1. Social skills - It is important to help students develop the skills needed to be successful in the adult world.  One way to do this is by helping them learn appropriate social skills. In order to accomplish this I will use group work, which will require students to work respectfully with one another.  In addition the language used in the classroom must be respectful at all times.  When have class discussions, it is important for students to understand how to be a respectful listener, take turns during a discussion, and respectfully disagree with fellow students.  It is my job as a teacher to model the expectations I have of the students, as students will do as I do, not do as I say (nor should I expect anything else).

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2. Problem solving and self control - These skills are so important outside of the classroom, but often teachers rush to solve problems or direct students before they have the opportunity to demonstrate self control.  In the social contract at level 1 I hope to establish problem solving protocols, and provide students with the tools needed so they are able to solve their own problems.  This is not a skill that I expect them to have mastered, but rather a work in progress.  Students who are able to solve problems and have self control should be recognized for their efforts in a positive manner, as it is a clear demonstration of respect and accountability that I regard so highly.

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3. Personal Contracts - Students that have reached this level may need additional support in conjunction with the classroom social contract. With these students I would hope to meet with them individually and develop a personal contract that we can agree upon.  My goal would be for the student to identify the problems or issues, as well as solutions for addressing this issue, and the consequences that will be in place if the personal contract broken.

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4. Recognize Understand Labeling Expressing Regulating (RULER) - One approach that I would use to start a dialogue with students in need of this level of support is RULER.  The RULER approach will help students better understand the reasons for their behavior, as well as help me understand where the student is coming from.  This also provides the student an opportunity to cool down, reflect, and approach the problem without being reactionary.  Students are learning how to handle emotions, and students at this level need tools to help them better handle situations that may cause them to act out.  The RULER approach provides the framework for students to develop emotional literacy.

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5. Stop Think Act Review (STAR) - In addition to the RULER approach, which is used after the behavior has occurred, I want to implement STAR as a tool students can use to self-regulate before acting out or an issue arises.  Some students need to understand and be taught how to self-regulate and the STAR method allows for just that.  Students can learn to stop and think before acting, and reflect on how in doing so their behavior changed.  Giving students a tool like this helps improve their self control and emotional intelligence. It also conveys the important message that the student is accountable for their actions.  It is very important to recognize students who are able to use this tool successfully, because they are demonstrating respect for themselves and their fellow classmates in doing so.