Part 3: Plan A, B, or C?

Expectations such as arriving to class prepared with materials, raising a hand when one wishes to speak, and following directions are very common in every classroom. Some of these expectations are clear for students while others can be interpreted differently. Both plans A and B require there to be expectations set, but Dr. Greene reminds us that our expectations need to be realistic and apply to that particular student. The goal of using plan A is to make the student displaying the behavior become just like all the other students. It is supposed to be an easy and quick fix to that particular expectation, but could escalate since that student does not always have the skills to accept that plan or showcase the intended behavior immediately.  Dr. Greene’s explanation of Plan B requiring the adult to be more of a temporary tour guide was extremely helpful in allowing me to understand this strategy. We are often told we need to model expectations and behaviors for students, but the challenge with that is the time and planning that would go into what our desired outcome would be. 

One example of how both plans A and B are implemented in my classroom can be seen during periods when my students are given the task of completing an Enduring Issues Essay (Global Regents Exam essay). Some students will immediately get to work and require little to no assistance from me. Others, will refuse to complete it or find a path of avoidance. When the due date arrives and the assignment is not turned in, I will assign a teacher detention in which the student who did not turn in the assignment is forced to essentially sit with me after school and complete the assignment. The student ends up turning in an assignment before they leave, but because this might have been the plan A approach, the student almost ALWAYS does not turn in an essay the next time one is assigned. Instead of this approach, I need to take the time and collaborate with the student to determine what specific skills in the process of writing the essay are getting in the way of that student having a final product ready to turn in on the due date. I found it to be freeing when Dr. Greene said we may have to drop the expectation when following plan B. To stick with my essay example, maybe the expectation of completing an entire Enduring Issues Essay with three body paragraphs and the use of three documents that all relate back to the same enduring issue might need to be modified for the student who is not completing it. The skills might need to be taught in a different and broken down process to help that student eventually achieve the goal/expectation once the student has had time to properly work on the skills needed to do so. 

Plan A is where we usually go. It's the easiest one to turn to because most likely, it was how we were taught to solve problems. It's imposing our will on children and it challenges challenging behavior in challenging kids. We see this often in different behavioral and redirection methods--time out, loss of privilege, and even threats. Again, I believe this goes back to a power imbalance. I have done this by telling students (in a library setting) that should they continue a behavior, I will write a referral. There is no room for a student to come up with better solutions.
Jumping to Plan C, this is where we drop the expectation at least for now. It does not mean giving in; it's the mentality of knowing the skills the student is lacking and where the problem is too great, it's not viable to continue with it. Maybe we do this because the fighting is too great, or our energy has gone past its limits, or its just not worth the fight. With Plan C, nothing really gets done. The problem still exists and there's no room to know what is acceptable or not. This has been done in my classroom with turning a blind eye to behaviors I don't have the energy to address in the moment, hoping to return to it later.
Then there's the hot spot: Plan B which is collaborative problem solving: what is the behavior? What can we do to fix this? In what areas do we not meet the expectations and what do we need next time to ensure that we meet it next time? As Dr. Greene said, this isn't a technique, it's a way of operating. I feel this gets students into a spot of power and control. This has been done by giving students different choices: what do they think is a better way of handling a situation or even, how does their behaviors affect others.

Plan A is unilateral problem solving.  I use this in my classroom mostly to redirect behaviors that could pose an immediate safety issue or harm someone.  For example, I had a student recently send vulgar and inappropriate messages to another student on the iPad. He lost his iPad privileges, lost out on certain activities in the classroom and had lunch detention in the office.

Plan B is collaborative problem solving.  I use this in my classroom to help students develop their own solutions to negative behaviors that are not causing anyone severe harm. I often use this for social/friendship issues, honesty issues, and behaviors like tattling, disorganization, etc.  For example, I have a student who chooses to lie or stretch the truth for almost everything that she talks about. We sat down, discussed the issue, and she developed a plan that we check in on frequently to see how she is improving.  

I really liked this explanation of plan A, B, and C. Reflecting on my own teaching I have been guilty of using plan A most often when a challenging situaton occurs and I am frustrated or looking for a quick fix or way to diffuse a situation. However, as the video explains plan A is not a quick fix. Plan A is the imposition of adult will. Plan A causes challenging behavior -especially in those students who don't have the skills to cope. Saying words like "you must" or counting "1, 2, 3" is actually causing the behavior you are trying to stop. I think teachers often revert to using plan A because they hear so much about being in control of the classroom or not letting kids walk all over you. I've even been told by colleagues that I am "too nice." Teachers often relate a loud, stern, forceful teaching presence to a teacher that has good classroom management. The video reinforces the point that good classroom management is teaching kids skills to cope with problems and fix them. 

