Recovery Plan
My Philosophy:
I believe that at this point in the classroom management, a small reminder of student’s commitments is enough to get most students back on track. I am not a micromanager and I do not want to feel like I have to threaten my students with a negative consequence in order to have normal and appropriate behavior. This is where the expectations at the foundational level are extremely important. I believe that students will genuinely want to keep their agreements, but my not know exactly what it feels like to do that. With simple reminders of where the boundaries they will have a better idea of what is expected of them. For most students, I believe that at this level they are looking to understand this concept and that they are not looking to intentionally disrupt the class. Gentle reminders to remained focus will keep most students on track.
I believe that at this point in the classroom management, a small reminder of student’s commitments is enough to get most students back on track. I am not a micromanager and I do not want to feel like I have to threaten my students with a negative consequence in order to have normal and appropriate behavior. This is where the expectations at the foundational level are extremely important. I believe that students will genuinely want to keep their agreements, but my not know exactly what it feels like to do that. With simple reminders of where the boundaries they will have a better idea of what is expected of them. For most students, I believe that at this level they are looking to understand this concept and that they are not looking to intentionally disrupt the class. Gentle reminders to remained focus will keep most students on track.
What it Looks Like:1. Stand near students to remind them that you are aware of them (Classen & Classen, 2008).
2. Stand near the respect agreement to draw attention to their commitments (Classen & Classen, 2008).
3. Issue a polite reminder to students to stay on task (Classen & Classen, 2008).
4. Make eye contact with students to acknowledge their behavior (Villa, Thousand, & Nevin, 2010).
5. Issue a reminder to students to keep their respect agreement (Classen & Classen, 2008).
6. Allow students to change seats or groups if the arrangement is too distracting for them.
7. Ensure that any issued comments are done so in a respectful and composed manner (Classen & Classen, 2008).
8. Use “I” statements to issue your desire for behavior to align with respect agreement (Classen & Classen, 2008).
2. Stand near the respect agreement to draw attention to their commitments (Classen & Classen, 2008).
3. Issue a polite reminder to students to stay on task (Classen & Classen, 2008).
4. Make eye contact with students to acknowledge their behavior (Villa, Thousand, & Nevin, 2010).
5. Issue a reminder to students to keep their respect agreement (Classen & Classen, 2008).
6. Allow students to change seats or groups if the arrangement is too distracting for them.
7. Ensure that any issued comments are done so in a respectful and composed manner (Classen & Classen, 2008).
8. Use “I” statements to issue your desire for behavior to align with respect agreement (Classen & Classen, 2008).