The Wind by James Reeves

Students love this engaging Aesthetic Education Lesson which includes ELA Common Core Standards and Lincoln Center Education Core Concepts and Capacities. 

The Wind Lesson Plan Summary

by Ms. Loreen E. Pearson

Work of Art: The Wind by James Reeves. The poem is introduced as a riddle with no title given. Students identify the title through studying specific details of the text and learn to make inferences.

Lesson 1: Close Reading of the Text. The goal is to teach students to read closely and critically in order to comprehend complex literary text. I actively engage students to search for meaning in the rich vocabulary and figurative language of this poem such as personification. The incidental bonus of this lesson is the students naturally memorize the poem and add it to their repertoire.

Lesson 2: Analysis and 3-D Visual Objects. “The Wind” by James Reeves is a poem that tells us what the wind can do. It can be both strong and gentle. Students identify and group 3-D visual objects into those two categories as represented in the lines and phrases from the poem. Students place objects on a red (strong) table or a blue (gentle) table. Time permitting, I help students connect to the poem through additional activities differentiated by grade level such as a movement activity for Primary grades and an essay for Intermediate grades.

Lesson 3: Art-making Activity, Reflection Collage, and Art Walk.  To help students synthesize what they have learned, they individually create a poster to illustrate connections they have made with the poem. They draw the contrasting qualities of the wind with at least two evidences from the poem. I emphasize craftsmanship and detail. Every students shares out by creating a class reflection collage around which I conduct an art walk. Students reflect on their experiences by choosing which pieces they’d like to discuss and why.

LCE Core Concepts Used: Questioning, Art-making, Reflection and Contextual Information

LCE Capacities Used: Notice Deeply, Pose Questions, Identify Patterns, Make Connections, Empathize, Live with Ambiguity, Reflect/Assess

The Wind Lesson Plan (Detail)

by Ms. Loreen E. Pearson

Learning Objective: The goal is to teach students to read closely and critically in order to comprehend complex literary text. In this lesson sequence, I use a variety of strategies to actively engage students in searching for meaning in the rich vocabulary and figurative language of a poem. Students learn to test inferences against specific details of the text, to analyze 3-D objects and to use those objects to more deeply understand the meaning of the poem. Discussion and an art making exercise help students to synthesize what they have learned. The incidental bonus of this lesson is the students will memorize the poem and add it to their repertoire. Explain the meaning and spelling of the word incidental.

Lesson 1: Close Reading of the Text 

Introduce the Work of Art: Read the poem aloud as a riddle, omitting the title. Invite students to guess what the subject of the poem might be. Explore the meaning and spelling of the word inference. Write answers on the board. I call it the “Guess Bank.” 

Most guesses fall into four different categories: 1) natural forces such as tornado, hurricane, tsunami 2) fantasy characters such as magical wizard, shape shifter, ghost, giant monster, Mother Nature, Hulk/Bruce Banner (which is actually an excellent guess because the Hulk can personify both qualities - strong and gentle) 3) animals and insects such as ants, rhino, whale 4) outside the box ideas such as a person dreaming, your imagination, God and seasons in and of themselves.

What do you think the title might be? What do you think this poem is about?

Guide the students through a second slow reading, evaluating the list of student guesses against specific lines in the text. Eliminate and add student answers as the discussion progresses.

Line 1: How could you get through a doorway without a key? (Break it down, go under it, go through it, pick lock, bang on it until someone opens it, doggie door, robber, crowbar, open it yourself — maybe it’s not locked.)

Line 2: Show me with your hands how you might strip leaves from a branch. What could strip the leaves from a big tree? (carpenter ants— Tucson story, other animals, poison) It must be something or someone big and powerful.

Explore in depth the meaning of inference. Good readers do exactly what the class is doing right now. When faced with a hard or tricky text, good readers us the text to make a best guess or inference about meaning. They reread the text carefully, looking for words that show what they are thinking could be true. Good readers also notice when their inferences don’t make sense. They are not afraid to change their ideas. Compliment students who change their responses to align more closely with what they have read. Add new ideas to the list if a student is able to explain how the text supports the new inference. Ask, “What in the poem makes you think so? Tell me more.”

I teach this concept after line 2, when I relate my Tucson ant story and add ants to the guess bank.

