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Top 10 De-escalation Tips for Educators | CPI

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Top 10 De-escalation Tips for Educators | CPI

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Top 10 De-escalation Tips for Educators | CPI

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Learn how to respond to difficult situations in the safest, most effective way possible.

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Addressing Work Refusal in the Classroom | Edutopia

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Addressing Work Refusal in the Classroom | Edutopia

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In nearly every classroom, especially in middle and high school, there are a handful of students who simply refuse to do the work. They'll listen to the assignment, maybe even nod their heads, but when the rubber hits the road, they don't hand anything in-at best, they submit a couple of sentences instead of the essay you asked for.

"Often teachers react defensively to obstinate behavior, creating a situation where teacher and student may become locked in a power struggle or an ineffective pattern of communication," writes special education teacher Nina Parrish. So how does an educator handle a student who simply refuses to turn in assigned work?

Teachers, it seems, are dying to know what's behind the issue. When Edutopia asked our audience what topic they'd most want to see the research behind, "work refusal" was the top response-"Not kids who don't understand or kids who present other behavioral challenges, just kids whose only perceptible issue is refusing to complete work (or hand in completed work)," explained Rebecca, an educator.

The research exploring work refusal, while limited, boils down to a central takeaway: Understand the underlying causes of a student's failure to complete work, which might involve a desire for more autonomy, a fear of failure or judgment, or a sense that the assigned work is meaningless. There are no simple explanations, and some students will inevitably continue to refuse work regardless of your best efforts, but these targeted, research-backed responses can help give you a fighting chance at turning your class' work refusers into more frequent work completers.

LOOKING UNDER THE HOOD

While it can feel tempting to throw up your hands, seeking out root causes can lead to clearer next steps. "Understanding the antecedent of work refusal leads to the development of logical intervention strategies rather than those based on assumptions or trial and error," writes Texas State University education researcher Glenna Billingsley in a recent review of the research surrounding work refusal.

While every child is different, Billingsley's research review points to a few key factors that often operate just below the surface of work refusal.

A DESIRE FOR AUTONOMY

Assignments and activities that students consider irrelevant or uninteresting may "trigger misbehavior that enables them to avoid these disengaging conditions," Billingsley writes in her analysis-but adding "multiple opportunities for responding" that students can choose from, across modalities and at different skill levels, can improve engagement. Because Billingsley's review found that work refusal was often at its highest when students were asked to "transition from a preferred task to one less enjoyable," providing students with a range of academic tasks to choose from can help nip work refusal in the bud.

Billingsley's analysis adds to a growing body of research suggesting that students are more engaged in their learning when given more choice and autonomy. A 2012 study, for example, found that second and third graders who were required to complete mandatory reading logs saw a marked decline in interest towards reading compared to students who voluntarily logged their reading progress. Similarly, eighth graders developed better reading habits when the curriculum allowed them to choose what they read, and in a 2010 article, researchers assert that giving students a say over disciplinary policies can "encourage a sense of well-being and comfort with the way a classroom functions," while offering choice around assignments can "encourage initial engagement with learning activities."

Preschool teacher Oi Ling Hu has students vote for the read-aloud of the day-and even, on occasion, what activities the class will engage in. In later grades, education researcher Robert J. Marzano recommends that teachers allow students to present what they've learned "through debates, video reports, demonstrations, or dramatic presentations" (we'd add music, drawing, and coding, too)-not just essays or oral reports. "Choice in the classroom has been linked to increases in student effort, task performance, and subsequent learning," Marzano writes. To help students feel like you respect their freedom of choice, you can also let students co-create their classroom norms, offer flexible seating options, or give English students a say over what books they'll read (even at the AP level).

A FEAR OF FAILURE

Billingsley's research review lists "expectations and assignments that students perceive as too difficult" as another leading cause of classroom work refusal. "Students with a history of school failure may feel that the current assignment offers only another opportunity to fail," she summarizes. On the same note, a 2018 study found that academic deficits accounted for a full 20 percent of classroom misbehavior: When students didn't understand an assignment or found it too difficult, misbehavior was the outlet for their frustration.

Students with a history of school failure may feel that the current assignment offers only another opportunity to fail.

Glenna Billingsley, phd

Student concern over grades can exacerbate matters. A 2018 study found that letter grades "enhanced anxiety and avoidance of challenging courses," while a 2019 research review suggested that students were more motivated by receiving written feedback from their teacher, or even no feedback at all,than by receiving grades.

How to address it: A 2021 study found that grades and on-task behavior were highest in classes with the highest ratio of praise to reprimands-and while it might feel unnatural to track your language so closely, researchers at Vanderbilt University recommend roughly "six praise statements every 15 minutes." Remember to praise students for specific actions ("This essay was really well-structured!"), not inherent abilities ("You're so smart!"), to avoid reinforcing the same kind of fixed mindset that can lead students to feel anxious about their skills in the first place. Try to find opportunities to make your praise sincere and focused around ways that students have improved-even if that improvement is just turning in an essay on time.

A NEED FOR PURPOSE AND BELONGING

When a student consistently refuses to do work, "community and connection are usually the issue," comments educator Emily Tarr on Edutopia's thread about work refusal, and the research tends to agree.

Belonging at school-"that sense that we are part of a larger whole, that there is a kind of goodness of fit between me and my environment"-is really important socially and academically, according to the social psychologist Geoffrey Cohen. He points to a 2019 study suggesting that feelings of belonging are greater predictors of college completion than academic success.

An adjacent phenomenon-a lack of purpose-can be equally harmful. "Teachers often underestimate the importance of purpose and relevance in building motivation, and overestimate how good a job they are doing at making the purpose clear," write education researcher Chris Hulleman and science teacher Ian Kelleher in an article for Edutopia. This shortcoming is sometimes at the root of a student's hesitancy to work.

How to address it: There are a variety of research-backed interventions that can boost purpose and belonging. In one study, Hulleman found that having ninth grade science students write brief reflections connecting what they learned in class to their personal lives boosted their grades and made them more likely to take science courses again in the future. In class, teachers should "deliberately and regularly state the purpose of assignments and activities," Hulleman recommends. Teachers can also connect their lessons to the real-world issues that students care about; in math class, for example, dig into issues like personal finance and sports statistics.

Teachers often underestimate the importance of purpose ... and overestimate how good a job they are doing at making the purpose clear.

Chris hulleman, phd and ian kelleher, phd

To tap into students' passions and interests, education instructor Rebecca Alber recommends sending out a survey at the start of the year that asks questions like "What is something or someone you personally would like to know more about?" or "Make a list of all the things that you don't currently learn in school but wish you could," then using student responses to inform your lesson planning and assessment options. (Vanderbilt University offers an example survey that teachers can adjust accordingly.) Hanging posters and incorporating learning materials that reflect the diverse interests and identities of your students signals that they're "valued learners and belong within the classroom, with far-reaching consequences for students' educational choices and achievement," a 2014 study found.

THE ROLE OF TRAUMA

Finally, it's worth considering how trauma might factor into your students' refusal to do work. "When you feel the weight of the world bearing down on you, or you simply don't think you can take another step without imploding or breaking down, don't you just want to get away from it all?", asks elementary school administrator Matthew J. Bowerman. "Imagine what children are feeling after the last several years."

A 2011 study led by pediatrician Nadine Burke Harris found that traumatic childhood experiences are tied to a host of learning and behavioral problems, including defiant behavior, fight-or-flight responses, difficulty focusing, and impulse control issues.

How to address it: "It's unfair to ask teachers to be therapists or doctors," Harris told Edutopia in 2020, but teachers can "deliver that daily dose of buffering care that's so important for healing."

Many traumatized students blame themselves for their academic shortcomings, Harris says, so teachers can help kids understand "that what's going on in their bodies is actually a normal response to the abnormal circumstance that they find themselves in." Then, teaching SEL skills-like calming oneself through simple breathing exercises, bringing oneself to focus, and bonding with others-can help get kids back on track. At Fall-Hamilton Elementary in Nashville, for example, every classroom has a designated peace corner with a comfortable chair and soothing toys where students can go when they need to self-regulate. Students who need extra social and emotional support are paired off with an adult (who isn't their teacher) for two-minute check-ins at the start and end of each day, where they can discuss their goals and what they're struggling with.

WHAT'S YOUR EXPERIENCE?
Do you have any insights about how to deal with work refusers? What have you tried-what worked, and what didn't? Let readers know in the comments.

# data[].attributes.attachment_link.title
Addressing Work Refusal in the Classroom

# data[].attributes.attachment_link.description
From a fear of failure to a desire for autonomy, students refuse to complete work for many reasons. Research-backed strategies can help.

# data[].attributes.headline
Top 10 De-escalation Tips for Educators | CPI

# data[].attributes.subject
Top 10 De-escalation Tips for Educators | CPI

# data[].attributes.attachment_link.title
Top 10 De-escalation Tips for Educators | CPI

# data[].attributes.attachment_link.description
Learn how to respond to difficult situations in the safest, most effective way possible.

# data[].attributes.headline
Addressing Work Refusal in the Classroom | Edutopia

# data[].attributes.subject
Addressing Work Refusal in the Classroom | Edutopia

# data[].attributes.attachment_link.readable_text
In nearly every classroom, especially in middle and high school, there are a handful of students who simply refuse to do the work. They'll listen to the assignment, maybe even nod their heads, but when the rubber hits the road, they don't hand anything in-at best, they submit a couple of sentences instead of the essay you asked for.

"Often teachers react defensively to obstinate behavior, creating a situation where teacher and student may become locked in a power struggle or an ineffective pattern of communication," writes special education teacher Nina Parrish. So how does an educator handle a student who simply refuses to turn in assigned work?

Teachers, it seems, are dying to know what's behind the issue. When Edutopia asked our audience what topic they'd most want to see the research behind, "work refusal" was the top response-"Not kids who don't understand or kids who present other behavioral challenges, just kids whose only perceptible issue is refusing to complete work (or hand in completed work)," explained Rebecca, an educator.

The research exploring work refusal, while limited, boils down to a central takeaway: Understand the underlying causes of a student's failure to complete work, which might involve a desire for more autonomy, a fear of failure or judgment, or a sense that the assigned work is meaningless. There are no simple explanations, and some students will inevitably continue to refuse work regardless of your best efforts, but these targeted, research-backed responses can help give you a fighting chance at turning your class' work refusers into more frequent work completers.

LOOKING UNDER THE HOOD

While it can feel tempting to throw up your hands, seeking out root causes can lead to clearer next steps. "Understanding the antecedent of work refusal leads to the development of logical intervention strategies rather than those based on assumptions or trial and error," writes Texas State University education researcher Glenna Billingsley in a recent review of the research surrounding work refusal.

While every child is different, Billingsley's research review points to a few key factors that often operate just below the surface of work refusal.

A DESIRE FOR AUTONOMY

Assignments and activities that students consider irrelevant or uninteresting may "trigger misbehavior that enables them to avoid these disengaging conditions," Billingsley writes in her analysis-but adding "multiple opportunities for responding" that students can choose from, across modalities and at different skill levels, can improve engagement. Because Billingsley's review found that work refusal was often at its highest when students were asked to "transition from a preferred task to one less enjoyable," providing students with a range of academic tasks to choose from can help nip work refusal in the bud.

Billingsley's analysis adds to a growing body of research suggesting that students are more engaged in their learning when given more choice and autonomy. A 2012 study, for example, found that second and third graders who were required to complete mandatory reading logs saw a marked decline in interest towards reading compared to students who voluntarily logged their reading progress. Similarly, eighth graders developed better reading habits when the curriculum allowed them to choose what they read, and in a 2010 article, researchers assert that giving students a say over disciplinary policies can "encourage a sense of well-being and comfort with the way a classroom functions," while offering choice around assignments can "encourage initial engagement with learning activities."

Preschool teacher Oi Ling Hu has students vote for the read-aloud of the day-and even, on occasion, what activities the class will engage in. In later grades, education researcher Robert J. Marzano recommends that teachers allow students to present what they've learned "through debates, video reports, demonstrations, or dramatic presentations" (we'd add music, drawing, and coding, too)-not just essays or oral reports. "Choice in the classroom has been linked to increases in student effort, task performance, and subsequent learning," Marzano writes. To help students feel like you respect their freedom of choice, you can also let students co-create their classroom norms, offer flexible seating options, or give English students a say over what books they'll read (even at the AP level).

A FEAR OF FAILURE

Billingsley's research review lists "expectations and assignments that students perceive as too difficult" as another leading cause of classroom work refusal. "Students with a history of school failure may feel that the current assignment offers only another opportunity to fail," she summarizes. On the same note, a 2018 study found that academic deficits accounted for a full 20 percent of classroom misbehavior: When students didn't understand an assignment or found it too difficult, misbehavior was the outlet for their frustration.

Students with a history of school failure may feel that the current assignment offers only another opportunity to fail.

Glenna Billingsley, phd

Student concern over grades can exacerbate matters. A 2018 study found that letter grades "enhanced anxiety and avoidance of challenging courses," while a 2019 research review suggested that students were more motivated by receiving written feedback from their teacher, or even no feedback at all,than by receiving grades.

How to address it: A 2021 study found that grades and on-task behavior were highest in classes with the highest ratio of praise to reprimands-and while it might feel unnatural to track your language so closely, researchers at Vanderbilt University recommend roughly "six praise statements every 15 minutes." Remember to praise students for specific actions ("This essay was really well-structured!"), not inherent abilities ("You're so smart!"), to avoid reinforcing the same kind of fixed mindset that can lead students to feel anxious about their skills in the first place. Try to find opportunities to make your praise sincere and focused around ways that students have improved-even if that improvement is just turning in an essay on time.

A NEED FOR PURPOSE AND BELONGING

When a student consistently refuses to do work, "community and connection are usually the issue," comments educator Emily Tarr on Edutopia's thread about work refusal, and the research tends to agree.

Belonging at school-"that sense that we are part of a larger whole, that there is a kind of goodness of fit between me and my environment"-is really important socially and academically, according to the social psychologist Geoffrey Cohen. He points to a 2019 study suggesting that feelings of belonging are greater predictors of college completion than academic success.

An adjacent phenomenon-a lack of purpose-can be equally harmful. "Teachers often underestimate the importance of purpose and relevance in building motivation, and overestimate how good a job they are doing at making the purpose clear," write education researcher Chris Hulleman and science teacher Ian Kelleher in an article for Edutopia. This shortcoming is sometimes at the root of a student's hesitancy to work.

How to address it: There are a variety of research-backed interventions that can boost purpose and belonging. In one study, Hulleman found that having ninth grade science students write brief reflections connecting what they learned in class to their personal lives boosted their grades and made them more likely to take science courses again in the future. In class, teachers should "deliberately and regularly state the purpose of assignments and activities," Hulleman recommends. Teachers can also connect their lessons to the real-world issues that students care about; in math class, for example, dig into issues like personal finance and sports statistics.

Teachers often underestimate the importance of purpose ... and overestimate how good a job they are doing at making the purpose clear.

Chris hulleman, phd and ian kelleher, phd

To tap into students' passions and interests, education instructor Rebecca Alber recommends sending out a survey at the start of the year that asks questions like "What is something or someone you personally would like to know more about?" or "Make a list of all the things that you don't currently learn in school but wish you could," then using student responses to inform your lesson planning and assessment options. (Vanderbilt University offers an example survey that teachers can adjust accordingly.) Hanging posters and incorporating learning materials that reflect the diverse interests and identities of your students signals that they're "valued learners and belong within the classroom, with far-reaching consequences for students' educational choices and achievement," a 2014 study found.

THE ROLE OF TRAUMA

Finally, it's worth considering how trauma might factor into your students' refusal to do work. "When you feel the weight of the world bearing down on you, or you simply don't think you can take another step without imploding or breaking down, don't you just want to get away from it all?", asks elementary school administrator Matthew J. Bowerman. "Imagine what children are feeling after the last several years."

A 2011 study led by pediatrician Nadine Burke Harris found that traumatic childhood experiences are tied to a host of learning and behavioral problems, including defiant behavior, fight-or-flight responses, difficulty focusing, and impulse control issues.

How to address it: "It's unfair to ask teachers to be therapists or doctors," Harris told Edutopia in 2020, but teachers can "deliver that daily dose of buffering care that's so important for healing."

Many traumatized students blame themselves for their academic shortcomings, Harris says, so teachers can help kids understand "that what's going on in their bodies is actually a normal response to the abnormal circumstance that they find themselves in." Then, teaching SEL skills-like calming oneself through simple breathing exercises, bringing oneself to focus, and bonding with others-can help get kids back on track. At Fall-Hamilton Elementary in Nashville, for example, every classroom has a designated peace corner with a comfortable chair and soothing toys where students can go when they need to self-regulate. Students who need extra social and emotional support are paired off with an adult (who isn't their teacher) for two-minute check-ins at the start and end of each day, where they can discuss their goals and what they're struggling with.

WHAT'S YOUR EXPERIENCE?
Do you have any insights about how to deal with work refusers? What have you tried-what worked, and what didn't? Let readers know in the comments.

# data[].attributes.attachment_link.title
Addressing Work Refusal in the Classroom

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From a fear of failure to a desire for autonomy, students refuse to complete work for many reasons. Research-backed strategies can help.

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Accommodations to Help Students With ADD and ADHD

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Accommodations to Help Students With ADD and ADHD

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Students with ADHD have difficulty with attention and self-control. And at school, that can look like inattention, distractibility, hyperactivity, impulsivity, and disorganization - all of which can get in the way of learning. What classroom accommodations can help students with ADHD? Here are some strategies teachers can try.

Setting up the classroom environment

Use flexible seating, like wiggle chairs, standing desks, footrests, seat cushions, or resistance bands on chair legs.

Increase the space between desks or work tables (if social distancing guidelines aren't already in place).

Designate a quiet work space in the classroom.

Set up preferential seating close to the teacher and/or away from high-traffic areas.

Post a written schedule for daily routines and rules. When possible, let the student know ahead of time about schedule changes.

Building organization skills

Use an assignment notebook or an electronic calendar.

Provide an extra set of books to keep at home.

Provide folders and baskets of supplies to keep desk organized.

Color-code materials for each subject.

Provide typed notes or an outline of the lesson to help with taking notes.

Teach note-taking strategies, like using graphic organizers and mind-mapping software.

Have a buddy take notes for the student.

Give directions out loud and in writing, and have the student repeat them.

Provide a lesson outline that details instructions and assignments.

Keep instructions simple, clear, and concrete.

Use pictures and graphs to help create visual interest.

Provide a rubric that describes the elements of a successfully completed assignment.

Help the student break long assignments into smaller chunks.

Completing tests and assignments

Allow understanding to be demonstrated in different ways, like oral reports, posters, and video presentations.

Provide different ways to respond to test questions, like saying the answers or circling them.

Minimize the number of questions and problems per worksheet.

Schedule frequent short quizzes, rather than one long test at the end of each unit.

Give credit for work done instead of taking away points for late or partial assignments (with a plan for moving toward completing assignments).

Grade for content, not for neatness.

Give extra time and quieter space for work and tests.

Use a behavior plan with a reward system.

Use a nonverbal signal (like a sticky note on the desk or a hand on a shoulder) to get the student's attention and indicate the need for things like taking a brain break.

Talk through behavior problems one-on-one.

Check in frequently to monitor the student's "emotional temperature" or frustration level.

Do you have a student who you think has difficulty with attention and self-control? See a fact sheet about ADHD.

About the Author

About the Author

worked as a classroom teacher and as an early intervention specialist for 10 years. She is the author of Amanda Morin The Everything Parent's Guide to Special Education. Two of her children have learning differences.

Reviewed by

Reviewed by

Ginny Osewalt is a dually certified elementary and special education teacher with more than 15 years of experience in general education, inclusion, resource room, and self-contained settings.

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Students with ADHD have difficulty with attention and self-control. And at school, that can look like inattention, distractibility, hyperactivity, impulsivity, and disorganization - all of which can get in the way of learning. What classroom accommodations can help students with ADHD? Here are some strategies teachers can try.

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Free Technology for Teachers: Two Ways to Make Progress Trackers With Google Sheets

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Free Technology for Teachers: Two Ways to Make Progress Trackers With Google Sheets

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In my previous post I mentioned that Google Sheets can be used for all kinds of interesting things. It can also be used for practical things like keeping tally of your progress or that of your students toward a goal. There are two ways that I usually recommend doing this. The simplest way is to use the progress tracker template available at Flippity.net. The method that offers more options is to use a pivot table in Google Sheets.

In the video below I demonstrate how to make a progress tracker using the template from Flippity.

In the following video I demonstrate to use pivot tables to make a progress tracker in Google Sheets.

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Two Ways to Make Progress Trackers With Google Sheets

# data[].attributes.attachment_link.description
In my previous post I mentioned that Google Sheets can be used for all kinds of interesting things. It can also be used for practical things like keeping tally of your progress or that of your students toward a goal. There are two ways that I usually recommend doing this.

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Teachers who praise see a 30% increase in good behavior from students - CNN

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Teachers who praise see a 30% increase in good behavior from students - CNN

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teachers who praise see a 30% increase in good behavior from students - cnn

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Teachers who praise see a 30% increase in good behavior from students

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The more a teacher praises instead of punishes, the more kids stay on task in the classroom, according to a new study of elementary teachers.

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A De-escalation Exercise for Upset Students | Edutopia

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A De-escalation Exercise for Upset Students | Edutopia

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Social & Emotional Learning (SEL)

A simple technique that takes just a few minutes can help an agitated student regain the state of mind needed for learning.

So often we find students in a stressed or anxious state of mind. The most telltale signs are inappropriate behaviors or outbursts, negative comments, and anxiety-ridden movements such as fidgeting, leg shaking, and fist clenching. These signals should raise immediate concern and indicate to educators that a response may be needed. The goal is to guide the student to a self-regulated mindset, but how does a teacher do that?

First let's review what is going on with a student in the middle of an outburst. Cortisol, which is responsible for keeping people alive in the face of danger, is being released. Often referred to as the stress hormone, cortisol plays a crucial role in our ability to protect ourselves. When we experience stressful situations, the release of cortisol helps us respond rapidly, but it comes with a cost, as it negatively affects the brain's ability to function at an optimal level.

Think of it like this: You're in the ocean on a surfboard waiting for the perfect wave. A short distance away, you see a shark fin pop out of the water, heading your way. Immediately two chemicals- cortisol and adrenaline-are released and you enter the fight, flight, or freeze response: You can fight the shark, flee by paddling as fast as you can, or freeze and hope the shark loses interest in you. Whatever your response, you find yourself in a moment of stress, anxiety, uncertainty, and fear due to heightened cortisol levels.

Now let's consider how this might look in a learning environment. At the end of a class, two students learn that they have received a poor grade on a science test. This is not a life-or-death situation like the approaching shark, but the physiological response is the same. The students' cortisol levels are high and they are anxious, a state of mind that doesn't support clear, conscious thinking. Upon entering their English class, the two students are visibly upset. One heads straight for their seat and begins to cry, while the other throws their book bag on the floor and punches the desk. For the teacher, recognizing these signs before beginning class is important.

The Stress Response and the Brain

The young brain can be confusing, complex, and often misunderstood, not only from the perspective of adults but more importantly from that of the students themselves. In order for students to understand how their brain functions, it's important to teach them about a few parts of the brain and their functions. To keep it simple, teach them about the amygdala, prefrontal cortex, and hippocampus.

The amygdala directs rapid responses when necessary-the fight, flight, or freeze response. When the amygdala detects a threat, it responds faster than the prefrontal cortex, which directs the ability to make decisions and problem-solve, and the hippocampus, which is responsible for remembering details and storing memories. The two areas of the brain most needed for academic work are thus bypassed. As a result, an anxious, stressed, or fearful state of mind can lead to poor decision-making, inability to think with clarity, and impulsive behaviors.

Learning how to calm ourselves is imperative for our well-being, and the following technique, which is designed to decrease negative impulses and emotions, can be shared with students. The goal is to lead them to more regulated thinking and learning.

A De-escalation Technique

Let's go back to the two upset students in their English class. They aren't ready to work, but the teacher can help by taking a few minutes to guide them back to a state of calm.

