Recovery
Teaching at an Experimentalist Level
When students get into trouble they normally are "dealt" with through "disciplinary actions". I find that term to be negative. So in my class we will not have disciplinary actions but rather "recovery methods". The goal with this method is to not blame or shame students when they are not on task or out of line but rather engage the student with supports that further a more responsible involvement with the class (Villa, Thousand, Nevin, 2010). My goal is to never put down a student but rather push them to be all that they can be. I understand that life can be difficult and that various things can get in the way of learning. In my class I make a firm commitment to consult with parents so that students can have the support they need especially when they fall off track. The following includes five strategies that will be incorporated into my classes to further behavior and performance expectations. Many of my recovery methods incorporate experimental teaching ideologies. Teaching at an experimentalist level is very progressive for both students and society. From this standpoint, the primary purpose of education and schooling is to push students to think more efficiently. Experimentalism encourages individuals to think analytically while fostering the ability to think freely and to criticize. This discipline allows students to learn through experience. This allows students to learn about management and discipline. Furthermore, experimentalism often incorporates a great deal of individual and group projects intertwined with class discussions allowing for a very progressive learning experience.
Recovery Method Strategies
Ø Self-discipline is vital to class as well as student performance. One strategy to further student self-disciplinary roles is to “recovery methods” rather than “disciplinary methods”. The goal with this method is to not blame or shame students when they are not on task or out of line but rather engage the student with supports that further a more responsible involvement with the class (Villa, Thousand, Nevin, 2010). A low-level recovery strategy can be pointing at a wall in the room that has class expectations on it as a reminder to a particular student or even the class as a whole.
Ø In my classes student will have what I will call their “Return and Review” folders. This will be a key element for recovery and accountability in my class. Students will receive their folder at the end of each week and it will contain graded assignments as well as a weekly progress report that will celebrate jobs well done, good participation, as well as give recovery reminders and encouragement to follow expectations. Students will have an opportunity to receive a few bonus points if they correct homework assignments which furthers lesson review and retention and they will also have the opportunity to fill out a short recovery log which will state how they plan to achieve success in the class the following week. This strategy promotes consciousness-raising abilities in students by having them reflect upon their behavior (Villa, Thousand, Nevin, 2010).
Ø Group work will be an integral part of my classroom. Students will break into 3-4 person groups regularly to work on current event assignments as well as others. Students will be strategically paired up so that higher achieving students can help those who may need a little bit of extra help. These groups will also act as a support system, which incorporates peer mediation. Peer Mediation is another recovery method that pushes students to collaborate while also acting as supports for one another to find better solutions (Villa, Thousand, Nevin, 2010).
Ø Keeping families in the loop and engaged in their children’s education is key for success. A call home will be made to every student’s home every three weeks to let parents know how their child is doing in class. Students with disciplinary issues are normally the ones who get calls home however, students who are acceling, improving and helping to make our classroom a positive atmosphere deserve positive recognition as well. This type of positive support will help maintain and re-engage students to be responsible and progress in their instruction and their learning (Villa, Thousand, Nevin, 2010). Showing parents as well as students that I truly care about them and their learning will increase productivity and further self-discipline.
Model Digital-Age Work and Learning (Keeping Families in the Loop) (Communicating Expectations to Students)
Using a variety of technological systems in the classroom will help me as a teacher to communicate more fluently and progressively with students, parents, and peers. In my classroom students will participate in the use of a program called Blackboard that will be linked to my classroom website . As students access my website and Blackboard, I will be able to communicate with both students and parents while they keep track of the progress they are making in my class. It is important to use a variety of digital mediums so I will also incorporate the use of a program called making the grade in my classroom. Here is a web link to a sample output of how I will use Making the Grade in my classroom https://docs.google.com/open?id=0B7FdeGmZXJJbMzNlOTA5NDctYWIxZi00MjJlLWIzMDQtNzJkNjg2OWZkODI4. This file has also been included in this document as an attachment entitled "Making the Grade". Making the Grade is an electronic grading program that will help me to efficiently manage my classroom and students. A link to class grades from Making the Grade will be posted on my class website. Making the Grade will help both myself and my students to gain fluency with the use of technological data systems. Programs like these help to create and foster digital age work and learning. As programs like Making the Grade and Blackboard are incorporated into my classroom, I will be able to collaborate with students, parents, educators, and others. Innovative programs like these will give my students support while preparing them for success in a technological and digital world.
Ø I believe in recognition of a job well done or for improvement. A class rewards system will be put into place to help encourage self-discipline. Students will earn individual as well as class rewards. This can range from extra credit points to field trips. This will encourage students to keep each other accountable for their actions in class.
