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There are many methods that can also help prevent challenging behaviors. One of the first roles we have in preventing challenging behavior is setting our learning) environment so it is the most effective for the students we are teaching. We need to get to know our students so we can learn their antecedents, likes, and strengths so that we can prevent any further unwanted behavior. “Universal design is a concept that originated in the field of architecture and was initiated to foster inclusion within environments by way of innovative design intended to create such access for persons with disabilities,” (Wheeler & Richey, 2019, 2014,2010,2005, pg. 76). Everyone in the classroom needs to feel included to prevent challenging behavior. When the school works as a team and the teachers make the expectations clear the students can truly succeed. Every team member must be on board and for the benefit of the students there has to be a structure, whether there is an independent schedule for each student or the same for each. Setting visuals for the students of the rules and the schedules will help prevent unwanted behavior as well. A teacher might even hold onto a set of cards on a binder ring that has a picture and word for each rule, such as “stop” or “wait”, These cards help prevent unwanted behavior amongst children a lot of the time.

In my own classroom I have implemented a lot of these procedures, such as setting the classroom environment to benefit my students. I have set the furniture in places so they can no longer run, which was not safe, and all that open area was a trigger for all students. Another way to implement universal design within my classroom is to make sure that each student can reach what they need to. In my classroom I also have created a visual schedule so we can go over it and see what the schedule is every day. It helps each student to know what to expect for the day. My favorite method to implement was the communication cards. Using the visual really helps students who do not have the verbal skills to communicate yet. Hand gestures also often work as well, and when students can do the hand gestures back to communicate they also feel empowered.

There are many strategies that can prevent challenging behaviors as a teacher. First and foremost, it is vital that teachers keep the classroom positive. This means saying and doing positive things with the children. According to Cohen, Newson, Meyer, Kern, Putnam, Flammini “, Regulation strategies can include deep breathing, mindfulness, progressive muscle relaxation,” (2022, pg.6) and requesting/taking a break in the classroom. In my classroom I help my students regulate their breathing by reminding them to smell their roses and then blow out their birthday candles. It is also a good idea to act and get the students help before things go sour. If you can tell a student is on their way to having trouble then it is time to step in and help them implement whatever self-regulation strategies necessary to help calm the situation down. By having healthy positive relationships with our students, we can get to know them well enough to tell what will help them the most. A plan may need to be put into place, or you may have to even have a back up plan for different scenarios! Sometimes a student may just need a break to be by themselves. Once I had a student who bit children at the same time every day. We started giving him his snack a half hour early and he stopped biting! So, we got everyone on board and planned his day to have snack a little earlier than the rest of the students because he was just hungry!

Resources:

Wheeler J., Dean Richey D., (2019, 2014, 2010, 2005), Behavior Management Principles and Practices of Positive Behavior Supports, Pg. 76, Pearson Publishing.

Strickland-Cohen K., Newson A., Meyer K., Putnam R. Kern L., Meyer B., Flammini A. (2022), Strategies for De-escalating Student Behavior in the Classroom Authors M. Kathleen Strickland-C

https://global-uploads.webflow.com/5d3725188825e071f1670246/632ccb7a3756f3529d3a7391_Strategies%20for%20De-escalating%20Student%20Behavior%20in%20the%20Classroom.pdf

Amaro M., (2024), 5 Ways To Prevent Challenging Behavior In The Classroom, https://thehighlyeffectiveteacher.com/5-ways-to-prevent-challenging-behaviour-in-the-classroom/

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Student misbehavior has been particularly agonizing for teachers this year, but there are proactive steps educators can take to remedy it.

In the best of times, disruptive student behaviors are challenging to effectively act on. And now, this is compounded by our current reality: a traumatic time-during which many of us are just trying to hang on and stay in the profession-that has reduced our patience, taxed our energy, and increased our reactivity.

So maybe we can think differently about these behaviors. Maybe we can be proactive.

The first step in being proactive might be the easiest: identify challenging behaviors and their effects on the classroom. You know exactly what I'm talking about. Challenging behaviors can manifest academically: missing deadlines, plagiarism. They can manifest socially: side conversations, defiance. They can manifest emotionally: apathy, negativity. They can manifest quietly or loudly. And more often than not, they can manifest repeatedly.

These manifestations are exhausting-for you, for them, and for their peers.