This process should take anywhere from four to six minutes and be centered on the student. I've provided a sample of what a teacher might say at each stage, but you should modify those statements so they feel natural to you.

If you have a paraprofessional or in-class support teacher, you can ask a student who seems upset to step out into the hallway or into an area of the classroom set aside for de-escalation. Or you can do this as a whole-class starter activity for anyone who might have something worrisome on their minds. Students can either choose this de-escalation technique-thinking over their answers instead of sharing them out loud-or engage in a warm-up activity connected to the class such as completing a journal entry or worksheet.

Give the student time to regain their calm: Say, "I notice you're really upset. Let's work together on breathing slowly for one minute in order to manage your impulses."

Direct the student to be aware of their thoughts and feelings: Say, "What's going on in your brain and body right now? Tell me how you feel and what you're thinking, and if you're ready to focus on moving forward with getting calm."

Have the student redirect their thoughts: Say, "Take a minute, close your eyes, breathe slowly, and think about something that makes you happy. I know you told me how much you love your grandma's fresh-baked cookies. Think about walking into grandma's house in a calm state of mind as you smell the cookies, taste the cookies, and feel the warmth of them right out of the oven."

Give the student positive feedback on becoming calm: Say, "Now open your eyes. How are you feeling? If you need more time to settle down, let me know. You should feel happy and excited about your work in getting to this point."

Give the student a little more time to refocus: Say, "Take a minute and do something for you. Go for a walk and get some air, or tell me about your baseball game the other night."

Have the student reflect for the future: Say, "The next time you're feeling this way and I'm not with you, what can you tell yourself in order to take charge of your thinking and behavior, and get yourself to a regulated place?"

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A De-escalation Exercise for Upset Students

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A simple technique that takes just a few minutes can help an agitated student regain the state of mind needed for learning.

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Secret Admirers and Classroom Management | Edutopia

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Secret Admirers and Classroom Management | Edutopia

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Committed to addressing student dynamics, I found an activity in Tribes to try out. One day in our morning circle, each student drew the name of a classmate and became that person's secret admirer for the day. The rules included that you couldn't tell anyone which name you had chosen, and you had to observe that classmate all day and find behaviors to appreciate. At the end of the day, we squeezed back into our tight circle on the rug, and students revealed the person they'd been watching and shared appreciations: "Oscar gave Manuel his soccer ball during recess," and "Lizette walked quietly to lunch," and "Billy helped Tomas with math."

Secret Admirers: A Simple Yet Powerful Activity

As students offered and received appreciations, their expressions shifted and revealed pride, joy, and connection. I was surprised at how astutely these 7-year-old children had observed each other, identifying specific, admirable behaviors in a classmate who may or may not have been their friend. When we debriefed and wrapped up the activity, Tomas asked if we could repeat the activity the next day, and the whole class echoed their approval. "Sure," I said. "Why not?"

At the end of the second day of secret admirers, I got the same request. "Why can't we do this every day?" asked Elizabeth. And so we did. Day after day, the kids pulled names from the hat. Sometimes we had "challenge days" where everyone drew two or three names. Other days were "Me too!" days-students also had to identify their own behaviors for which they wanted recognition. We created and posted lists of the student behaviors that kids were most proud of or most liked observing-those reflecting kindness, cooperation, personal responsibility, courage, and so on.

The day before winter break started, we reflected on the school year. I told them that during the break, I'd be planning for the rest of the year. I asked what would they like more of, or less of, and what suggestions they had for our class overall. The secret admirers activity was unanimously endorsed. "All year!" they chanted. Oscar, who had to exert a great deal of energy to regulate his behavior, said, "I love coming to school now, and every day I think, 'I can't wait to get caught doing good things!'" "OK," I said, "we'll keep doing it." Their cheers attracted the attention of my colleague next door.

As I observed their excitement, I noticed that my behavior chart on the wall hadn't been used in weeks-not since before we'd started this routine. I'd always had mixed feelings about this classroom management device-every time I asked a student to turn his or her card to orange or red, it only seemed to exacerbate his or her behavior, and the element of public shaming made me uncomfortable. When I walked into my classroom on the first day after winter break, I took it down.

In January, my students settled back into school routines, and I held my breath in the hopes that all would continue to go smoothly. And it did. Secret admirers continued throughout the year. The kids didn't seem to tire of it, and the behavior chart never went back up. It was like a switch had been flicked in my classroom and the unpleasant interpersonal behavior between students declined considerably. Our community felt good. At the time, I didn't know why this activity worked so well, but I was thrilled to be avoiding many of the classroom management challenges that my new-teacher colleagues were dealing with.

A Shift Toward the Positive

Some years later, I learned why the secret admirers activity worked: We focused on strengths, assets, or bright spots. This is an extensively researched approach in psychology, organizational change management, and neuroscience. And researchers in all those fields agree that focusing on the positive not only feels good but works when you're trying to change or want others to change. If there are factions or tensions I sense in a group of adults I'm working with, I'll use secret admirers or other community builders to surface the strengths and assets in the group. Whether you try this with toddlers or teens, or even adult learners, know that some may resist at first, but as with any activity or teaching strategy we give a go, keep at it, reflect after, and modify if necessary.

As you reflect on how this fall has been and how you might want to start next year, consider opportunities to focus on bright spots-in yourself, in your students, and in your community.

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Secret Admirers and Classroom Management | Edutopia

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Committed to addressing student dynamics, I found an activity in Tribes to try out. One day in our morning circle, each student drew the name of a classmate and became that person's secret admirer for the day.

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Removal Of Recess Should Not Be Used As A Form Of Punishment In School

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Removal Of Recess Should Not Be Used As A Form Of Punishment In School

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Yes, we've all "planned" to start a commune with our best buddies. But apparently we have to wait for our kids to move out or something. And since that may or may not ever happen, we probably need to plan something that's a little easier to pull off.

Just because the commune is on the back burner for a decade or so, it doesn't mean you can't take a BFF getaway here and there. You just have to make a plan that's a little more do-able. Moms are nothing if not geniuses at figuring out how to *Tim Gunn voice* make it work! If you're desperately in need of some girl time - or just desperate for a little time AWAY - we've got you covered. Here's how to make it happen.

Find that elusive "week that works"

What's that sound? That's your friends laughing about finding dates when everyone can get away. But you can do this! Pick a date far enough in the future when there aren't already a ton of commitments. Then make sure all of you guard that date with your life! Getting away with your girlfriends is actually a huge boost to your mental health. Who says? Oh, just SCIENCE.

You'll probably need to spend the time between now and then creating Pentagon-level plans for getting your kids fed, dressed, to school, to sports, and in bed at a decent hour while you're away. Trust me: worth it.

Skip the hotel and rent an RV

If your concept of RVing is retirees and big family trips, you're behind the times, sis. RVing is a seriously amazing way to travel. There's no running through the airport to make your flight. No absurdly expensive hotel rooms. And you can stop wherever, whenever. What a cool way to see the Oregon coast together. Or take that bucket-list trip to Yosemite.

Renting an RV is the perfect BFF getaway, especially since it allows for lots of flexibility. If you're concerned about being around crowds right now, an RV allows for plenty of social distancing without being stuck in a hotel room.

And there are about a million options to Go RVing. From folding campers and travel trailers, to sports utility RVs with built-in garages and luxury motorhomes. You truly have all the comforts of home, like gourmet kitchens, sparkling bathrooms, comfortable beds, outdoor entertainment centers and multiple TVs to enjoy all of your guilty pleasures. (Ok, that's actually nicer than my home.) You and your crew can park it, open up a bottle of wine (or several), and let the oversharing begin in total comfort.

Make the grocery list

Moms cannot live on gummy bears alone. But that doesn't mean you can't load up on all those snack foods you try not to have in the house. You'll also want to plan an epic "first night" dinner. It's going to feel so good to cook with your friends, knowing you can eat whenever you feel like it, probably next to a roaring fire. Or the ocean. Or a desert vista... Sorry, where was I?

The other great thing about an RV trip is that if you forget an ingredient, no big deal. Just stop at the next market. Many RVs have plenty of storage space so you can shop somewhere new every day or get everything for the whole trip before you head out on the open road.

Many RVs have ample storage space so you can store plenty of cleaning supplies, hand sanitizer, soap and anything else that makes your RV feel more like home.

Brainstorm an itinerary

On some level, the whole point of getting away with your pals is getting away from schedules and "have tos." But it's worth investing a little time in planning a nice mix of relaxation and excitement. (Although for some of us relaxation is excitement.) Winging it is cool until the friend who wants to go, go, go clashes with the friend who wants to block out time for daily naps.

This is another way the RV comes in handy. That friend who wants to hike, shop and explore can satisfy her wanderlust while others can enjoy the glorious amenities of the campground or bask in the glow of the quiet, kid free moments. When you're ready to move on to the next spot, no one needs to repack a suitcase or tip a valet. It's the ultimate in flexibility and convenience.

GOOOOO!

When you Go RVing, you don't just vacation, you live your best life-and every stop is an adventure in a home-away-from-home. As much as we love our families, there's nothing quite like a week away with your besties. Ah, AWAY. It's that place that's easy to find and, with your squad, impossible to forget.
Wherever your away may be, find it in an RV. You may be surprised to learn that there are several types of RVs to suit every budget . Plan your away at GoRVing.com.

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How To Plan (And Actually TAKE) The Ultimate BFF Trip

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Yes, we've all "planned" to start a commune with our best buddies. But apparently we have to wait for our kids to move out or something. And since that may or may not ever happen, we probably need to plan something that's a little easier to pull off.

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Complaining About Students Is Toxic. Here Are 4 Ways to Stop - Education Week Teacher

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Complaining About Students Is Toxic. Here Are 4 Ways to Stop - Education Week Teacher

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As a teacher, I spent many mornings waiting in line to make copies for my lessons that day. Coffee in hand, I competed with my fellow waiting colleagues in the Misery Olympics of Teaching: We'd banter back and forth about whose teaching life was more miserable.

Some of those complaints were about our own lives, like this: "I was in grad class until 10 p.m. last night and then I had to grade 30 essays." But invariably, part of our griping was about our students. For years, I'd say things like this: "My third period class is driving me crazy!" or "When will Ben ever stop talking?" or "Why won't my students turn homework in?!"

Sound familiar? Complaining about students happens in teachers' lounges and copy rooms all over the country. Teaching is hard work. But complaining about students is not only toxic for teachers' feelings about their work (and therefore their longevity in their jobs). It's detrimental to students.

Now my job is to support instructional coaches in their work with teachers, and I get to hear to what pre-K through high school teachers say when they are meeting with their coaches. I am caught off guard more often than I would expect by negative comments about students from even the most otherwise positive teachers. Here's a sample of the comments I've heard recently:

"I have two kids who are really big babies. They always need my attention. I don't think they can do it on their own."

"I just don't think this will work with Daniel; he's one of my older kids."

"You know this is a Title I school, right?"

"These kids just aren't motivated."

How educators talk about students matters. No matter how much planning time we put into lessons or how much we say we believe all kids can achieve, when we make comments like these it impacts how well we can help all students reach their highest potential.

Why is complaining about students detrimental?

It reinforces low expectations. By complaining about students, we reinforce the idea that they're not capable of meeting high expectations. And complaining with other teachers can create a space where low expectations are validated within the school community.

It absolves teachers of responsibility to reach all students, and blames students instead. As the instructional leaders of our classrooms, we need to be reflective about what changes we can make that will help all students engage and learn better. By blaming students, teachers fail to grow; instead, they are defensive when given feedback. Dr. Haim Ginott wrote in Teacher and Child: A Book for Parents and Teachers, "I have come to the frightening conclusion that I am the decisive element in the classroom. It's my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child's life miserable or joyous."

It creates distance between students and teachers. Complaining about students with other teachers can create an us versus them mentality. I was a young, white, middle-class teacher who taught mostly low-income students of color. By participating with other (mostly) young, white, middle-class teachers in complaining about students, I unintentionally reinforced racist and classist norms that schooling should look like me and my culture and students just needed to get on board.

It creates a toxic work culture. Complaining breeds negative feelings about our work. When I'm repeating a message that students aren't motivated and there's nothing I can do about it, I start to feel less motivated myself to teach my best lessons every day. Ultimately, feeling frustrated about students regularly can contribute to teacher burnout, instead of a lifelong career of meeting students where they are and joyfully engaging with them there.

4 Strategies to Counter a Culture of Complaining
#1 - Consider your vocabulary.
This isn't about political correctness. It's about simply treating students the way we would want to be treated. Here are a few words and phrases to eliminate that reflect low expectations of students:

They are babies

They aren't motivated

They have an IEP

They are low-flyers

This generation

Their parents aren't engaged

#2 - Take the one-week complaint-free challenge.
Try not to say anything negative about a student for a week. Take time to notice the moments when you want to complain, and how you feel when you cut out the complaining.

#3 - Call out your colleagues when they complain.

I often felt that complaining was the norm at my school, and I now regret not taking a more active role to confront that culture directly. When you hear educators complaining about students, make an active choice to sit it out. Even better, find a direct but kind way to call it out. Try, "I know we all love our students. Instead of focusing on the negative, what's something you're thankful for about your students today?" And this shouldn't fall only on teachers-school leaders can play a key role here by setting clear expectations for how teachers and staff should talk about students.

#4 - Replace complaining with joy and thankfulness.

Find something positive to talk about. Consider what conversations will bring about more equitable outcomes for students, more joy for you and your colleagues, and closer relationships within the school community. Talk about what you are thankful for, how you've seen students grow or challenge themselves, or even ask questions to get you know your colleagues better.

Mental health counselor and author Kristin Souers said in a presentation about her book, Relationship, Responsibility and Regulation: Trauma-Invested Practices for Fostering Resilient Learners, "We need to remember to speak kindly about our students and kindly about each other." When kindness replaces complaining about kids, it can transform our expectations of our students as well as our workplace culture.

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Complaining About Students Is Toxic. Here Are 4 Ways to Stop

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As a teacher, I spent many mornings waiting in line to make copies for my lessons that day. Coffee in hand, I competed with my fellow waiting colleagues in the Misery Olympics of Teaching: We'd banter back and forth about whose teaching life was more miserable.

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Behavior Charts: How to Easily Track Behavior Like a Pro - Very Special Tales

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Behavior Charts: How to Easily Track Behavior Like a Pro - Very Special Tales

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Toys flushed down the toilet. Books torn Dolls broken. Random tantrums. Have you ever been so desperate with your child´s behavior problems that you just had to look for professional help? I have. And I also felt a bit disappointed when my very detailed horror stories didn´t get us that non-existing magic recipe that would fix our behavior issues. Instead, I was sent home with some homework to do: behavior charts. And more specifically, I had to track behavior with an ABC chart.

It´s been years since that first psychologist visit. And I have done lots of behavior tracking since then. Different behavior problems have arisen at different ages. I now undertake the behavior tracking task with greater confidence. It probably helps that I´ve completed a Bachelor in Psychology and have further studied challenging behavior. So, today I´m going to share with you two different types of behavior charts. They may be a great help if you are dealing with behavior issues at home.

Why do I find behavior charts or trackers useful, from a parent perspective:

They help you make educated guesses as to why some behaviors are present

They provide you with specific and measurable information. So, when you seek for help you make the most powerful case.

They provide you with objective information, not based on your memory or perceptions

It makes you feel in control. When you track behavior, you are not just suffering the situation. By gathering important information that will help you make decisions you are acting on it.

Before I continue, let me emphasize that nothing you read on the internet or a book can substitute seeking professional support. If you are undergoing a serious challenging behavior situation you need to consult your doctor.
(Disclosure: We are a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for us to earn fees by linking to Amazon.com and affiliated sites. As an Amazon Associate, I earn from qualifying purchases. You can also read our Disclosure & Disclaimer policy here)
Track Behavior Like a Pro: Behavior Trackers that a Parent can Easily Use at Home

Behavior Charts: Antecedent-Behavior-Consequence (ABC) Charts

Even if you feel you have enlightened your therapist with a thousand anecdotes that fully explained problems at home, that is not good enough. Your psychologist or behavioral therapist needs some extra pieces of the puzzle. And if that is the case for your therapist, it is also the case for you.

So let me help you save some time and money. Let´s dive into what type of information will help you understand better the behavior problems at home. And, in case you need to seek professional help, this same information will be extremely useful to your therapist.

What is an ABC Chart?

An ABC chart is a direct observational tool used to collect information about behaviors that take place in a certain environment (class, home, street). ABC stands for:

A= antecedent (what is happening before the episode starts)

B= behavior (what does the kid do?)

C= consequence (what happens after the behavior)

The outcome of this observation should be more clarity on two important pieces of information:

1. Understanding what may be causing the behavior

2. Understanding what factors affect its repetition. The consequences of your kid's action (that is what you and other family member do) may be perpetuating these behaviors.

You need to be clear, though, that it only helps you make an educated guess ( or come up with a "hypothesis" that sounds more scientifical!). This type of observation tool will provide you with what is called a "correlation", not a cause.

This is what your ABC tracking sheet will look like:

You will need to record the information with some level of detail:

A= Antecedent.

Where was he/she?

Who was in the room?

What was each person in the situation doing (brother, sister, parents or whoever was there)

Was there a specific demand?

B= Behavior

What exactly happened? Record everything, not just "misbehaved" but the very specific behaviors that took place:

Vocalisations (e.g. talked very loud, shouted)

Verbal aggression (e.g. swore, insulted)

Physical aggression (e.g. hit, kicked)

Self-injurious behavior (e.g. headbanging, self-biting)

C=Consequence

What happened immediately after your kid engaged in challenging behavior.

What did everybody in the room do?

Did your kid get attention? (even if he/she got told off that´s attention!)

Did your kid get what he/she wanted?

Did he/she manage to stop an activity or a situation that was going on?

What did you do and say, and the same information for all the others present at the time of the incident?

Examples of how to fill in an ABC Chart

Let me give you some examples of how the record will look:

- Antecedent: All the family is in the living room watching t.v. Mom is reading news on her phone. Sister is watching Minnie Mouse. Brother is not really doing anything, and he does not enjoy the show.
- Behavior: Brother takes one of the sister's toys and flushes it down the toilet
- Consequence: Everybody gets mad. Sister is upset. Mum stops reading news and lectures son, asks him to apologise, explains that is not ok (or gets really mad). Everybody is now surrounding him and talking to him

- Antecedent: Mum is talking to sister and complimenting her for a nice drawing
- Behavior: Brother starts throwing toys to the floor
- Consequence: Mum stops talking to sister and goes to talk to brother to ask him to behave

So, for a few days, you will probably need to keep track of behaviors, not just to list things that happen, but to start creating a picture of why/when they happen and what are you doing afterwards that encourage the repetition of those situations. Depending on what comes up from this "field work" you will be able to come up with a plan to address your reality.

If you want to start tracking challenging behavior at home, download the behavior chart templates that I include at the end of this post.

Behaviour Charts: Scatterplot Graph

In some cases, our behavior problems cluster around certain times of the day or specific activities. And when behaviors that need to be corrected are spreading along the day, sometimes we may miss situations that are clear stressors.

Let me give you an example. Last year, I used to pick up my son a couple of hours before I was picking up my daughter. We spent a nice time together reading books or watching kids' songs on the internet. Then by the time I parked the car outside the school, problems would start out of the blue. When I explain it like this it may sound obvious that "stopping time with Mum" and "bringing the sister into the picture", was triggering those behaviors. But, keep in mind that my son has special needs. Challenging behaviors happen to us in lots of other situations. So, in our case, it was easy to miss on specific "problem situations".

In those cases, where a certain behavior is happening very often, you may be interested to find out:

how often the behavior is happening

whether there are situations when behaviors increase (dinner time/bedtime...)

In this type of behavior chart, you write down how many times a specific behavior happens in half-hour intervals, for several days. It will look like this: (I like to write the exact number of times, sometimes you are told to shade the square when is 2+ times)

How did I use this information in the example I gave you before? It helped me identify moments that were difficult. I was able to take some steps to help him cope with that transition. For example, for my son, the transition from "100% of Mommy´s attention" into "picking up sister from school" was a tough one. So, as soon as I parked the car outside the school:

Inside the car, I would tell him something sweet and nice

As he stepped out of the car, I would give him a big hug

As we accessed the school, I would tell him something interesting or fun.

Tips to Help Track Behavior & Data Collection with Behavior Charts

Place your ABC chart or other behavior charts where you can easily access it to record the behaviors

Analyse your data:

What are the triggers: is the behavior more likely to occur at certain times, places, activities or when with certain people?

What consequences are maintaining the behavior: what did he/achieve? (attention, something tangible, being removed from an activity or a situation)

And since you have become more aware of triggers and maintaining factors you may be in a better place to develop a plan:

Changes you may need to make in your routines/schedules

Substitute behaviors that you can teach so that attention is achieved in an appropriate way

Use this information if you need to seek professional advice.

Now, there are good news and bad news. The good news is that things can get better. The bad-ish news is that, in my experience, this is more of a marathon than a sprint. You will need to work a lot with your child. You will need to be consistent. And sometimes, when you are tasting the sweetness of victory, things will get bad again (but that´s a topic for another post! )
Download your behavior chart templates below:
Related reading about kids with challenging behaviour and ways to deal with it:

Other post in this blog that you may also find useful:

I hope you found this post useful. If so, share us on Pinterest ♥:

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Behavior Charts: How to Easily Track Behavior Like a Pro

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Toys flushed down the toilet. Books torn Dolls broken. Random tantrums. Have you ever been so desperate with your child´s behavior problems that you just had to look for professional help? I have. And I also felt a bit disappointed when my very detailed horror stories didn´t get us that non-existing magic recipe that would fix our behavior issues.

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Teaching Kids to Accept Responsibility for their Choices

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Teaching Kids to Accept Responsibility for their Choices

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When it comes to classroom management, learning to deal with small disruptions is probably more important than figuring out what to about the big stuff. One reason is that those little things you might be tempted to ignore can quickly escalate into BIG problems and hours of lost instructional time.

That's why you need an easy strategy for dealing with frequent student misbehavior, and it's best if your strategy also helps kids understand how their choices impact others. This Behavior Reflections graphic organizer is the perfect tool for doing just that!

Years ago when I was trained in Thinking Maps, I was introduced to the Multi-flow Map for exploring causes and effects. Right then, I had an "ah-ha" moment about how to improve student behavior. I realized that most students who were engaging in distracting behaviors had never thought about why they were behaving in a certain way or how their actions might affect others. So I created the Behavior Reflections cause and effect graphic organizer to help students reflect on their behavior, understand why they made certain choices in the past, and make better choices in the future.

How I Introduced this Graphic Organizer to My Class

1. We started by writing a short description of the undesirable behavior in the middle of the form. For example, "Repeatedly blurting out answers."

2. Then they tried to figure out the causes, or why someone might engage in that behavior. Those items were listed on the left. Answers might include, "I wanted the teacher to know that I knew the answer," "It's a bad habit," or "I got excited and wanted to tell my answer." Sometimes this step takes a bit of coaching because most kids have never really tried to figure out why they do the things they do.

3. In the three boxes on the right side, they wrote out the effects, or consequences of their behavior, including how their behavior affected others. They may never have realized that when they blurt out answers, they are depriving other students of the opportunity to think through a problem and answer on their own.

4. Finally, the student writes out a short plan for improvement which I have to approve before the paper goes home for a parent signature.

How and When I Used It

After I introduced the Behavior Reflections form to the class, I began having students complete it when they engaged in a distracting, annoying, or disrespectful behavior. I did not use this form for violent incidents or for serious infractions, and it never took precedence over established school policies. It was simply a tool to get kids to understand why they were behaving in a certain way and how their behaviors affected others.

What Happened

The Behavior Reflections form turned out to be even more powerful than I had anticipated. Misbehaving students stopped seeing me as someone who would punish them arbitrarily for something they didn't think was wrong, and they began to accept more responsibility for their actions. Sometimes additional steps were needed such as short-term behavior contracts, but this form was a great place to start.