Line 3: Show me what it means to drive storm clouds? (push, blow, cattle drive, computer drive, driving rain or force) When you drive a car, you make it move. What makes clouds move? (thermal atmosphere, jet stream, updraft from mountains). Show me what it means to shake tall towers? Ask students to describe or name tall towers that they visualize in their minds when they consider this text. (Twin Towers, Freedom Tower, Empire State Building, Eiffel Tower, Leaning Tower of Pisa, Big Ben, Power Line Towers, Avengers Tower, Rapunzel’s Tower, Lego Tower, skyscrapers they’ve seen, tall buildings in their local area). The reason the discussion is more in depth is to help prepare students for their art making in Lesson 2 & 3.

Line 4: What does the word steal mean? Show me? When do you sneak things at home? (sneaky, steal home base, slippery, in shadows, silent, stealth, take something that doesn’t below to you) Sometimes a word can mean several different things. (Explain homophones and homographs.) You have to figure out through context what it means. In this case it means to sneak quietly through a garden like a thief. The second part of this line is tricky — “and not wake the flowers.” Do flowers really sleep? (some do — morning glory, hibiscus, some cactus blossoms, night flower in Idaho; some move with the sun — sunflowers) What do you think the author means by steal through a garden and not wake the flowers? (Do not disturb or trample.) Explain and explore personification.

Line 5: Sometimes the authors of poems put sentences together differently than we usually do. What would be the usual way of saying “seas I can move?” How about “ships I can sink?” (I can move seas. I can sink ships.) Why do you think Reeves chose to change the order of the words? (sound better, sound pretty, rhyme, syntax, pentameter, variety, interest, Yoda factor, what classroom teacher require)

Line 6: What is another name for house-top? Show me a rooftop. (roof; Wizard of Oz) What is strong enough to carry the roof of a house? (tornado, hurricane, microburst, tractor, forklift, crane) A scent is a smell and a pink is a kind of flower. It is a herbaceous Eurasian plant with sweet smelling pink or white flowers. It’s slender with typically gray-green leaves.

Line 7: What does it mean to rave and riot? (angry, rage, thrash about, yell, rant and rave) Imagine that you are angry. Without touching anyone, show with your body and face how you are feeling.

Line 8: Spent is another word with several meanings. (tired, wiped out, exhausted) How have you used the word spent in a sentence before? When you money is spent, you have used it up. In this sentence, it means you have used up all your energy. Show me what is might look like when you are spent.

Evaluate answers and compare against “guess” bank. Are there any guesses on the list that should be eliminated? Erase these. Are there some that now seem more likely than others? Put a star next to these. Are there any new possibilities we should add? Draw meaning from the context wherever possible.

Uncover the title

While there is more than one possible title that could make sense for this poem, it is now time to find out what the author intended to write about. If “The Wind” has not already been proposed  as a possible title, take a few minutes to evaluate each line against this new information. Wrap up the lesson by exploring the question, According to the author of this poem, what are some things the wind can do? It can be both strong and gentle. Encourage students to summarize their basic understanding by paraphrasing the key details in this poem.

As the poem is closely discussed, I also introduce the rich vocabulary and develop hand actions with students to help recite and naturally memorize the poem.

Vocabulary Word Definition

strip to take off 

drive move

steal sneak

scent smell

pink flower

rave to be noisily angry

riot to be wild and out of control

spent finished

Lesson 2: Analysis and 3-D Visual Objects

“The Wind” by James Reeves is a poem that tells us what the wind can do. It can be both strong and gentle.

Gather objects to represent each of the lines. Show students the objects in no particular order. Ask them to help you locate the line or phrase in the poem that each item represents. For example, I love to bring my husband’s power line sketch and talk about his work as a lineman foreman and how it relates to the poem. Once again, this is to reinforce finding personal connections with the text.

Once students correctly identify a line, help them group objects into 2 categories: rave and riot represented in red and quiet as quiet represented in blue. Prepare in advance red and blue butcher paper and red and blue signs with multiple, appropriate adjectives. Red table. Blue table. 

Introduce students to Figurative Language. Literal language uses words directly according to their proper meaning. Figurative (or non-literal language) uses words in figures of speech such as a simile or a metaphor. In this poem, Reeves employs personification to help describe what the wind can do and how it behaves. Personification is the attribution of a human characteristic to inanimate objects or abstract concepts such as seasons and the weather.

