Philosophy (2 points): your philosophy of discipline and what kind of behavior you wish to

see in your students;

Context (2 points): a description of the setting in which you work (including school or
classroom rules and expectations over which you have no control);
Procedures (2 points): procedures you have created/will create for proactive
management (e.g., procedures for students coming to and leaving your work area,
materials distribution and collection, pencils, correcting work, what to do when independent
work is complete, asking questions, asking for help, using the restroom, and others covered
in class);
Rules (2 points): behavioral rules/guidelines specific to work area and how you'll establish
them;
Reinforcement (2 points): how you will positively respond to positive behavior (Note: if
you are using a system without positive reinforcement, please explain the reasons why);
Consequences (2 points): consequences of misbehavior (Note: if you are using a system
without consequences, please explain the reasons why);
Implementation (1 point): how you plan to teach these systems to the students.

Context: I am just beginning my experience in working in schools. This is my second

term of Practicum for the Paraeducator program. I work mainly in one classroom, it is

the second grade classroom that my son attends. There are about 25 students. I usually

ask the teacher what she needs help with for the day and usually help with things like:

making copies, labeling, cutting and glueing and taking down and putting up the bulletin

board. In my work with students, I usually work with a certain students more than others

because he is a little behind and I believe the teacher considers him a little troublesome.

I stick around through lessons and when students have to work, I help. The subjects I

usually help with are math, I help students with their worksheets and sit next to them

during lessons to ensure they are paying attention and learning. I help with independent

reading time, having students read to me one at a time. I assist with art literacy projects,

writing, and social studies as well, working with the students on solving things, finding

information, spelling something, coming up with ideas, coloring and so on. I do not have
so much control over the management of the classroom, I usually try to just redirect

focus to the teacher or work when students are distracted or misbehaving.

Philosophy: Reading through the book and all the different systems, I found something

that rang true to me in all, as well as some things that I would not commit to. I can

understand the teacher centered perspective in that I believe students need an

authoritative figure to guide and correct them, teaching them self discipline as they need

the authority and discipline of a parent. Children are not responsible enough to make

good decisions and some kids, for whatever reason, do tend to be more prone to bad

decisions or misbehavior.

As a teacher I found the Assertive Discipline plan a bit comforting in that I have a go to

system instead of relying solely on my evaluation of the situation at the time. If I am

frustrated, confused or feel that I may be partial to certain students, the Assertive

Discipline plan can help even things out. I also however feel that there is room for

adjustment, to be fair, according to what I know about a given situation, for example

who is to blame, if the student is often misbehaving, if the situation is a valuable

experience, instructional or learning opportunity etc. The Assertive plan can help me be

mindful to not be non assertive or hostile.

The student centered philosophy has a perspective that I would like to learn more

about. I want students to feel empowered and responsible. I want students to take part

in creating rules and managing themselves if it is beneficial to them. As an instructional

assistant I hope to be viewed as an authoritative figure who is to be respected, but also

acknowledge my part in winning over students respect through a good relationship and

encouragement. I like that Positive Behavior Support is backed by research and

implemented by law for certain students. Research shows that this same strategy

should work with non disabled students.

Procedures: In my job as an instructional assistant I plan to have procedures for my

most common interactions and activities. My most common interaction is going around

the room and choosing a student to work with, or being asked by the teacher to help a

certain student. Often times I am asked by students to work with them. This disrupts

class time, so I plan to introduce to students a procedure.

Individual work:

Do not ask or tell me to work or read with you, but go and do, or continue, your work as

you normally would.

I will work with whoever the teacher asks me to based on who needs the help.

I will chose a students to work with trying to get around to everyone as much as I can.

If I am working with a student and you would like to join you can ask if you may join, I

will let you know if you may or if it is not a good time.

In groups:

If I am working with a student and you need help you may raise your hand to get my

attention and I will look at you and let you know that I will go to you afterward.

You may work on another problem while waiting.

Rules:

I plan to have rules that follow and coincide with the school rules and the classroom

rules set up by the teacher. The teacher's rules are:

When working in groups with students or individually my rule is:

If students are to work in a group, they are not to interrupt each other's work or

attention. Students are to keep their hand to themselves and respect each other.

Reinforcement: My main reinforcement system is Praise. I let students know what they

did well, what I appreciate or what I noticed that was pleasing to me or others.

Consequences: So far while working in the classroom I have not established any

consequences. I have had situations in which I wish I had established consequences

that the students knew about but I did not and I did not want to disrupt the teacher with

any issues I was having unless they were safety issues.

I will establish with the teacher what her rules are and what my rules are and go over

consequences with the teacher I work with because they may have different

philosophies or systems.

I hope to take preventative actions by establishing rules providing demonstrations and

building relationships with the students but in the case that I feel corrective action or

consequences are needed I will first use proximity control and eye contact or other
methods to stop a certain behavior in a low key manner. I may have a students lose

reading time privileges or in a case in which I cannot control the situation I will need to

get the teacher.

Implementation: As the book states it is important to start early and teach rules and

procedures first before starting the school year together. However, I came in later in the

year and when I did, I did not establish and rules or procedures. I hope however to take

some time to go over my plan with the teacher and ask for time to also go over it with

the students, that way though we have been working together they will know I am

implementing a plan to make our working together run much smoother and help the

overall class flow.