Strategies for Life Skills & Long Term Supports:
1. STOMA: S - Stop before you do anything T - Take a breath; think about what happened and what you want to do O - Options: What are the consequences of each choice? M - Move on it. Make a decision and act. A - Appreciate yourself for doing your best and not losing control (Villa, R.A. Thousand, J.S. & Nevin, A.I. (2010)) 2. Cool Down: There are a number of different ways in which a student can cool down after an escalation. Students can write a reflective journal entry about the event, or alternatively the teacher can have the entire class participate in a breathing exercise with visualization. 3. Emotional Literacy: Use of the RULER approach supports the development of social and emotional learning through: R - Recognizing the emotion in yourself or a peer U - Understanding how an emotion was generated and using skills to learn how to cope and display empathy L - Labeling emotions to connect a situation with a particular emotion, as well as words to describe the connection E - Expressing emotions in an appropriate manner to ensure clear communication R - Regulating Emotions by organizing and managing thoughts and behaviors. (Brackett, M. A. & Krementizer, J. P. (2011)) 4. Emotional Intelligence: To effectively communicate in classroom discussions, particularly in classes where literature has a dominant role, students need to develop their emotional intelligence in order to assertively express difficult emotions, remain calm, and manage stressful situations. These skills will prove useful to students both in and outside of the classroom when interacting with their peers. (Ni, Preston. (2014)) 5. Personal Contracts: These contracts are created by the teacher and student and offer an additional support for finding a long term solution to a student's success. This system includes motivation, communication, logical consequences, and benefits for the student. (Villa, R.A. Thousand, J.S. & Nevin, A.I. (2010)) |
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Elizabeth Mauerman | classroom management plan -- level 3 |