Ask: Can the wind really be angry, can it rave & riot?

Strip the leaves

Drive storm-clouds

Shake tall towers

Seas move

Ships sink

Carry house-top

Can the wind really be tired, quiet as quiet?

Doorway without key

Garden not wake flowers

Scent of a pink

If time allows, students will put objects in correct poem order and memorize. Kinesthetically, students may move forward and back in line, holding an object, at the correct time, keeping beat to the rhythm of the poem. Also, students may develop appropriate hand actions to help them memorize the poem (one action per line).

Additional Writing Activity for Advanced Classes:  Students will write an essay based on the following — “The Wind” by James Reeves is a poem that tells us what the wind can do. Please complete the following.

Sometimes the wind is strong.

Sometimes the wind is gentle.

I like the wind when it is. . .

Lesson 3: Art-making Activity, Reflection Collage and Art Walk

Art-making Activity: Provide each student with a large sketch piece of paper to fold in half. Have them write their names on the back. Write the poem’s title and author at the top. At the bottom, have students write rave and riot on the left-hand side, and quiet as quiet on the right hand side. Guide step by step.

Students will individually create a poster to illustrate imagery from the poem. They will draw the contrasting qualities of the wind (at least two evidences from the poem, one on each side). Encourage students to think deeply and add detail to their pictures that will help them evidence what they have created. 

Students will first sketch all thoughts and connections to the WOA. Craftsmanship and detail are highly encouraged not on being “pretty” artists. This may be abstract. I layer the assignment. I might suggest (if not naturally done) students use words, even lines from the poem. Next, I might place a copy of the poem near their workspace as a point of reference or inspiration. When students are wrapping up their sketches, I then offer colored pencils, magic markers, and crayons. 

Reflection Collage and Art Walk: Every student will share out with the class what they chose to illustrate. This will be done effectively and efficiently by creating a class reflection collage (pictures only placed) on butcher paper placed on the floor where I help conduct an art walk and discussion on those pieces that students choose to discuss.

Move Up Day!

Here’s an engaging Arts Integration Lesson you may want to use in conjunction with Move Up Day. 

Dr. Maya Angelou wrote a poem called, Life Doesn’t Frighten Me, in the voice of a girl (possibly 8 to 10 years old), which addresses the fears a child faces when being placed in a new classroom and/or starting at a new school. The narrator presents a fearless attitude when she speaks of common childhood fears such as undefined noises, ghosts, and strangers, but her bravado is only a mask she uses to try and hide her true fears of being different and feeling alone. The key idea is that people often use bravado to mask their true fears. This lesson may help students find courage in overcoming their move up day fears by discussing them (hyperbole or not).

Dr. Angelou said, “I wrote this poem for all children who whistle in the dark and who refuse to admit they are frightened out of their wits.” A copy of the entire poem follows at the end of this lesson.

Angelou’s poem has been published into a book with illustrations by Jean-Michel Basquiat. There is a wonderful, short video (2:45) of Angelou reading her poem to Basquiat’s illustrations. You can preview the clip here: https://www.youtube.com/watch?v=UN4_wfm7rjE. While some may consider the illustrations too strong for little ones, you know best if this would work for your grade level. The book was published for children, and Angleou’s voice is so soothing over the drawings that it dramatically reduces any potential shock value.

If you decide you to use this poem and/or Angelou’s reading of it as your primary work of art to better prepare students for move up day, here are some pre and post lesson ideas. 

Pre-Lesson Activity

All Grade Levels: Before reading and or listening to the poem, students list a minimum of 3 move up day fears and/or fears in general. Students can be paired and and compare their fears with a partner. Alternately, students can list things they are NOT afraid of (just as the poem uses hyperbole to mask true fears). Be bold and creative, maybe even a bit silly. Encourage students to go for it!

Post Lesson Activity

All Grade Levels: After reading the poem, lead students in a discussion, helping them identify and discuss phrases or words in the poem that were important or meaningful to them and how it relates to move up day. 

Primary: Then, give students blank paper and let them use their imagination to illustrate their fears and/or the poem.

Intermediate: Then, help students write a poem that follow's Angelou’s framework and uses their own fears or non-fears (from the pre-lesson). Time permitting, students illustrate their poems.

How does content tie into curriculum? 

