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I really liked the information provided in this Ted Talk! Positive behavior strategies are effective relationship and classroom community builders as well and those paired with an effective system are a huge support for students who struggle with self-regulation. I feel confident implementing behavior system and SEL lessons for students in resource because that's been the bulk of my experience. However, working with life skills in ESY this summer, I am struggling to individualize behavior systems in such a short time frame.

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Positive behavior strategies, when implemented correctly, can have a huge impact on your classroom as a whole. I try everyday to point out something that each of my students is doing well, and bringing it up to the whole group. Even if it is something small like opening their laptop without being asked, or turning in a worksheet. This shows that students that I am not only noticing the areas/behaviors they need to imporve, but also what they are ding well. I also believe that students are the best models for each other so when I can point out to everyone what one student is doing it is more likely for other students to follow along than if I am modeling or giving the directions.

This coming school year I am going to start a classroom raffle. Each time I catch a student doing what they are supposed to be doing I will put a raffle ticket in a  jar for them. At the end of each month and semester we will have a raffle for realistic prizes that high school students want or need: gas cards, McDonald's gift cards, etc.

My biggest struggle is my students lack of motivation to do what is assigned, and idle minds in my room cause the biggest disruptions. Even with a well-planned out engaging day, if one student is not buying in that day for whatever reason, there is a chance for disruption and major behaviors. I am hoping the raffle helps. Trial and error , so we will see.

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I definitely think positive behavior strategies a great option for some educational situations. I have seen it do great things with young students and with students with severe and profound disabilities. I use it often in my own classroom.

One question that has been on my mind, is how does positive behavior support affect the mentality of a high schooler about to graduate? Wouldn't that give them an unrealistic expectation about life?  It makes me wonder if PBIS is something we should ween students off of as they get older, so they are prepared for an adult world without recognition and reward.

The hardest part about dealing with challenging behavior is battling my own emotions and remembering that each kids is carrying a weight I can't see in some form or another.

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I really enjoyed listening to this Ted Talk. I think positive behavior strategies are very beneficial in all education settings, especially special education. Our school uses a combination of PBIS and Leader in Me. These two programs together, we are helping students see those positive choices and that they all can be a leader. I feel confident using it in my classroom but know I can always continue to learn and understand more about LIM, PBIS, and overall classroom management.

I think the biggest challenge for me is when progress is made and something happens either in my classroom or another classroom that ends up being a huge setback for the student. It is hard to see progress go backwards so quickly from one event. I love to problem solve behavior and try new strategies. I often don't feel behaivor upset me but the loss of progress makes me think more about it and try to continue to problem solve at all times of day and even weekends. I think it is hard for me to tell myself I have done enough and will continue to. I often blame myself for not implementing something sooner or realizing the why fast enough.

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This Ted Talk was great! I try to implement weekly incentives with my students.  During the Ted Talk, I like how she mentioned that adults' behavior effects students' behavior. I think that it is so important to remember that our reactions to their behaviors have an impact on them.

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I loved this Ted Talk! My experience with PBS are using class wide behavior management systems. I always have some sort of class incentive in place. I have used behavior bingo most recently. Essentially I would chose a behavior skill that my students struggled with the most (transitioning effectively for example). When my students would transition effectively, I would pick a bingo card from a bag and cover that spot with a bingo chip. Once my students got 5 in a row, they would earn a prize. I am confident in using this strategy specifically, however I know I can always improve when it comes to using PBS.

My biggest struggle is when a student continues to be disruptive after multiple PBS and the rest of my class is missing out on instruction every time I have to work with the disruptive students. It becomes very frustrating and honestly sometimes the only thing that helps is taking a few deep breaths and continuing on. Managing behaviors positively is not easy, but is it essential.

