Level 2: Recovery
Strategies:
1. Quick Reminder of Rules: The point here is not to blame or shame the students but quickly remind students of the class rules they have established. This will provide students an opportunity to re-engage in the lesson rather than shutting down or not listening to instructions (Villa, Thousand, & Nevin, 2010). 2. No Public Discipline: Instead of publicly disciplining students I will find time to talk to them individually. I believe this is the most efficient way to connect with students because when students get disciplined publicly they often shut down. When students shut down they do not pay attention and as a result obtain none of the knowledge that was displayed. 3. Standing Close By or Give the Eye: When students are constantly talking or disrupting the class during lecture or class discussions I will stand next to them. This method gets students re-engaged without directly disciplining them and does not stop the flow of the discussion or lecture. Giving students the eye is another method where students acknowledge that they are misbehaving without verbal discipline (Albert, 1996). 4. Provide Engaging Curriculum: Providing students with engaging curriculum forces students to participate and minimizes off-task behavior. Another benefit to engaging curriculum is that students will not get bored and begin acting out (Kagan, Kyle, & Scott, 2004). 5. Use Humor: Using humor is important when disciplining because if you light up the situation with humor, a vicious cycle is unlikely to happen or the disengagement of the student. This also allows the attention to stray away from the student that is misbehaving (Curwin & Mendler, 1999). The e-cards image shown is an example of a humorous poster that I will have in my classroom one day. 6. After School Tutoring: Students may misbehave during class because they are confused about the topic and do not feel comfortable asking questions. As a result I plan to provide after-school tutoring to help students that are lost and help them catch up which in turn will eliminate their misbehavior. 7. Rainstick: Using a rainstick can help me when I am trying to get the entire class back on track from their group discussions without having to yell over everyone’s voice. |
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.
Kagan, S., Kyle, P. B., & Scott, S. (2004). Win-Win Discipline. San Clemente, CA: Kagan Publishing.
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, p. 171-188.
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.
Kagan, S., Kyle, P. B., & Scott, S. (2004). Win-Win Discipline. San Clemente, CA: Kagan Publishing.
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, p. 171-188.