Level 2 - Recovery
1. The first recovery strategy I will employ is simple and more on the low level. I will walk around the classroom, whether this be during instruction, during classwork, or even during discussions. I have noticed that sometimes, if a student is starting to break the norms, if the teacher simply stands by him, or walks by him, the behavior will stop and he will get back on track. This does not humiliate, or embarrass the student, nor does it call him out, but it is quite effective for low-level disobedience. (Villa, Thousand, & Nevin, 2010)
2. Another strategy I would employ is similar to the first. If I, or someone else in the classroom has the floor to speak, and one or more people are not fully engaged, focused and paying attention, or otherwise distracted, I will simply stop saying what I am talking about (or stop the student who has the floor), and say, "I'm sorry, it looks like not everybody is tracking me/you. We need everybody tracking, please. (pause and wait for silence and look for engagement) Thank you. I will continue/Please continue." Again, just like the first, this offers the students breaking the norms to fix it themselves before I have to step in any further. It also does not call anyone out, but it simply reminds the students that everyone needs to be tracking whoever has the floor. It is a matter of respect.
3. If there is one student who repeatedly break the norms or is causing distractions, it may be time to call him out by name. Again, I would never use humiliation as a discipline tactic. All that does is make you appear unpleasant and possibly makes him the subject of ridicule. Instead I simply say, "[Name], can I get you tracking, please? Thank you." (Albert, 1996) There is also a sense of escalation. The first request should always be that - a request. Te second time should be firmer, telling them to do something, but still in a nice tone. If the instruction is still ignored, then you take a commanding tone. Note that if it continues or goes any further, than it may need to move to Level 3 in the Classroom Management Plan.
4. On the flip-side, I also like to notice when someone is on task or doing something right and celebrate that individual or those individuals. What this does is that it encourages doing the right behaviors. (Albert, 1996) While teachers often do need to call out and stop the bad behaviors, the good behaviors often go unnoticed. If those behaviors are noticed and praised, there could be a shift in the demeanor of the class over time. I have personally witnessed this.
5. Finally, I often try to have the students resolve issues that are small and fairly inconsequential. By doing this, it does two things: first, it creates a teachable moment for conflict resolution which every responsible adult needs to learn. Starting with the small things will help to resolve later conflicts with bigger issues. Second, it makes both sides of a disagreement take responsibility for their actions. When they can't just call on the teacher and have him be the bad guy and make a decision, suddenly, they need to deal with it themselves and try and resolve the issue. "Be responsible for yourself and allow students to be responsible for themselves." (Curwin & Allen, 1999)