Action*Plans

Ruletta Hughes
Action Plan 2009-2010

I. What am I looking for? A. Inappropriate positive feedback -stop saying performance is ok when it is not. B. Specific positive feedback to all my students - “Instead of saying that was great saying why it was great” C. Give children that seem to struggle with behavior issues a chance to shine by giving them extra responsibilities during class. D. Show all students that I expect them to succeed that I believe they can do what I am asking of them. E. Communicate to students that if they fail at something they are not a failure. They just need more practice at what they are doing.

II. Steps I’m taking to change these things A. Before I praise a student for something stop and think if what I’m about to say is really true. B. Before I give praise I will stop to think about exactly what I see that is good to communicate that specifically to the student C. I have been giving these students special jobs. (passing out things, collecting things, being a special helpers) D. I have been making sure to call on all students during each class. Sticking to using my cards. I have been passing out more green tickets from the very beginning of class to set a positive tone. E. I have been communicating to students that making mistakes is a part of the learning process and does not define who they are. F. If they stay focused, try their best and practice in their areas of weakness they will get better. We have also talked about how we are all good at something III. Resources Watching my colleagues and making changes in what I do based on what they model Talking to my colleagues about issues I have with students and getting their input Reading articles that will help me to see things differently Listening to conversations we have had in our CC sessions and putting new ideas into practice daily in my classroom.

Leslie Blaich-CC PLC Action Plan
The More I Learn About Myself, The More Questions I Have.

__ Expectations-Behavioral, Academic, Cultural- __ Are my expectations appropriate? Do the expectations allow each individual student to reach his or her full potential? Have I consciously allowed myself to consider just how successful the student can be…we never know who the next great leader will be? Am I setting each student up for, and providing an equal opportunity for, success within our classroom? Have we discussed what success means and feels like for each individual? Do I listen to my students? Am I giving all children the opportunity to set goals for themselves and assess their own progress? Am I empowering students to create their own destiny? Am I allowing all students to make educated choices and providing logical and appropriate consequences? Do I encourage all students to ask questions? __ Self-Fulfilling Prophecy- __ As the teacher I can, and most likely do, elicit behaviors unconsciously (unintentionally). __ Praise- __ False feedback adds to a student’s feelings of confusion and mistrust.
 * Recognizing Aversive Racism and Stereotype Threat**:

--Ongoing reflection on the essential question: What can //I// do differently for my student? **vs.** What can //my student// do differently for me? When assessing student work, I will make a conscious effort to be objective through the use of rubrics, student’s self-assessment input, and other professional’s opinions. --Each day will be a fresh start. I will feel comfortable following through with consequences (positive and negative) because I have established a relationship with my students and their families through homevisits and regular communication. I will seek help when I am unable to get in touch with a family. --I will provide clear and specific feedback (praise) for students’ academic and social growth. I will praise effort, as effort increases ability, and ability can be improved. I will make sure all students know I believe they can succeed.
 * Action(s) Plan(ned)**:

I will start with the knowledge of my own thoughts and will continue to become more aware of the factors that influence my thinking. I invite feedback from my colleagues and will ask questions.
 * Reflection**:

I’m wondering: How will I know if I am actually affirming a student’s culture-a culture different from mine? What visible actions can I take towards doing so?

Penny**
 * Action Plan for Physical Education

I already feel my eyes have been opened to recognize my own aversive racism and the effect of stereotype threat through Courageous Conversations and it has made a huge difference in the way I think and act. I am constantly aware of it now and have already started putting my plan into action. I plan to continue to dialogue, participate in CC, self-monitor, and continually look for new ways to implement my plan in my classroom and within the school community..
 * I. How to recognize aversive racism and stereotype threat: **

1. Make a conscious effort to provide constructive, fair, and honest feedback. Avoid unjustified, positive comments to students of color. Praise effort not ability. Set and communicate high standards for performance and make it clear that I believe they are capable of achieving those standards. (ie: Golden Sneaker, Superstar student, Field Day leader).
 * II. My plan: **

2. Encourage self-affirmation and goal setting. (Toot your own horn, fitness assessment).

3. Get involved with students’ lives outside the classroom. Let students know I genuinely care about them and am interested in what they are doing. Take time to listen to what’s important to the students. (Attend sporting events, Girls on the Run, drive girls home from GTG, ask about interests outside of school).

4. Communicate with parents (expectations, positive notes and emails, concerns, “thank you” notes, Superstar...) Community involvement (Turkey Trot)

5. Make opportunities to celebrate culture, integrate culturally relevant lessons (M.Jackson choreography, stepping, hip hop)

The best resource is the Courageous Conversations group. I will continue to learn from our discussions. There is much valuable information and ideas to be taken from listening to the others in the group. I will be looking for a demo group to come and share stepping with our class and maybe a guest teacher(s) to share hip hop and stepping.
 * III. Resources **

** Kyles-Action Plan (Courageous Conversations) ** ** The Issue ** – In the past I have felt justified in being “hard” on my African American Students. I’ve since realized that while my intentions were good, my actions, for some, might have created a more stressful school environment for the very students that I thought I was helping. ** Action ** – In the future I plan to be more reflective of my interactions with all my students, but particularly with my African American and Latino students. I plan to take notice of my tonal changes and changes in my facial expressions as I deal with students of different racial backgrounds. I also plan to stop and ask question myself before correcting African American students: · Is this an offense that needs immediate correction? · Does the correction need to happen publicly, or can it wait until I can speak with the student privately? · How would I react if this were a student of another racial background? · Am I allowing my personal bias to affect how I am handling this situation? · Am I heaping one of my triggers on this student?

** Assessment ** – I plan to keep a journal of reflections in which I will note incidences that have occurred throughout the week and how I responded and what the outcomes were. I will also create a rubric for students to feel out that will ask about tone, facial expressions and their thoughts on the outcome of particular situations. In addition, I plan to get feedback from colleagues concerning my interactions with African American students in their classrooms. My Reflection entries to include answers to the following questions:


 * Who were the children involved in the incident or classroom situation?
 * Did I respond to all those involved in the same way?
 * Did I feel a difference in my facial expression when talking to one child verses talking to another child?
 * Did I notice a difference in my tone when talking to one child verses talking to another child?
 * When the offense one that need correction, or could I have let it slide?
 * Had this been a student of a different racial background would I have let it slide?
 * What is my history of responses to similar situations?
 * What if any personal bias do I have that could have influenced how I responded to the particular situation?
 * If personal bias influenced how I responded what will I do to ensure that it doesn’t in the future?
 * If personal bias influenced how I responded do I need to revisit the incident with the student(s) involved?