Inspired by Thinking Maps

You might be thinking that you've seen this graphic organizer before, and you'd be right! The folks at Thinking Maps liked my form so much that they asked permission to use it in their training materials as an example of how a Multi-flow Map could be used! In fact, I just discovered that my original graphic organizer was shared in a post on the Thinking Maps blog in December! However, they didn't provide a link to the form. If you'd like a copy, click here to download it now. If you use it, I hope you find the Behavior Reflections form to be effective in your classroom, too!

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Teaching Kids to Accept Responsibility for their Choices

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When it comes to classroom management, learning to deal with small disruptions is probably more important than figuring out what to about the big stuff. One reason is that those little things you might be tempted to ignore can quickly escalate into BIG problems and hours of lost instructional time.

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Flexible Seating in the Classroom - The OT Toolbox

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Flexible Seating in the Classroom - The OT Toolbox

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It's that time again when we are heading back into the school year. Teachers are getting into the classrooms and setting up room arrangements. School-based OTs are gearing up for the back-to-school chaos. When the thoughts of classroom organization and caseloads come into mind, flexible seating in the classroom ideas may not be the first thing you think of. Seating options may even be a part of a classroom sensory diet. But here's the thing: Flexible seating ideas are always good to keep in mind! There are so many benefits to flexible seating arrangements. From DIY flexible seating ideas to types of seating ideas that can be used in classrooms...there is a lot to think about!

Flexible Seating Ideas for the CLassroom

There is so much to think about when it comes to accommodating to various seating needs. Positioning and specific student needs are just part of the puzzle. Facilitating learning while encouraging collaborations among students is important and the primary concern when it comes to out-of-the-box seating arrangements. Below, you will find various flexible seating for the classroom and information on the benefits of flexible seating ideas...as well as how to adapt to this classroom sensory strategy.

Things to consider about Flexible Seating

When considering flexible seating ideas for the classroom, there is a lot to think about. These considerations include a variety of needs including behavior, cognitive needs, physical abilities, posture, and more.

Many times therapists are consulted regarding specialized seating as a result of postural needs. In these cases, an individualized assessment may be warranted and aspects of seating should be analyzed before addressing specific seating needs:

Posture and seating needs may be a result of sensory issues such as physical limitations, weakness, range of motion as a result of tone issues or spasticity, sensory impairments,or other needs.

Physical limitation or deformities may impact seating posture and positioning. These may include posterior pelvic tilt, pelvic rotation, scoliosis, joint contractures, leg length discrepancies, head and neck positioning, extremity limitations, or other concerns. Each of these may impact learning and attention in the classroom.

When providing a new or novel seating option in the classroom, there are considerations to keep in mind as well. A flexible seating option may not be the primary classroom seating situation. In other words, it may be the best situation for the classroom learning to occur in traditional desks. Flexible seating in the classroom can be provided for supplemental learning, small groups, independent reading, or other similar activities.

In some cases, it's important to consider optimal support in seating options including for those students with physical needs. As a result, some situations may not warrant a full classroom of flexible seating. Chairs and surfaces may not provide optimal postural alignment in order to provide adequate trunk support. Upper extremity mobility and positioning is important to consider if students will be using the seating arrangements for writing tasks. Additionally, considerations such as correct height/depth of the seat and the placement of both feet on the floor is needed for writing tasks.

Benefits of Flexible Seating in the Classroom

A primary benefit of alternative seating options is the improvement to learning and attention that can occur. There may be several reasons that various seating options offer in the classroom.

Opportunities for Choices- Students may find that the ability to make a choice in their seating situations makes all the difference in learning and attention. Some students may really like the option to pick where they sit!

Something for Everyone- When there are several options for seating in the classroom, it can be one way to meet the needs of a whole classroom. Some teachers may find that kids change in their activity or attention levels throughout the day. When additional movement or proprioceptive input is needed, an alternative seating method may be just the ticket to learning.

Heavy Work Opportunities- Use of various flexible seating techniques in the classroom can offer occasional or scheduled use of flexible seating options can provide opportunities for heavy work input by moving desks, bean bag seats, or other seating set-ups as students or a specific team of students move furniture from determined positions. Don't forget the sensory benefits of moving desks and chairs!

No Singling Out- When there are various flexible seating options in the classroom, no child is singled out. This is important for the child with sensory issues or self-regulation needs. Some students may need extra movement or heavy input to facilitate learning, and when the whole classroom has the option to choose a beanbag for reading time, the flexible seating methods are there for everyone...and no student feels singled out based on needs.

Flexible Seating Ideas for the Classroom

Now that we've covered considerations and a few benefits of flexible seating ideas, let's cover some specifics! Below are alternative seating methods that may work in the classroom.

You'll find a list of options for adding proprioceptive input to the seating system, as well as a large list of alternative seating ideas. Some of these are able to be purchased (Amazon affiliate links are included below). Other options are quite frugal or are DIY ideas. Have fun exploring and considering the flexible seating ideas!

Flexible seating and proprioception input

Sensory benefits play a big part of choosing the best flexible seating option. While some alternative seating options provide sensory input or feedback via the positioning, others provide heavy input by hugging the student. There are many ways to add weight that provides a calming benefit into seating ideas. Consider some of the options below in adding to a seating system:

Tips for adding proprioceptive input or weight to a alternative seating system:

Add a weighted lap pad

Try a therapy band or bungee cord to the chair legs

Use a body sock or fabric tube to the legs of the chair. Done in a non-restricting way, this tube can be a place to slide legs into while sitting in a regular chair

Bean bag for under/over the child

Computer lap desk over the child's legs (Can be used as a writing station)

Homemade bean bags over legs or feet. Slide these into tube socks or knee-high socks and knot two socks together to create a weighted tube to drape over legs or the shoulders.

Under-the-table sling

Therapy swing in the classroom or outdoor space

Add velcro wrist weights to the inside of a 4 inch binder. Use the binder as a lap writing surface.

Encourage tummy time writing. (Write, draw, or read while lounging on bellies on the floor. Make this a fun reading experience by asking students to bring in a flashlight from home.)

Try a weighted fidget tool that can be used while seated at a desk.

Try some of the additions listed and described below.

Remember that finding an ideal seating system can require a lot of investigation and trial and error. Some students may benefit from one of the ideas listed here and others may require a mix of several options. Keep it individualized and remember to consult your child's occupational therapists regarding seating ideas.

Flexible Seating Ideas

Bean Bag Chairs- Use these on the floor or at a low table. Consider lowering a table to 2-3 feet off the ground for a low writing and reading surface. Other times, bean bags can be used in small group work or for quiet reading. Consider using a bean bag as a cover for legs to provide heavy input through the legs. There are some inexpensive bean bag seat options available. There are also a few varieties of stuffed animal bean bag covers that create seats using old stuffed animals.

Stuffed Animal Bean Bag Seat- Ask around for stuffed animal donations from family and friends! This bean bag cover creates a bean bag seat using old stuffed animals as a seating option and can be adjusted as needed. Add more stuffed animals to fill the seat or take some out depending on the child's sensory needs. This stuffed animal cover comes in a larger size that can be used as a lounger chair.

Duvet Lounger- Using the same concept of filling a bean bag with upcycled stuffed animals is the DIY version of using a duvet cover as a method to create a lounger seat. Fill a duvet cover with cushions, pillows, or stuffed animals and create a crash pad that can be used as a lounger seat for the classroom or home.

T-Stools- A T-stool is a common seat seen in classrooms. The stool allows students to wobble, move, and wiggle just as their bodies need, while reading, writing, learning, and listening! You'll find a variety of T-Stools available: The Kore Wobble Chair is great for grades K-3 and provides a larger base of support. The Stabili-T Tool Tube provides less support but requires more core contraction and work, allowing for more movement. A T-Stool Single Leg stool offers more vestibular input given a much smaller base of support and an adjustable height option.

Milk Crate with a Ball Inside - Going for a multi-option flexible seating arrangement in the classroom? Adding a large kickball or small therapy ball inside a milk crate is a great option for the frugal. This is one way to create several seats for a lower cost. Line the milk create up under a low table for a centers activity or small group.

Therapy Ball- Another frugal means of offering opportunities for movement and sensory input in the classroom is using therapy balls. There are many options available on the market and in stores. Search for yoga balls or exercise balls to find the best prices, in many cases. Worried about them rolling away or becoming massive projectiles in the classroom? Make a "station" using a hula hoop as a base.

Peanut Seat- A different version of the therapy ball is the peanut ball seat. Kids can use these seats in a variety of ways, sitting or lying prone on the ball. The peanut ball allows for only unidirectional rolling so they can be easier to contain in the classroom setting when compared to a round therapy ball.

Sensory Swing- A sensory swing is a versatile seating option for reading, small group work, individual work, or a much-needed sensory break. We've tried and loved the Harkla Sensory Pod Swing for it's cozy support and use as a calm-down space. The great thing about Harkla sensory swings is the easy-to install ability to place them in a classroom. We tried ours outdoors too, for an outdoor sensory swing option. Kids love the outdoor sensory swing in a shaded area such as under a patio deck or even hanging from a tree limb.

Portable Laptop Stand- This portable laptop stand doesn't need to be used for just laptops! Use it as a writing station or for a small reading center. I would love to see a DIY version of this...wonder if an awesome school janitor could whip one together using scrap materials? P.S. If you have one of these stands made...or you make one yourself...let me know! I would LOVE to see it!

Futon- An easy way to incorporate flexible seating options in the classroom is to add a futon. You can grab one at a big box store or on Amazon and have it shipped directly to where you need it to go. The benefits of using a futon in the classroom are endless- A "job" can be to open the futon and replace pillows after quiet reading time, adding opportunities for heavy work. Add a few weighted throw pillows and a weighted lap blanket if it's appropriate. Sometimes lounging during instruction may be just what is needed.

Scoop Rocker Chairs- Kids love these scoop rocker chairs! They are versatile in that they can be used at a lowered table or during circle time. The light-weight and handle make them easy to carry from class to class or to special classes, if needed. There is a special deal on Amazon offering a set of 6 scoop rocker chairs for $48 right now. Who knows how long that price will last!

Scooter Board- Have a scooter board in your car trunk (If you are a mobile therapist, this totally applies to you...) or in the physical education gym/supply closet at school? Scooter boards make awesome foot fidgets for when sitting at a desk. Kids can also use them during circle time. (Provide a hoola hoop boundary!) Or to sit on at a low table or when working in a small group. You can find them at great prices on Amazon!

Cushions or Pillows- Super easy to get, and at a very inexpensive cost, pillows and cushions are a fantastic way to create a cozy corner or crash area. Kids will love quiet reading time or group work when sitting on a pillow or cushion. Stalk your local resale shops for great prices. You can also ask parents to send in a small pillow or chair pad cushion (the kind you use on kitchen chairs) that can be used at desks for seated work. A reading pillow (the kind you typically use on a bed) works really well in a calm-down space, too.

Body Pillow- A body pillow can be an inexpensive way to add movement and positioning to the classroom or home. Add it to a futon or couch in the classroom or include it in a calm-down space.

Rocking Chair- An old-fashioned porch rocker is a wonderful addition to the classroom. There's just something about rocking back and forth that brings back memories of quieting fussy babies during the night for this mama...but perhaps the calming effects of slow linear rocking can be just the thing to turn classroom fidgeting into focused learning. If the price tag of a traditional wooden rocking chair is a problem, consider adding a camp rocking chair or an upcycled nursery glider. You can find these baby nursing chairs on Facebook marketplace or in consignment shops for a great price.

Balance Cushion- Balance cushions can be used on a traditional desk seat or for floor seating. Adding this to your flexible seating line-up promotes an opportunity for attention and balance by adding movement to learning. Add more air or remove some from the cushion to provide more or less movement and stability required.

Beach Chair- A beach chair is a super inexpensive way to add flexible seating options to a classroom. Set up an area with a few beach chairs for group activities or use them in circle time or morning meetings.

Camp Chair- A camp chair is another inexpensive option for alternative seating. The curved base provides a cozy and calming space for reading or listening to read alouds in the classroom or home. There are a lot of options on the market in the ways of camping chairs. From the basic camp chair to those with rockers, recliners, or loungers, the choice is yours based on needs in the classroom or home.

Stools- There are a lot of stool options out there. Using a stool in a flexible seating arrangement provides a variety of use for addressing various needs while making arranged seating easier to change out without much effort. Some ideas for stool use in the classroom include high-stools. These can be used at a high top table which also offers an opportunity for standing. They can be arranged into circle time or small groups while offering vestibular input. Other stool ideas include a small foot stools. These can be used at low tables, in circle time, in a small group circle, or at a low table. Try using them while writing on a paper hanging on a wall or at an easel for vertical writing, which offers more proprioceptive input and movement challenges. Stackable stools are still another option. These are great in place of traditional desk chairs in some cases. The great thing about using stools as part of an alternative seating system is that students can move and set up seating options, offering built-in heavy work.

Papasan Chair- A papasan chair or a lounger seat is great for the classroom. Quiet reading or group learning can be calm and focused with a supportive and cozy seat. You can find a great price on these chairs in big box stores or on Amazon.

Cube Seat- This cube seat is an option that provides support for the back and trunk while containing and providing a boundary for seated activities. This cube seat option is nice because it can be used in one direction as a low seat and flipped over to allow for a higher height or for use as a table writing surface with visual blocks when visual attention is an issue.

Partially Inflated Beach Ball- Yes, it's true. Grab a dollar store beach ball and blow it up just a little, so that the air in the beach ball provides a movable cushion. This seating system is appropriate for younger children, but it's an option for testing out movement in the seat. You'll find more about using a beach ball cushion in a previous The OT Toolbox blog post.

More Flexible seating ideas

What are your best tricks and tips for adding movement to the classroom while meeting the needs of various students? Flexible seating in the classroom doesn't need to be complicated. It doesn't need to be expensive either! Stop back soon, because we'll have a line-up of DIY flexible seating ideas coming your way very soon.

Some of the ideas listed above are very budget-friendly, especially if you are able to find items second-hand or by upcycling items. Other budget-friendly seating options include using a cardboard box, cushions, or stadium seats, for example. We'll have more budget-friendly seating ideas for you coming up soon!

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Flexible Seating in the Classroom - The OT Toolbox

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It's that time again when we are heading back into the school year. Teachers are getting into the classrooms and setting up room arrangements. School-based OTs are gearing up for the back-to-school chaos. When the thoughts of classroom organization and caseloads come into mind, flexible seating in the classroom ideas may not be the first thing you think of.

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The 2x10 strategy: a miraculous solution for behavior issues?

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The 2x10 strategy: a miraculous solution for behavior issues?

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The 2x10 strategy: a miraculous solution for behavior issues?

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The 2×10 strategy is simple: spend 2 minutes per day for 10 days in a row talking with an at-risk student about anything she or he wants to talk about.

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10 Better Ways to Say "NO" to Students When They're Wrong

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10 Better Ways to Say "NO" to Students When They're Wrong

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The process of learning involves questioning but somewhere along the way, students often learn that answering questions can be a risk. They are afraid to be made fun of, to get things wrong or to be perceived as a "know-it-all". One way to prevent this mentality is to be careful how you handle a student who does respond incorrectly. Setting a tone of acceptance is vitally important to maintaining a classroom of questioning. Below are a few ways to say "no" in a productive manner.

1. Did you think about _____?

If they're on the right track but just jumped the gun before considering all elements of the problem, this is a good way to prompt them to think deeper. Nudge them towards the missing piece!

2. Change the perspective

Social stories can really help in situations where the word "no" is a response to inappropriate behavior-think off-task during group work, for example. Social stories involve telling a student about a scenario similar to the one they're currently in-except changing their role in that situation so they can see a different perspective. Tell your offending student a story in which they are the one doing the brunt of the work while everyone else goofs off. A switch in perspective can help!

3. Remind them!

" Remember last time we discussed this same concept?" Give them some words or examples that may trigger them to remember the process you used before. For example, " When we did this last week, Joe had 14 apples. Do you remember how we figured out how many more he needed?"

4. Find Helpers

Allowing other students to help buoy the one struggling can foster a community feel in your classroom if done correctly. Instead of just moving to the next student, use phrasing that allows them to help. " Can anyone add to what Tommy said to get us to the right answer? "

5. Validate their Confusion

" This is a tricky question! I had a feeling I would trip someone up with this one-it uses all of our strategies! Let's walk through it together. " You get the point. Being wrong stinks but it stinks less when someone agrees you were faced with a challenge.

6. Thank Them for Contributing

Sometimes students just want to participate, even if they're totally lost. Saying things like " I appreciate your input!" or " I love your perspective " can encourage kids to keep trying, particularly when discussing more abstract topics that do have room for some "gray" area.

7. Give Them a Resource

Rather than just telling a student they're wrong, help them use their resources to correct their answers. " Reread page 45 and then see what you think. Ask your table their thoughts and then raise your hand and try again ". These are good ways to foster investigative learning.

8. Switch from "You" to "I"

Instead of saying " You're wrong" try using phrasing that shifts the dialogue to a more student-friendly atmosphere. " I was looking for a different answer" or " We had discussed a different strategy " reminds students that it's not personal to get things wrong.

9. Make Sure it Has Been Taught!

This seems like a no-brainer but when it comes to classroom rules and expectations, it can be easy to expect something from students who aren't familiar with procedures. This is particularly true at the beginning (when everything is new) and the end (when everything is crazy). If your kids have never had a field day, set expectations and rules specific to the day and don't assume they'll apply your classroom rules to the chaos-then you can feel justified in saying "no" when they mess up!

10. Identify with Their Line of Reasoning

" I can see why you thought that but I was looking for this answer". " I know you're full of energy after testing, but running in the halls isn't safe ". Sometimes it just means a lot to be understood-even if you're wrong!

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10 Better Ways to Say "NO" to Students When They're Wrong

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The process of learning involves questioning but somewhere along the way, students often learn that answering questions can be a risk. They are afraid to be made fun of, to get things wrong or to be perceived as a "know-it-all". One way to prevent this mentality is to be careful how you handle a student who does respond incorrectly.

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Consequences That Teach Better Behavior (Instead of Punish)

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Consequences That Teach Better Behavior (Instead of Punish)

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It can be difficult to think of effective consequences that actually teach BETTER BEHAVIOR than simply punish a child for a discipline problem! But after teaching 28 years, I have come up with quite a few ideas that I have tucked away in my bag of discipline tricks, and I am excited to share them with you today! These are all (well, mostly!) positive consequences that I have used successfully in Transitional Kindergarten (TK), Kindergarten, first grade, and second grade. And now since we are a PBIS (Positive Behavior Intervention and Supports) school, it will be handy to have a fresh look at this list. I hope that it's helpful to you, too!

Consequences That Teach Better Behavior Instead of Punish

1. Start with the Positives!

Of course, we always start with the positives, right? We offer praise and encouragement. We recognize the children that are making good choices with statements such as, "____ is helping us by lining up quietly." Or, "_____ is following directions by cleaning up the first time he was asked." In addition, I am working on avoiding phrases, such as "I like the way ______..." unless I am VERY specific on what the child is doing that helps our class. Also I want the children to work towards making our classroom a better place for everyone, rather than just pleasing ME!

2. Redirect When Positives Fail

When the positives fail, I redirect children to other activities if possible. For example, if the children are having trouble at recess or inside playtime, it's fairly easy to explain that their behavior with that toy/game was not okay, and then interest them in a different activity as an alternative. I tell them that they can try that first activity again tomorrow to see if they can remember the correct way to use it, etc.

If the child is misbehaving during a lesson, such as talking with a neighbor, it can be tough to redirect that child, because you have to continue with the lesson, and the child needs to see it. So I first remind the child that they cannot talk during a lesson, and they may miss something important. Telling a child the reason WHY is important! I also tell them what will happen if they continue- that I will not be able to allow them to continue to sit there, because that won't be a good learning spot for him or her. It's not a punishment; it's a way to help the child learn.

During a whole group lesson, if a child is still misbehaving after a verbal reminder, the next step is redirecting or moving him or her. But this does NOT have to be a "TIME OUT" moment! Simply don't treat is as a punishment! Spin it as a second chance to learn better and try again in a different place. I tend to move kids around, giving them assigned seats on our colored carpet rug until I figure out the best seating configuration for everyone anyway.

For more severe behavior issues that cannot be solved by a simple seat change, here are some redirection types of things to try that I have had success with.

Send a restless child to go and draw a picture at a table of what the teacher is teaching, rather than just sit and listen with the rest of the group.

Send a child to a center to do something calming, such as stare at a relaxation jar or squeeze a fidget, etc.

One child I know responded to the fine motor exercise of clipping clothespins on the edge of a bowl. When the bowl was empty, he was usually calm enough to rejoin the class.

Another child had a book with a social story in it to read. It was customized for her with her rules and consequences. When she was having a tough day, she would go and "read it" (she had it memorized in no time!) and color a page!

The key to making redirection work is that you cannot let the problem get too big before stepping in to take care of it. Otherwise, it could just wind up making you look weak.
Proactive Redirection? Yes! Solve It Before It Begins!

In the past, I have had a few children that just behaved and learned better in certain locations in the room during whole group lessons- especially when they were just plain separated from other students in back at a table, but alone! So in order to PROACTIVELY AVOID an issue that might come up. I told those certain children quite clearly and gently that they were NOT in time out or in trouble in any way, but that I was HELPING THEM stay OUT of trouble, so that they could have a great day! If they object, I tell them that I want to try it this time, and then we can compare it to their learning behavior in their regular seat next time. Wherever they learn and behave best is the best spot!

3. Remove the Child and Private Chat

When these other steps fail, I have my class play The Quiet Game if necessary and then pull the child aside for a little chat. Then I ask the child to look me in the eyes and tell me what they were doing, and whether or not it was a good choice. We talk about it for a minute. Then they have to tell me what they will do differently next time. I do try to connect with the child during this time, and really try to understand what caused the behavior, and what the child's underlying message is. Remember, all behavior is communication! So what is the child trying to say?

All that being said, there are times when these chats have to happen during recess, only because we have to preserve our instructional time. I do believe in consequences that teach, but I also believe that the rest of the class is entitled to their chance to learn, and that no child should have the power to take our learning time away by regularly disrupting the class on purpose.

But this is the key: the child cannot rejoin the group until they have told me what they did wrong and what they will do differently next time. That's the learning piece! And it's also one of the most difficult things for some children- and not because they don't KNOW what they did wrong- they just don't like to ACKNOWLEDGE it!

Other points to remember: Give the child a chance to save face. Never publicly humiliate a child. Preserve the relationship between you and the child or things will get worse and worse for you, not better! Treat all children with the compassion and grace that you would want for your own children.

4. Beyond "The Chat": What to Do With Severe Problems

As unpleasant as it is to think about, there are occasionally children that are hurting so much that they present very severe discipline problems. These are the ones that NEED you to form a relationship with them the very MOST! Try to talk to them each day, making eye contact with them as they come through the door and greeting them personally. Children who need love the most usually ask for it in the most unloving ways! Comment on how hard they are working or congratulate them for getting to school on time. Just get to know the child. It makes a difference!

Here are some consequences for these children that have worked for me:

When children are upset about something that happened, sometimes I have the child draw a picture of what happened, and of what they will do differently next time.

Another idea is to have the child draw a picture of why he is angry.

A "Thinking Chair" is a good place for a child that just needs to STOP for a few moments, calm down, and think about redirecting HIMSELF. Even adults are entitled to a time out now and then and should be able to ask for it.

Have child sort pictures of good choices and bad choices. There is a wonderful set I found here!

Have the child play ALONE for a day or a week, since she or he is a danger to the other children. I put a jumprope around the area that the child could play in, and told the other children that they could not enter it. This is usually QUITE effective and can bring about a big change in behavior.

Send the child to another teacher's classroom for some time to think. Often, this makes kids uncomfortable enough that they prefer to avoid it and are motivated to change their behavior.

If a child has reached the point that he/she is on a daily behavior contract, then at that point, the rewards and consequences have usually been agreed upon by the parents, teachers, and administrators. Sometimes, this may include loss of some recess or playtime. It could also be a home consequence. But whatever it is, it is a consequence that the child responds to and cares about. Loss of recess/playtime is the LAST thing I do, not the first.

