Level 5: Wraparound Support
Level 4: Somewhere Else Plan
Level 3: Life Skills - Long-Term Support
Level 2: Recovery
Level 1: Creating a Caring Community
Self-Discipline Pyramid was designed by Villa, Thousand & Nevin (2010, p. 173).
Level 4: Somewhere Else Plan
Level 3: Life Skills - Long-Term Support
Level 2: Recovery
Level 1: Creating a Caring Community
Self-Discipline Pyramid was designed by Villa, Thousand & Nevin (2010, p. 173).
The most important part of your management plan is Level 1: Creating a Caring Community. You will spend most of your energy preparing a learning environment and preparing activities for your students. That is why Level 1 is the largest part of the pyramid. Level 1 is the foundation for your management plan.
TEACHING = RELATIONSHIPS
PREPARATION
#1 RULE OF CLASSROOM MANAGEMENT = ENGAGING LESSON PLANS
If you are struggling with classroom management, the first thing you should consider, is how can you design your lessons to be engaging, interactive, and relevant to your students.
Room Arrangement
How can you arrange seats and tables so students can work together? How can you arrange room so you can get to any student in 2 seconds? Consider the following: Devices available for check out as well as computers in classroom, Chairs on wheels for flexible grouping, Printer available, Director available to assist with room arrangements
Accessible Materials
What materials can you provide that meet everyone's learning needs? Can you make reading materials available at no cost, online readings and available through the library
FIRST WEEK
Learning Names: Name Badges, Name Game, Candidate and Faculty Pictures on Moodle, Instructions to thank your partner by name, Directorships
Positive Interactions First: Making students feel welcome and important (Mendler & Curwin, 1999), Sending a positive communication to every student (could include families) the first week of class (Send a letter/postcard to each student to communicate what you have learned about them and how you want to help them learn.), Catch students being good (Kagan, Kyle & Scott, 2004), Appreciation for directorship leadership
Get To Know You Activities: Design lessons for students to get to know each other and develop relationships
RULES & ROUTINES
Clarifying Expectations: Posting rules (Be Prepared, Be Respectful & Try), Syllabus clarifies expectations for attendance, assignments & due dates, Allowing for mistakes (Guided Practice, Drafts of Assignments, One free absence), No need to ask permission to leave the room (bathroom, sickness, phone call…)
Establish Predictable Procedures, Routines & Signals: Warm Up Activity, State Objective, Clap for Attention, Turn out the lights (Albert, 1996), Flipped Instruction (materials provided on moodle prior to, during & after class), Preview Homework
Assignment Expectations: Syllabus Instructions, Rubrics, Sample assignments, Peer Reviews, Instructor feedback on assignments (Tomlinson, 2001)
COMMUNITY ACTIVITIES
Team Building Activities: Name Game, Get to know yourself and classmates (MI, True Colors), Variety of Grouping, Choice Group Assignments, Subject Area, School Site Team, Clock Partners, Directorships, Literature Circles
Engaging Activities: Lesson Plans that are interactive and relevant to students lives, Allow time in class to begin and revise assignments, Choice assignments (Albert, 1996)
Random Calling on Students: Name cards, Popsicle sticks, apps, number calling
Sharing Power: Directorships, Instructor allows students to pull name cards, Students choose format for assignments (Albert, 1996)
TEACHING = RELATIONSHIPS
PREPARATION
#1 RULE OF CLASSROOM MANAGEMENT = ENGAGING LESSON PLANS
If you are struggling with classroom management, the first thing you should consider, is how can you design your lessons to be engaging, interactive, and relevant to your students.
Room Arrangement
How can you arrange seats and tables so students can work together? How can you arrange room so you can get to any student in 2 seconds? Consider the following: Devices available for check out as well as computers in classroom, Chairs on wheels for flexible grouping, Printer available, Director available to assist with room arrangements
Accessible Materials
What materials can you provide that meet everyone's learning needs? Can you make reading materials available at no cost, online readings and available through the library
FIRST WEEK
Learning Names: Name Badges, Name Game, Candidate and Faculty Pictures on Moodle, Instructions to thank your partner by name, Directorships
Positive Interactions First: Making students feel welcome and important (Mendler & Curwin, 1999), Sending a positive communication to every student (could include families) the first week of class (Send a letter/postcard to each student to communicate what you have learned about them and how you want to help them learn.), Catch students being good (Kagan, Kyle & Scott, 2004), Appreciation for directorship leadership
Get To Know You Activities: Design lessons for students to get to know each other and develop relationships
RULES & ROUTINES
Clarifying Expectations: Posting rules (Be Prepared, Be Respectful & Try), Syllabus clarifies expectations for attendance, assignments & due dates, Allowing for mistakes (Guided Practice, Drafts of Assignments, One free absence), No need to ask permission to leave the room (bathroom, sickness, phone call…)
Establish Predictable Procedures, Routines & Signals: Warm Up Activity, State Objective, Clap for Attention, Turn out the lights (Albert, 1996), Flipped Instruction (materials provided on moodle prior to, during & after class), Preview Homework
Assignment Expectations: Syllabus Instructions, Rubrics, Sample assignments, Peer Reviews, Instructor feedback on assignments (Tomlinson, 2001)
COMMUNITY ACTIVITIES
Team Building Activities: Name Game, Get to know yourself and classmates (MI, True Colors), Variety of Grouping, Choice Group Assignments, Subject Area, School Site Team, Clock Partners, Directorships, Literature Circles
Engaging Activities: Lesson Plans that are interactive and relevant to students lives, Allow time in class to begin and revise assignments, Choice assignments (Albert, 1996)
Random Calling on Students: Name cards, Popsicle sticks, apps, number calling
Sharing Power: Directorships, Instructor allows students to pull name cards, Students choose format for assignments (Albert, 1996)
THE CIRLCE OF COURAGE: An American Indian informed practice for raising children. This approach can be used to guide educators in deigning classrooms that are caring communities of learners.
BELONGING: Significance is nurtured in an environment in which every child is treated as a “relative” and is surrounded by love and affection. This fosters a sense of belonging.
MASTERY: Competence is enhanced by nurturing each child’s success and by celebrating the success of others. This provides all children abundant opportunities for mastery.
INDEPENDENCE: Power is fostered by practicing guidance without coercion. Even the youngest children learn to make wise decisions and thus demonstrate responsible independence.
GENEROSITY: The highest virtue is to be unselfish and courageous-ly give of oneself to others. Children reared in altruistic environments learn to live in a spirit of generosity.
What activities can you create that address the 4 concepts of the circle of courage?
MASTERY: Competence is enhanced by nurturing each child’s success and by celebrating the success of others. This provides all children abundant opportunities for mastery.
INDEPENDENCE: Power is fostered by practicing guidance without coercion. Even the youngest children learn to make wise decisions and thus demonstrate responsible independence.
GENEROSITY: The highest virtue is to be unselfish and courageous-ly give of oneself to others. Children reared in altruistic environments learn to live in a spirit of generosity.
What activities can you create that address the 4 concepts of the circle of courage?
The Circle of Courage is from the book
Brendtro, Larry K., Brokenleg, Martin, & Bockern, Steve Van. (2002). Reclaiming Youth at Risk: Our Hope for the Future. Bloomington, IN: Solution Tree.
Brendtro, Larry K., Brokenleg, Martin, & Bockern, Steve Van. (2002). Reclaiming Youth at Risk: Our Hope for the Future. Bloomington, IN: Solution Tree.