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I really enjoyed listening to this Ted Talk. I like that she demonstrates that we need to handle our adult behaviors in order to effectively approach children behavior. One of my favorite parts of teaching if figuring out why a student does a certain behavior and then finding a positive replacement behavior to take its place. In order to help a child with a behavior you need to understand where it is coming from. There is a reason behind all actions and for most of our population we need to really look deep into why our students do what they do sometimes. Being able to support our students behaviors is a huge part of our responsibilities. I make sure to understand each individual student and make sure they receive the proper positive behavioral tools that are specific to them. Every student can respond differently and it is important to find what works for them. Once each student has their own supports you can implement group behavior supports such as token systems and classroom banks. I would say the biggest challenge is supporting those students with unexpected behavioral outbursts. It is hard to find the triggering behavior when it can happen in multiple settings. The topic of behavior has always been my favorite part of my job.

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My experience with positive behavior strategies is classroom management systems such as token economy, tangible rewards after lessons, specific verbal positive praise, school wide systems, etc. I do feel confident setting up and implementing this types of strategies and programs. My experience in behavior classrooms has helped me grow a lot in this area, and learning that it is most effective to always start by building relationship with the students first. Some days I struggle with keeping my own emotions and frustrations out of my responses. Like everyone, I get tired or don't feel great, or I feel overwhelmed by not seeing change in behaviors that have been worked on for awhile. If I'm being totally transparent, I find myself promoting the behavior that needs to be changed, as she mentioned in the video. I know it's okay to have bad days, but on days where it seems like the child keeps needing support for the same thing over and over, it can feel frustrating and like nothing is working. The kid is being a kid, needing support in handling their big emotions and it is not productive as the adult and teacher to add to that.

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At my school, we do SCORE (our school-wide behavior code) shoutouts. Teachers can submit a student and give a positive comment on them. It is a way to recognize the student. They also typically (pre-covid) did SCORE cards. Teachers give these out to students and they can put them in a drawing to win prizes. We also previously had big behavior incentives that the students enjoyed doing. If the students didn't earn it, they would go to a classroom and independently read or complete missing work. The students who didn't earn it were typically boys and oftentimes the students who already struggle determining an incentive when they have an informal behavior plan. I try to do a lot of positive praise in my classroom, especially when they show understanding of an academic topic. They know they struggle with math and/or reading, so when they are doing well I try to show them how great they are so they can be proud of themselves. My biggest struggle is when the students aren't able to determine incentives. I can only do so much, so if they don't know what they want to work for, I feel like it isn't as effective if I chose it.

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Each day I try to reflect on how I handled each of my students behaviors. Especially when she talked about yelling at kids for yelling, and doing what they did to get in trouble. I always try to make sure that I am attempting to change my behavior each time I give feedback, but it does not always go that way. I deal with behaviors everyday, and the one thing I try to do most often is address behaviors that need to be addressed, and ignore when necessary. When I address behaviors and the students are in the mind frame to think about it I try to guide them to figure out why they did what they did so that we can change it in the future. I also try to model as best I can what I expect so that my students know how to do what needs to be done.

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I have had a few experiences with PBS. I have not found a school who usually all the way correctly. I think they do little parts of it right but it is not fully implemented. I am not very confident with PBS. I am confident with dealing with challenging behaviors. The biggest struggle is to try to understand why they are having behaviors because I do not always understand their background. I also sometimes get frustrated and I have to learn to always be in control of my behavior. I think I am for the most part but sometimes I need to really think before I speak. I usually stay calm but I often take a walk or take a quick break so that I do not get frustrated. I think I have good relationships with my students and I feel like I know when my students might get upset.

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My own experience with positive behavior strategies is that they are most effective with a strong relationship foundation and a positive classroom environment. In my previous role, I dealt with many challenging behaviors and towards the end of the year I was burnt out and mentally exhausted. I took many situations personally and did not feel like "myself" and the teacher I knew I could. This was ultimately my biggest struggle in which I blamed myself for each difficult situation and had a hard time managing my own emotions. Currently in my new position, I feel a lot more confident in my implementation of behavior strategies. I greatly connected with the Ted talk when the presenter talked about managing behaviors in children by managing your own behavior as an adult. Modeling appropriate behaviors and incorporating SEL strategies is so important in education. I wish I would have taken a step back and did this in my first year of teaching. While I have made a lot of growth, there are many struggles I experienced in managing behaviors.

