Level 4 - Somewhere Else to Plan
Levels 4 & 5 are available to provide extra support when a student struggles and needs extra help learning how to discipline themselves. Here at level 4 are various strategies to implement when a student needs to go some where else to gain control and make a plan. Many of those students will already have an IEP in place that includes these behavioral supports which is why it is beneficial to have a plan in place ahead of time in case this need arises. This tier addresses my educational philosophy of equity and differentiating. I realize that not every student needs the same support as the student sitting sext to them so it in important to have a plan in place for every student no matter what the need.
1. Class Profile
My first strategy is to be aware of students who have an IEP or any other specialized educational plan (504, SST, etc.). This would involve reading through the student files before students walk into your class on the first day of school. Doing so helps you start a class profile. After you start to get to know your student's strengths and weaknesses, whether they have a formal accommodation plan or not, you can expand your class profile and start differentiating to create equity for all students. "Students have different learning styles – diverse ways of learning, comprehending, and using information – and teaching to these preferred styles will increase educational success" (Sadker & Zittleman, 2012). Knowing the needs of your students is the first step in being able to offer them support.
My first strategy is to be aware of students who have an IEP or any other specialized educational plan (504, SST, etc.). This would involve reading through the student files before students walk into your class on the first day of school. Doing so helps you start a class profile. After you start to get to know your student's strengths and weaknesses, whether they have a formal accommodation plan or not, you can expand your class profile and start differentiating to create equity for all students. "Students have different learning styles – diverse ways of learning, comprehending, and using information – and teaching to these preferred styles will increase educational success" (Sadker & Zittleman, 2012). Knowing the needs of your students is the first step in being able to offer them support.
2. Switch Seats
If a student's placement in the class is causing the problem, then perhaps it would be a good idea to move that student to a different seat. Perhaps the loud air conditioning is too distracting, their classmate is a trigger for them, or being able to look out a window steals their focus. Despite the reason, sometimes a simple seat change can solve the problem and allow the student to regain self-discipline.
If a student's placement in the class is causing the problem, then perhaps it would be a good idea to move that student to a different seat. Perhaps the loud air conditioning is too distracting, their classmate is a trigger for them, or being able to look out a window steals their focus. Despite the reason, sometimes a simple seat change can solve the problem and allow the student to regain self-discipline.
3. Visitor Chair
If a student needs to take some time to his/herself, then they have the freedom of taking a break and sitting in the visitor chair. This chair will be placed near my desk and allows the student to take a mental and physical "time-out" from the immediate frustrations they were encountering. This strategy keeps the student in the classroom while giving them the opportunity to speak with me one on one if they find the need to do so. This also helps me evaluate whether or not the student needs to be removed from the class for a period of time or if they will be able to function if they return to their seat. (Harmen, 1995)
If a student needs to take some time to his/herself, then they have the freedom of taking a break and sitting in the visitor chair. This chair will be placed near my desk and allows the student to take a mental and physical "time-out" from the immediate frustrations they were encountering. This strategy keeps the student in the classroom while giving them the opportunity to speak with me one on one if they find the need to do so. This also helps me evaluate whether or not the student needs to be removed from the class for a period of time or if they will be able to function if they return to their seat. (Harmen, 1995)
4. Alternate Room
If the issue is unable to be resolved in the classroom, then I will send the student to an alternate room where they will be under the supervision of another staff member. This may include another teacher, the librarian, one of the counselors, or the administration staff. That pre-determined room will provide "a safe place for students to go when they cannot resolve their issue within the classroom" (Villa, Thousand, & Nevin, 2010). This allows for the student to receive one on one help from another adult while simultaneously allowing me to attend to the rest of the students in my classroom.
If the issue is unable to be resolved in the classroom, then I will send the student to an alternate room where they will be under the supervision of another staff member. This may include another teacher, the librarian, one of the counselors, or the administration staff. That pre-determined room will provide "a safe place for students to go when they cannot resolve their issue within the classroom" (Villa, Thousand, & Nevin, 2010). This allows for the student to receive one on one help from another adult while simultaneously allowing me to attend to the rest of the students in my classroom.
Resources
Harmin, M. 1995. Inspiring Discipline. Washington, D.C. NEA Professional Library.
Sadker, David M. & Zittleman, Karen R. (2012). Teacher, Schools, and Society.
New York, NY: McGraw-Hill
Villa, R.A. Thousand, J.S. & Nevin, A.I. (2010). Students as Collaborators in Responsibility:
Collaborating with Students in Instruction and Decision Making, Thousand Oaks, CA: Corwin Press.
Harmin, M. 1995. Inspiring Discipline. Washington, D.C. NEA Professional Library.
Sadker, David M. & Zittleman, Karen R. (2012). Teacher, Schools, and Society.
New York, NY: McGraw-Hill
Villa, R.A. Thousand, J.S. & Nevin, A.I. (2010). Students as Collaborators in Responsibility:
Collaborating with Students in Instruction and Decision Making, Thousand Oaks, CA: Corwin Press.