Recovery With Accountability Strategies
1. "My Action Plan"
In Harry K. Wong and Rosemary T. Wong's management book, The First Days of School, it is suggest to provide an opportunity for students to create a "My Action Plan." This is a three step plan:
1. Problem-Solving
Students will first identify the problem that they are experiencing within the classroom.
2. Responsibility
Students will create a series of steps they will take in order to solve the problem.
3. Self-Discipline
Students will be responsible for establishing the necessary supports to stay accountable.
After the plan has been created, both the student and the teacher review it and sign it as a type of contract. This strategy is meant to give power to the students in taking responsibility for their own actions.
In Harry K. Wong and Rosemary T. Wong's management book, The First Days of School, it is suggest to provide an opportunity for students to create a "My Action Plan." This is a three step plan:
1. Problem-Solving
Students will first identify the problem that they are experiencing within the classroom.
2. Responsibility
Students will create a series of steps they will take in order to solve the problem.
3. Self-Discipline
Students will be responsible for establishing the necessary supports to stay accountable.
After the plan has been created, both the student and the teacher review it and sign it as a type of contract. This strategy is meant to give power to the students in taking responsibility for their own actions.
2. Nonverbal Cues
Often, all it takes is a look or a nonverbal signal to redirect students. Annette L. Breaux suggests in her book 101 'Answers' for New Teachers and Their Mentors that "public reprimand simply does not work" and it is more effective to correct most misbehavior through nonverbal cues and private conversations (101). These can include things such as shaking your head no in response to negative behavior and giving students a thumbs up if they are on task. It is simple gestures such as these that will speak loudly for the individual student.
Often, all it takes is a look or a nonverbal signal to redirect students. Annette L. Breaux suggests in her book 101 'Answers' for New Teachers and Their Mentors that "public reprimand simply does not work" and it is more effective to correct most misbehavior through nonverbal cues and private conversations (101). These can include things such as shaking your head no in response to negative behavior and giving students a thumbs up if they are on task. It is simple gestures such as these that will speak loudly for the individual student.
3. Reminder of 3 Classroom Rules
The three foundational rules of my classroom will be: 1. Respect Others 2. Respect You Workplace 3. Respect Yourself Most behaviors will fall under one of these three rules. Therefore, if a student needs to be redirected back on task, it would be easy to remind the student of one of these three rules. |
4. Start Fresh Every Day
Mendler & Curwin suggest in their book Discipline with Dignity that teachers start fresh every day. Rather than harboring negative experiences from the previous day, teachers should let it slide off their shoulders and begin anew each morning. Having true recovery often means beginning again the next morning. |
5. One on One Consultations
Part of keeping students accountable includes knowing what they need to stay accountable for. These individual consultations can include a short, 5 minute meeting in which we either address specific issues or have general "how are you doing?" meetings. This give students an opportunity to voice certain academic or emotional concerns they may have about the class.
Part of keeping students accountable includes knowing what they need to stay accountable for. These individual consultations can include a short, 5 minute meeting in which we either address specific issues or have general "how are you doing?" meetings. This give students an opportunity to voice certain academic or emotional concerns they may have about the class.
Artifacts:
3 Foundational Rules: https://docs.google.com/presentation/d/18-NOMdb6yYja14pAG962PLw5ADLdc1HenPvpW_mp0Ao/edit?usp=sharing
My Action Plan: https://docs.google.com/document/d/1uVXoZg6Jxtv9kBTuT-YzsKFBHwvGIG0_yw8TZgWi67o/edit?usp=sharing
3 Foundational Rules: https://docs.google.com/presentation/d/18-NOMdb6yYja14pAG962PLw5ADLdc1HenPvpW_mp0Ao/edit?usp=sharing
My Action Plan: https://docs.google.com/document/d/1uVXoZg6Jxtv9kBTuT-YzsKFBHwvGIG0_yw8TZgWi67o/edit?usp=sharing
Breaux, A. (2003). 101 "answers" for new teachers & their mentors: Effective teaching tips for daily classroom use. Larchmont, NY: Eye On Education.
Curwin, R., & Mendler, A. (2008). Discipline with dignity new challenges, new solutions (3rd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
Wong, H., and Wong, R. (2005). The first days of school: How to be an effective teacher. Mountain View, CA: Harry K. Wong Publications.
Curwin, R., & Mendler, A. (2008). Discipline with dignity new challenges, new solutions (3rd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
Wong, H., and Wong, R. (2005). The first days of school: How to be an effective teacher. Mountain View, CA: Harry K. Wong Publications.