We have found that the Recovery Processloses its effectiveness when used withstudents who are not doing theirassignments.
The Recovery Process is not designed to punish, but is used strictly toeliminate annoying or disruptive behaviors
Students who are uninvolved in their lessons, but not bothering others, should remain in the classroom as long as their behavior is not interfering with the learning process
. The fact that these students are notdoing their assignment does not mean thatthey are not soaking up at least some of theteacher’s wisdom.Unskilled teachers, or those who lackunderstanding of the brain’s role in learning,often fear that a student’s lack ofinvolvement in the lesson will rub off onothers, causing them to not want to learn.These teachers hold to the belief that kidsdon’t want to learn in the first place andmust be forced to do so. However, off- taskbehavior has far more to do with unfulfilledbasic needs and personal problems than adesire not to learn. It is a rare kid who has agoal of becoming a failure.In the event that another student in theclassroom asks, “
Why do I have to do theassignment? He isn’t doing the work. Why can’tI do the same thing?
” the skilled teachersimply replies,“
Maybe you can do the samething. All you need to do is bring a note fromyour parents telling me that you don’t need tolearn anything in my classroom, and I willconsider it
:•The Recovery Process is not designed toforce kids to do their assignments.•The Recovery Process is not designed tocure kids of emotional problems.•The Recovery Process is strictly used tominimize a student’s ability to interferewith learning and/or teaching.•A student should not get personalattention from an adult while in Recovery.This time should be devoted to gettingone’s self back together. Students shouldget time with adults when doing what isright, not when misbehaving.•Do not send work with the student to doduring Recovery.•The attitude of the teacher should be: “
Youare welcome to be with us for every goodminute—this means every minute you are notmaking it difficult for me to teach or for othersto learn. You are wel- come to use “Recovery”to get yourself back together. We want you inthe classroom, so return just as soon as youknow that you can be here without botheringanyone else
.”•Note: It is wise to build the RecoveryProcess into the Behavior Support Plan forspecial education students. Until suchtime, give this child the opportunity totake work with him/her if the child sodesires. (Children usually don’t beg totake work with them.)•It is not uncommon for kids who carry aheavy load of personal, family, and
ROAR IN CAFETERIA
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