A time in my classroom that I used plan B was with a particularly challenging student. He was "the kid" that everyone felt sorry that you had in your class. I chose to form my own judgement of this student and really strive hard to form a strong relationship with him. Once he trusted and respected me, we were able to discuss problems and develop solutions together. If he didnt handle a particular situation correctly, we could talk about it after the fact and brainstorm other possible solutions. As the video states, plan B is not a quick fix. Plan B is hard work over time teaching kids the skills to solve problems  

Plan A as Dr. Greene describes is the Imposition of Adult Will.  It is all about power.  The examples he provides, such as counting down to meltdown and using terminology such as "you must" seem like convenient options to make something happen quickly.  I have found myself using Plan A in student safety situations- such as in lockdown drills, fighting amongst students, etc. There is a clear expectation of behavior that has to be met immediately to ensure the well being of the class.

Plan B is Collaborative Problem Solving.  It provides for intervention.  I like how he called this "a way of operating".  I recently used Plan B with two students in class who were off task and talking excessively.  After my other teacher tactics of close proximity and such failed,  both students started to get heated with their conversation,  I pulled the students out into the hall to start problem solving.  We had the conversation of how we can resolve their issue and get back on track academically.  By showing empathy and defining concerns, the class distraction was put at bay.  

Plan A imposes adult will on the child,  Plan B is collaborative problem solving.  Plan C prioritizes the behaviors and temporarily  removes expectations for behaviors.

I used Plan A as recently as yesterday.  One of my kindergarteners was throwing rocks on the playground after being instructed several times not to.  I had him sit in time out while the other children continued to play.

I also used Plan B yesterday.  Two of my students were using the same math manipulatives.  One child wanted to have all of them and took the other student's.  I sat with both children and assisted in role playing.  I demonstrated an appropriate exchange that left both children happy.  Later,  I saw the learned skills in action when they were cooperating with toys in the kitchen area. 

The difference between plan A and plan b is power. Typically in an adult's eyes it is the adult that has the power in a classroom or in a parental role. Which is technically true, but when the role of the adult is to simply impose force on a child instead of teaching the child the skills necessary to go through life, the adult is no longer productive. It is not the adult's responsibility to assert dominance, it's the adult's responsibility to guide the child through life and give them the skills they need to no longer need a guide. There are instances where plan A is the easiest plan to go through in the moment, for instance if there was a cell phone being used in my class and I just said "put it away" and then there was a power struggle with a student. Instead, for plan B, using this as a teachable moment, tying the idea of a phone or the function of the phone into the lesson. So I could have responded with "hey, can you look something up for us?" therefore there is no power struggle but there is also a lesson on how to really use a phone in a classroom setting in an appropriate way. 

Mr. Greene poses three options for solving problems (Plan A, Plan B, Plan C).  Plan A causes challenging behavior in challenging kids according to Mr. Greene.  He states that, "if you throw plan A who doesn't have the skills to handle plan A well, the definition of maladaptive behavior has just been met and you have just greatly heightened the likelihood of this kid doing something on the spectrum of behaviors that people exhibit when they don't have the skills to do better."   Overall, plan A increases and causes challenging behavior in challenging kids.  Plan A feels convenient.  I have used plan A in my classroom when I have had an unmet expectation.  For example, when a student refused to sit in their sit, I told they they have to or they must.  I have also counted down from 3 or 5 to allow time for my student to complete a task that had been unmet previously.  

Plan B is when you're doing collaborative problem solving.  Mr. Greene states that Plan B is not a 'battle picking model, because it's not about battling.'  Helping challenging kids take a while and there is no quick fix.  I have used plan B in my classroom when I have had an unmet expectation.  I have worked together with students to solve a problem and worked together to come to a solution when there has been an unmet expectation.  

I have used Plan A for unmet expectations when safety is an iasue: fire drill procedures, lock down drills, shelter in place. I also use Plan A for unmet expectations in regard to following school rules: dress code, hallway/cafeteria protocol.

Plan A is for the norms we have set for all to abide by. Plan B includes the student as collaborator and works with them to develop responses that will yield better results and remove the obstacles that are getting in their way . Change takes time.