Older children that can write may respond to writing complete sentences telling "Ten Reasons Why" whatever they had done was a bad choice.They could not go onto any of the more fun things, such as iPad time, computer time, reading with friends, etc., until this was finished.They really hated it, but if they wanted to do ANYTHING fun for the rest of the day, they had to do it. It was an effective deterrent.

Older children with writing skills can write down why they are angry, what happened, and what they will do next time.

Older children can fill out a that indicates the causes and effects of each of their choices so that it's clear that they understand which choices caused their current predicament, and another flow chart that shows what better choices they can make that will result in things they like.

5. What to Do With Children That Keep Hitting, Hurting, etc.

If you wind up with a child that is continually hurting other children by hitting, kicking, spitting, pinching, etc., then you have your work cut out for you! Of course, you can NOT allow the child to hurt the other children. That's a given. So even if that aggressive child doesn't really seem to be doing any real damage to the others, you'll still have to deal with it and put a stop to it or it will likely just intensify until you do. I think that this is because behavior like this is usually a cry for help (or a message of some kind), at least in my opinion. We teachers may not have the expertise to identify the underlying problem, but we can be sure that there is one. Start observing, take some notes, and get the parents in there and try to figure it out! Look for consistent triggers that precede the behavior as well. Eliminating those may help you eliminate the undesired behavior.

So what's the REAL problem? Does the child seem to have friends? If not, why not? Is mom having a baby? Is everything alright at home? Are the parents getting along? Did mom just go back to work? Has dad been recently deployed? Did they just move? Did a grandparent pass away? Are these behaviors allowed at home? (Because if so, those behaviors will probably continue at school!) Is there a disabled sibling in the family? How much sleep is this child getting regularly?? What does he typically eat before school, if anything? Is this child just DYING for ATTENTION, ANY KIND OF ATTENTION??? Any of these things can trigger behavior problems in young children! Get to the bottom of it and you're halfway there!

When a child's behavior is regularly SO BAD that there is a problem several times a day, it's time to put the child on a daily contract.

A Behavior Contract in Which You Focus on the Positives

In cases like these, I have the child work ONLY for the POSITIVES rather than call out the negatives continually. If she did something But if the child did minor wrong, I marked it on her contract, but that's it. nothing wrong, he/she was pronounced GOOD!!! This worked very well for me one year recently.I had the day written out like a schedule on her contract, and she would try to earn a stamp to put on each time slot (such as story time, walking in line, or reading table, etc.) orby following the rules during each one.

She enjoyed putting the stamps on, and I tried hard to remind myself to praise her each time we transitioned into something new- assuming she had behaved.If she had trouble, then I marked it on her contract and reminded her to try again next time, because I KNEW SHE COULD DO IT! I am including a copy of this contract here as a free download for you.

If an apology was needed, I asked her for it.Sometimes, I asked her to explain what she did wrong, and what a better choice would be, and why.HOWEVER, my policy was that if she HURT someone, then I would take away recess or playtime- in five minute increments only- because playtime is crucial for children.

So the main take away here is that the contract was really for ME! It kept ME, the TEACHER, faithful in giving her positive feedback after every subject before we transitioned to the next one. And she got the extra attention that she seemed to want so desperately, in the form of my praise and the stamps on her contract. In addition, her parents did an excellent job following through with things at home.

And guess what? After a few months, she didn't really need all of the extra praise and constant attention any more! Sometimes we both forgot about the contract and the stamps for a couple of hours! Her better behavior won her some friends and she started getting the regular kind of positive attention that everyone truly enjoys. She went from hitting/hurting two to four times per day to perhaps one or two times per week. And I call that a HUGE success!

What about the rest of the kids? Don't they want it too?

This behavior contract has worked for me in very difficult situations about five different times over the years. It has never NOT worked to improve behavior! Yes, it is time consuming in the classroom, and yes, all of the children would like the stamps. But when a child is having so many problems in the classroom, it's usually quite obvious to the other children that he/she needs help. They really DO understand! Just give them some chances to try out the stamps, or whatever it is, and they'll get over it. Mine always do. :)

I hope that this was helpful to you in some way! Have a wonderful school year!

- Heidi

P.S. Here are a few blog posts with some more behavior management tips! And be sure to check our Classroom Management collection on Heidisongs.com!

When You're OVERLOADED with DISRUPTIVE Kids Who JUST WON'T STOP!

Getting Control of Classroom Transitions

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Consequences That Teach Better Behavior (Instead of Punish)

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It can be difficult to think of effective consequences that actually teach BETTER BEHAVIOR than simply punish a child for a discipline problem! But after teaching 28 years, I have come up with quite a few ideas that I have tucked away in my bag of discipline tricks, and I am excited to share them with you today!

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4 Tips for Teaching Students With ODD - WeAreTeachers

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4 Tips for Teaching Students With ODD - WeAreTeachers

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Third grade teacher Ms. Kim is really struggling with her student Aiden. Every day, he argues over simple things, seemingly just for the sake of causing trouble. He refuses to take responsibility for his behavior, even when caught in the act. And today, Aiden tore up a fellow student's art project after that student wouldn't let him use their red marker. His parents say he's the same at home. A school counselor finally suggests that many of these behaviors line up with the symptoms of ODD in kids-oppositional defiant disorder.

What is ODD?

Image: TES Resources

Oppositional defiant disorder, commonly known as ODD, is a behavioral disorder in which children are-as the name suggests-defiant to the degree that it interferes with their daily lives. The DSM-5, published by the American Psychiatric Association, defines it as a pattern of angry, vindictive, argumentative, and defiant behavior that lasts at least six months.

In an article on Headteacher Update, Dr. Nicola Davies sums it up this way: "The goal of a student with oppositional defiant disorder (ODD) is to gain and maintain control by testing authority to the limit, breaking rules, and provoking and prolonging arguments. In the classroom, this can be distracting for both the teacher and other students."

Between 2% and 16% of the population may have ODD, and we're not entirely sure of the causes. Scientists believe it could be genetic, environmental, biological, or a mix of all three. It's diagnosed more often in younger boys than girls, though by their teen years, both seem to be equally affected. It co-occurs in many kids with ADHD, with some studies indicating up to 50% of students with ADHD also have ODD.

What does ODD in kids look like?

Image: ACOAS

We all know that kids of a certain age, especially toddlers and teenagers, are pretty much always arguing and defying. In fact, those can be appropriate behaviors at those ages, as kids test the world around them and learn how it works.

However, ODD is a whole lot more than that, to the point where students with ODD disrupt their own lives and often the lives of everyone around them. Kids with ODD push the limits of defiance far beyond reason. Their problem behavior is much more extreme than that of their peers, and it happens much more often.

Defiance and arguing

Most kids go through a phase where "no" is their favorite word, but for students with ODD, that phase never ends. They question everything, all the time, and consistently refuse to comply with rules and requests. Their need for argument may lead them to deliberately annoy others in an attempt to create conflict. However, they usually refuse to take responsibility for their mistakes or behaviors, blaming others for everything.

Anger and irritability

These are the kids who seem angry all the time and fly off the handle at the slightest provocation. Their overreactions may devolve into temper tantrums, not just occasionally but frequently. Therefore, every conversation you have with them seems to be a struggle.

Vindictiveness

The ongoing anger of kids with ODD can lead to vindictiveness and a need for revenge. They are spiteful and retaliatory, holding grudges and demanding punishment for others.

Not surprisingly, these behaviors cause students with ODD to struggle both at home and in school. It's hard for them to make friends, and their schoolwork often suffers too. They may become depressed or anxious, or develop conduct or substance abuse disorders as they grow older. Early identification and treatment are vital to helping these kids.

How can teachers help kids with ODD?

It's vital that teachers and parents work together to help students with ODD. The experienced teachers in the WeAreTeachers Helpline group on Facebook suggest trying these methods at school and at home. Find more ideas at Pathway 2 Success.

Be consistent

"Instead of arguing, repeat your words and consequences," says Brandy T. "I use trigger words that I often repeat so the student knows I mean business. If a student tries to argue, I simply say either 'not now,' 'later,' or 'fix the issue!' The student then knows they can go to their chill-out space if they need to calm down."

Give them space to reset

Kids with ODD can learn to recognize when they're feeling overwhelmed and getting ready to challenge or defy. Giving them a safe space to calm down and rethink their choices can be beneficial. Calm-down corners have become popular in classrooms for this very reason. "Put out books, coloring, LEGO bricks, etc., in a place where they can go on their own when they feel like they need a break," says Tobey G. "Often immediately after activities with a lot of stimulation, these kids need a safe space to calm down. Let them decide if and when they need to excuse themselves."

Give them choices

Kids with ODD are looking for control. Rather than letting them drive the situation, you can give them a feeling of control while maintaining control yourself. "Always give choices," advises Holli A. "State your choices-then walk away. Give the student time to process and decide which choice to make. If they don't like the choices, don't engage. When they try to argue, repeat the choices, and walk away again. If the student still will not choose, they do not get to participate in their preferred activity."

As in other situations, it pays to stay consistent in your classroom rules and discipline. "After I give choices, I always reinforce the classroom rules and procedures and follow up with an appropriate consequence," says Kristel R. "You cannot falter; stick to your rules and follow through."

Offer positive reinforcement and appropriate rewards

Kids with ODD often respond to positive behavior reinforcement. It's helpful to offer them a chance to earn certain privileges, rather than taking those privileges away as punishment. For instance, give them the ability to earn screen time when they promptly do as they're asked, instead of threatening to take away screens when they defy.

When using a reward system, make sure that it is appropriate and isn't perceived as manipulation. Leslie L. uses a behavior tracking system and a reward system where students can turn in points for an incentive (iPad time, lunch with a teacher, etc.). "I also build breaks right into their schedule," adds Leslie. "And I try to be as patient and understanding as I possibly can."

Teacher Erica M. also uses a point system checklist with options A and B. If they do each one, they earn "points" for an incentive, which often is iPad time during the last 15 minutes of class. "Find an interest and use that to your advantage!" Erica says.

Avoid power struggles

Most teachers agreed: Stay out of those winless power struggles. As Kris W. said, "Pick your battles. A student of mine corrects me all the time, whether I am wrong or not. I answer back, 'OK, let's double-check that.' If I made a mistake, I correct it, and we move on; if he's wrong, I silently let him figure it out."

Make personal connections

Often kids with ODD are looking for a relationship with a teacher who can help them deal with problems on their own instead of making them stand out in a negative way. Building a connection with them will help get to the root of the behavior.

"Almost all of my students have ODD, and I have a great relationship with most of them," says Kendra J. "Find out what they are interested in and have conversations on their level during breaks." Allow them to set goals and decide together what the consequences will be if they don't meet the goal.

Carol H. says, "Find something at the student's interest level. I once had a middle school girl who hated all of her teachers and was out of control. She would curse at adults and peers, scratch, bite, and refuse to complete work. I found out she played soccer for a travel team. So did my son. A few weeks into the school year, she had a game adjacent to my son's, and I was able to watch her play. It changed everything. She is a freshman in college now, and we still keep in touch."

Find ODD Resources

This is just an overview of what students with ODD are facing. Educate yourself about the condition to find more ways to understand and help these kids in your classroom.

Online

Books

(Just a heads up, WeAreTeachers may collect a share of sales from the book links on this page. We only recommend items our team loves!)

Have more questions about kids with ODD? Come share your thoughts and ask for advice in the WeAreTeachers Helpline Facebook group.

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What Teachers Need To Know About Students With ODD

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What is ODD in kids, and how can teachers help their students with ODD? Learn what oppositional defiant disorder looks like in the classroom.

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Responding to Disruptive Students | Edutopia

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Responding to Disruptive Students | Edutopia

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"Behavior is communication. Behavior has a function. Behavior occurs in patterns," Nancy Rappaport and Jessica Minahan write in The Behavior Code: A Practical Guide to Understanding and Teaching the Most Challenging Students.

Unfortunately, the same is true of negative attention. Negative attention communicates that an educator doesn't know any other language to access the relationship with a student. Negative attention's function is self-protective and unconsciously anti-inclusive. Negative attention's pattern sounds loud and looks clumsy.

"The only behavior teachers can control is their own," Rappaport and Minahan advise. What follows is an idea that can help teachers change their responses to challenging, disruptive behavior.

Mapping Behavior

Draw a map of your classroom, including doors, windows, desks, blackboards-all significant items and areas. I'm sure you've already got a clear idea of where the most challenging students usually sit. Now imagine teaching class on a regular day. Trace the paths you usually take across the room. Do you sometimes speed up for a particular reason? Draw a bold line on the map wherever you usually hurry your pace.

Draw a circle on the line to mark each stop you make on your journey. From each circle, draw a line with another color to represent your initial glance from that position. Who or what are you looking at? Continue drawing lines to match every glance you can remember being part of your everyday "watching" routine. If you prefer to teach sitting down, begin your map by tracing the lines of your glances from the place where you usually sit.

If you raise your voice, draw arrows tracing the direction and target of each instance.

Now put your breathing on the map. Are you conscious of the way you breathe during class? Use a new color and draw a wavy line on top of the lines and arrows you've already sketched. Does the wavy line look even, or have you drawn some chaotic or nervous zigzags? Could it be that you've sometimes forgotten to breathe? Use the same color to draw a flat line for such moments.

Can you remember a frequent thought you have during class? Does it concern all of your students, or some student in particular? Write your recurrent thought on the map close to that student's desk. Repeat this for every student for whom you have a specific thought. Do your thoughts refer to yourself? Write them down on the map at the spot where each one comes to mind. Do the same if your thoughts relate to the class as a whole.

This map enables you to view yourself during class, to track your emotional and physical data, and to evaluate your behavior, including outbreaks of negative attention.

The map will help you to understand the context, form, and time frame in which negative attention might emerge, because you can see when and where you feel insecure or unsafe. You have now begun to visualize yourself within a classroom, conscious of the surrounding objects and interacting students. Through the map, you might discover you are too often at the center of attention.

Since attention seeking is also a very common example of student behavior, and negative attention an inadequate response to it, it's time to observe your students.

The Disappearing Teacher

Look at your map and find the best observation spot in the classroom, where you can watch students at work without intervening. Then set a task you know your students enjoy doing, and disappear. Just enjoy observing your students as the protagonists of their own learning.

During this experiment, you shouldn't leave your observation post and really must remain silent. The goal is to create a situation in which you expressly avoid whatever negative attention you usually give-verbal or physical-and comprehend your students' needs more fully.

Repeat this experiment several times, until you find the best spot to observe every student. This step is essential to discovering any changes in how you and your body have unconsciously expressed negative attention in the past.

Many educators who have done this experiment report significant gains in achieving authentic, positive sovereignty in class. They also calmly accept that no lesson goes as expected.

Investing time in building physical and emotional familiarity with the learning environment, instead of nervously anticipating disruption, changes the educator's perspective toward the whole class, their interaction with individual students, and their self-awareness. Negative attention stops being a solution-instead it is seen as a hindrance to the process of understanding students' needs.

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Responding to Disruptive Students | Edutopia

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"Behavior is communication. Behavior has a function. Behavior occurs in patterns," Nancy Rappaport and Jessica Minahan write in The Behavior Code: A Practical Guide to Understanding and Teaching the Most Challenging Students . Unfortunately, the same is true of negative attention. Negative attention communicates that an educator doesn't know any other language to access the relationship with a student.

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Schools across the country are ditching the traditional parent-teacher conference for academic workshops, where it's the parents who are learning the skills their children need to master.

The new conference style, called Academic Parent Teacher Teams, or APTT, is the brainchild of former teacher Maria Paredes, who began testing it out in classrooms in Phoenix, Ariz. in 2009. About 600 schools in 22 states have embraced the new model, according to Paredes, who now works for the nonprofit research and consulting group WestEd . (The model was being used by 250 schools in 16 states when this Education Week article was published in September of 2015.)

The revamped version of the parent-teacher conference swaps private meetings for three 75-minute group meetings and one 35-minute individual meeting over the course of a school year. Teachers inform parents about the skills students need in order to master their particular grade, like subtraction or reading comprehension, and parents learn how their child is doing on those skills compared with other students.

The data is supposed to provide parents with a benchmark they should help their children to reach by the end of the school year. But Paredes advises teachers to make it clear to parents that children naturally fall into different proficiency levels. What's important, she said in an interview, is that parents are helping their kids master the skills they need."When families come back to the next meeting, we want them to be amazed with the growth their child has been able to make with their support, by showing them the graph with a pre and a post-assessment score," she said.

Academic Parent Teacher Team meetings generally follow a basic framework. Teachers model some learning games and activities that parents can do with their children at home. Cathy Kane at Starlight Cove Elementary in Palm Beach County, Fla. teaches parents in this video how to play a card game that reinforces the meanings of Greek and Latin roots. She's betting this will improve student test scores.

Parents should also come away from the conference with a goal for their child to meet by the next conference. At the APTT meeting at Stanton Elementary School in the District of Columbia, teachers set a 60-day goal for fourth graders to read 105 words correctly from a grade-level book in one minute. They helped parents devise a realistic reading plan based on their child's reading fluency. You can watch a video with highlights from the meeting here.

In subsequent meetings, teachers generally give a rundown of student progress, and parents share strategies they used to support their child's learning at home. A WestEd study found that students whose parents attended this type of instructional meeting made stronger gains in word-fluency skills than students whose parents did not attend.

A recent Washington Post article focused on the use of Academic Parent Teacher Teams at Harriet Tubman Elementary in DC where most of the 542 students qualify for free or reduced-price lunch, and where more than 60 percent of parents are not native English speakers. (This Education Week blog post by Sarah Tully explains how the APTT model, by relating student progress using graphs and data, can be particularly helpful to parents who are still learning English.)

The Post did find that standardized test scores have not increased substantially at Tubman over the four years the APTT model has been in effect. In fact, fewer than 20 percent of students met math or reading standards on last year's PARCC tests. But Principal Amanda Delebar says students are making progress in these areas, and what's more, parents are showing up for the conferences. Participation exceeds 90 percent.

Parents left the last meeting of the school year equipped with a writing journal and flashcards with "sight" words to keep their kids on track over the summer.

Tubman kindergarten teacher Sarah Zick stressed the importance of bringing classroom habits into the home. "[Students] really fly when they are getting it from both places-when they are reading every day at school and they are reading at home, and it clicks and comes together," she told the Post.

Photo: Meredith Clark, upper right, a 1st grade teacher in Newnan, Ga., discusses her students' academic skill levels during a parent-teacher meeting in 2015 at Ruth Hill Elementary School, one of the schools that is revamping the traditional back-to-school night.-Ruth Hill Elementary-File

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Schools across the country are ditching the traditional parent-teacher conference for academic workshops, where it's the parents who are learning the skills their children need to master. The new conference style, called Academic Parent Teacher Teams, or APTT, is the brainchild of former teacher Maria Paredes, who began testing it out in classrooms in Phoenix, Ariz.

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Teacher Tip: The Dos and Don'ts of Fidgets for Kids

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Teacher Tip: The Dos and Don'ts of Fidgets for Kids

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Fidgets, like squeeze balls and key chains, are self-regulation tools that promote movement and tactile input. They can be great for kids who struggle with attention, focus and sensory processing.

But in my many years as a teacher and parent, I've often seen them misused. When I see a child throw a squeeze ball across the room or obsess over making shapes out of Silly Putty, I know something's gone wrong.

The problem is we often hand fidgets to kids without any direction, thinking they'll magically know how to use them. Then when they play with them-rather than use them as a tool-we get angry.

That's why it's important to teach kids how to use fidgets. Here's what I suggest.

First, explain to your child that a fidget is one strategy in her "tool kit" to help her improve focus on a task. When used correctly in the right situation, fidgets can help her be a better listener, sustain attention on her work, and even calm down or slow down her body and mind.

Basically, a fidget is a tool to help her focus-not a toy.

Second, work with your child to identify specific times she might need a fidget. For example, she might need it when she's doing homework or needs to sit still in a movie theater.

Third, set up clear rules for how to use fidgets in your home, and communicate them to your child. If you're unsure where to start, here are my "non-negotiables":

Rule #1: Be mindful. Before you grab a fidget, think aboutwhether you need it. If you don't know, review rule #2.

Rule #2: You can only use a fidget to help with focus and attention or to calm down. Otherwise it will be taken away.

Rule #3: Don't use a fidget if it distracts others or interferes with the work others are doing. If the fidget does distract others or interfere with their work, use a different fidget or strategy.

Rule #4: Every time you're done with a fidget, put it back where it belongs. (In our house, we keep fidgets in a designated basket.)

If you want to try a fidget with your child, there are many options to choose from. Experiment to find what works best for your child. But I recommend that you don't get a fidget that has a cute face or that looks like a toy. Your child needs to remember that fidgets are tools.

When you're ready, you can set up a fidget basket (or other spot), print the rules, and put the rules in a place where your child can easily see and review them.

-Nancy Hammill
Nancy Hammill is the 2016 National Learning Disabilities Educator of the Year, awarded by Understood founding partner the Learning Disabilities Association of America. She has 20 years of experience as a classroom teacher, literacy specialist and learning therapist.
Learn more ways to help kids slow down on homework. Interested in setting up a homework station for your child? Check out these homework station ideas from the Understood Community.
Any opinions, views, information and other content contained in blogs on Understood.org are the sole responsibility of the writer of the blog, and do not necessarily reflect the views, values, opinions or beliefs of, and are not endorsed by, Understood.

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Teacher Tip: The Dos and Don'ts of Fidgets for Kids

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Fidgets, like squeeze balls and key chains, are self-regulation tools that promote movement and tactile input. They can be great for kids who struggle with attention, focus and sensory processing. But in my many years as a teacher and parent, I've often seen them misused.

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This post contains affiliate links for Amazon. By purchasing an item on the Amazon site using these links, I will receive a small commission on your purchase. For more information about my Disclosure Policy, please visit this link.

Are you looking for something to spice up your classroom behavior management system? If so, brag tags are a great option! I have been using brag tags in my classroom since 2012 and they have changed the way my kids behave in my classroom! Prior to brag tags my kids were not nearly as motivated to work hard towards their behavior and academic goals. Prior to brag tags I was constantly spending money on refilling my treasure box. As teachers we spend enough of our own money on things. This blog post will provide my most frequently asked questions and answers regarding brag tags.

What are brag tags?
Brag tags are a classroom incentive system that are used to encourage, promote, and celebrate positive behavior. These tags are approximately 2″x3″ and hung on a necklace. When a student demonstrates a behavior that the teacher feels is exemplary, a tag is rewarded to that student.

Where do you buy the chains?
You can get your chains off (affiliate link) Amazon for 33 cents a piece. You have the option of buying a 24″ or 30″ chain. I use the 24″ chain with my 2nd graders and it works great.

How do you make them so they are ready to give to students?
My brag tag products include a printer-friendly and full-color version to fit your printing needs. Simply select the tags that you need in your classroom. Print. Laminate. Cut apart. Hole punch at the top of each tag. There is no need to cut apart before laminating.

What age range are these most appropriate?
I have seen brag tags used for as young as preschool and as old as 5th grade.

How do you store them?
I store my unused brag tags in a drawer organizer system. You can get the brag tag storage drawers on Amazon. Click below for my affiliate link:
Akro-Mils 10164 64 Drawer Plastic Parts Storage Hardware and Craft Cabinet, 20-Inch by 16-Inch by 6-1/2-Inch, Black

The tags that are being displayed on necklaces are stored on a bulletin board like the one below. I used a push pin that included the student's name so they could easily find their necklace.

Did you make the drawer labels?
All I did to make these drawer labels was cut down the size of the original tag and tape it to the front of the drawer.

How many do you give each student?
Each student receives approximately 1-2 brag tags each week in my classroom. Do what works for you.

Do you keep track of who gets what?
I do not keep track of who gets what tags and when. That being said, there's nothing wrong with doing this but I just can't seem to find the time. I will periodically look at the necklaces and if I notice that some students have significantly less brag tags than another student, I will make an effort to find some positive choices that student is making in an effort to get them a brag tag that they earn.

Can a student receive the same brag tag more than once?
Yes. Like I said, I don't keep track of who gets what brag tag and therefore, students do earn the same brag tag more than once. A lot of my brag tags are versatile for earning during different tasks. I will address this towards the bottom of this post.

