Level 4 - Somewhere Else Plan
1. I think it is important to discuss with the school staff what kind of place can be provided for students who are so emotional that they are distracting to the rest of the class. In those rare situations, there does need to be something like that. Suspensions don't work well. All it does it takes the student out of the school (and often times, the student doesn't seem to mind missing a day). Instead, we should be trying to keep them in school and work with them and try to figure out the problem. That is why I would implement the "Somewhere Else" Plan if I can work with the staff to establish such an area. The school that I co-teach at has an inclusion office and that is often times used as an area that is safe that students with IEPs, 504s, and just students in general that are over-emotional can go to calm down and then plan for the future. It is also important to note that functions of a planning room should never be mixed with things like detention. If it is seen as a punishment, it will not have the effect that we intend it to have. (Villa, Thousand, & Nevin, 2010)
2. For the schools lucky enough to have an office near the classroom or adjoining the classroom (like in the school at which I am co-teaching), I think having a "Visitor's Chair" would be a good idea. (Harmin, 1995) However, if the only desk the teacher has is in the room, then the "Visitor's Chair" might be a good alternative to a planning room. I believe this is more for those who can calm down while in class though. If they are still distracting the class, that could be a problem. But for lesser issues, I would have no problem implementing this strategy. We could even plan right there too if we are able to.
3. I think that it might be equally important to reward those who have done well with following the strategies in place for level 4. If they have left the room and come back calmed and refreshed and ready to continue working, why should they not be rewarded. That reward could be as small as celebrating them later, one-on-one, telling them how proud you were when they just got up and went to a safe area to cool down before coming back in. Yes, breaking rules do have consequences, but keeping them should have a reinforcement attached as well. (Wong, Wong, & Seroyer, 2009)