My Classroom Management PlanLevel 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 designed by Villa, Thousand, and Nevin (2010, p.173) |
Level 1Level 1 Creating A Caring Community
The strategies I have included in Level 1, Creating Community are based on my belief in Stephen Krashen’s theory of the Effective Filter. This theory states that students acquire language only if they feel comfortable and free of anxiety. I apply this language theory to my own classroom, because I believe all students need to feel safe and anxiety free in their learning environment to succeed. Therefore, my strategies below foster a strong sense of community, so that students feel very comfortable in their learning environment so that they are successful in my classroom. |
Level 2 and 3Level 2 Recovery with Accountability
The strategies included in this level of management are supported by my philosophy that teachers need to be very consistent to have success in the classroom all year long. I learned about the importance of consistency from Harry Wong’s text, The First Days of School. When students need recovery in the classroom, I will be consistent in using the same type of strategies to get students back on task. Below are a list of strategies that support my philosophy of consistency. Level 3 Life Skills - Long-Term Support The management strategies I include at this level are supported by my beliefs in the Progressive teaching philosophy. This philosophy focuses on the student and using the student’s real world experiences to learn new things. Part of the progressive philosophy also holds that schools should improve the way of life of citizens. The strategies I use below support the progressive theory as they include students in taking responsibility to improve their behavior issues. The student finds solutions for the issues he/she is experiencing, and the student then comes up with real solutions. Most of the strategies below put the student at the center of control for improving their issues in the classroom and this ultimately creates better citizens. |
Level 4 and 5Level 4 Somewhere Else to Plan
The management strategies I include in Level 4 align with my beliefs that we need to be compassionate and understanding when a student is really acting out. Instead of engaging with the student or blaming them, instead I find ways to diffuse the situation by giving the student the choice to do what they feel is best for them. I believe we must be understanding of youth who misbehave and turn their behavior issues into positive learning experiences. Level 5 Wraparound Support The management strategies I include at this management level are supported by my beliefs in the teaching philosophy of existentialism. The existential classroom environment is one that focuses on students’ understanding of themselves as unique individuals. Fostering an existential classroom means I must teach students to be aware of and take full responsibility of their thoughts, feelings, and actions. Many of the strategies listed below support my existential philosophy as they are strategies that have students accept responsibility for behavior issues and create plans to solve these issues. |
Discipline strategies in My Management Plan all come from the research of:
Albert, Linda and Desisto, Pete. Cooperative Discipline. PA: American Guidance Service, 1996
Claassen, R. & Classen, R. (2008). Discipline That Restores: Strategies to create respect, cooperation, and responsibility in the classroom. Booksurge Publishing, S.C. Print.
Kohn, Alfie. Beyond Discipline: From Compliance to Community. Alexandria, VA: ASCD, 1996. Print.
Lederach, John Paul. The Little Book of Conflict Transformation. Intercourse, PA: Good, 2003. Print.
Nelson, Jane & Lott, Lynn. (1993). The Positive Discipline in the Classroom.
Olson, Kirsten. Wounded by School: Recapturing the Joy in Learning and Standing up to Old School Culture. New York: Teachers College, 2009. Print.
Wong, Harry K., and Rosemary T. Wong. The First Days of School: How to Be an Effective Teacher. N.p.: n.p., n.d. Print.
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.
Albert, Linda and Desisto, Pete. Cooperative Discipline. PA: American Guidance Service, 1996
Claassen, R. & Classen, R. (2008). Discipline That Restores: Strategies to create respect, cooperation, and responsibility in the classroom. Booksurge Publishing, S.C. Print.
Kohn, Alfie. Beyond Discipline: From Compliance to Community. Alexandria, VA: ASCD, 1996. Print.
Lederach, John Paul. The Little Book of Conflict Transformation. Intercourse, PA: Good, 2003. Print.
Nelson, Jane & Lott, Lynn. (1993). The Positive Discipline in the Classroom.
Olson, Kirsten. Wounded by School: Recapturing the Joy in Learning and Standing up to Old School Culture. New York: Teachers College, 2009. Print.
Wong, Harry K., and Rosemary T. Wong. The First Days of School: How to Be an Effective Teacher. N.p.: n.p., n.d. Print.
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.