Do the students ask for brag tags?
This is a big rule of mine that gets established on the first day of introducing brag tags to my class. My rule is that a student may not ask for a brag tag nor can they point out a behavior that another student (a.k.a. friend) is doing in an effort to get a brag tag. I tell my students that the teacher must notice this and decide if it is "brag tag worthy".

Do they wear them everyday?
This is completely up to you. At the beginning of the year, I do allow my students to wear them every day because they are really excited about them. I want them to "buy in" to the concept! After the first couple of weeks, most students choose to hang their necklaces on the board. As the year goes on, I find that the students ask to wear their necklaces after earning a brag tag otherwise they are fine with them being hung. When our class goes to an assembly, I will often times have my students wear their necklace. It is an opportunity for them to show off and be proud of the tags they have earned. Often times, teachers will ask my students to tell them about their necklace. The only time I do not allow them to wear their necklace is when they play with them and are distracting themselves or others from learning, field trips, lunch, recess, and other specialist classes.

Do they get to take them home?
My students always ask this question right away. My answer is no because I worry about them not coming back. At the end of the year, they get to take them home to keep and I still have former students tell me that they still have their brag tag necklace.

What are some of your favorite brag tags?
My favorite brag tags are the ones that I find are the most versatile in my classroom. That may look different in your own classroom. My advice is to think about what areas of your classroom are a bit more challenging or "brag tag worthy". For me, my favorite are 100%, Writing Wizard, Stellar for the Sub, My Teacher is Proud of Me, I Am Responsible, and BEEing a Friend.

How can I share these with parents?
Often times parents are asking me at the beginning of the year, "WHAT ARE THESE BRAG TAGS MY CHILD KEEPS TELLING ME ABOUT?" I'm telling you, the kids LOVE these things! I send a letter home at the beginning of the year that explains what brag tags are and how they are earned. Fall parent-teacher conferences are the perfect opportunity for your students to show their parents their brag tag necklace and explain a little bit about them. It always surprises me how my students can remember how they earned each tag! In a Periscope broadcast I recently gave, one of the viewers suggested to write the reason on the back of the tag, which I thought was a good idea too!

Can I use brag tag necklaces in other ways?
I have a container full of pony beads that I purchased from Hobby Lobby. I use these when my students earn 5 points in Accelerated Reading. I have also seen pony beads given to students when they earn 100% on their AR quiz. I have also seen them used as a means of encouraging participation during whole group instruction. Pony beads are a versatile option to add to your brag tag necklaces!

Is this the only form of classroom management that you use?
Brag tags could be used exclusively but I also use Class Dojo in my classroom because our school encourages this. We are a PBIS school and I find that brag tags are a great positive incentive that lends nicely to this system.

Grab your brag tag bundle here or by clicking on the image below. Here are the rest of my brag tag products as well!

Feel free to use one of the images below to pin to your Pinterest board for future reference!

This post contains affiliate links for Amazon. By purchasing an item on the Amazon site using these links, I will receive a small commission on your purchase. For more information about my Disclosure Policy, please visit this link.

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This post contains affiliate links for Amazon. By purchasing an item on the Amazon site using these links, I will receive a small commission on your purchase. For more information about my Disclosure Policy, please visit this link. Are you looking for something to spice up your classroom behavior management system?

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5 Simple Ways to Connect with Students and Build Relationships - Teaching in Progress

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5 Simple Ways to Connect with Students and Build Relationships - Teaching in Progress

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Being a teacher these days is not even remotely easy. The nonsense we have to deal with from developmentally inappropriate standards to endless meetings and data to no lunch or bathroom breaks are nothing short of lunacy. Throw in an unruly class with some serious behavior problems and you have a recipe for early retirement.

The trick is to make what happens inside that classroom with those kids as joyful as possible so that the rest of the crazy in our profession will be easier to manage, We must try to shelter our students and ourselves from the stress and pressure.

We all know that achieving that classroom nirvana of peace and productivity requires an authentic connection with our students. When our students feel loved and understood, they feel safe. Safe enough to take academic and social risks. Safe enough to try and fail. In a close knit, loving environment, failure is part of the process, not an embarrassment.

But how do we form those genuine, loving relationships? There are many layers to that question, but I have complied a list of some of the ways I try to connect with kids in my class.

1. T-Mail

Nope, not email - Tmail! This is a small space set up for kids to write a note to the teacher. When the flag is up, I know I need to check for a note. I usually reply and leave it in their folder or hand it to them personally at the end of the day. The kids' faces light right up when they get that note back from the teacher! They feel so special.

2. Power of Post-its

At the beginning of the year, I grab a a pack of colorful post it notes and write each student's name on one. Over the next week, I jot a note and give it to the child. It might be a note of praise for working hard or a note of encouragement after a rough day. By labeling them at the beginning of the week, I ensure that every kid gets one. When all the notes are gone, I label another set of notes and start all over.

3. Conversation Notebooks

I bought small, 2 x 4 inch spiral notebooks at the Dollar Tree 3 for $1.00 and labeled one for each student. They keep it in their desk. Students write a note to me, leave it on my desk, and sometime that day or after school, I write a reply. We can write back and forth to each other as little or as often as the child likes. I have had kids ask me about my family, tell me about a conflict with another kid, share a joke, tell me how things are at home, or even just draw a silly picture.
I love it when I see a notebook appear on my desk!

4. Morning Greeting

I like to greet the kids as they trickle in the room from the bus and cafeteria. It's easy to get busy prepping for the day, but taking a few minutes to say good morning, ask how baseball practice went or share a tale about your commute, allows kids to gently, and socially, settle in. I'm a huge fan of well taught procedures to keep things running smoothly, and part of that procedure is having a moment at arrival to speak with friends and have quick chat with the teacher and each other. They need time to greet and chat informally before the morning work and announcements and morning meetings begin. It's the same thing I do when I come in to the office in the morning - greet colleagues, chat with someone about their daughter's recital, get the latest news on the broken copier - then head on to class.

5. Share A Meal

Have breakfast or lunch together. Sometimes I eat in the cafeteria with the kids, sometimes I take a few kids back to the room for lunch. On occasion, I bring my breakfast and have it in the room with the kids in the morning. We talk about stuff, tell jokes, complain about dumb siblings, argue about which video game is the best one ever in the world, and other really important topics. But seriously, it is probably the most valuable 20 minutes of our day. I don't do it every day because I really just need a break on many days, but a couple of times a week works for me. I actually enjoy it and we connect in a personal way that is often impossible during the jam packed day of lessons and tight schedules.

How do you form honest, authentic relationships with your students?

Welcome! I am Nikki Sabiston, a 20 year veteran teacher at Title I schools in Virginia. I share classroom management strategies and create teaching resources to enhance literacy, math, and behavior management in the elementary classroom.

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5 Simple Ways to Connect with Students and Build Relationships

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Being a teacher these days is not even remotely easy. The nonsense we have to deal with from developmentally inappropriate standards to endless meetings and data to no lunch or bathroom breaks are nothing short of lunacy. Throw in an unruly class with some serious behavior problems and you have a recipe for early retirement.

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How to Talk to a “Problem Student” Without Them Tuning You Out | Edutopia

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How to Talk to a “Problem Student” Without Them Tuning You Out | Edutopia

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You have that student. That "problem student" you always have to talk to. Or maybe you have 50 of them.

Okay, assuming he shows up... what am I going to say to him? What am I going to say that he hasn't already heard from all his other teachers? Is there even any point in meeting? Shouldn't I just call his parents and hope they can chew him out or something?

Devin (not his real name) was a constant problem in my intro to computers class. Constantly off-task, distracting his neighbors, ignoring my directions. My rapport with him might be described as cold, mayyybe neutral at best. One day I got pissed at my class for whatever reason (what, that never happens to you?) and as I was addressing them, the bell rang for the end of the period. I explicitly announced for them to stay seated even though the bell rang. I'm standing a few feet in front of the door and Devin nonchalantly gets out of his seat and heads for the door. I repeated to the class that they're not dismissed yet and asked Devin to return to his seat. Of course, he walked right past me (I knew better than to try to physically block a student from exiting), he opened the door, and walked out.

A few days later Devin got in trouble with me for something else and I was able to have him agree to see me after school (that itself was another small ordeal).

That meeting actually ended up being a turning point for our relationship. Here's what I did...
The Problem
Most likely you've tried giving a student "a talk" - a "see me after class" conversation. I mean when you pull them aside/outside and have a private conversation, usually detached from the event when emotions aren't charged anymore. You have enough time that you're not rushed and you can hold a meaningful conversation. So what does that conversation sound like? Whether it's told gently or angrily, this is probably what most "see me after class" conversations sound like *to the student*:

"You're being a problem. This is why you're a problem. This is why you need to stop being a problem. This is what you need to do or not do to stop being a problem. [Next conversation] Why are you still being a problem. I need you to stop being a problem. [This may even happen] Here - I'll even make this deal with you if you stop being a problem so at least the rest of us can have a chance at success."

If this is all a student hears, what do you think he'll do the next time he's pulled aside for another talk? He tunes you out.

Of course you don't literally say those words (I think), but if you think about how most of these "conversations" go, what would you say is the purpose of the conversation? The student and most likely the teacher would say the purpose is to get the student to- well, stop being a problem. While this may be what we want - and legitimately so because the student *is* being a problem and should stop being a problem, a conversation like the above is pretty limited in which students it works with and it most likely has a negative effect on the relationship (even though sometimes it may yield compliance).
Let's Switch Things Up
The Mindset Instead of centering the conversation around the student being a problem, center the conversation around getting the student to succeed (but don't worry, we'll still address the problems caused by the student). In the conversation, the bottom line is the student's learning, safety, and success. The idea you want her to leave with is that "This is about you and your success - right now you are not achieving this thing you want to achieve and I want to make sure I do what I can to help you achieve that." The idea you don't want her to leave with is that you're just trying to make your own life better or just trying to defend other students.

That's all fine and dandy, but how do we actually do that?
Tactic 1: Start the Conversation on the Right Foot with These Three Elements
Your student likely expects to hear nag nag nag, so if you start off with anything like that, you risk getting tuned out before the conversation even starts. Instead, you open the conversation with appreciation and concern. No judgment. Start the conversation with these three elements...

1. Recognize/thank the student

2. Describe signs that the student's success is at risk

3. Ask how you can support the student

Here's an example. "Thanks for coming in to talk. I know you'd like to do well in this class and I'd like you to do well, too. I'm concerned... I noticed you haven't been completing assignments and you've been doing poorly on quizzes, causing your grade to go down. Is there something I should know about or something I can do to help you do better in this class?"

Recognize - Show appreciation - doesn't have to be for a major accomplishment: "Thanks for coming in to talk". If possible, acknowledge any positive things the student is doing - improvement, effort, etc. If you reeeally can't think of anything, at least presume something positive: "I know you'd like to do well in this class...". Even if you're not sure that's true, instead saying something like "You don't even care if you fail" won't help the situation in any way.

Describe - Give observations that are evidence the student is being negatively impacted: "I noticed you haven't been completing assignments and you've been doing poorly on quizzes, causing your grade to go down." You are NOT describing the student's problem behaviors - you are describing the objective negative impacts of those behaviors as relates to the student's success.

Support - "... I'd like you to do well, too. Is there something I should know about or something I can do to help you do better in this class?"

If the student actually opens up, you must be willing to listen. What she says most likely won't excuse her behavior, but we weren't asking for excuses anyway. Your priority is to understand the student and make her feel understood. If you are asking the student to share her needs and she starts placing blame on you, it doesn't help you convey concern for her if you seem more concerned about defending yourself. That doesn't mean you need to agree with any accusations or comply with any requests, but at least acknowledge feelings and empathize. Do not get defensive. Your reaction here conveys to the student whether your interest is in her needs or in your own. If the student chooses not to share or she claims everything's fine, that's okay. By asking, you've helped establish your intentions around the conversation.
Tactic 2: Relate Every Point Back to the Student's Success
For the remainder of the conversation (including the part where you tell the student what he should or shouldn't be doing), as much as possible, connect your points to how they impact the student's success. Bonus points if you can connect them back to concerns the student raised earlier in the conversation.

"The other thing I wanted to discuss was that when I'm walking around helping students, I often see you on websites not related to what we're doing in class. It's tough for me to help you and for you to work on the assignment when you're not on the right website."

Next, frame the problem in terms of impact on other students (this has a better chance of being effective if the target student has a good rapport with fellow students)

"I don't know if you've noticed, but when you're on those other websites, your neighbors get distracted and start looking at what you're doing instead of working on their assignment. Then you guys start talking, which gets you distracted even more and it's even harder for you to learn."

Lastly, if you believe relevant, frame the problem in terms of impact on you (like before, the effectiveness of this is correlated with the student's rapport with you). When describing the problem's impact on you, try to wrap this back around to describe how that impacts the student (and/or the class as a whole).

"When I see you with your earbuds in, I get distracted and start getting frustrated, which interrupts the lesson for everyone [or] which makes it more difficult for you and other students to get help when I'm all flustered."

Almost anything can be brought back around to the student through his learning environment:

- Your behavior => impacts other students => impacts your learning environment => impacts you

- Your behavior => impacts teacher => impacts your learning environment => impacts you It's like how when you were taught to write an essay, you were told to keep reconnecting your points back to the thesis statement.

Same thing here, but the thesis is "Let's get you to succeed".
Aftermath
At the end of our conversation, Devin gave a relieved sigh, smiled, and lamented "Man, Mr. X [his other teacher - not his real name] never talks to me like this." I didn't want to throw a colleague under the bus so I just said something wishy washy about how different teachers have different styles. After that day there was a noticeable difference in Devin's behavior and demeanor. He was more focused in class, asked for help more freely, and always smiled and waved at me when he saw me in the hallways. He was even playful enough to joke around the next time I asked the students to stay in their seats - he pretended he was about to walk past me again and immediately cracked a grin and jumped back into his seat.

In terms of addressing Devin's concerns, he said he just felt lost in the class sometimes and I suggested a couple things I could try to help. I don't remember doing much more than just checking on him more frequently and giving him a bit more individual assistance when he needed it. I doubt my actual accommodations played a major role in Devin's improvement. Maybe he was used to being treated "as a problem" in most classes and it helped him to know I was willing to look beyond that and show concern about his learning and success instead of seeing him as just something that inhibits the learning and success of others. Maybe knowing his teacher went out of the way to make him feel understood goes a long way.
Takeaways
There's of course no magical thing you can tell a student that will just get them to turn things around, so while this may not "work" (aka "fix the problem") with every student in every situation, I know this has helped me de-escalate situations, reduce defensiveness, and strengthen relationships. My results with Devin are not typical, but that turning point also would not have happened if we hadn't had that conversation. More important than the exact tactics - which can be modified for your situations - is the overall philosophy of approaching a conversation with a student by framing the discussion in terms of their success. The point isn't to be disingenuous and "trick" students into thinking you care, but oftentimes we do fixate on the problem a student causes for us (naturally) and keeping this technique in mind may help remind us to shift our focus back to the student's needs.

(This post is an abridged version of the original blog post.)

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How to Talk to a "Problem Student" Without Them Tuning You Out | Edutopia

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You have that student. That "problem student" you always have to talk to. Or maybe you have 50 of them. Okay, assuming he shows up... what am I going to say to him? What am I going to say that he hasn't already heard from all his other teachers?

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Hey teachers, behavior charts are not the problem. Here’s why

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Hey teachers, behavior charts are not the problem. Here’s why

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Last week, Wendy Thomas Russell wrote a column for PBS Newshour, outlining the reasons behavior charts should not be used in the classroom. While her article outlined some potential issues with the inappropriate use of behavior charts in the classroom, there were many inaccuracies that respectfully need to be addressed.

As a behavior analyst, school psychologist and mother, I often see a misunderstanding of the field of applied behavior analysis. The most salient myth is that behavior analysis is about controlling behavior-however, that's not true.

The official definition of behavior analysis is "a science devoted to the understanding and improvement of behavior." That is, it seeks to empower students to achieve their full potential by enabling educators to recognize the environmental factors that affect students' behaviors and change them.

Often in applied behavior analysis, a misuse of terminology can sometimes lead to confusion and a misuse of strategies. This confusion of terminology is apparent in Russell's column. What she describes as a "reward" is actually being used as punishment because the reward is being removed when the behavior is poor. A reward is presumed to have a positive impact on behavior. Additionally, whether something is considered reinforcement or punishment must be understood within the context of the effect it has on a student's behavior. For example, if a behavior increases following the presentation of a token, then the token is reinforcing.

Let's talk about some of Russell's other claims.
Claim 1: They are shaming. "Rewards are for training pets not people."
Misuse: When used inappropriately, even seemingly positive things (grades, trophies, test scores, praise) can be used to shame a student. A child with behavior difficulty who does not receive appropriate behavior support is more at risk for shaming when he or she is constantly corrected--or removed from class altogether-than a child whose class focuses on teaching and encouragement.

Appropriate Use: The appropriate use can empower the student and improve relationships between teacher and student. Teachers should set clear, achievable goals for students that are developed in collaboration with the students. When goals are met, provide genuine praise; when they are not, explain why, and that the slate is clean and he or she can begin anew. The focus is on encouragement of appropriate behavior.
Claim 2: Behavior charts waste valuable class time.
Misuse: Calling attention to inappropriate behavior is the wrong way to use a behavior chart, and nothing wastes more valuable class time than ineffective behavior support strategies and the constant correction of behavior problems.

Appropriate use: Providing students with praise when they are engaging in appropriate behavior means increased time spent in instruction. This can be subtle, individual to the student, done while teaching and takes only seconds. Additionally, acknowledging a student doing the right thing, will help encourage the student with behavior difficulty to act similarly. This helps to build positive relationships.
Claim 3: "Extrinsic rewards reduces intrinsic motivation."
Misuse: Intrinsic motivation is when an individual engages in an activity for an internal reward (enjoyment, excitement, challenge). Some research has indicated that extrinsic rewards can reduce intrinsic motivation when they are used for activities that a student has a high probability of engaging or that they already find enjoyable.

Appropriate Use: There has been a significant amount of research that shows when extrinsic reinforcement is used appropriately, it does not reduce intrinsic motivation. Often in the classroom, rewards are used for activities that students are less likely to do. At these times, instructors should teach students specific behaviors and criteria that can lead to a reward, so that students know what is expected of them. Additionally, teachers should determine if the requirements are close to their instructional or skill level. Specific praise for low preferred activities should focus on the effort put forth by the student in meeting the behavioral criteria and not on "getting a token."
Claim 4: "Rewards and punishments rarely change behavior."
Misuse: Behavior analysis seeks to determine why an individual is engaging in a certain behavior. Rewards are only reinforcing if they change behavior, specifically, that they increase the likelihood that behavior will continue in the future. Often, teachers may believe that they are "rewarding" a behavior, but we can only determine if something is reinforcing or punishing when we see that change.

Appropriate Use: If an instructor implements a behavior strategy that does not reduce the inappropriate behavior or increase the appropriate behavior, then we must investigate what may be prohibiting that behavior change. This often involves determining the needs of the students and working to meet those needs. Behavior strategies do not dismiss the needs of students, in fact quite the opposite, it is used to develop more appropriate strategies for students to get their needs met.

The bottom line is, each of these strategies can be considered a tool for managing classroom behavior. With any tool, the user must learn how to use it properly. In the same way that it's ridiculous to throw out a hammer because you're using the claw to pound in nails, it's also ridiculous to dismiss these strategies as "ineffective" simply because the user doesn't yet understand how they work.
Have a question for the Healthy Kids panel? Ask it here. Read more from the Healthy Kids blog "

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Hey teachers, behavior charts are not the problem. Here's why - Philly

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Last week, a column for PBS Newshour outlined the reasons behavior charts should not be used in the classroom. While her article outlined some potential issues with inappropriate use in the classroom, there are inaccuracies need to be addressed. - Jessica Kendorski, PhD, NCSP, BCBA-D, Philadelphia Philly.com

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How to Respond When Your Child is Disrespectful

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How to Respond When Your Child is Disrespectful

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by: Nicole Schwarz

The playdate is over. It is time to head home.

You gave a 5-minute warning. You expect everything to go well.

Suddenly, it happens.

Your child responds disrespectfully.
"No! I don't want to go! You never let me do anything fun!"
You feel the anger rising inside you. You yell back, " How dare you talk to me like that!"

He continues, " You didn't even send me a treat in my lunch today! You are the meanest mom ever!!!"

Now, you're furious. " That's it! No TV for a week!"

This back and forth continues.

You drag him to the car, kicking and screaming. Vowing never to let him have a playdate ever again.

Disrespect Is Not OK.

As parents, we definitely need to teach our children how to treat others with kindness, and how to communicate big feelings without being disrespectful.

Unfortunately, we cannot teach them to be respectful in the heat of the moment.

I know you WANT to deal with it right then and there.

But, once your child is angry, disappointed, frustrated, or upset, the thinking part of their brain has shut down. They are in survival mode. Their body is flooded with stress chemicals and they are not able to hear and process the lessons you are trying to teach.

Plus, we can't teach our kids to be respectful by treating them with disrespect.

I know you HATE being disrespected.

But, if you are triggered by their disrespectful behavior, your brain goes into survival mode too. You are not able to think rationally. Your responses will either be filled with anger, yelling and punishment or you will shut down and give up.

Thankfully, there is a way to teach your child to talk about big feelings without being disrespectful.

Another Way to Deal with Disrespect.

I realize that the suggestions listed here may be different than you're used to. You may feel a little unsure about trying these strategies with your kids. that's OK.

The goal is to address the behavior without threatening, bribing, or responding with disrespect.

Stay calm: It's not easy to keep cool when our kids are being rude. This may feel impossible at first. Meeting them with disrespect sends the wrong message. Instead, model good self-care by taking a deep breath, counting to 20 or repeating a mantra: "This is not an emergency" before you respond to your child.

Decode the Behavior: Look at things from your child's perspective. Were they caught off guard? Is what you're asking inconvenient? Do they feel powerless? Their response is a reflection of what they are feeling inside. Unfortunately, at this point, they can't put it into more appropriate words.

Empathize: Help your child understand their own feelings by offering an empathetic response, "It seems unfair that we have to go already" or "I know it's hard to leave when you're having such a fun time!" You do not have to agree with the feeling, it simply means that you are willing to relate to their experience.

Check the Time: Some kids are affected by low blood sugar, hunger or thirst. Others are very sensitive to environmental stimulation or not getting enough sleep. Has it been awhile since your child ate? Could they use a sip of water? Or a break from a loud environment? Offer it in a non-threatening way, "I'm going to have a cracker, would you like one too?"

Slow It Down: It's easy to get pulled away with the "runaway train" of angry, frustrated words and emotions. Instead of jumping on board and responding to every criticism or complaint your child throws at you, try to put on the brakes, "Whoa! That's a lot of info. I'd like to listen, but you're talking too fast. Let's calm down so I can understand what you're trying to say."

Connect: If your child is misbehaving, the last thing on your mind is cuddling. However, for many kids, connection is exactly what they need! If you are able to look past the behavior and ignore all of the big feelings and overwhelming emotion, you will be able to see that your child is hurting and needs support. Sometimes, a hug is better than any verbal response.

Once you've made it through the big feelings, you can decide if this was simply the result of a child who had too much candy and excitement at the playdate, or if this is a bigger issue that needs to be addressed.

Do the Teaching Later

Once everyone is calm, you can talk about what happened and how to do it differently next time.

Waiting or delaying your response does not mean that you are a passive parent or you're saying that disrespect is OK.

It means that you are waiting until your brain, and your child's brain, is able to receive information and move on without being rude, angry or disrespectful.

When you're ready to talk, you can start with, "It seems like you were upset about leaving the playdate earlier. Can we think of a different way to tell me how you feel?"

You can also address some of the things that were said, "I heard you say something about snacks in your lunch. Is this something you want to talk about now?"

You have feelings too! It's ok to express them, and let your child know how their words affect you. Be careful not to point the finger back at your child, keep the focus on how it felt to you. "I felt hurt when you said I was the meanest mom ever."

If you've lost your cool and said angry words in the heat of the moment, it's ok to admit it. You are not perfect, and it is good for your kids to see that you are working on calming skills too!

This is when the teaching happens.

