Secondary Classroom Management Plan - Overview
Self-Discipline Pyramid
 Level 5: Wraparound Support

Level 4: Somewhere Else Plan

Level 3: Life Skills - Long Term Support

Level 2: Recovery

Level 1: Creating a Caring Community

Self-Discipline Pyramid designed by Villa, Thousand, and Nevin (2010, p.173)

My Educational Philosophy:

    I see myself as Progressive Essentialist type of educator. That is, I believe in the importance of students having a solid foundation of traditional content along with some contemporary forms of assessment while also recognizing alternative forms of teaching and learning approaches. At the heart of these two philosophies, they are fundamentally different. The Essentialist in me values teacher-centered education that gives students building blocks for both academic and professional success as well as teaching them valuable character traits through appropriate guidance. Meanwhile, the Progressive in me understands the importance of student-centered learning, innovative learning techniques, and an environment that promotes exploration and independent thinking. However, together I believe that these two ideas offer roles for both the teacher and student that can meet each other in the middle to form the kind of democratic classroom atmosphere I aim to create. This same line of thinking is extended towards my ideals of classroom management. I sincerely believe in the importance of collaborating with students with regards to developing classroom rules, routines, and agendas and see it as a key contributor to their growth as responsible participatory citizens. With this in mind, I will achieve these ideals through the implementation of the Self-Discipline Pyramid. 

The Self-Discipline Pyramid:

    The Self-Discipline Pyramid is a system designed by Richard Villa, Jacqueline Thousand, and Ann Nevin and introduced in their book Collaborating with Students in Instruction and Decision Making: The Untapped Resource (2010, p.173). It is a system of 5 levels aimed at instilling self-discipline, responsibility, and interdependence among students in a classroom. It's selection as a pyramid is intentional as each level is built upon the foundation of last and acts as a step by step flow of action towards that goal. Collectively, the levels are aimed at establishing an effective classroom management plan while still embodying the democratic themes I value in my educational philosophy. Here are the levels as explained by Villa, Thousand, and Nevin:

  • Level 1 - Creating a Caring Community
    • Naturally it is the base and foundation of the pyramid. It is the established environment created for the students to operate within. This level encompass the rules, agreements, and overall order developed collaboratively by the teacher and students as well as the attitudes and nature of the learning involved.
  • Level 2 - Recovery
    • Built upon the community level. Like any community there are boundaries and rules in place that must be followed by everyone in order to maintain its definition. Of course, this is almost never perfectly followed so this level is devoted to helping students recover back to normal status when rules are broken and having methods of discipline that are both dignified and conflict resolving.
  • Level 3 - Life Skills - Long Term Support
    • With a community in place and an established set of rules and consequences, the next level builds on a student's emotional and interpersonal characteristics. These are essential to maintaining order among the students and to reinforce a student's social skills.
  • Level 4 - Somewhere Else Plan
    • This level is simply devoted to those students who need a little extra help in behavioral support. This includes placing the student in another environment in hopes of drawing a better reaction or to simply to extend the time with which to devise a solution to the behavior. It could mean placing the student with a counselor, in another room, or simply elsewhere in the classroom.
  • Level 5 - Wraparound Support
    • The last level is the last stage for a small percentage of students who need alternative forms of intervention as they are unresponsive to the previous levels. The methods at this stage include positive behavior supports from various sources as well as strategies to meet a particular student's behavioral needs.