This lesson focuses on ELA Standards such as reading and/or writing, speaking and listening, vocabulary, fluency and literature. Specifically, here are the Common Core ELA Standards: RL.6.1, RL.6.2, RL.6.4, RL.6.5, RL.6.7; W.6.2, W.6.4; SL.6.1; L.6.1, L.6.2, depending on your individual pre and post lessons.

The Art form we are integrating is Drama, specifically poetry, choral reading and/or oral recitation. The elements of poetry students are exposed to in this poem are primarily rhyming couplets and refrain. A rhyming couplet is two successive lines of poetry that rhyme, have the same meter (rhythm or beats), and complete the same thought. A refrain is a line or lines repeated throughout a poem (or song). Angelou repeats “frighten me at all” ten times. When children are afraid, many times they repeat a line over to themselves and to others to convince themselves and others that they are not afraid. It may be one way children find courage to face their fears.

Is this a good poem to teach students to recite?

Yes! Poetry expresses emotion and should be read out loud to best understand that emotion. As much as possible, encourage the students to read the poem out loud to themselves, partners, small group, or the whole class (choral reading). Help students experiment with their reading. What type of tone should be used? What is the emotion (or emotions) that should be expressed?

Film and stage directors provide guidance to their actors regarding how to make the written word come alive for an audience. As your classroom’s director, you will instruct your students, “actors,” on the rhythm (pacing) and tone of the poem. Read the poem aloud at least three times: the first time without any direction; the second and third times with direction from you. After the exercise, students can discuss and/or write a brief reflection on how each one of their readings changed or did not change. Discuss in small groups and then as a whole group.

If you really want to “pump up the volume” performance-wise, here is a video of one school’s oral recitation of this poem you may want to check out to possibly add to your classroom’s choral reading. The individual poses and group choreography are a fun addition. Here it is: https://www.youtube.com/watch?v=4w4GLmsRvCE

Do you have any more additional post lesson ideas?

Yes, and it can be differentiated according to grade level. The first one is called Creating a Storyboard. Help students create a storyboard of the poem with each frame of the storyboard representing a stanza of the poem. After reading the poem once, using pencil, students work together in pairs to create visual images of each stanza, creating a storyboard that tells the story of the poem. After the students read the poem again, address text-dependent questions and help students analyze the text. Students return to their storyboard and if they feel their interpretation has changed due to their analysis, revise their storyboard. You may want to have students explain their storyboard and any revisions they made before sharing out.

Another idea is called Red and Blue Discussion. First, students carefully read the poem aloud as a group. Next, students reread the poem taking note of the phrases that interest, scare, impress or surprise them and discuss. Then, students reread the poem again and circle all the people, places or things (nouns) with a blue marker or pencil and discuss. Students reread the poem and circle all of the action words (verbs) with a red marker or pencil and discuss. Finally, discuss with students what the phrase “Life doesn’t frighten me at all” means to them, and then discuss what they think it means to the poet. Students review parts of speech such as nouns and verbs and as well as how to dissect meaning in text.

A final post lesson idea is super fun. I call it Go Big or Go Home! Have students write a long list of things that they are and are NOT afraid of. Encourage them to come up with at least 10 different things. Get creative, even a bit silly. Next, write a list poem or a brief paragraph describing what they are NOT afraid of. Be bold. Go for it! Time permitting, students can illustrate their poem or paragraph before sharing out (whole class, group or partner).

Behavioral Case Study

Compose a Case Study and Action Plan for a behaviorally challenging student from the observation portion of the field experience. Write one paragraph describing the student in detail and identifying what you think the challenge is with this student.

Lisa is a 5th Grade student in a High-Level Class at an elementary school. She is a bright and engaging student, who likes to be the constant center of attention. I observed Lisa’s needy behavior over the course of two days. Within that time frame, she demanded inappropriate attention with more than 10 classroom disruptions. Many times, she would deliberately ask unnecessary questions that had obvious answers. For example, when the morning bell rang, and the rest of the class immediately started working on their bell work, Lisa asked if she should be doing last night’s homework on fractions or if she should be doing her bell work. Other times, she would deliberately begin working without proper instructions, knowing she would receive negative attention for not following directions. When given verbal warnings for disrupting work time by chit chatting with neighbors, Lisa knew how to work the system. She would immediately switch the agenda and claim she didn’t know what she was supposed to be doing or how to do it. She knew exactly how to excuse being off task with an act of helplessness. She demonstrated very few independent work skills. Lisa did not have an internal locus, nor did she appear to have a desire to acquire one.

