Somewhere Else Plan:
Somewhere Else Plan Philosophy:
Learners need capable teachers to create a dynamic and interactive environment. The physical nature of the learner cannot be pinpointed to one description. All students are unique in their ability to study, read, write and be progressive in their work, under many conditions. Mentally a learner deals best with confidence in themselves and respect from the teacher and their surrounding pupils. Respect and confidence go hand in hand in the classroom. A student that is shown and can feel the respect of the class and the instructor has a much better chance of being confident to answer questions and to let their voice be heard among the class. A learner who is not shown respect from their teacher or are not respected by their classmates will feel a lot of pressure when they have the chance to participate. They could get nervous about humiliating themselves with a wrong answer that they will not try. Oftentimes the teacher could lose the attention of this student because the student will perceive the class as boring because of the lack of participation on the student's part. An example of showing respect for your students is recognizing that they are all unique and different. If a student wants to share how they are different, that’s okay. But pointing it out is not okay. A “working definition of respecting children’s thinking is to take them seriously, thoughtfully interact with them, nurture, engage and honor them- and don’t humiliate, ridicule or stifle them” (Weissglass, 2012, p. 29). Teachers must earn students’ respect to understand the nature of the learner. With a progressivism educational philosophy, I believe the school should help students develop democratic personal and social values.
Learners need capable teachers to create a dynamic and interactive environment. The physical nature of the learner cannot be pinpointed to one description. All students are unique in their ability to study, read, write and be progressive in their work, under many conditions. Mentally a learner deals best with confidence in themselves and respect from the teacher and their surrounding pupils. Respect and confidence go hand in hand in the classroom. A student that is shown and can feel the respect of the class and the instructor has a much better chance of being confident to answer questions and to let their voice be heard among the class. A learner who is not shown respect from their teacher or are not respected by their classmates will feel a lot of pressure when they have the chance to participate. They could get nervous about humiliating themselves with a wrong answer that they will not try. Oftentimes the teacher could lose the attention of this student because the student will perceive the class as boring because of the lack of participation on the student's part. An example of showing respect for your students is recognizing that they are all unique and different. If a student wants to share how they are different, that’s okay. But pointing it out is not okay. A “working definition of respecting children’s thinking is to take them seriously, thoughtfully interact with them, nurture, engage and honor them- and don’t humiliate, ridicule or stifle them” (Weissglass, 2012, p. 29). Teachers must earn students’ respect to understand the nature of the learner. With a progressivism educational philosophy, I believe the school should help students develop democratic personal and social values.
1. Restorative Justice
Restorative justice empowers students to resolve conflicts on their own. Essentially, the idea is to bring students together in peer-mediated small groups to talk, ask questions and air their grievances. The idea is to help strengthen campus communities, prevent bullying and reduce student conflicts (Davis, 2013).
Restorative justice empowers students to resolve conflicts on their own. Essentially, the idea is to bring students together in peer-mediated small groups to talk, ask questions and air their grievances. The idea is to help strengthen campus communities, prevent bullying and reduce student conflicts (Davis, 2013).
2. Office Hours & After School Hours By offering additional hours where I am available, students are welcome to come and discuss how external events may be impacting their work, goals and/or ability to be successful in the classroom. There will be a sign in my classroom with designated office hours. 3. Behavior Contract I will utilize Villa, Thousand and Nevin’s behavior contract system for students whose behavior is a repeating problem, making them aware of the negative actions they have taken and tracking future infractions (Villa, Thousand & Nevin, 2010). |
Behavior contracts that describe appropriate replacement behavior consequences and rewards can really help students succeed, eliminate problem behavior and build a positive relationship with the students' teachers. Contracts can eliminate the never ending battle of wits that begins when a student engages the teacher and the teacher gets hooked. Contracts can focus the student and teacher on the good behavior rather than on the problems (Webster, 2014).
4. Take a Walk
Let the student take a walk to collect their thoughts and make a plan.
4. Take a Walk
Let the student take a walk to collect their thoughts and make a plan.
References:
Davis, M. (2013, October 4). Restorative Justice: Resources for Schools | Edutopia. Retrieved from http://www.edutopia.org/blog/restorative-justice-resources-matt-davis
Villa, R., Thousand, J., & Nevin, A. (2010). Collaborating with students in instruction and decision making: The untapped resource. Thousand Oaks, Calif.: Corwin.
Webster, J. (2014). What Is a Behavior Contract and How Does It Work? About Education. Retrieved from http://specialed.about.com/od/behavioremotional/ a/Behavior-Contracts-To-Support-Good-Behavior.htm
Davis, M. (2013, October 4). Restorative Justice: Resources for Schools | Edutopia. Retrieved from http://www.edutopia.org/blog/restorative-justice-resources-matt-davis
Villa, R., Thousand, J., & Nevin, A. (2010). Collaborating with students in instruction and decision making: The untapped resource. Thousand Oaks, Calif.: Corwin.
Webster, J. (2014). What Is a Behavior Contract and How Does It Work? About Education. Retrieved from http://specialed.about.com/od/behavioremotional/ a/Behavior-Contracts-To-Support-Good-Behavior.htm