1. Zero-indifference - Often times schools have a zero-tolerance policy, but rarely is this policy effective in helping students change behaviors and self-regulate.  Instead it leaves students feeling marginalized, brands them as trouble makers, and does nothing to help them learn life skills that will help them be successful in respect, responsibility, or accountability.  Rather than a zero-tolerance policy, I will have a zero-indifference policy.  My students are individuals and have individual needs, and a blanket zero-tolerance policy sends the exact opposite message. If a student reaches this level, their needs are not being met in some capacity, and it is my responsibility to show them that I have respect for them as individuals and want to work with them, not against them.

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2. Communication - If a student has an IEP or behavioral plan it is important to be in contact with the case manager or counselor.  The measures taken should always be with the students best interests in mind.  Communication with support staff, especially before a student reaches this level, is also important.  By communication with the case manager, there may be supports already in place for a student to utilize when the classroom environment is not conducive at the time.

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3. Special Seat - If possible, I would like to include a "quiet" area for students to work or cool down if needed. A classroom full of students can be overwhelming, and I think that having a designated area students can use when other strategies have failed is very important.  One of the aspects of the special seat in a quiet area, would be to have students reflect of why they needed to be there.  Self reflection is important in that it builds responsibility for actions, accountability, and allows students time to better understand their own behavior.  The self reflection would also provide me with information that might allow for adjustments in the classroom to better serve the students needs.