Write three or more objectives on what you would want to achieve with this student behaviorally. The objectives here must be focused on the student. What are your expectations for the student to be able to do?

Objective 1: When given instructions, Lisa will eliminate asking unnecessary questions that have obvious answers. I expect her to wait for directions and to learn how to accurately and consistently follow instructions the first time.

Objective 2: During work time, Lisa will set aside problems she is unable to solve, save them for later, and to continue working. I expect her to learn how to work independently by completing problems she can solve without disruption or delay.

Objective 3: Lisa will eliminate socializing during work time. I expect her to take responsibility for her disruptive behavior and to learn to stay on task. She needs to stop interfering with the learning of others and her own.

Write one paragraph, describing in detail, a solution that you think would be appropriate and effective in correcting this student’s behavior. In this paragraph, state the solution, and a rationale for implementing this solution.

Lisa’s learned helplessness could be replaced with a program that would reward her for becoming an independent learner. The program would need  to provide her the right motivation to change. Ideally, the solution would need to be intrinsic. With daily accountability and a weekly incentive, Lisa could learn to change her own behavior. Here is the rationale behind this solution. In general, students want rewards. When a reward system is consistent, relevant, and performance based, it offers students the best opportunity to learn that they earn their own consequences. A reward program puts Lisa at the point of responsibility — right where it belongs! It would keep Lisa in charge of her behavior and work habits because the consequences are predictable and directly related to her performance.

Write one paragraph, describing in detail, how you will implement the solution in your own classroom. Address areas such as how this solution can be continued in special area classes (elementary).

To implement this reward based program, I would begin by defining the parameters. I would create a point based program that would reward Lisa with a weekly, predesignated incentive. The predesignated reward would be determined jointly in a brainstorm session with the teacher holding veto power, if necessary. Lisa and I would come up with incentives that would sufficiently motivate her, as well as work in my classroom. Here are a few examples that Lisa could choose from. Lisa could earn eating lunch in the classroom with a friend of her choice for one lunch period. She could earn sitting in the teacher’s chair through one period of silent reading. She could earn a one-time homework or assignment pass. In sum, through proper choices, if Lisa earned a preset amount of 100 points in one week, she would receive a weekly, predesignated reward of her choice. The points given or taken away would be directly tied to her three objectives. For example, if she chooses to socialize during work time, there would be no warning. I would ask Lisa to place her daily point log on my desk for a 10 point deduction. No discussion would be allowed. Conversely, when I catch Lisa working independently, setting aside problems she is unable to solve and continuing to work, I would explicitly and specifically praise her for staying on task and give her a 10 point addition on her daily point log. Lisa would be required to keep the log with her so that all her classroom teachers could have access. I would share Lisa’s reward program with her special area class teachers, asking them to utilize it in their classrooms as appropriate. 

Create a behavioral assessment tool to measure if the objectives were achieved. This assessment can be in the form of a chart or log.

Lisa’s daily log would be her behavioral assessment tool. Lisa would manually record her daily points on a monthly calendar. I like the daily accountability and the simplicity of this tracking method. It helps to make the program easy to implement. Best of all, the objectives are directly tied to the point system. Lisa can choose to earn (or have deducted) 10 points per objective. At the end of the week, she would add up all her points. If the points total 100 or more points, she will redeem her predesignated reward. Incidentally, I would also give Lisa’s reward program a name. I would name it after the desired behaviors she would be working to obtain. In Lisa’s case, her program would be called Independent Worker Reward. The program title would go at the top of monthly calendar. I would also write what weekly rewards she earned as a visual reminder that she’s making good choices. In addition to serving as an assessment tool, the calendar would also serve as a visual reminder of her hard work and success.

Open House & Welcome Letter

Welcome Letter

Dear Parents and Students:

Welcome to Ms. Pearson’s 5th Grade Class at Highland Arts Elementary. I am looking forward to an exceptional year of learning and fun. Please review my expectations and procedures. Throughout the year, I will communicate with parents through a weekly newsletter sent by email. You are welcome to contact me at any time and for any reason. My email address is loreenpearson@gmail.com. We are going to make it a great school year!