Calm brains can learn information. Which means, your child is ready to process and practice new skills.

It means they can learn how to manage big feelings, communicate their needs, and respond respectfully in the future.

Which was your goal all along.

Want to learn to build an atmosphere of respect and love in your home?

The Communication for Imperfect Families eCourse is coming soon. You'll learn how to get your kids to listen without yelling or repeating yourself 1,000 times, how to stop the backtalk and arguments, and confidently handle meltdowns and disagreements.

Join the Waiting List!

Related

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How to Respond When Your Child is Disrespectful

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by: Nicole Schwarz The playdate is over. It is time to head home. You gave a 5-minute warning. You expect everything to go well. Suddenly, it happens. Your child responds disrespectfully. "No! I don't want to go! You never let me do anything fun!" You feel the anger rising inside you.

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Addressing Our Needs: Maslow Comes to Life for Educators and Students | Edutopia

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Addressing Our Needs: Maslow Comes to Life for Educators and Students | Edutopia

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In the mid-1950s, humanistic psychologist Abraham Maslow created a theory of basic, psychological and self-fulfillment needs that motivate individuals to move consciously or subconsciously through levels or tiers based on our inner and outer satisfaction of those met or unmet needs. As a parent and educator, I find this theory eternally relevant for students and adults, especially in our classrooms. After studying it over the past couple of years, my graduate and undergraduate students have decided that every classroom should display a wall-sized diagram of the pyramid, as students and teachers alike place pins and post-its on the varying tiers based on their own feelings, behaviors and needs. What do actual brain-compatible strategies look like on this pyramid?

Tier One

Meeting Physiological Needs in the Classroom

1. Water bottles and water breaks.

2. Focused attention practices: These practices, involving breathing, imagery and sound, last one and a half to two minutes as students close their eyes or focus on an object of attention, practicing quieting their minds from the free-flowing thoughts that bombard our thinking every day.

3. Physical surroundings: These include room arrangement, color, temperature, plants, etc.

4. Food: Provide a mixed snack bar and have the class designate times to grab some energy bites and continue working.

5. Instrumental Music.

These elements contribute to brain-compatible learning by creating a physical environment that is inviting, warm and friendly!

Questions to Ask Myself

1. What do I need?

2. Am I tired?

3. Am I hungry?

4. How much water have I had over the past 24 hours? Is it enough?

5. What resources (people, activities or experiences) could assist me in reaching my small and larger physiological and psychological goals?

Tier Two

Stability, Safety and Security, Freedom from Fear

1. Attitude: Sometimes it is enough to have a personal affirmation that creates feelings of safety and security. For example: "Right now in this moment I am safe. I am breathing, I am aware, awake and I can think and feel!"

2. Worry drop box: As you enter the room, drop a written concern in a box situated by the door. Research shows that writing out our concerns and worries frees up the working memory and relieves anxiety.

3. Pin-ups: The class assigns various students to physically post a compliment or affirmation each day. We all need to feel validated and often lose sight of our strengths and talents because the brain is wired with a negative bias. These pin-ups help us focus on positive experiences and behaviors instead of faults and mistakes.

4. Common experiences: Develop class guidelines together. Create a class blog. Invite outside speakers that promote service and safety: police officers, counselors, former students who have risen above difficult situations, etc.

Tier Three

Belonging and Love

1. Classroom service project.

2. Partnered work.

3. Celebrations: Create special and celebratory days all year long: birthdays, VIP days, strength day, progress days, colorful days, etc.

4. Working together: Assign these roles within the class:

Listener

Recorder of feelings and thoughts

Small group of decision-makers

Student who "cares for" the teacher, office staff and other students

Poetry reader

Designer of classroom decorations

Gatekeeper who checks for disputes and conflicts

5. Community circle: For 3-10 minutes at the beginning and ending of class, share a time where empathy is defined, discussed and brought to life. You might also share movie clips, personal narratives, or a story to jumpstart the day.

6. Identity: A classroom theme, flag, song, flower and animal totem.

Questions to Ask Myself

1. How do I handle negative situations? When these situations occur, what do I typically say to myself?

2. What statement would encourage me?

3. What are three negative emotions I feel most often?

4. What are three positive emotions I feel often or sometimes?

Tier Four

Achievement, Recognition and Respect of Mastery, Self-Esteem

For students to feel capable and successful, we must create an environment that lends itself to this type of mastery.

1. Expert Day: Students get to demonstrate personal expertise.

2. Career Day: Bring in college students and community members to share the possibilities of academic and professional success following high school.

3. Display skills as a class: Create and design quizzes, assignments and instruction for students in other classes and grades.

Small Goals I Am Mastering

1. Work completion

2. Dialogued about frustrations

3. Stayed focused on assignments

4. Showed respect and compassion for others

5. Regrouped and continued to work after a frustrating time

6. Helped another student or teacher

7. Contributed ideas and suggestions to a conversation

8. Used positive language in describing a need or desire

9. Self-reflected about my daily work and interactions

Questions to Ask Myself

1. What statement would encourage me?

2. Who are my heroes? What character traits do I admire that make them my heroes?

3. How will I know I am on the right track? What will tell me if I stray from pursuing my goals?

4. What are my strengths?

5. What are my challenges?

6. How will I focus on these strengths knowing that my thoughts and feelings drive all my words and actions?

Tier Five

Self-Actualization and Self-Fulfillment Needs

This is level of self-evaluation related to service. We begin to explore and model, designing, evaluating and analyzing information outside of our own basic needs, serving others. To become creative thinkers, we have to begin discovering the problem, not just coming up with a solution. In this tier, students become self-assessors and self- reflectors. They are able to see and understand how their actions, thoughts and feelings affect all lives.

Questions to Ask Myself

1. What is my purpose in life?

2. What are the challenges in reaching my purpose and the lives of others?

3. How can I serve the world?

4. Why is there conflict and war? What can I do? What can we do?

Have you ever encouraged self-examination and self-reflection among your students? Please share your experiences in the comments section below.

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Addressing Our Needs: Maslow Comes to Life for Educators and Students

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In the mid-1950s, humanistic psychologist Abraham Maslow created a theory of basic, psychological and self-fulfillment needs that motivate individuals to move consciously or subconsciously through levels or tiers based on our inner and outer satisfaction of those met or unmet needs.

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When And Why It's Okay For Students To Talk - Smart Classroom Management

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When And Why It's Okay For Students To Talk - Smart Classroom Management

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There is a common misconception that effective classroom management means silence.

It means rigidness and tight restriction. It means backs straight and eyes forward.

Hour after hour.

And while there are teachers who try to run their classroom this way, or think they should, here at SCM we think it's a terrible idea.

Because it limits social and academic growth.

It causes boredom, resentment, and a strong dislike for school.

It makes every day an agonizing, tension-filled slog to dismissal.

Of course, there are blocks of time throughout the day when your students should be quiet. Uninterrupted independent work, to use one example, is a critical component of learning.

But this is an academic strategy, not a way to keep students under your thumb.

To create a healthy, well-behaved environment, your students need breaks. They need opportunities to stretch their legs and recharge their batteries.

Teacher-led exercises are a good idea.

Jumping jacks, desk push-ups, air curls, arm circles, static poses, and jogging-in-place are simple ways to clear the boards and provide energy for the next activity.

Dancing and lip syncing to music, depending on your grade level, also work well and are especially fun. Just a few minutes between lessons add flavor to the day and give students another reason to love school.

But there is one particular type of break that seems to work best of all. It's fast and easy and students really, really appreciate it.
It's talking.
Now, it's important to point out that letting students continue to talk because that's what they're already doing is a bad idea and will only make matters worse.

The form of talking I'm referring to is structured and defined by the teacher. In other words, you first model what a talking break looks like before letting your students loose.

You lay out your expectations by showing precisely what is and isn't okay. A reminder that you'll follow your classroom management plan as usual is also a good idea.

I recommend giving your students two to four minutes to move about the room and talk with whoever they wish.

As for the topic, you can either let them chat about whatever they like or, again, depending on your grade level, provide a topic for them. "Share with someone your favorite superhero and why."

Bookend the break with a signal to start and a signal to return to their seats.

I like to begin abruptly with something like "Get up and say hello to your friends!" and close with simply "Times up."

When it's over and you're ready to move on to the next lesson or activity, you'll have a more receptive class. They'll sit up a little straighter and listen more intently.

They'll have more energy to focus and the clarity of mind to better understand.

Giving students a few minutes to talk with their friends is a simple little thing. But it effectively shakes the restlessness out of their system.

It wakes them up and gets the blood flowing. It activates the brain and buoys the heart.

It settles. It calms. It motivates.

It prepares them for the challenges that lie ahead.

If you haven't done so already, please join us. It's free! Click here and begin receiving classroom management articles like this one in your email box every week.

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When And Why It's Okay For Students To Talk - Smart Classroom Management

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There is a common misconception that effective classroom management means silence. It means rigidness and tight restriction. It means backs straight and eyes forward. Hour after hour. And while there are teachers who try to run their classroom this way, or think they should, here at SCM we think it's a terrible idea.

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What to do when a student constantly refuses to work - The Cornerstone For Teachers

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What to do when a student constantly refuses to work - The Cornerstone For Teachers

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There's at least one in every classroom-yep, I'm talking about the kid who just sits there, and doesn't work. The one who needs constant cajoling to put pencil to paper and get started. In some cases, there's an attitude problem and the student is disengaged from school in general, and in other cases, the student just lacks focus or self-discipline.
Though it's a common problem that happens in pretty much every classroom in America, there isn't any clear cut solution.
Obviously you want to make the work as meaningful, authentic, and relevant as you can, and build rapport with students. But there are some kids who just aren't going to focus and get their work done no matter how much of a personal connection you've tried to make with them, or how much choice you've given in the assignment, or how potentially fun it could be.
Want to listen to this post instead of read? Download the audio and listen on the go!
The problem is not always related to rapport and meaningful tasks

A few years ago, I did some instructional technology coaching at a middle school in t18he Bronx with this fantastic, wildly energetic math teacher. He and I worked together to create an end-of-unit project for students that ticked all the 21st century learning boxes: we had developed it with student input, gave kids lots of choice in terms of topic and the tech tools they were able to use,documented everything step by step so every student was prepared to be successful and had accountability and purpose...it was simply a model project, probably the best one I've ever had a role in creating.

And still about a fifth of the class just did not want to do the work. They switched over to watching YouTube videos every chance they got, or messed with the computer settings so the screen would flip upside down, or renamed all the files something inappropriate the second we turned our backs.

There was nothing we could do to make calculating percentages as interesting to the kids as Googling photos of Nicki Minaj. We had made the assignment as engaging and meaningful as it could ever possibly be, and there were some kids who still just. didn't. care.

So I want to say right up front that a student's refusal to work is not always the result of a poorly planned or disengaging lesson, or the failure of the teacher to establish rapport. I know this directly contradicts what a lot of experts believe, but I don't think student disengagement is a problem that can be 100% solved for every student if the teacher just works hard enough.

A great teacher can minimize the number of kids this happens with, and that's the goal we should be striving for, but let's be real-it requires a Herculean amount of patience, energy, and effort that frankly not everyone possesses. Teachers are tired. They have a lot on their plates.

And there comes a point where I think you have to accept that you've done what you can do to make the classroom culture and lessons as strong as you possibly can, and not blame yourself when a student doesn't pull his or her own weight. I've just seen too many talented, dedicated teachers burn out trying to get a kid to care, and they have no energy left for the kids who do care.

Here's what I do when a student refuses to work

I'm going to assume that your first step is always identifying and addressing the root cause of the student's refusal to work. I'm also assuming you've already modified and/or clarified the assignment and considered the obvious interventions.

There are million articles that have already been written about those things, so I won't digress. For the purposes of a 15-minute podcast here, I'm going to sum up my general response to a student who refuses to work in four basic steps:

Encourage the student in a light-hearted way:"Hey you can do this, let's get you started." Don't make a big deal out of it and escalate the situation. Don't tell yourself,H ere we go again, this kid never does any work and get yourself all riled up. Stay upbeat, and don't show that you're frustrated or discouraged. Just say "Alright, great, you're logged in, what's the next step?" and point the student toward getting started.

If that doesn't work, find out what the problem is in an empathetic way:"I notice you're still not writing. Is this difficult? Can I help?" Say this quietly, while kneeling down or sitting so you're at eye level with the student. Give the student a chance to express frustration or anything that's bothering him or her.

If that doesn't work, explain the natural consequences that will happen:"You need to get started, or you're going to run out of time. Let's go." or "You need this paragraph finished by 10:15. If it's not done, that's going to affect your grade. What part can I help you with? Or are you ready to work on your own?" You're not upset or showing frustration at this point, but your tone is very serious. There's no more smiling now. You're calm, but you mean business.

If that doesn't work, let the student experience the consequences and talk to him or her about it:This is something that's best done one-on-one, too, i.e. "I have to give you a zero for this and it's going to pull down that B you got the other day, which is super disappointing after how much effort you put into it. What can we do next time to make sure you're able to get the assignment done?"
And then you repeat. Every day.
Never stop returning to step 1 and encouraging without making a big deal, and #2 where you give the kid opportunities to talk. Beyond that keep letting the natural consequences happen.
I told you there's no magic solution here. You can't force a kid to care and you can't force a kid to work. The only attitude you can control is your own. So let's talk about I want you to expend less effort on trying to force kids to care, and lecturing them about their futures, and nagging them to take responsibility for their work, because 95% of the time, it's not effective and only serves to wear you out. Instead, I want you to channel all that wasted energy into inspiring the kids who want to work, and create a trickle-down effect in your classroom. that.
What about YOUR attitude?

I know you're under a lot of pressure to get kids to meet the learning standards. I know it's YOU who's accountable for THEIR choices and THEIR test scores, and that's massively frustrating. But if you focus on that, you will burn out, and you won't be able to properly teach the rest of the class who does want to learn.

Don't plan a lesson thinking about the kids who hate everything you do.

Plan it for the five kids who love everything you do, and the 15 lukewarm kids who could be brought on board if they notice enough enthusiasm from you and the others. Hook in those five kids. Focus on them-that's what keeps your energy level up and makes you a good presenter. Use their enthusiasm to draw in the majority of the class. Make it irresistible to do the work so the ones who choose not to feel like they're missing out.

Does this work every time with every disengaged kid? Of course not. But it will keep the energy and interest level level high in the room so that students are more likely to participate, or at least not be disruptive in their lack of participation.

Because here's the thing with the kids who refuse to work: they will cause YOU to get jaded and refuse to work, too.

In fact, there are some of you reading this right now who are already tuned out: you decided before I even said a word that the suggestions I was going to give aren't going to work with THAT kid. You'd already decided that I was going to give you the same suggestions you've already heard and tell you to do all the things you already tried, and none of it was going to help.

You've turned into that kid: you're checked out, you've already decided you're not going to learn anything and there's no point in trying. Instead you're going to sit there and mentally criticize the person who's trying to help you and think of all the reason why what she's saying is irrelevant.

You have more in common with that kid than you think. And as you've seen from the results that she or he has gotten, this is a dangerous path to go down. It's not just the student who's negatively impacting the whole class' learning, it's you.

It's your unwillingness to enter the room each day with an open mind, that same open mind you want your students to have, ready to soak up wisdom and try things even if they're hard or you seem unlikely to be successful with them.

You can't control anyone by yourself. And if you spend your day trying to control another person instead of inspiring them to control themselves, you will get nothing but frustration. The key to getting kids to work is NOT giving them more serious consequences or bribing them.

Here's why there's no cute little trick you can do to flip the switch of motivation

Motivation is not powered by electricity.

It's like a fire, and it starts with a tiny spark.

You have to be watching for it with these disengaged kids and protect that spark like their future depends on it.

Breathe life onto that spark.
That's your job. That's why you became a teacher.
Shelter it from anything that would keep it from growing.

Add fuel to the fire.
So stay focused on inspiring your students. Don't focus on whether they are actually inspired. Remember, you can only control yourself, not anyone else. Do whatever it takes for YOU to be inspiring, and let the energy of your classroom be such that students who don't buy into the lessons are missing out.
And then fan the flames.
This episode is sponsored by Kiddom, a standards-based platform helping teachers personalize learning. With Kiddom, teachers gain access to an unlimited library of content, with beautiful, actionable reports. And the best part? Kiddom is free! Visit See blog posts/transcripts for all episodes Subscribe to the podcast in iTunes Subscribe to the podcast in Stitcher www.kiddom.co to learn more.
Tend that fire daily so it doesn't go out.

Not to write referrals and assign detention and hold back recess from kids who hate school and refuse to work.

So stop looking for the magic punishment or reward. And, don't depend on trying to make your curriculum so authentic and exciting that kids want to buy in. If you can do that, great, but the reality for most of us is that we have to teach things that aren't particularly exciting and that students aren't going to be particularly interested in, no matter how we dress it up.

It's you that has to be authentic and exciting. An inspired teacher can make calculus or history or grammar or any other topic engaging just by their own energy. When I think back on the best teachers I had, the subject they taught was irrelevant. I thought spelling was boring, but my high school ELA teacher used to make the craziest sentences up when he gave us spelling tests, and I couldn't help but look forward to those tests just a little bit. It was him. It was his personality and enthusiasm that inspired me to work.

In your room, it's going to be the norm to have a good attitude and work hard. YOU are the magic solution you've been looking for. You have that magic inside you. Now go share it.

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What to do when a student constantly refuses to work - The Cornerstone For Teachers

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There's at least one in every classroom-yep, I'm talking about the kid who just sits there, and doesn't work. The one who needs constant cajoling to put pencil to paper and get started. In some cases, there's an attitude problem and the student is disengaged from school in general, and in other cases, the student ...

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It's back-to-school time. Are you ready for it? Here are nine tips for your first couple ayays of school that will get your year off to a good start. My favorite is the last one. It's an important one!

Very slow. So slow, it's almost painful. Slower than you think you should. Okay, maybe not that slow. But, seriously, I spend the first hour going over classroom rules (in a fun and interactive way) and establishing procedures for pair sharing. Then we establish Daily 5 procedures. Slowly.

Go slow so that your students don't miss anything. I want my students to know the expectations and exactly what to do in our class.

Model the right way to do things. Model the wrong way to do things. Then, model the right way to do things.

This is established with Daily 5, but can be transferred to anything you want students to do. Walk in a line, put papers away, etc.

Model it. Have students model it. Have students model doing it incorrectly. Then have the same students do it correctly.

Stop and redirect when you see incorrect behavior (or when something annoys you). Then model some more. Call out the behavior. Don't embarrass the students or make them feel bad, but do address inappropriate behavior. If you don't, students will think they can get away with it!

I've decided this year to focus on positive behavior management. I've realized (don't know how it took me 16 years!) that negative feedback doesn't really work for those students that I really need to reign in. My most difficult students don't respond to negative consequences.

For most of my students, just establishing good practices and routines is enough to keep them in line with gentle reminders.

My most challenging students don't need more negative feedback. They get enough of it at home and have had it in previous years. I've got one kiddo this year that is pushing all the buttons. It's been a challenge to catch myself and try to redirect the behavior rather than become negative and turn toward a punishment mentality. I'm trying though!

Show students that you are a real person, too. There was a time this week when I couldn't find a set of papers. There were times when I said something wrong (learning new processes is hard).

Admit that you don't know it all.

It will ease their fears. We read Wemberly Worried (affiliate link) on the second day of school this week. I admitted that I worry that I won't teach them well. I also admitted that I was afraid that they wouldn't like me.

Just trying to make it real, people.

Over plan for the first couple days or even weeks, until you figure out the rhythm of your classroom. It's better to have more in your back pocket than you think you need.

After a couple of weeks, your classroom will develop a natural ebb and flow. Things will fall into place and you'll get a feel for how each day should work. Until then, over plan.

For those extra 10 minutes that you can't do a full lesson, but you can't do the next activity, have some quick activities in your back pocket to use when you have a couple extra minutes. This post has 80 Sponge Activitie s you can use.

While your students are engaged in an activity, sit down.

Really take a seat.

Watch them.

See how they interact with one another.

Observe the choices they make.

Look at their personalities and see how they work together to make your classroom unique.

As teachers, we hardly ever get a chance to sit down and observe the way our students interact with one another. We're so busy teaching that we're not spending time learning about our students. Plan some lessons that give them some down time, so that you can sit and observe how they're working together.

Inhale.

Exhale.

Relax.

Take some time for yourself. Treat yourself to a coffee, a massage, a pedicure, a cup of tea. Anything that allows you to breathe and reflect. I keep going and going and going, and I often forget about myself during the first few weeks at school. It's important to take time for yourself.

I hope your first few days of school go smoothly with few stressors and that your students are amazing little learners!

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It's back-to-school time. Are you ready for it? Here are nine tips for your first couple ayays of school that will get your year off to a good start. My favorite is the last one. It's an important one! Very slow. So slow, it's almost painful. Slower than you think you should.

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Free, Printable QR-Coded Classroom Rules | Scholastic

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Free, Printable QR-Coded Classroom Rules | Scholastic

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Free, Printable QR-Coded Classroom Rules | Scholastic

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Introduce classroom rules in a new and exciting way on the first day of school. Grab your smartphone or iPad, and print some of these free, printable QR-coded rules to make kids eager to discuss classroom behavior.

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Teacher Tip: The Dos and Don'ts of Fidgets for Kids

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Teacher Tip: The Dos and Don'ts of Fidgets for Kids

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Fidgets, like squeeze balls and key chains, are self-regulation tools that promote movement and tactile input. They can be great for kids who struggle with attention, focus and sensory processing.

But in my many years as a teacher and parent, I've often seen them misused. When I see a child throw a squeeze ball across the room or obsess over making shapes out of Silly Putty, I know something's gone wrong.

The problem is we often hand fidgets to kids without any direction, thinking they'll magically know how to use them. Then when they play with them-rather than use them as a tool-we get angry.

That's why it's important to teach kids how to use fidgets. Here's what I suggest.

First, explain to your child that a fidget is one strategy in her "tool kit" to help her improve focus on a task. When used correctly in the right situation, fidgets can help her be a better listener, sustain attention on her work, and even calm down or slow down her body and mind.

Basically, a fidget is a tool to help her focus-not a toy.

Second, work with your child to identify specific times she might need a fidget. For example, she might need it when she's doing homework or needs to sit still in a movie theater.

Third, set up clear rules for how to use fidgets in your home, and communicate them to your child. If you're unsure where to start, here are my "non-negotiables":

Rule #1: Be mindful. Before you grab a fidget, think aboutwhether you need it. If you don't know, review rule #2.

Rule #2: You can only use a fidget to help with focus and attention or to calm down. Otherwise it will be taken away.

Rule #3: Don't use a fidget if it distracts others or interferes with the work others are doing. If the fidget does distract others or interfere with their work, use a different fidget or strategy.

Rule #4: Every time you're done with a fidget, put it back where it belongs. (In our house, we keep fidgets in a designated basket.)

If you want to try a fidget with your child, there are many options to choose from. Experiment to find what works best for your child. But I recommend that you don't get a fidget that has a cute face or that looks like a toy. Your child needs to remember that fidgets are tools.

When you're ready, you can set up a fidget basket (or other spot), print the rules, and put the rules in a place where your child can easily see and review them.

-Nancy Hammill
Nancy Hammill is the 2016 National Learning Disabilities Educator of the Year, awarded by Understood founding partner the Learning Disabilities Association of America. She has 20 years of experience as a classroom teacher, literacy specialist and learning therapist.
Learn more ways to help kids slow down on homework. Interested in setting up a homework station for your child? Check out these homework station ideas from the Understood Community.
Any opinions, views, information and other content contained in blogs on Understood.org are the sole responsibility of the writer of the blog, and do not necessarily reflect the views, values, opinions or beliefs of, and are not endorsed by, Understood.

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Teacher Tip: The Dos and Don'ts of Fidgets for Kids

# data[].attributes.attachment_link.description
Fidgets, like squeeze balls and key chains, are self-regulation tools that promote movement and tactile input. They can be great for kids who struggle with attention, focus and sensory processing. But in my many years as a teacher and parent, I've often seen them misused.

