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Level 2: Recovery

With Accountability

Level 2: Recovery

1. Teacher initiated contact - At the recovery level, I would implore a few strategies to get the students attention and correct behavior.  One of the most useful tools I have found thus far is eye contact.  When a student if off task, or being disruptive, making eye contact without calling the student out, can be very useful and allows the student to self correct.  If this is not effective, a gesture may be needed - like pointing to the classroom rule of respect or the social contract.  Finally it might be necessary to bring a student close in proximity, in a chair close to the teacher, until they are able to resume work at their desk.

 

2.  Do the unexpected - At times it will not be a single students that is off task, but rather the entire class might be getting a little "squirrel.  In cases such as these, I think it is important to do something spontaneous.  Adding an element of surprise can help break up the behavior, and refocus the class, without turning to discipline or allowing students to become too disruptive or off topic.

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3.  Cooperative discipline - There will be times that discipline might be necessary at the recovery level, but I want to make sure that the methods used are beneficial for the students and provide them with tools to improve not make them feel bad.  In addition to the strategies listed above, I will plan to use 6 step conflict resolution in order to resolve problems between students in the classroom if/when necessary.  In doing so the problem, feelings, and needs of the students are addressed and a solution is agreed upon.  Such a strategy is in line with the main rule of my classroom, respect.

 

4. Consequences - When there is a need for consequences, I want to make sure the the implementation follows the four R's (Alpert, 1996), making sure that consequences are related, reasonable, respectful, and reliable.  Students need to make the connection between the behavior and the consequence.  It needs to make sense, and be respectful of the student as a person.  The consequence needs to be inline with the values of the social contract and the culture of the classroom, which will help the student reflect and adjust their behavior.

 

5. Offer choices - When students must be helped at the recovery level, I think that it is important to respect the students as individuals.  There will not be a one-size fits all consequence, and so I think that it will be important to have students involved in the discipline and consequence process.  In doing so the student become more responsible for themselves and accountable for their actions.

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6. Parental involvement - Contact with the parents is a vital part of recovery.  It is important for students to see teachers and parents work together for the best of the student. Knowing that everyone is united and care about the students best interests and needs will be key in helping them at the recovery level.

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Albert, Linda.  (1996). Cooperative discipline. Philadelphia, PA: American Guidance Service.

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Curwin, Richard & Mendler, Allen. (1999). Discipline with dignity. Alexandria, VA: Association for Supervision and Curriculum Development.

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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.

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