Classroom Rules

1. Please respect others and their property. No one has the right to interfere with the learning or safety of others.

2. Please raise your hand to speak or leave your seat.

3. Please be prepared and ready to learn. Do what is expected, and do it the best you can.

4. Please follow directions and work hard.

Rewards and Consequences

Students who chose to follow the rules and be responsible for their own behavior will be rewarded with intrinsic satisfaction, as well as the benefits of a healthy learning environment. As teacher, I may also reward those students with verbal praise, an extra recess, or positive reports to parents. Students who choose not to follow the rules may suffer the following consequences: warnings, loss of recess, or time outs in or out of class. For more serious infractions, parent conferences will be held and behavioral contracts signed. If inappropriate behavior persists, administration will be included for a possible in or out of school suspension.

P. A.T. Motivation

I offer a weekly class reward to students who are performing to the best of their ability, academically and behaviorally. Points will be given for prompt adherence to class procedures, good behavior, productive work time, on-time work, high quality work, and high scores on quizzes and tests. Points will be taken away for the opposite behavior such as missing homework, lost materials, or disruptive behavior. At the end of the week, students who earn a preset amount of points will be given 15 minutes of free time on Fridays. This is call Preferred Activity Time (P.A.T.). Working together, the teacher will have students chart their daily points in their calendars (see below). The goal is to have all students earn this weekly reward. This system keeps students in charge of their behavior and work habits so that consequences are predictable and directly related to their performance.

Calendar

Each student will be given a calendar each month for the entire year. Please emphasize to your child how important it is to take care of this calendar. It will be used by students to record homework assignments. It will also be a communication tool between the teacher and parents. Please make it a priority to check and sign your child’s calendar every day. Having you sign the agenda is considered one of your child’s homework assignments. Students will keep their calendar and daily homework assignments in a loose leaf binder that will be transported back and forth from school to home every day.

Homework

Students will have homework every night, Monday through Thursday. Unless otherwise noted, it is due as the student enters the following day. Partial credit may be given for homework that is up to two days late. Assignments that are not turned in are circled in ink on your child’s calendar and will lower your child’s grade. Homework should not exceed 50 - 60 minutes on any day.

Reading Log

In addition to written homework, students are expected to read each night for at least 30 minutes. Research shows that the more we read, or are read to, the better readers we become. Please help your child keep track of his or her reading on the monthly reading log. Reading logs will be turned in at the end of each month for a grade. The reading log should be kept in your child’s homework folder which will go home daily.

Graded Work

Graded work is sent home each Friday. Please review it with your child each week so that you are aware of your child’s progress in our class. I do not keep graded work, so if you are seeing your child’s graded work, you will have a very good idea of your child’s progress. Your signature on Friday’s calendar lets me know you have seen you child’s graded work, so please ask for it.

Expectations

With my assistance, I expect students to take responsibility for their behavior and academics. I expect each student to do his or her best work and to follow school and classroom rules. Each student’s best is personal. If a student is not making mistakes, the work is not challenging, and this is a mistake. Please help your child by allowing him or her to make mistakes and to have the opportunity to learn from those mistakes. That is how we grow and progress. 

In closing, thank you for your attention to our classroom procedures and expectations. I know that working together with a positive attitude will help make it a fun and productive year. 

Respectfully,

Ms. Loreen Pearson

Highland Arts Elementary

602-989-0814

loreenpearson@gmail.com

Open House Outline

• Welcome parents to the school’s Open House Night and express appreciation for their attendance and participation.

• Review the Welcome Letter, which includes classroom rules, rewards and consequences, expectations, homework and more.

• Pass out a daily Class Schedule and Weekly Specials (Music, P.E., Media, etc.)

• Give curriculum highlights such as -

• Science Camp at Lake Pleasant
• Christmas Carol Reenactment
• Westward Expansion Celebration

• Pass around a volunteer sign-up sheet for -

• Field trips and special events
• Holiday parties
• Room Helpers
• Art Masterpiece Guide
• Special interests, career or hobby to share

• Leave a notecard for parents to write a short note of encouragement for their student to read on the first day of class.

• Assign first homework assignment: an interest inventory worksheet for the student to fill out and return the first day of class.