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19 Big and Small Classroom Management Strategies | Edutopia

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19 Big and Small Classroom Management Strategies | Edutopia

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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How to Stop Yelling at Your Students | Cult of Pedagogy

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How to Stop Yelling at Your Students | Cult of Pedagogy

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Listen to this post as a podcast:
I'll start right away by admitting I have done my fair share of yelling. As a middle school teacher, I wasn't too bad-I probably had one good yell per week. As a parent, though? Ugh. Much more. So I know the struggle.

And I know a lot of you struggle, too: Even if you're a great teacher, even if you're a swell person most days, sometimes it all gets to be too much and you just snap.

I remember the teacher in the room next to me one year, a person I completely adored. This teacher had a perfectly fine relationship with our students, but once or twice a week...Hooo-WEE! I could hear it through the walls, often accompanied by the slam of the classroom door, and it turned my blood to ice. If my students and I happened to be doing something quiet, we would all kind of freeze up listening to it. It never lasted long, but I always felt bad for my colleague during those moments. I knew a switch had been tripped and it wasn't this person's normal way of dealing with students.

And if this person was anything like me, they probably felt pretty awful when it was all over. Once the moment has passed and I have had my little tantrum, I'm ashamed of the spectacle I have made. Losing control is not a proud moment for anyone. But I have gotten a lot better in recent years, and I want to share what has worked for me, along with some research and ideas from other people who have cut way back on their yelling.

Understand Why You Need to Stop Yelling

Kicking the yelling habit will be more likely if you have a good basic understanding of why it's an ineffective way to solve classroom discipline problems.

It's Crappy Role-Modeling

Even if we accomplish nothing else in a school day, the least we can do is demonstrate a respectable level of self-control. Part of our job is to show students how to handle anger, stress, and conflict in a healthy and productive way. We can't just tell them to do that. We have to show them. And yelling is definitely not showing them healthy, productive stress management.

It Trains Students to Ignore Your Regular Voice

When your go-to strategy for handling negative situations is yelling, students ultimately tune out all of your other voice levels. A little bit of yelling becomes more yelling, which can then become louder and more frequent yelling. A regular diet of this can make students immune to even the garden-variety yelling, so you have to keep upping the volume and intensity to get their attention. It's a horrible, slippery slope.

Students Are Less Likely to Respect You

When adolescents are raised by authoritarian parents-whose methods are punitive, coercive, and often include yelling-they are less likely to view their parents as legitimate authority figures than kids whose parents have different styles, according to a 2012 study in the Journal of Adolescence (Trinkner, Cohn, Rebellon, & Van Gundy). Because parenting and teaching involve similar skill sets, it's reasonable to assume students who have authoritarian teachers feel the same way about them. The obedience you might get from yelling might look like respect, but that behavior probably doesn't match their true feelings for you.

It May Contribute to Bullying

The way students treat one another has become a major concern for educators in recent years. We tend to look at programs that aim to change student behavior and attitudes, but our own conduct may be a contributing factor: A 2010 study found that classrooms where the teacher used an authoritarian style-using punishment and coercion to influence student behavior-created an environment where bullying behavior between students was more likely to develop (Allen). "Bullying doesn't occur in a vacuum," write the authors. "A host of factors contribute to its existence, and one of them is how teachers manage their classrooms and respond to inappropriate student behavior."

It Creates Anxiety for Everyone

I don't think any research is needed to back this one up. When you yell in anger, it changes the feeling in the room; not just for the kid you're yelling at, but for everyone within earshot. That includes the teachers and students in nearby classrooms. Just a quick glance at your handy Maslow's Hierarchy of Needs will tell you that the need for safety comes way, way before the desire to satisfy any kind of cognitive or creative interests. Therefore, if your students are preoccupied by an awful, tense feeling in the room, they're much less able to do quality academic work.

Prevent the Yells Before They Start

The most effective way to combat yelling is to catch it early. These techniques will help you avoid the conditions that will make yelling more likely.

Know Your Triggers

Not everyone yells for the same reasons, so it's important to learn what triggers you, then notice the early warning signs. Like I mentioned above, yelling has been one of my biggest parenting struggles, and eleven years in, I have grown acutely aware of the things that set me off: sticky surfaces, excessive noise, and kids getting all up in my grill when they want my attention. I flail around just to make it all go away. It's not pretty. On good days, though, I am able to notice the first glimmers of irritation caused by these things, kind of face them as soon as they turn up, and make a mental note not to let them build to a big yelling outburst. So just start paying attention to the things that set you off, and see if you can catch these feelings in their early stages.

Do Regular Check-Ins with Yourself

One reason I yell is because I've gotten out of touch with how I'm feeling. I let some kind of resentment, a frustration from earlier in the day or maybe even hunger build up past the point where I could control it in a rational manner. If this sounds familiar to you, start building regular self-checks into your daily schedule. On a regular basis-maybe once an hour on the hour-take a moment to just notice how you're feeling, both physically and emotionally. Rate yourself on a scale of 1 to 10 in both mood and physical comfort, and if you find you're heading below a 5 on either scale, do something to remedy that before you sink down closer to 1, where your lizard brain is far more likely to take over and turn you into a big jerk.

In her Psychology Today article 10 Steps to Stop Yelling, Dr. Laura Markham uses the term "kindling" to describe the "resentments you start to pile up when you're having a bad day. Once you have enough kindling, a firestorm is inevitable." The only way to prevent that firestorm is to recognize when a pile of kindling is growing in a certain situation or against a particular person, and do something about it before lighting the match: Have a calm conversation with someone about the problem while you have your head on straight. You'll thank yourself later.

Examine Your Thoughts, Then Revise Them

Chances are good that the root of your yelling is coming from a set of beliefs you keep repeating to yourself. You just may not be aware of them. Here's an example. One thing that sets me off with my own kids is when I tell them to clean up a room and they're all:

If I were to look carefully at my thoughts in those moments, I think I would see something like this: They don't respect me. Look at how they just keep doing exactly what they're doing, as if they didn't even hear me. Kids who actually respect their parents would get up immediately. They would follow instructions immediately. But they don't even take me seriously. I'LL SHOW THEM!! GRRAAAAAH!!

The same happened with my students. In my first few years of teaching, I had a colleague (let's call him George) who would regularly stop by my classroom to reprimand my students if they were misbehaving. The kids would straighten up, he'd head out, and everything would be taken care of. Except I was basically humiliated. I felt weak and ineffective and embarrassed. And within the next 60 seconds I would be yelling at my kids over some small infraction. My ego had been bruised and I felt like all the other teachers thought I was a pushover. I'd show them. I'D SHOW EVERYONE! GRAAAAHH!!

The American Psychological Association recommends we control our anger with something called cognitive restructuring: "Simply put, this means changing the way you think. When you're angry, your thinking can get very exaggerated and overly dramatic. Try replacing these thoughts with more rational ones. For instance, instead of telling yourself, 'oh, it's awful, it's terrible, everything's ruined,' tell yourself, 'it's frustrating, and it's understandable that I'm upset about it, but it's not the end of the world and getting angry is not going to fix it anyhow.'" I have personally found this to be an incredibly powerful way to diffuse my own anger.

So think about the things you tell yourself that lead you to yell. Are you regularly ruminating over how disrespectful students are these days? Are you furious about the impossible pressures placed on you by standardized testing? Do you believe certain students make it their mission to sneak, lie, and cheat their way through life? Do you resent the fact that you're having to teach students whose learning or language needs go beyond your training? Sit with those thoughts and feelings a while. Listen to them long enough to be very clear on the scripts they're playing in your head. Then see what you can do about rewriting them. For more examples of how cognitive restructuring can work for teachers, read my review of Angela Watson's book Unshakeable: 20 Ways to Enjoy Teaching Every Day...No Matter What.

Watch the Multitasking

This one is from my own personal experience: When I am attempting to do something that requires concentration and one of my kids needs my attention, I am way more likely to snap at them. It's tempting to try to squeeze two tasks into one space-say, entering grades into your gradebook while your students read silently. But suppose your gradebook software freezes, you realize that the last ten grades you entered just disappeared, and right then, you notice that one of your students is kicking the desk of the girl in front of him, and it's bothering her. You're already stressed by the gradebook situation, and now Bart Simpson over there is causing problems. Are you going to handle this well? Are you going to quietly go over and tell him to stop, then deliver a consequence calmly if he does it again? I seriously doubt it.

So choose your secondary tasks wisely. Sure, if your students are working quietly and you want to file a few papers, fine. Just make sure it's an interruption-friendly task, something that doesn't require a lot of concentration, because if you choose something complex, or something that could give you problems, you're far more likely to see students as an annoying distraction.

When You Get that Yelling Feeling

If you've done everything you can to prevent the desire to yell from even coming up, and it starts coming up anyway, here are some approaches you can take to fight it face to face.

Get Closer

About six years into my life as a new parent, it suddenly dawned on me that one of the main reasons I yelled at my kids was because I didn't have the energy to physically go to where they were. I was worn out and didn't feel like getting up. Or I had my hands in the sink and a problem erupted somewhere, so instead of drying off and going to deal with it, I yelled. On her blog Lemon Lime Adventures, Dayna Abraham captured this epiphany perfectly in One Simple Tip to Help You Stop Yelling: "When the kids start to get ramped up, instead of yelling from across the room to settle down... I get closer. When the kids are starting to argue, instead of yelling above their voices to get along... I get closer. When the kids are ignoring my requests, instead of yelling my request louder... I get closer." So one way to head off your yelling is to just physically move yourself to where they are. Not only will that proximity get their attention, it will make yelling basically unnecessary.

Instead of Loud and Ranty, Go for Quiet and Concise

When you get the urge to yell, make a conscious effort to go in the opposite direction: Speak much more softly, almost in a whisper. This can actually get students' attention even more effectively than a yell. More importantly, it projects self-control. In a recent Periscope broadcast, special education teacher Amy Harris shared some important principles for dealing with explosive student behavior and staying calm in high-pressure classroom situations. "We are the adults in the situation. These are kids that we're talking about, so we can't try to get into a shouting match with them." Harris also recommends using as few words as possible, rather than delivering a long lecture: "The more you limit your words, the less you're going to get into a power struggle."

Find a Replacement

If you're mostly yelling to get the room quiet, look for an alternative. In her post 15 Creative & Respectful Ways to Quiet a Class, Angela Watson suggests countdowns, hand signals, and asking content-related questions to refocus students' attention. Or check out Todd Finley's 30 Techniques to Quiet a Noisy Class, which includes having the teacher just turn and write a message to the class on the board. My own go-to strategy when I really wanted to blow up was to grab a notebook and just start writing (a strategy I describe in this video). Repeating a mantra in your head, stepping outside your room, counting to ten...if you've made a commitment to not yell, you will find the trick that works for you.

Pretend You're on Camera

I'm embarrassed to admit this, but it might help someone else, so here goes: If nothing else works, and I feel that yell coming on, sometimes I'll pretend I'm being filmed for a reality show. I ask myself if I'm behaving in a way I would be proud of later, and that can occasionally stop me in my tracks, despite the actual lack of a camera.

Track Your Progress

Success with dropping any kind of bad habit can be reinforced if you track your progress. My yelling with my own kids got so bad at one point, I actually had to set myself a concrete goal with a reward at the end of it: If I could be yell-free for two solid weeks, I would buy myself a nice new pair of boots. I made a "No Yelling" chart to check off each yell-free day, taped it to a kitchen cabinet, and showed it to my kids so they could keep me honest. Each time I blew it-which I did, twice-I had to start over with a new chart. After I finally got through two full weeks and I stopped tracking, I would occasionally slip back into my old yelling habit, but my awareness of it had grown significantly, and that's what stuck.

Now I know that if I ever start getting really bad again, I can always work toward another new pair of boots. ♥
References
Allen, K. P. (2010). Classroom management, bullying, and teacher practices. The Professional Educator, 34(1), 1.

American Psychological Association. (n.d.). Controlling anger-before it controls you. Retrieved March 25, 2016, from http://www.apa.org/topics/anger/control.aspx

Trinkner, R., Cohn, E. S., Rebellon, C. J., & Van Gundy, K. (2012). Don't trust anyone over 30: Parental legitimacy as a mediator between parenting style and changes in delinquent behavior over time. Journal of adolescence, 35(1), 119-132.

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Listen to this post as a podcast: I'll start right away by admitting I have done my fair share of yelling. As a middle school teacher, I wasn't too bad-I probably had one good yell per week. As a parent, though? Ugh. Much more. So I know the struggle.

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Free Technology for Teachers: Two Ways to Visually Show Classroom Noise - Best of 2016

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Free Technology for Teachers: Two Ways to Visually Show Classroom Noise - Best of 2016

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As I usually do during this week, I'm taking some time off to relax, ski, and work on some long-term projects for the next year. This week I will be re-publishing the most popular posts of 2016.

Bouncy Balls is a free online noise meter that shows students the volume of the noise in your classroom. Bouncy Balls does this by displaying a set of colorful bouncing balls on your screen. The louder your students are, the higher and more frequently the balls on the screen bounce. To use Bouncy Balls simply go to the website, click "begin bouncing," and then click the microphone icon to allow the site to access your computer's microphone.

Calmness Counter is similar to Bouncy Balls. The difference is that Calmness Counter displays a dial meter to display the decibel level in your classroom. You can adjust the microphone input sensitivity directly on the Calmness Counter screen.

Applications for Education
Projecting either of these meters for all of your students to see could be a good way to help them understand the appropriate volume for conversations while working on group activities in your classroom.

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Two Ways to Visually Show Classroom Noise - Best of 2016

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As I usually do during this week, I'm taking some time off to relax, ski, and work on some long-term projects for the next year. This week I will be re-publishing the most popular posts of 2016. Bouncy Balls is a free online noise meter that shows students the volume of the noise in your classroom.

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STEM Brag Tags: Positive Recognition for Engineering Behaviors - Teach Outside the Box

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STEM Brag Tags: Positive Recognition for Engineering Behaviors - Teach Outside the Box

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I've always prided myself on being a very positive teacher, striving to reward students in meaningful ways. Building character and positive learning behaviors for my students are my first priority each school year. After all, our goal as educators is to encourage our students to be "better people" who make a difference in our world, and not just students who excel academically.

It has been two years since I've utilized an incentive system in my classroom. As a specialty Gifted and Talented/Enrichment teacher, I see each of my groups of students for an hour or less each week, so opportunities for reinforcement are limited. At the same time, many of my students who are gifted academically often need the most support and encouragement with regards to social skills, opportunities to fail, improve, and try again, analyze their own feelings and behaviors, and above ALL, practice their "people smarts." (See my Multiple Intelligence Activities for lower and upper grades here). Many of my gifted students have no issues taking pride in themselves, as they have been told that they are "smart" and high achieving since they were toddlers. Many of those same students also struggle with taking pride in themselves without boasting or offending others with their words and actions. One of my favorite quotes that I share often with my students is by the legendary Teddy Roosevelt:
"The most important single ingredient in the formula of success is the knack of getting along with people."
I wanted a reward system that not only recognized students for positive behaviors, but encouraged my students to be generous, empathetic, and mindful of not only their own behaviors, but those around them. I wanted something that not only I could use to reward students, but that they could use to reward each other. That's Student Ownership, to a tee.
Enter STEM Brag Tags!!!
From now on, my students will be encouraged to brag about each other, and in turn, reduce the focus on bragging about themselves!

I am SO THANKFUL for the incredible Angie Olson of Lucky Little Learners for creating these brand new Brag Tags because they PERFECTLY reinforce the positive behaviors that we practice on a regular basis!

Here is my set up Brag Tag wall, divided by first and second grade students. Don't you love these precious name cards?! These are also found in Angie's store and are completely editable!
MINI STUDENT NAME TAG LABELS
After 2-3 weeks of me rewarding Brag Tags and modeling and discussing the targeted behaviors for each one, the system will be completely turned over to the students. They can then practice their "people smarts" by cheering their peers to success and passing out one Brag Tag to a classmate each week, if they so choose. When students earn three Brag Tags, they have a choice to either bring them home or reward them to other students in their class. I just started using this system this week and my kids are absolutely thrilled!

I am so looking forward to the positive direction that this is taking my class! If you are searching for an easy, fun and meaningful reward system, check out more Brag Tags from Lucky Little Learners.

Lovely header image by Hello Literacy (Jen Jones) and fonts by Kimberly Geswein.

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STEM Brag Tags: Positive Recognition for Engineering Behaviors - Teach Outside the Box

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I've always prided myself on being a very positive teacher, striving to reward students in meaningful ways. Building character and positive learning behaviors for my students are my first priority each school year. After all, our goal as educators is to encourage our students to be "better people" who make a difference in our ...

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This post contains affiliate links for Amazon. By purchasing an item on the Amazon site using these links, I will receive a small commission on your purchase. For more information about my Disclosure Policy, please visit this link.

Are you looking for something to spice up your classroom behavior management system? If so, brag tags are a great option! I have been using brag tags in my classroom since 2012 and they have changed the way my kids behave in my classroom! Prior to brag tags my kids were not nearly as motivated to work hard towards their behavior and academic goals. Prior to brag tags I was constantly spending money on refilling my treasure box. As teachers we spend enough of our own money on things. This blog post will provide my most frequently asked questions and answers regarding brag tags.

What are brag tags?
Brag tags are a classroom incentive system that are used to encourage, promote, and celebrate positive behavior. These tags are approximately 2″x3″ and hung on a necklace. When a student demonstrates a behavior that the teacher feels is exemplary, a tag is rewarded to that student.

Where do you buy the chains?
You can get your chains off (affiliate link) Amazon for 33 cents a piece. You have the option of buying a 24″ or 30″ chain. I use the 24″ chain with my 2nd graders and it works great.

How do you make them so they are ready to give to students?
My brag tag products include a printer-friendly and full-color version to fit your printing needs. Simply select the tags that you need in your classroom. Print. Laminate. Cut apart. Hole punch at the top of each tag. There is no need to cut apart before laminating.

What age range are these most appropriate?
I have seen brag tags used for as young as preschool and as old as 5th grade.

How do you store them?
I store my unused brag tags in a drawer organizer system. You can get the brag tag storage drawers on Amazon. Click below for my affiliate link:
Akro-Mils 10164 64 Drawer Plastic Parts Storage Hardware and Craft Cabinet, 20-Inch by 16-Inch by 6-1/2-Inch, Black

The tags that are being displayed on necklaces are stored on a bulletin board like the one below. I used a push pin that included the student's name so they could easily find their necklace.

Did you make the drawer labels?
All I did to make these drawer labels was cut down the size of the original tag and tape it to the front of the drawer.

How many do you give each student?
Each student receives approximately 1-2 brag tags each week in my classroom. Do what works for you.

Do you keep track of who gets what?
I do not keep track of who gets what tags and when. That being said, there's nothing wrong with doing this but I just can't seem to find the time. I will periodically look at the necklaces and if I notice that some students have significantly less brag tags than another student, I will make an effort to find some positive choices that student is making in an effort to get them a brag tag that they earn.

Can a student receive the same brag tag more than once?
Yes. Like I said, I don't keep track of who gets what brag tag and therefore, students do earn the same brag tag more than once. A lot of my brag tags are versatile for earning during different tasks. I will address this towards the bottom of this post.

Do the students ask for brag tags?
This is a big rule of mine that gets established on the first day of introducing brag tags to my class. My rule is that a student may not ask for a brag tag nor can they point out a behavior that another student (a.k.a. friend) is doing in an effort to get a brag tag. I tell my students that the teacher must notice this and decide if it is "brag tag worthy".

Do they wear them everyday?
This is completely up to you. At the beginning of the year, I do allow my students to wear them every day because they are really excited about them. I want them to "buy in" to the concept! After the first couple of weeks, most students choose to hang their necklaces on the board. As the year goes on, I find that the students ask to wear their necklaces after earning a brag tag otherwise they are fine with them being hung. When our class goes to an assembly, I will often times have my students wear their necklace. It is an opportunity for them to show off and be proud of the tags they have earned. Often times, teachers will ask my students to tell them about their necklace. The only time I do not allow them to wear their necklace is when they play with them and are distracting themselves or others from learning, field trips, lunch, recess, and other specialist classes.

Do they get to take them home?
My students always ask this question right away. My answer is no because I worry about them not coming back. At the end of the year, they get to take them home to keep and I still have former students tell me that they still have their brag tag necklace.

What are some of your favorite brag tags?
My favorite brag tags are the ones that I find are the most versatile in my classroom. That may look different in your own classroom. My advice is to think about what areas of your classroom are a bit more challenging or "brag tag worthy". For me, my favorite are 100%, Writing Wizard, Stellar for the Sub, My Teacher is Proud of Me, I Am Responsible, and BEEing a Friend.

How can I share these with parents?
Often times parents are asking me at the beginning of the year, "WHAT ARE THESE BRAG TAGS MY CHILD KEEPS TELLING ME ABOUT?" I'm telling you, the kids LOVE these things! I send a letter home at the beginning of the year that explains what brag tags are and how they are earned. Fall parent-teacher conferences are the perfect opportunity for your students to show their parents their brag tag necklace and explain a little bit about them. It always surprises me how my students can remember how they earned each tag! In a Periscope broadcast I recently gave, one of the viewers suggested to write the reason on the back of the tag, which I thought was a good idea too!

Can I use brag tag necklaces in other ways?
I have a container full of pony beads that I purchased from Hobby Lobby. I use these when my students earn 5 points in Accelerated Reading. I have also seen pony beads given to students when they earn 100% on their AR quiz. I have also seen them used as a means of encouraging participation during whole group instruction. Pony beads are a versatile option to add to your brag tag necklaces!

Is this the only form of classroom management that you use?
Brag tags could be used exclusively but I also use Class Dojo in my classroom because our school encourages this. We are a PBIS school and I find that brag tags are a great positive incentive that lends nicely to this system.

Grab your brag tag bundle here or by clicking on the image below. Here are the rest of my brag tag products as well!

Feel free to use one of the images below to pin to your Pinterest board for future reference!

This post contains affiliate links for Amazon. By purchasing an item on the Amazon site using these links, I will receive a small commission on your purchase. For more information about my Disclosure Policy, please visit this link.

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This post contains affiliate links for Amazon. By purchasing an item on the Amazon site using these links, I will receive a small commission on your purchase. For more information about my Disclosure Policy, please visit this link. Are you looking for something to spice up your classroom behavior management system?

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Do2Learn: Educational Resources for Special Needs

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Do2Learn: Educational Resources for Special Needs

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Do2Learn began in 1996 through a National Institutes of Health Small Business Innovative Research grant. Our team searches out the most talented and creative teachers and clinicians across the world. These gifted individuals work with our technical experts to transfer their knowledge into formats that we can make available to you.
Since beginning, we have grown into a world-wide resource with over 11 million hits a month. While based in North Carolina, approximately half of our users are from outside of the U.S. Thousands of sites link to us and we can be easily found on most search engines using topics such as 'picture cards', 'facial expressions', and 'job tips'. We hope you find our resources helpful and pass on our link to others.
We believe that simply telling busy teachers, parents, and professionals what they should be doing is not enough. If we explain how to devise a visual communication system using picture cards, we provide free cards to get you started.

When we present the Teacher Toolbox on how to adapt a classroom for children with special needs, we provide resources for behavior management plans, literacy tools, and the materials to create everything in your classroom.

Our approach is to use the latest technology and expert guidance to create innovative and usable solutions.

Learn about DiagnoseFirst, our newest project to help teachers and clinicians recognize the symptoms of ASD.

Pre-employment screening assessments are online or paper tests that some companies require applicants to complete during the application process. Read more about JobTIPS Student Version!

JobTIPS Toolbox PRO is filled with resources to help you coach your students through the challenges of assessing their skills, finding and applying for jobs, and practicing the social skills needed to do well in the workplace.

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picture exchange communication system cards

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Do2Learn: Educational Resources for Special Needs

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Do2Learn began in 1996 through a National Institutes of Health Small Business Innovative Research grant. Our team searches out the most talented and creative teachers and clinicians across the world. These gifted individuals work with our technical experts to transfer their knowledge into formats that we can make available to you.

