Self-Discipline Pyramid Designed by Villa, Thousand & Nevin (2010, p. 173)
My Management Pyramid
Please use the links above to view my strategies to for each of the 5 levels of the management pyramid. I plan to use this site as a center for sharing these expectations, and communicating them to my students and parents.
I find myself closely aligned with Social Reconstructive ideologies, and I think many of the strategies you'll read from me tend to support that philosophy. My goal is to empower students to take responsibility for their own lives, and to create lasting change for the better.
How my philosophy guides each level:
At level 1 I focus on creating an environment where they feel empowered, and share the responsibility for learning. How could they affect positive change in the world around them if students simply do what their teacher tells them to? My classroom will be a space where students not only feel safe to think critically about real issues, but are expected to as well. By using the strategies I outline for level 1, I hope to create this community where students can thrive.
In the second level, I outline strategies which should help reinforce my classroom community, and give my students more tools for empowerment. To help recover student engagement, I will focus on using small groups and peer tutoring. Each student will gain a voice, and the power that comes along with it. I'll also introduce tools which can help students gain greater control of their emotions, something many students can feel powerless facing.
Students in my classroom will learn life skills to help them succeed, and critically evaluate their world. These level 3 strategies will help students develop interpersonal and intrapersonal attributes important for working in any group environment. My students will gain an even deeper understanding of emotions from my strategies at this level to empower them even further.
Only a small minority of students should need my level four or five strategies, but for those who do need them, they should provide a way to restore a student's faith in our community with dignity. My level 4 strategies call for a separate room for students to plan their own return to our class when their actions facilitate their separation. This process allows for students to take more control of their in school lives, and ultimately create their own contracts to abide. By doing so, they will learn that they can affect positive change within themselves.
At level 5, I outline strategies to develop more intensive supports for students who need them. Very of my students should ever require this level of support, but if they do, my strategies will help to involve people who care about them in the process of restoring the student into the classroom community. No students will ever be beyond redemption, and this level represents my most powerful community based strategies for helping those students who really need it.
I find myself closely aligned with Social Reconstructive ideologies, and I think many of the strategies you'll read from me tend to support that philosophy. My goal is to empower students to take responsibility for their own lives, and to create lasting change for the better.
How my philosophy guides each level:
At level 1 I focus on creating an environment where they feel empowered, and share the responsibility for learning. How could they affect positive change in the world around them if students simply do what their teacher tells them to? My classroom will be a space where students not only feel safe to think critically about real issues, but are expected to as well. By using the strategies I outline for level 1, I hope to create this community where students can thrive.
In the second level, I outline strategies which should help reinforce my classroom community, and give my students more tools for empowerment. To help recover student engagement, I will focus on using small groups and peer tutoring. Each student will gain a voice, and the power that comes along with it. I'll also introduce tools which can help students gain greater control of their emotions, something many students can feel powerless facing.
Students in my classroom will learn life skills to help them succeed, and critically evaluate their world. These level 3 strategies will help students develop interpersonal and intrapersonal attributes important for working in any group environment. My students will gain an even deeper understanding of emotions from my strategies at this level to empower them even further.
Only a small minority of students should need my level four or five strategies, but for those who do need them, they should provide a way to restore a student's faith in our community with dignity. My level 4 strategies call for a separate room for students to plan their own return to our class when their actions facilitate their separation. This process allows for students to take more control of their in school lives, and ultimately create their own contracts to abide. By doing so, they will learn that they can affect positive change within themselves.
At level 5, I outline strategies to develop more intensive supports for students who need them. Very of my students should ever require this level of support, but if they do, my strategies will help to involve people who care about them in the process of restoring the student into the classroom community. No students will ever be beyond redemption, and this level represents my most powerful community based strategies for helping those students who really need it.