Level 2 - Recovery
Most of the energy spent to develop student self-discipline is at the pyramid foundation, Levels 1-3. Here at the second level are various strategies for implementing recovery with accountability. The main goal is for the teacher to continually monitor student progress and provide support when needed. In general, my teaching philosophy follows the belief that actions speak louder than words so it is important to lead by example. Treating my students with respect will not only model what I expect from them, but will also help me gain their trust and respect in return. This level of the pyramid involves how students can be helped if they start falling short of the expectations you set for them.
1. Proximity
Students tend to sit up a litter straighter and pay a little more attention when the teacher is within close proximity to them which is why proximity is a great discrete way to get your students back on track. This follows the belief that "students have the ability to control themselves and make positive decisions" (Kyle, Kagan, Scott, 2002), but realizing that sometimes they may need a gentle reminder to stay focused on the task at hand.
Students tend to sit up a litter straighter and pay a little more attention when the teacher is within close proximity to them which is why proximity is a great discrete way to get your students back on track. This follows the belief that "students have the ability to control themselves and make positive decisions" (Kyle, Kagan, Scott, 2002), but realizing that sometimes they may need a gentle reminder to stay focused on the task at hand.
2. Eye Contact
Sometimes you are unable to walk around the room and stand in close proximity to a student, so a good alternative is making eye contact with them. Refraining from verbally responding to the student is a less invasive way to guiding their attention back to the content. It also "challenges educators to not respond in emotionally reactive ways" (Albert, 1996).
Sometimes you are unable to walk around the room and stand in close proximity to a student, so a good alternative is making eye contact with them. Refraining from verbally responding to the student is a less invasive way to guiding their attention back to the content. It also "challenges educators to not respond in emotionally reactive ways" (Albert, 1996).
3. Praise using "I message"
Praising students for good behavior and following classroom expectations can be a positive way to let them know that you approve and appreciate their behavior. "Learning is enhanced when students understand what is expected from them" (Sadker & Zittleman, 2012), so it is important to compliment them when they are meeting your expectations. Using a personal "I message" one on one with a student is more meaningful than when it is directly to the class as a whole.
Praising students for good behavior and following classroom expectations can be a positive way to let them know that you approve and appreciate their behavior. "Learning is enhanced when students understand what is expected from them" (Sadker & Zittleman, 2012), so it is important to compliment them when they are meeting your expectations. Using a personal "I message" one on one with a student is more meaningful than when it is directly to the class as a whole.
4. Peer Mediation
It can be easier for students to listen and relate to their classmates more so than their teacher. If a student responds to their peers, then you can ask a neighboring students to help you by helping their classmate stay on task. This might involve repeating directions, giving reminders, and helping the student demonstrate self-discipline. The goal is to help students learn how to meet their needs in appropriate and non-disruptive ways, and sometime you need to recruit some help in order to do that.
It can be easier for students to listen and relate to their classmates more so than their teacher. If a student responds to their peers, then you can ask a neighboring students to help you by helping their classmate stay on task. This might involve repeating directions, giving reminders, and helping the student demonstrate self-discipline. The goal is to help students learn how to meet their needs in appropriate and non-disruptive ways, and sometime you need to recruit some help in order to do that.
5. Follow-up Conversation
After implementing the various approaches above, if a student still had a difficult time demonstrating self-discipline, then I would have a private follow-up conversation with them during class. The main reason for this is because the student might have been distracted by something that was out of my control. It is my responsibility to "look at why a problem is occurring, and then try to formulate a strategy that will work for a specific student and for a specific situation" (Curwin & Mendler, 1999). When something is not working, then I find it best to go directly to the source (the student), and ask them why. Realizing that every student is different and treating them as individuals will only help promote their confidence and self-discipline. Only then can I create a positive learning environment for them and allow them to demonstrate responsibility.
After implementing the various approaches above, if a student still had a difficult time demonstrating self-discipline, then I would have a private follow-up conversation with them during class. The main reason for this is because the student might have been distracted by something that was out of my control. It is my responsibility to "look at why a problem is occurring, and then try to formulate a strategy that will work for a specific student and for a specific situation" (Curwin & Mendler, 1999). When something is not working, then I find it best to go directly to the source (the student), and ask them why. Realizing that every student is different and treating them as individuals will only help promote their confidence and self-discipline. Only then can I create a positive learning environment for them and allow them to demonstrate responsibility.
Resources
Albert, Linda. (1996). Cooperative Discipline.
Philadelphia, PA: American Guidance Service.
Curwin, Richard & Mendler, Allen. (1999). Discipline with Dignity
Alexandria, VA: Association for Supervision and Curriculum Development.
Kyle, P., Kagan, S. & Scott, S. (2002). Win-Win Discipline: Solutions for All Discipline Problems.
San Clemente, CA: Kagan Publishing, In Preparation
Sadker, David M. & Zittleman, Karen R. (2012). Teacher, Schools, and Society.
New York, NY: McGraw-Hill
Albert, Linda. (1996). Cooperative Discipline.
Philadelphia, PA: American Guidance Service.
Curwin, Richard & Mendler, Allen. (1999). Discipline with Dignity
Alexandria, VA: Association for Supervision and Curriculum Development.
Kyle, P., Kagan, S. & Scott, S. (2002). Win-Win Discipline: Solutions for All Discipline Problems.
San Clemente, CA: Kagan Publishing, In Preparation
Sadker, David M. & Zittleman, Karen R. (2012). Teacher, Schools, and Society.
New York, NY: McGraw-Hill