 5 provides wraparound supports to help the student succeed.
To help you with your management plan read the following chapter:
Villa, R.A. Thousand, J.S. & Nevin, A.I. (2010). Chapter 9: Students as Collaborators in Responsibility, Collaborating with Students in Instruction and Decision Making, Thousand Oaks, CA: Corwin Press, p. 171-188. Permission granted to post chapter by Jacque Thousand, 2014. |
|
Read how teaching students self-disciplining strategies play out in school,
in Katherine Reynolds Lewis's (2015) article in Mother Jones,
"What if everything we knew about disciplining kids was wrong?"
Article can be access online at:
http://www.motherjones.com/politics/2015/05/schools-behavior-discipline-collaborative-proactive-solutions-ross-greene
The article provides an example of how a school responds to a child using traditional discipline verses teaching him how to gain self discipline but teaching him strategies when he is frustrated.
Here is how you cite this article for APA:
Lewis, K.R. (July/August 2015). What if everything we knew about disciplining kids was wrong?, Mother Jones. Retrieved from
http://www.motherjones.com/politics/2015/05/schools-behavior-discipline-collaborative-proactive-solutions-ross-greene
in Katherine Reynolds Lewis's (2015) article in Mother Jones,
"What if everything we knew about disciplining kids was wrong?"
Article can be access online at:
http://www.motherjones.com/politics/2015/05/schools-behavior-discipline-collaborative-proactive-solutions-ross-greene
The article provides an example of how a school responds to a child using traditional discipline verses teaching him how to gain self discipline but teaching him strategies when he is frustrated.
Here is how you cite this article for APA:
Lewis, K.R. (July/August 2015). What if everything we knew about disciplining kids was wrong?, Mother Jones. Retrieved from
http://www.motherjones.com/politics/2015/05/schools-behavior-discipline-collaborative-proactive-solutions-ross-greene
Learning Should Be Joyful
Youth need to learn self-discipline to be able to enjoy their lives to the fullest. Kristen Olson identifies strategies educators can use to minimize and heal school wounds. Olson, Kristen. (2009). Wounded by School: Recapturing the joy in learning and standing up to old school culture. New York, NY: Teachers College Press. |
For your Classroom Management Plan you may do one of the following:
You will upload your classroom management plan to your professional website.
Design your plan with your students, colleagues and prospective employers as your audience.
Your Classroom Management Plan is worth 20 points and must include:
a. 20-24 strategies that you will use at the Creating a Community Level of the Self-Discipline Pyramid (1 pt)
b. 6-10 strategies that you will use at the Recovery Level of the Self-Discipline Pyramid (1 point)
c. 5-10 strategies that you will use at the Life Skills-Long Term Support Level of Self-Discipline Pyramid (1 pt)
d. 3-5 strategies that you will use at the Somewhere Else Plan Level of the Self-Discipline Pyramid (1 point)
e. 3-5 strategies that you will use at the Wraparound Support Level of the Self-Discipline Pyramid (1 point)
f. Describe how your philosophy influences each level of the Self-Discipline Pyramid (5 points)
g. 5-10 written evidence of how you communicated expectations to students (5 points)
h. Provide 1-3 citations for the management strategies at each pyramid level using APA style (5 points)
i.e. In the first month of school, to help create community I will teach students the 4 Concepts from the Circle of Courage: belonging, generosity, mastery, and independence (Brendtro, Brokenleg, & Bockern, 2002). Attached is the graphic organizer for the Circle of Courage Vocabulary activity.
Feel free to use other classroom management or discipline resources as well.
This assignment can address the following California Teacher Performance Expectations: TPE 5: Student Engagement, TPE 6B: Developmentally Appropriate Practices in Grades 4-8, TPE 6C: Developmentally Appropriate Practices in Grades 9-12, TPE 6D: Special Education, TPE 7: Teaching English Learners, TPE 8: Learning about Students
Post a copy of your management plan on your professional website.
- Written Essay
- Two or Three Dimensional Self-Discipline Pyramid
- Website
- YouTube Video
- Screen Cast
You will upload your classroom management plan to your professional website.
Design your plan with your students, colleagues and prospective employers as your audience.
Your Classroom Management Plan is worth 20 points and must include:
a. 20-24 strategies that you will use at the Creating a Community Level of the Self-Discipline Pyramid (1 pt)
b. 6-10 strategies that you will use at the Recovery Level of the Self-Discipline Pyramid (1 point)
c. 5-10 strategies that you will use at the Life Skills-Long Term Support Level of Self-Discipline Pyramid (1 pt)
d. 3-5 strategies that you will use at the Somewhere Else Plan Level of the Self-Discipline Pyramid (1 point)
e. 3-5 strategies that you will use at the Wraparound Support Level of the Self-Discipline Pyramid (1 point)
f. Describe how your philosophy influences each level of the Self-Discipline Pyramid (5 points)
g. 5-10 written evidence of how you communicated expectations to students (5 points)
h. Provide 1-3 citations for the management strategies at each pyramid level using APA style (5 points)
i.e. In the first month of school, to help create community I will teach students the 4 Concepts from the Circle of Courage: belonging, generosity, mastery, and independence (Brendtro, Brokenleg, & Bockern, 2002). Attached is the graphic organizer for the Circle of Courage Vocabulary activity.
Feel free to use other classroom management or discipline resources as well.
This assignment can address the following California Teacher Performance Expectations: TPE 5: Student Engagement, TPE 6B: Developmentally Appropriate Practices in Grades 4-8, TPE 6C: Developmentally Appropriate Practices in Grades 9-12, TPE 6D: Special Education, TPE 7: Teaching English Learners, TPE 8: Learning about Students
Post a copy of your management plan on your professional website.
In addition to this website, you will participate in a Literature Circle to read a management book and become an expert on some specific management strategies.
Once you complete your Literature Circle Management Book, see if you can go back and add more to your management plan. |
Handouts for Collaboration
http://www.ravillabayridge.com/RAV%20Handouts/6A.pdf |
This website was designed for the CSUSM Single Subject Credential Program, by Dr. Anne René Elsbree, [email protected]
It was last updated on May 20, 2017.
APA citation:
Elsbree, A.R. (2016). Secondary Classroom Management Plan Website retrieved from http://secondaryclassroommanagementplan.weebly.com/
It was last updated on May 20, 2017.
APA citation:
Elsbree, A.R. (2016). Secondary Classroom Management Plan Website retrieved from http://secondaryclassroommanagementplan.weebly.com/