My Philosophical Background
As a teacher, I identify as an existentialist. This means that I highly value the individual and the importance of living authentically. A part of this component is the need to reset when emotions become heightened or a mental break is needed. We need these resets as adults with vacations, days off work, family time, etc. I would advocate that these are "resets" are equally as important to students. The strategies below are some that allow students the opportunity to reset when needed.
Strategies to Implement into the Classroom
1. Counseling Center
I will allow my students to visit the Counseling Center on campus when they ask. The Counseling Center is a safe environment for students. It provides services for students that are more effective and more appropriate when handled outside the classroom (Villa, Thousand, & Nevin, 2010). I will value their choice to talk to someone over their need to master the academics. Students will know that this is an option for them because I will never deny a student this opportunity.
2. Talk a Walk
I will allow my students to take a walk around campus when they ask. This will allow students a brief mental break. Students will be given a pass and they will be granted five minutes to walk. This is a proactive measure to ensure that students can regain their composure when things seem overwhelming (Elsbree, 2014).
3. Understanding IEPs
I will investigate IEPs at the beginning of each year and regularly revisit the documents to refresh my memory. This will allow for the most student support in the classroom. I will implement appropriate accommodations and modifications, academic and social. I will be mindful of student goals and brainstorm with resource specialists on the best ways to assist students in this population.
4. Zero Tolerance
As a teacher it is important to recognize that students are all unique and operate, academically and socially, differently. "Different" will be celebrated in my classroom, not frowned upon. There will be a zero tolerance policy in my classroom that coincides with school-wide protocol. This policy will be established and discussed about at the beginning of the school; however, it will also be touched on throughout the school year, specifically during group time and when seating arrangements are changed.
5. Proactive Interventions
I will be proactive about discussing reoccurring issues with students. I will ask identified students to come see me during lunch, break, or after school. This will be a non-threatening, non-disciplinary meeting. The goal of this meeting is to collaboratively establish behavioral goals for the student while in the classroom. I will use a positive approach in this dialogue and reassure the student that I notice good attributes about them and value their presence in my classroom, but there needs to be a positive shift in their behavior. This intervention can serve as a good opportunity to build a positive relationship with students (Zuckerman, 2007).
Resources
As a teacher, I identify as an existentialist. This means that I highly value the individual and the importance of living authentically. A part of this component is the need to reset when emotions become heightened or a mental break is needed. We need these resets as adults with vacations, days off work, family time, etc. I would advocate that these are "resets" are equally as important to students. The strategies below are some that allow students the opportunity to reset when needed.
Strategies to Implement into the Classroom
1. Counseling Center
I will allow my students to visit the Counseling Center on campus when they ask. The Counseling Center is a safe environment for students. It provides services for students that are more effective and more appropriate when handled outside the classroom (Villa, Thousand, & Nevin, 2010). I will value their choice to talk to someone over their need to master the academics. Students will know that this is an option for them because I will never deny a student this opportunity.
2. Talk a Walk
I will allow my students to take a walk around campus when they ask. This will allow students a brief mental break. Students will be given a pass and they will be granted five minutes to walk. This is a proactive measure to ensure that students can regain their composure when things seem overwhelming (Elsbree, 2014).
3. Understanding IEPs
I will investigate IEPs at the beginning of each year and regularly revisit the documents to refresh my memory. This will allow for the most student support in the classroom. I will implement appropriate accommodations and modifications, academic and social. I will be mindful of student goals and brainstorm with resource specialists on the best ways to assist students in this population.
4. Zero Tolerance
As a teacher it is important to recognize that students are all unique and operate, academically and socially, differently. "Different" will be celebrated in my classroom, not frowned upon. There will be a zero tolerance policy in my classroom that coincides with school-wide protocol. This policy will be established and discussed about at the beginning of the school; however, it will also be touched on throughout the school year, specifically during group time and when seating arrangements are changed.
5. Proactive Interventions
I will be proactive about discussing reoccurring issues with students. I will ask identified students to come see me during lunch, break, or after school. This will be a non-threatening, non-disciplinary meeting. The goal of this meeting is to collaboratively establish behavioral goals for the student while in the classroom. I will use a positive approach in this dialogue and reassure the student that I notice good attributes about them and value their presence in my classroom, but there needs to be a positive shift in their behavior. This intervention can serve as a good opportunity to build a positive relationship with students (Zuckerman, 2007).
Resources
- Elsbree, A.R. 2014. <http://secondaryclassroommanagementplan.weebly.com/4-plan.html>
- 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.
- Zuckerman, J. (2007). CLASSROOM MANAGEMENT IN SECONDARY SCHOOLS: A STUDY OF STUDENT TEACHERS' SUCCESSFUL STRATEGIES. American Secondary Education, 35(2), 4-16.