Taking a Closer Look

While it can be easy to remain stuck in the first step of identification, to be proactive we must move to the second step of reflection. We must treat each behavior as both adaptive and communicative. This reflection is twofold: examining the student and ourselves.

Students act the way they do because it serves them in some capacity. How is their behavior serving them? What is driving their behavior? At times, this can be simple. Much more complicated is the task of examining ourselves as a responsible party in these exchanges. More often than not, I realize: Behaviors that challenge me mirror me.

Again, behaviors are both adaptive and communicative. How is my innate response to this student serving me? What is it about the behavior that grates on me so? What does my response communicate about me? Addressing student behaviors without this important step of reflection-of both parties-is short-sighted at best and ineffective at worst.

Displaying Curiosity and Humility

Once we have hypothesized underlying motives for the behaviors, as well as our own contributions, to be proactive we must approach the student about the behavior. The most important consideration in this regard is our intention. I use restorative practices as a frame, reminding myself that my ultimate goal is relationship. This means I approach students with curiosity and humility.

Curiosity allows for me to ask questions and listen rather than fix or criticize. Humility allows several benefits: One, I can let go of "proving the record" and instead build the relationship; two, I can speak with "I" language that demonstrates I also am taking responsibility; and three, it ensures that I am conversing with the student rather than coming at them.

As in any situation where a human feels threatened, a student backed into a corner with accusations rather than invited into a relationship through curiosity and humility will close up or act out.

Building Connections

After I have reflected and approached the student, the real work begins. This is where my integrity and trustworthiness as a teacher is tested-and rightfully so-by students demonstrating challenging behaviors. Did I really mean what I said about wanting to take responsibility, understand the student, and build a meaningful relationship with them? To walk the talk, the next step in being proactive, here are some practices to connect with students.

Survey students with academic and nonacademic questions: Use the surveys for one-on-one conversations, fun class trivia games, grouping and seating arrangements, sport and club attendance, etc. But most important, use the survey data! Students who are surveyed without ever having that data shared with them and acted upon are just guinea pigs.

Observe more, and talk less: Notice where students demonstrate different behaviors than they do in your class. Watch students interact in peer groups. The biggest mistake we can make when dealing with challenging behaviors is seeing the student who demonstrates them in a vacuum.

Partner with students: The majority of my most successful connections with students have begun with an opening like this: "X, I gotta say, I am really just not feeling like we are vibing lately. I feel like I'm letting you down and that you're always upset with me. Did I do something to offend you? I really would like to make this right." Few students, yes even those who display the most challenging behaviors, can resist being truly heard and respected. Explicitly partnering with students to do the repair work, the relationship work, is where the magic happens.

Compliment students: Sometimes a light comment about cool new shoes is the only positive message that a student receives in a day. Compliments communicate to students that they are seen.

Support students: While sometimes the root cause of challenging behaviors lies beyond an educator's purview, often it is related to some personal struggle with the content. Clear and consistent expectations, easy-to-follow directions, chunked instruction, continued check-ins, just-right scaffolding and differentiation... best pedagogical practices such as these mitigate the worst behaviors.

Elevate students: Often, students act out in order to earn attention. Offering students who display challenging behaviors leadership opportunities in class is a way to reframe their peer influence from class clown to class champion.

Collaborate for students on their behalf: Ask other teachers about how the students are doing in their classes, what effective strategies they're using, how they've connected with the students. Frame these conversations always as proactive and solution-forward-not gripe sessions.

Celebrating Successes

The final step in being proactive when dealing with difficult behaviors is the most important: monitor, adapt, and celebrate. Making progress with students who are displaying challenging behaviors is never one and done. Rather, just as relationship implies, it's an ongoing dialogue. Pay attention to what's working and what's not working. Check in with the student about their perceptions. Celebrate the tiniest of victories. Be willing to admit when something is ineffective and make necessary changes. Commit to the long haul and trust the process.

Some of my favorite memories are when students who struggled during their first year in high school come up to me a few years later to joke about, "Remember when...?" Being proactive, even when we're tired, allows for these moments of connection and joy. And that makes it all worthwhile.

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Strategies for Managing Challenging Student Behaviors

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Student misbehavior has been particularly agonizing for teachers this year, but there are proactive steps educators can take to remedy it.