In my last post I outlined how I plan to reduce behavioural issues preemptively. However, I know that issues will arise despite my best efforts.
When problems arise in my future classrooms, I plan to be involved in resolving these problems. When a student displays unsafe, disruptive, or unexpected behaviours, I will first remind them of our expectations and rules that we created together; to establish cooperatively with the student that they have not met the expectations or broken our rules.
This is the first step in a process; if behaviours continue, I plan to have a student-teacher conference to discuss the issue and plan for the future; if you are curious how this interaction may look, please revisit the conference portion of this portfolio as I am pretty proud of how we approached that situation and am very confident in my ability to defend our plans and justifications. If the resolutions established in a first conference do not change the behaviours, I will include parents in a further meeting. If this is not successful, the administration or support staff will resolve the issues involved. Of course, by this point, an assessment to pursue a designation may be something to be considered. Still, I see that as a student support issue, not a behaviour management strategy, but I feel it needs mentioning.
As far as consequences and reinforcements go, I plan to use my presence and our conferences as the, well, I guess punishment. Still, I aim not to use trauma-inducing disciplinary measures as deterrents to misbehaviours. As I mentioned earlier, I will start with a quick chat, then a full-on conference, involve parents, then work with administration and support staff, at which point some kind of action may occur.
I feel that programs like non-violent communication and restorative justice measures will be ones I will use in bullying or conflict instances between individuals. Making restitution for wrongdoings is a good action, and one of my main goals is not to exclude students utilizing suspension or expulsion, which are the administration’s jurisdiction anyhow.
To communicate these processes to students, I will use my relationships to keep clear communication lines. Through the actions I have mentioned already in this portfolio, I will involve students in establishing plans to communicate. Also, I will use direct language and ensure understanding through contracts and oral agreements that are specific and very clear.
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