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I work in a self-contained EBD classroom. We have positive behavior strategies built in as a school and in each individual classroom. I had a student come from their home district to me at five years old. I have had him for the past three years and he has shown so much progress. He needed structure, someone to TEACH him and model the appropriate ways to behave and share with others. He needed to learn what positive relationships looked like, he came to me in kindergarten telling me he hated his past teacher and all the reasons why. I try very hard to teach and model behaviors to my students as many times as they need it. It doesn't always work depending on the student and it can be frustrating, but not every student is the same. We use CBGs "caught being good points" to motivate our students because they love cashing in their points at the school store. I just have to keep in mind not everything is going to work with every student and it is not going to work every day.

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I've always liked the phrase "you'll catch more flies with honey than with vinegar" and I find myself thinking of it often when I observe challenging behaviors in my classroom. Building relationships and trust is crucial when working with students who may need redirection or PBS. I think that making a conscious effort to get to know a student's strengths, and pointing them out, paves a way to have difficult discussions if needed while still letting the student know that you care about them. Overall, I feel confident in implementing PBS in my classroom and I think that it gets a bit easier each year through trial and error. My biggest struggle when working with students with challenging behaviors, particularly those that are on my caseload, is that it may be difficult to get his or her other teachers on board with the strategies that we've found to be successful. Especially at the high school level, it is relatively common to kick a student out for a misbehavior and let the dean deal with it. I have had several conversations with "old school" teachers about quick and easy strategies that can work to decrease behaviors in their classrooms. My hope is that implementing PBS at the high school level becomes more commonplace.

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Based on my own experience, I can state that when positive behavior supports (PBS) are applied with consistency behaviors can be molded to meet the expectation, but sometimes PBS do not work. I have had students that just seemed as though they were determined to go home for the day, regardless of how much support was provided to them. I am confident in using PBS within a classroom setting. The biggest struggle I have faced when working with students that display challenging behaviors was getting buy-in and support from other teachers in the building. The hardest part was convincing other teachers that the PBS in place will work in time, but some teachers lack the patience and training necessary to understand this. 

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Based on my own experience, I can state that when positive behavior supports (PBS) are applied with consistency behaviors can be molded to meet the expectation, but sometimes PBS do not work. I have had students that just seemed as though they were determined to go home for the day, regardless of how much support was provided to them. I am confident in using PBS within a classroom setting. The biggest struggle I have faced when working with students that display challenging behaviors was getting buy-in and support from other teachers in the building. The hardest part was convincing other teachers that the PBS in place will work in time, but some teachers lack the patience and training necessary to understand this. 

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In my experience I have seen my students response more to positive behavior strategies. I am not a perfect teacher and I can sometimes find myself yelling at my students for exhibiting some challenging behaviors. When I do this, my students often shut down or their behavior becomes even worse. When I use positive behavior strategies, like praise and modeling intended behaviors in class my students respond very well to them. My students want to do well and they want that extra sticker on their chart, they want my positive praise or a earned movement break. Therefore, I know how important using positive behavior strategies truly is in the classroom. I am fairly confident in using positive behavior strategies in my classroom, but I always love learning new techniques to become a more effective teacher. I think the biggest struggle is working with them when you are low on energy. When a student has been exhibiting challenging behaviors all week, it is very tough to keep up the positivity when you feel mentally drained.

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I have some challenging behaviors in my classroom and have to use positive behavior strategies daily. I am confident on how to implement them effectively, but of course there is always room for improvement. I think the part about working with kids with challenging behaviors is that it is mentally, physically, and emotionally exhausting to deal with sometimes. For me remaining calm, positive, and overall pretending not to be irritated with the behaviors can be difficult at times. For example, if a kid is having a bad week at school and has been incredibly challenging 95% of the time then by Thursday I am going to have a harder time not showing my frustration. When I have those days, I have to rely on my paraprofessionals to take some of the load of me.