4. Somewhere Else PLAN
The fourth level of the self-discipline plan is where the student is able to relocate to another location to gain self-control.
The fourth level of the self-discipline plan is where the student is able to relocate to another location to gain self-control.
Levels 4: Somewhere Else Plan & 5: Wraparound Support are really provided for students that need extra help learning how to discipline themselves. Many of those students will have an IEP that includes behavioral supports, with specified instructional strategies. Only a small percentage (1-5%) of your students will need these supports. Having a plan for what you can do will really benefit you and your students if a situation arises.
For level 4, think about where you could provide a place for students that need extra help to think through a plan, could it be in your room or outside your room. Think about who will supervise the student if he/she is outside your observation area. Who else may be available to help this student (Co-Teacher, Counselor, Special Education Teacher, Next Door Teacher...).
For level 5, wraparound supports are for students that are in need of RTI supports, such as SST Meetings, behavior contracts ...
In regards to f, describe how your philosophy influences each level of the Self-Discipline Pyramid (5 points), you need to explain why you chose the strategies that you chose. In regards to g, provide written evidence of how you communicate expectations to students (5 points). I am not requiring you to share the pyramid with your students, but what will you share. Describe what you will communicate with your students about classroom management: expectations, routines (transitions), and student-teacher interactions. Maybe what you communicate about expectations will focus on the strategies you list in the pyramid level 1-3.
In regards to f, describe how your philosophy influences each level of the Self-Discipline Pyramid (5 points), you need to explain why you chose the strategies that you chose. In regards to g, provide written evidence of how you communicate expectations to students (5 points). I am not requiring you to share the pyramid with your students, but what will you share. Describe what you will communicate with your students about classroom management: expectations, routines (transitions), and student-teacher interactions. Maybe what you communicate about expectations will focus on the strategies you list in the pyramid level 1-3.
Discipline that Restores
Claassen, R. & Claassen, R. (2008). Discipline that Restores: Strategies to create respect, cooperation, and responsibility in the classroom. South Carolina: Booksurge Publishing.
Claassen, R. & Claassen, R. (2008). Discipline that Restores: Strategies to create respect, cooperation, and responsibility in the classroom. South Carolina: Booksurge Publishing.
Supports for Writing Socially Just Educational Plans
Socially Just and Restorative Educational Plans are effective for building community and providing supports for youth.
Restorative Justice http://www.restorativejustice.org/university-classroom/01introduction
Restorative Justice: Resources for Schools http://www.edutopia.org/blog/restorative-justice-resources-matt-davis
Restorative Justice in US Schools: A Research Review
file:///Users/aelsbree/Downloads/RJ%20in%20US%20schools--a%20research%20review.pdf
Judicious Discipline
Socially Just and Restorative Educational Plans are effective for building community and providing supports for youth.
Restorative Justice http://www.restorativejustice.org/university-classroom/01introduction
Restorative Justice: Resources for Schools http://www.edutopia.org/blog/restorative-justice-resources-matt-davis
Restorative Justice in US Schools: A Research Review
file:///Users/aelsbree/Downloads/RJ%20in%20US%20schools--a%20research%20review.pdf
Judicious Discipline
- http://www.dock.net/gathercoal/judicious_discipline.html
- http://classroommanagement2.wikispaces.com/Judicious+Discipline
- http://8models.wikispaces.com/Judicious+Discipline+-+Gathercoal
- McEwan Landau, B. & Gathercoal, P. (February 2000). Creating Peaceful Classrooms: Judicious Discipline and Class Meetings, Phi Delta Kappan, 450-454. Retrieved from http://www.webpages.uidaho.edu/~gatherco/gathercoal-articles/PDKClassMeetings.pdf
For students with special education needs consult with their case manager/advocate.