Teaching at an Experimentalist Level
When students get into trouble they normally are "dealt" with through "disciplinary actions". I find that term to be negative. So in my class we will not have disciplinary actions but rather "recovery methods". The goal with this method is to not blame or shame students when they are not on task or out of line but rather engage the student with supports that further a more responsible involvement with the class (Villa, Thousand, Nevin, 2010). My goal is to never put down a student but rather push them to be all that they can be. I understand that life can be difficult and that various things can get in the way of learning. In my class I make a firm commitment to consult with parents so that students can have the support they need especially when they fall off track. The following includes five strategies that will be incorporated into my classes to further behavior and performance expectations. Many of my recovery methods incorporate experimental teaching ideologies. Teaching at an experimentalist level is very progressive for both students and society. From this standpoint, the primary purpose of education and schooling is to push students to think more efficiently. Experimentalism encourages individuals to think analytically while fostering the ability to think freely and to criticize. This discipline allows students to learn through experience. This allows students to learn about management and discipline. Furthermore, experimentalism often incorporates a great deal of individual and group projects intertwined with class discussions allowing for a very progressive learning experience.
Recovery Method Strategies
Ø Self-discipline is vital to class as well as student performance. One strategy to further student self-disciplinary roles is to “recovery methods” rather than “disciplinary methods”. The goal with this method is to not blame or shame students when they are not on task or out of line but rather engage the student with supports that further a more responsible involvement with the class (Villa, Thousand, Nevin, 2010). A low-level recovery strategy can be pointing at a wall in the room that has class expectations on it as a reminder to a particular student or even the class as a whole.
Ø In my classes student will have what I will call their “Return and Review” folders. This will be a key element for recovery and accountability in my class. Students will receive their folder at the end of each week and it will contain graded assignments as well as a weekly progress report that will celebrate jobs well done, good participation, as well as give recovery reminders and encouragement to follow expectations. Students will have an opportunity to receive a few bonus points if they correct homework assignments which furthers lesson review and retention and they will also have the opportunity to fill out a short recovery log which will state how they plan to achieve success in the class the following week. This strategy promotes consciousness-raising abilities in students by having them reflect upon their behavior (Villa, Thousand, Nevin, 2010).
Ø Group work will be an integral part of my classroom. Students will break into 3-4 person groups regularly to work on current event assignments as well as others. Students will be strategically paired up so that higher achieving students can help those who may need a little bit of extra help. These groups will also act as a support system, which incorporates peer mediation. Peer Mediation is another recovery method that pushes students to collaborate while also acting as supports for one another to find better solutions (Villa, Thousand, Nevin, 2010).
Ø Keeping families in the loop and engaged in their children’s education is key for success. A call home will be made to every student’s home every three weeks to let parents know how their child is doing in class. Students with disciplinary issues are normally the ones who get calls home however, students who are acceling, improving and helping to make our classroom a positive atmosphere deserve positive recognition as well. This type of positive support will help maintain and re-engage students to be responsible and progress in their instruction and their learning (Villa, Thousand, Nevin, 2010). Showing parents as well as students that I truly care about them and their learning will increase productivity and further self-discipline.
Model Digital-Age Work and Learning (Keeping Families in the Loop) (Communicating Expectations to Students)
Using a variety of technological systems in the classroom will help me as a teacher to communicate more fluently and progressively with students, parents, and peers. In my classroom students will participate in the use of a program called Blackboard that will be linked to my classroom website . As students access my website and Blackboard, I will be able to communicate with both students and parents while they keep track of the progress they are making in my class. It is important to use a variety of digital mediums so I will also incorporate the use of a program called making the grade in my classroom. Here is a web link to a sample output of how I will use Making the Grade in my classroom https://docs.google.com/open?id=0B7FdeGmZXJJbMzNlOTA5NDctYWIxZi00MjJlLWIzMDQtNzJkNjg2OWZkODI4. This file has also been included in this document as an attachment entitled "Making the Grade". Making the Grade is an electronic grading program that will help me to efficiently manage my classroom and students. A link to class grades from Making the Grade will be posted on my class website. Making the Grade will help both myself and my students to gain fluency with the use of technological data systems. Programs like these help to create and foster digital age work and learning. As programs like Making the Grade and Blackboard are incorporated into my classroom, I will be able to collaborate with students, parents, educators, and others. Innovative programs like these will give my students support while preparing them for success in a technological and digital world.
Ø I believe in recognition of a job well done or for improvement. A class rewards system will be put into place to help encourage self-discipline. Students will earn individual as well as class rewards. This can range from extra credit points to field trips. This will encourage students to keep each other accountable for their actions in class.