Make Your Day Management Program

Make Your Day Rationale: You have a student that consistently does not finish classroom work, even though she is capable. You have tried encouraging her, giving her extra rewards for work completed, and contacting her parents. When the student is confronted about unfinished work, she reacts in a hostile way. This may include everything from arguing with you, to breaking the pencil lead on her pencil while you watch. How might the Make Your Day program assist you in getting this student back on track? Write an explanation of how you would approach this situation. Specifically explain how you would use both steps and points in this situation.

As I understand the Make Your Day Management Program, this student is clearly choosing Step 4, which includes extreme disrespect to those in authority. When confronted about her unfinished work, she reacts in a hostile way with everything from arguing to breaking the pencil lead on her pencil while the teacher watches. According to the MYD Management Program, this means the student is automatically moved to Step 4, and jumps over sequential Steps 1, 2, and 3.

Step 4 includes notifying the student’s parents. I would hold a teacher/parent/student conference. Prior to the meeting, I would create a conference agenda* and have it ready for distribution. I would begin the conference respectfully and positively, welcoming all parties, and expressing appreciation for their time and attendance. I would prepare to listen carefully, take notes, and encourage discussion so that the meeting would be a joint effort.

The first item on the conference agenda would be the distribution of my Make Your Day Management Program Brochure. The brochure would cover the entire program including the purpose, rules, steps and points. I would begin the conference with this brochure to help the student and her parents understand the program, as well as be willing to comply.

I would explain the purpose, value and goal of the program, which is to teach students to take responsibility for their behavior, positive or negative. When an infraction occurs, students are choosing their consequences. Similarly, when a student is responsible, the reward is intrinsic, namely, inner pride and satisfaction. The student will never be made to feel dumb or bad, rather, it is an opportunity for the student to learn from her mistakes.

I would explain that the program has 5 steps, ascending in order of severity. To rejoin the class, a student would have to work the steps sequentially down as required by the program. For brevity’s sake, I would begin my explanation from Step 3 and work down.

Step 3 requires the student to silently stand, in a particular location, facing away from group work, and read the MYD rule cards she has broken. In her case, I would have her read both cards because it applies to this situation. Those rules are, "No one has the right to interfere with the learning or safety of others,” and ”Do what is expected and do it the best that you can." Step 2 requires the student to silently stand in the same position and location. Step 1 requires the student to sit quietly at the same location, until the teacher returns. At this point, the student will correctly clarify why she has chosen Step 1. The student needs to take responsibility for her behavior and the rules she has broken.

The teacher/parent /student meeting would also include an explanation of how the daily point system works. Students earn points in a preset amount for each working period, beginning with zero. At the conclusion of the work period, students evaluate their choices and behavior by self assigning points. Students can’t lose points, but there are exceptions to misaligned points, such as legitimate concerns from peers, repeat infractions, and poor self evaluation. The appropriate points are charted and kept in a cumulative list of days. The teacher has the final say in the point system. 

The final portion of the conference would require complete student engagement and compliance. I would expect the student to state her infraction completely and correctly. I would expect her to take responsibility for her behavior. I would ask her to problem solve different ways of how she can handle her inappropriate behavior. I would expect her to show a positive attitude and a desire to return to class. If all parties determine that the conference was successful, the student may return to class.

The final step would be to implement a behavioral assessment tool. I would have all parties commit to focusing on the next week of class. I would either be sending home a “Make Your Day” slip or a “Did NOT Make Your Day” slip based on the choices the student makes. I would intentionally invite and encourage my student to commit to earning a MYD slip every day for the next week. Parents would agree to look for and sign those slips, and the student would agree to show me the signed slips the next school day. If the student chooses to earn three weeks of Make Your Day slips, I would present a Make Your Day Certificate to the student in front of the entire class, with parents and administration invited. If the student chooses to continue to NOT Make Your Day, I would immediately require another conference with all parties, but this time I would include administration.

I would end the conference, as I began, respectfully and positively, expressing my hope for successful improvement in behavior and attitude.

*Teacher/Parent/Student Conference Agenda

1. Review Make Your Day Management Program Brochure

• Purpose
• Rules
• Steps
• Points

2. Student Engagement & Compliance

• State infraction completely and correctly
• Take responsibility for behavior
• Problem solve
• Positive attitude and desire to return to class

3. Behavioral Assessment Tool

• Make Your Day slip
• Did NOT Make Your Day slip
• Make Your Day Certificate