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5 Simple Ways to Connect with Students and Build Relationships - Teaching in Progress

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5 Simple Ways to Connect with Students and Build Relationships - Teaching in Progress

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Being a teacher these days is not even remotely easy. The nonsense we have to deal with from developmentally inappropriate standards to endless meetings and data to no lunch or bathroom breaks are nothing short of lunacy. Throw in an unruly class with some serious behavior problems and you have a recipe for early retirement.

The trick is to make what happens inside that classroom with those kids as joyful as possible so that the rest of the crazy in our profession will be easier to manage, We must try to shelter our students and ourselves from the stress and pressure.

We all know that achieving that classroom nirvana of peace and productivity requires an authentic connection with our students. When our students feel loved and understood, they feel safe. Safe enough to take academic and social risks. Safe enough to try and fail. In a close knit, loving environment, failure is part of the process, not an embarrassment.

But how do we form those genuine, loving relationships? There are many layers to that question, but I have complied a list of some of the ways I try to connect with kids in my class.

1. T-Mail

Nope, not email - Tmail! This is a small space set up for kids to write a note to the teacher. When the flag is up, I know I need to check for a note. I usually reply and leave it in their folder or hand it to them personally at the end of the day. The kids' faces light right up when they get that note back from the teacher! They feel so special.

2. Power of Post-its

At the beginning of the year, I grab a a pack of colorful post it notes and write each student's name on one. Over the next week, I jot a note and give it to the child. It might be a note of praise for working hard or a note of encouragement after a rough day. By labeling them at the beginning of the week, I ensure that every kid gets one. When all the notes are gone, I label another set of notes and start all over.

3. Conversation Notebooks

I bought small, 2 x 4 inch spiral notebooks at the Dollar Tree 3 for $1.00 and labeled one for each student. They keep it in their desk. Students write a note to me, leave it on my desk, and sometime that day or after school, I write a reply. We can write back and forth to each other as little or as often as the child likes. I have had kids ask me about my family, tell me about a conflict with another kid, share a joke, tell me how things are at home, or even just draw a silly picture.
I love it when I see a notebook appear on my desk!

4. Morning Greeting

I like to greet the kids as they trickle in the room from the bus and cafeteria. It's easy to get busy prepping for the day, but taking a few minutes to say good morning, ask how baseball practice went or share a tale about your commute, allows kids to gently, and socially, settle in. I'm a huge fan of well taught procedures to keep things running smoothly, and part of that procedure is having a moment at arrival to speak with friends and have quick chat with the teacher and each other. They need time to greet and chat informally before the morning work and announcements and morning meetings begin. It's the same thing I do when I come in to the office in the morning - greet colleagues, chat with someone about their daughter's recital, get the latest news on the broken copier - then head on to class.

5. Share A Meal

Have breakfast or lunch together. Sometimes I eat in the cafeteria with the kids, sometimes I take a few kids back to the room for lunch. On occasion, I bring my breakfast and have it in the room with the kids in the morning. We talk about stuff, tell jokes, complain about dumb siblings, argue about which video game is the best one ever in the world, and other really important topics. But seriously, it is probably the most valuable 20 minutes of our day. I don't do it every day because I really just need a break on many days, but a couple of times a week works for me. I actually enjoy it and we connect in a personal way that is often impossible during the jam packed day of lessons and tight schedules.

How do you form honest, authentic relationships with your students?

Welcome! I am Nikki Sabiston, a 20 year veteran teacher at Title I schools in Virginia. I share classroom management strategies and create teaching resources to enhance literacy, math, and behavior management in the elementary classroom.

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5 Simple Ways to Connect with Students and Build Relationships

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Being a teacher these days is not even remotely easy. The nonsense we have to deal with from developmentally inappropriate standards to endless meetings and data to no lunch or bathroom breaks are nothing short of lunacy. Throw in an unruly class with some serious behavior problems and you have a recipe for early retirement.

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How to Talk to a “Problem Student” Without Them Tuning You Out | Edutopia

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How to Talk to a “Problem Student” Without Them Tuning You Out | Edutopia

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You have that student. That "problem student" you always have to talk to. Or maybe you have 50 of them.

Okay, assuming he shows up... what am I going to say to him? What am I going to say that he hasn't already heard from all his other teachers? Is there even any point in meeting? Shouldn't I just call his parents and hope they can chew him out or something?

Devin (not his real name) was a constant problem in my intro to computers class. Constantly off-task, distracting his neighbors, ignoring my directions. My rapport with him might be described as cold, mayyybe neutral at best. One day I got pissed at my class for whatever reason (what, that never happens to you?) and as I was addressing them, the bell rang for the end of the period. I explicitly announced for them to stay seated even though the bell rang. I'm standing a few feet in front of the door and Devin nonchalantly gets out of his seat and heads for the door. I repeated to the class that they're not dismissed yet and asked Devin to return to his seat. Of course, he walked right past me (I knew better than to try to physically block a student from exiting), he opened the door, and walked out.

A few days later Devin got in trouble with me for something else and I was able to have him agree to see me after school (that itself was another small ordeal).

That meeting actually ended up being a turning point for our relationship. Here's what I did...
The Problem
Most likely you've tried giving a student "a talk" - a "see me after class" conversation. I mean when you pull them aside/outside and have a private conversation, usually detached from the event when emotions aren't charged anymore. You have enough time that you're not rushed and you can hold a meaningful conversation. So what does that conversation sound like? Whether it's told gently or angrily, this is probably what most "see me after class" conversations sound like *to the student*:

"You're being a problem. This is why you're a problem. This is why you need to stop being a problem. This is what you need to do or not do to stop being a problem. [Next conversation] Why are you still being a problem. I need you to stop being a problem. [This may even happen] Here - I'll even make this deal with you if you stop being a problem so at least the rest of us can have a chance at success."

If this is all a student hears, what do you think he'll do the next time he's pulled aside for another talk? He tunes you out.

Of course you don't literally say those words (I think), but if you think about how most of these "conversations" go, what would you say is the purpose of the conversation? The student and most likely the teacher would say the purpose is to get the student to- well, stop being a problem. While this may be what we want - and legitimately so because the student *is* being a problem and should stop being a problem, a conversation like the above is pretty limited in which students it works with and it most likely has a negative effect on the relationship (even though sometimes it may yield compliance).
Let's Switch Things Up
The Mindset Instead of centering the conversation around the student being a problem, center the conversation around getting the student to succeed (but don't worry, we'll still address the problems caused by the student). In the conversation, the bottom line is the student's learning, safety, and success. The idea you want her to leave with is that "This is about you and your success - right now you are not achieving this thing you want to achieve and I want to make sure I do what I can to help you achieve that." The idea you don't want her to leave with is that you're just trying to make your own life better or just trying to defend other students.

That's all fine and dandy, but how do we actually do that?
Tactic 1: Start the Conversation on the Right Foot with These Three Elements
Your student likely expects to hear nag nag nag, so if you start off with anything like that, you risk getting tuned out before the conversation even starts. Instead, you open the conversation with appreciation and concern. No judgment. Start the conversation with these three elements...

1. Recognize/thank the student

2. Describe signs that the student's success is at risk

3. Ask how you can support the student

Here's an example. "Thanks for coming in to talk. I know you'd like to do well in this class and I'd like you to do well, too. I'm concerned... I noticed you haven't been completing assignments and you've been doing poorly on quizzes, causing your grade to go down. Is there something I should know about or something I can do to help you do better in this class?"

Recognize - Show appreciation - doesn't have to be for a major accomplishment: "Thanks for coming in to talk". If possible, acknowledge any positive things the student is doing - improvement, effort, etc. If you reeeally can't think of anything, at least presume something positive: "I know you'd like to do well in this class...". Even if you're not sure that's true, instead saying something like "You don't even care if you fail" won't help the situation in any way.

Describe - Give observations that are evidence the student is being negatively impacted: "I noticed you haven't been completing assignments and you've been doing poorly on quizzes, causing your grade to go down." You are NOT describing the student's problem behaviors - you are describing the objective negative impacts of those behaviors as relates to the student's success.

Support - "... I'd like you to do well, too. Is there something I should know about or something I can do to help you do better in this class?"

If the student actually opens up, you must be willing to listen. What she says most likely won't excuse her behavior, but we weren't asking for excuses anyway. Your priority is to understand the student and make her feel understood. If you are asking the student to share her needs and she starts placing blame on you, it doesn't help you convey concern for her if you seem more concerned about defending yourself. That doesn't mean you need to agree with any accusations or comply with any requests, but at least acknowledge feelings and empathize. Do not get defensive. Your reaction here conveys to the student whether your interest is in her needs or in your own. If the student chooses not to share or she claims everything's fine, that's okay. By asking, you've helped establish your intentions around the conversation.
Tactic 2: Relate Every Point Back to the Student's Success
For the remainder of the conversation (including the part where you tell the student what he should or shouldn't be doing), as much as possible, connect your points to how they impact the student's success. Bonus points if you can connect them back to concerns the student raised earlier in the conversation.

"The other thing I wanted to discuss was that when I'm walking around helping students, I often see you on websites not related to what we're doing in class. It's tough for me to help you and for you to work on the assignment when you're not on the right website."

Next, frame the problem in terms of impact on other students (this has a better chance of being effective if the target student has a good rapport with fellow students)

"I don't know if you've noticed, but when you're on those other websites, your neighbors get distracted and start looking at what you're doing instead of working on their assignment. Then you guys start talking, which gets you distracted even more and it's even harder for you to learn."

Lastly, if you believe relevant, frame the problem in terms of impact on you (like before, the effectiveness of this is correlated with the student's rapport with you). When describing the problem's impact on you, try to wrap this back around to describe how that impacts the student (and/or the class as a whole).

"When I see you with your earbuds in, I get distracted and start getting frustrated, which interrupts the lesson for everyone [or] which makes it more difficult for you and other students to get help when I'm all flustered."

Almost anything can be brought back around to the student through his learning environment:

- Your behavior => impacts other students => impacts your learning environment => impacts you

- Your behavior => impacts teacher => impacts your learning environment => impacts you It's like how when you were taught to write an essay, you were told to keep reconnecting your points back to the thesis statement.

Same thing here, but the thesis is "Let's get you to succeed".
Aftermath
At the end of our conversation, Devin gave a relieved sigh, smiled, and lamented "Man, Mr. X [his other teacher - not his real name] never talks to me like this." I didn't want to throw a colleague under the bus so I just said something wishy washy about how different teachers have different styles. After that day there was a noticeable difference in Devin's behavior and demeanor. He was more focused in class, asked for help more freely, and always smiled and waved at me when he saw me in the hallways. He was even playful enough to joke around the next time I asked the students to stay in their seats - he pretended he was about to walk past me again and immediately cracked a grin and jumped back into his seat.

In terms of addressing Devin's concerns, he said he just felt lost in the class sometimes and I suggested a couple things I could try to help. I don't remember doing much more than just checking on him more frequently and giving him a bit more individual assistance when he needed it. I doubt my actual accommodations played a major role in Devin's improvement. Maybe he was used to being treated "as a problem" in most classes and it helped him to know I was willing to look beyond that and show concern about his learning and success instead of seeing him as just something that inhibits the learning and success of others. Maybe knowing his teacher went out of the way to make him feel understood goes a long way.
Takeaways
There's of course no magical thing you can tell a student that will just get them to turn things around, so while this may not "work" (aka "fix the problem") with every student in every situation, I know this has helped me de-escalate situations, reduce defensiveness, and strengthen relationships. My results with Devin are not typical, but that turning point also would not have happened if we hadn't had that conversation. More important than the exact tactics - which can be modified for your situations - is the overall philosophy of approaching a conversation with a student by framing the discussion in terms of their success. The point isn't to be disingenuous and "trick" students into thinking you care, but oftentimes we do fixate on the problem a student causes for us (naturally) and keeping this technique in mind may help remind us to shift our focus back to the student's needs.

(This post is an abridged version of the original blog post.)

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How to Talk to a "Problem Student" Without Them Tuning You Out | Edutopia

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You have that student. That "problem student" you always have to talk to. Or maybe you have 50 of them. Okay, assuming he shows up... what am I going to say to him? What am I going to say that he hasn't already heard from all his other teachers?

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Hey teachers, behavior charts are not the problem. Here’s why

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Hey teachers, behavior charts are not the problem. Here’s why

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Last week, Wendy Thomas Russell wrote a column for PBS Newshour, outlining the reasons behavior charts should not be used in the classroom. While her article outlined some potential issues with the inappropriate use of behavior charts in the classroom, there were many inaccuracies that respectfully need to be addressed.

As a behavior analyst, school psychologist and mother, I often see a misunderstanding of the field of applied behavior analysis. The most salient myth is that behavior analysis is about controlling behavior-however, that's not true.

The official definition of behavior analysis is "a science devoted to the understanding and improvement of behavior." That is, it seeks to empower students to achieve their full potential by enabling educators to recognize the environmental factors that affect students' behaviors and change them.

Often in applied behavior analysis, a misuse of terminology can sometimes lead to confusion and a misuse of strategies. This confusion of terminology is apparent in Russell's column. What she describes as a "reward" is actually being used as punishment because the reward is being removed when the behavior is poor. A reward is presumed to have a positive impact on behavior. Additionally, whether something is considered reinforcement or punishment must be understood within the context of the effect it has on a student's behavior. For example, if a behavior increases following the presentation of a token, then the token is reinforcing.

Let's talk about some of Russell's other claims.
Claim 1: They are shaming. "Rewards are for training pets not people."
Misuse: When used inappropriately, even seemingly positive things (grades, trophies, test scores, praise) can be used to shame a student. A child with behavior difficulty who does not receive appropriate behavior support is more at risk for shaming when he or she is constantly corrected--or removed from class altogether-than a child whose class focuses on teaching and encouragement.

Appropriate Use: The appropriate use can empower the student and improve relationships between teacher and student. Teachers should set clear, achievable goals for students that are developed in collaboration with the students. When goals are met, provide genuine praise; when they are not, explain why, and that the slate is clean and he or she can begin anew. The focus is on encouragement of appropriate behavior.
Claim 2: Behavior charts waste valuable class time.
Misuse: Calling attention to inappropriate behavior is the wrong way to use a behavior chart, and nothing wastes more valuable class time than ineffective behavior support strategies and the constant correction of behavior problems.

Appropriate use: Providing students with praise when they are engaging in appropriate behavior means increased time spent in instruction. This can be subtle, individual to the student, done while teaching and takes only seconds. Additionally, acknowledging a student doing the right thing, will help encourage the student with behavior difficulty to act similarly. This helps to build positive relationships.
Claim 3: "Extrinsic rewards reduces intrinsic motivation."
Misuse: Intrinsic motivation is when an individual engages in an activity for an internal reward (enjoyment, excitement, challenge). Some research has indicated that extrinsic rewards can reduce intrinsic motivation when they are used for activities that a student has a high probability of engaging or that they already find enjoyable.

Appropriate Use: There has been a significant amount of research that shows when extrinsic reinforcement is used appropriately, it does not reduce intrinsic motivation. Often in the classroom, rewards are used for activities that students are less likely to do. At these times, instructors should teach students specific behaviors and criteria that can lead to a reward, so that students know what is expected of them. Additionally, teachers should determine if the requirements are close to their instructional or skill level. Specific praise for low preferred activities should focus on the effort put forth by the student in meeting the behavioral criteria and not on "getting a token."
Claim 4: "Rewards and punishments rarely change behavior."
Misuse: Behavior analysis seeks to determine why an individual is engaging in a certain behavior. Rewards are only reinforcing if they change behavior, specifically, that they increase the likelihood that behavior will continue in the future. Often, teachers may believe that they are "rewarding" a behavior, but we can only determine if something is reinforcing or punishing when we see that change.

Appropriate Use: If an instructor implements a behavior strategy that does not reduce the inappropriate behavior or increase the appropriate behavior, then we must investigate what may be prohibiting that behavior change. This often involves determining the needs of the students and working to meet those needs. Behavior strategies do not dismiss the needs of students, in fact quite the opposite, it is used to develop more appropriate strategies for students to get their needs met.

The bottom line is, each of these strategies can be considered a tool for managing classroom behavior. With any tool, the user must learn how to use it properly. In the same way that it's ridiculous to throw out a hammer because you're using the claw to pound in nails, it's also ridiculous to dismiss these strategies as "ineffective" simply because the user doesn't yet understand how they work.
Have a question for the Healthy Kids panel? Ask it here. Read more from the Healthy Kids blog "

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Hey teachers, behavior charts are not the problem. Here's why - Philly

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Last week, a column for PBS Newshour outlined the reasons behavior charts should not be used in the classroom. While her article outlined some potential issues with inappropriate use in the classroom, there are inaccuracies need to be addressed. - Jessica Kendorski, PhD, NCSP, BCBA-D, Philadelphia Philly.com

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a letter to teachers on the use of stoplights in the classroom | beyond the stoplight

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a letter to teachers on the use of stoplights in the classroom | beyond the stoplight

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Dear Teacher,

Before you hang that stoplight up for the new school year, please put yourself on red for a minute or two. Rethink the idea that hanging a large paper traffic light in the front of the room, dotted with magnets or popsicle sticks displaying each student's name is ok. Rethink the concept that publicly tracking behavior and doling out consequences based on whose behavior moves them off of green each day is fair, kind, or appropriate. Please rethink.

I recognize myself in you. I once believed that giving students a "visual" for where their behavior stood in my class would enable them to control it, that all children could control their behavior, and that controlling behavior was one of the most important tasks on my teacher to do list.

As a first year teacher, I remember 'writing names on the board.' That's what I was told to do, and that's what my teachers did when I was in school. But then I started paying attention to the hurt, the shame, the frustration, and even the apathy in the eyes of those students whose names appeared in chalk day after day. They were six and seven years old, and I knew they deserved better.

I absolutely understand why you want it to work. It's a very big and very unwieldy job to be in charge of educating dozens of young children for six hours/day. But we both have to admit that a major part of the stoplight equation, even if it works, is shaming. And shaming children simply isn't what we educators are supposed to do.

We also know the predictable pattern the stoplight creates. Think about how it feels to see your name, day after day, moving towards that red circle, broadcast to your peers and anyone who walks into your classroom. Those are the very children who struggle with "school behavior," and they deserve our support, not embarrassment.

Or you could think about how it feels to be 5 or 6 or 7 years old and to worry daily about your name being moved from its perch on green. I promise, there are more authentic ways to get children to think about their behavior and more compassionate ways to help children to develop those executive functioning skills. There really are.

I know you can put a halt to it because I did, and it wasn't even that difficult. We simply started talking things out. I know you can do it because my current work takes me into so many wonderful classrooms of K-3rd grade children, both public and private, urban and suburban, with amazing teachers in each of those categories who don't use the stoplight or anything like it.

What they use, and you certainly have this too, it's just not as visible as the stoplight is right now... is respect. They teach and practice and brainstorm and model and discuss and live respect. Respect for the teacher, yes. But respect for children, too. The stoplight used this way does not respect children, their feelings, or their struggles.

So please leave that stoplight in the supply box. Don't use your crisp new class list to construct more names to move from green to yellow to red. Your students are so much more than popsicle sticks or magnets, and these events in your classroom are learning opportunities for all of you.

The school year is fresh and new. Ditch the stoplight and adopt an approach that helps every child in your classroom feel supported, not just the ones who are most able to control their behavior. All of you will feel better at the end of the school day. I know my students and I did.

Thank you,
Jen Bradley, Ph.D./mom to four/former chalkboard shamer
What else is out there?
For a list of ten alternatives to the stoplight, click here.

Here are three more resources to help you rethink this practice:
www.responsiveclassroom.org http://www.psychologytoday.com/blog/positive-psychology-in-the-classroom http://www.nea.org/tools/15828.htm
Are you a parent? Check out our stoplight post for parents.

This is a copy of an article originally posted on Germantown Avenue Parents. To read the rich debate in the more than 200 comments that followed, please click here.

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a letter to teachers on the use of stoplights in the classroom

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Dear Teacher, Before you hang that stoplight up for the new school year, please put yourself on red for a minute or two. Rethink the idea that hanging a large paper traffic light in the front of the room, dotted with magnets or popsicle sticks displaying each student's name is ok.

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The 2x10 strategy: a miraculous solution for behavior issues? - The Cornerstone For Teachers

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The 2x10 strategy: a miraculous solution for behavior issues? - The Cornerstone For Teachers

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The 2x10 strategy: a miraculous solution for behavior issues?

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The 2×10 strategy is simple: spend 2 minutes per day for 10 days in a row talking with an at-risk student about anything she or he wants to talk about.

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Why You Should Ignore Difficult Students The First Week Of School - Smart Classroom Management

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Why You Should Ignore Difficult Students The First Week Of School - Smart Classroom Management

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No, you're not going to ignore their misbehavior.

It's just that . . . well, let's back up a little.

When you first receive your roster for the coming year, it's normal to want to get the lowdown on your new class.

It's normal to seek out teachers from the grade below to see if you have any especially difficult students.

This isn't necessarily a bad thing.

But by doing so, you can actually trigger their misbehavior. You can cause these challenging students to jump right back into the same bad habits they struggled with the year before.

You see, teachers who know ahead of time which students have a proclivity to misbehave will inevitably try to nip it in the bud. They'll try to prevent it from growing into a major problem.

So they'll seat them in the front of the room. They'll pull them aside for pep-talks, warnings, and reminders.

They'll try to "catch them doing good" and use their hovering presence as a deterrent.

But what this does is send the message that nothing has changed from the year before-or the year before that. Teacher after teacher has employed the same strategies.

Yet they continue to disrupt learning. They continue to be silly. They continue to argue, play around, and get up and wander the room during lessons.
Because the extra attention, especially during the first week of school, is a form of labeling.
It tells them loud and clear that they're not like the other students. It tells them that they're not good enough, that they can't control themselves, and that they need special attention.

The truth is, labeling has a profound effect on individual behavior, more so than any other classroom variable.

It reinforces the false narrative difficult students already believe about themselves that "behavior problem" is who they are-as much a part of them as their eye color or shoe size.

So, on the first day of school, when they find their assigned seat in the front of the room, when they notice your frequent and proximate attention, when they're asked to line up behind the most well-behaved student in the class . . .

Their heart sinks.

Because they know that no matter what-new year, new class, new teacher-they can't escape their destiny.

Resigned to their fate, they shrug their shoulders and give you exactly what you expect. They become a walking, talking, misbehaving self-fulfilling prophecy.

It's sad and tragic. Yet it's a scenario that is repeated again and again in classrooms all over the world, with the same predictable results.

From the moment the new school year begins, if your behavior is in any way different around those few students with a "reputation," they'll recognize it immediately.

After all, they're looking for it. They're highly attuned to it. They know it intimately because they've been on the receiving end of it their entire lives.

So what should you do instead?
Treat them with the same gentle kindness, humor, and respect you do all of your students.
Don't go out of your way. Don't seat them in front of the room. Don't pull them aside for reminders, if-I-were-yous, false praises, warnings, and the like.

Instead, give them a chance to turn over a new leaf.

Pretend they're already perfectly well behaved. Act as if they're already successful. Show them that you believe in them by interacting with them just like you do everyone else.

Give them hope that this year is going to be different, and those backbreaking labels, which are causing so much of their misbehavior, will begin to slide off their shoulders.

Their eyes will rise to meet yours. Their expressions will soften. Their breathing will deepen.

Relief will wash over them like a summer rain.

Again, this doesn't mean that you'll ignore their misbehavior. You'll still follow your classroom management plan to the letter. You'll still hold them accountable.

Just like everyone else.

Give these school weary and teacher wary students a chance to become the potential you see in them.

Grant them a new prophecy.

Rewrite their story.

And they'll never be the same.

PS - The Smart Classroom Management Plan for High School Teachers will be available this Monday, July 18th. If you're a high school teacher, I hope you'll check it out.

Also, if you haven't done so already, please join us. It's free! Click here and begin receiving new-article updates in your email box every week.

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Why You Should Ignore Difficult Students The First Week Of School - Smart Classroom Management

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No, you're not going to ignore their misbehavior. It's just that . . . well, let's back up a little. When you first receive your roster for the coming year, it's normal to want to get the lowdown on your new class. It's normal to seek out teachers from the grade below to see if ...

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help children cope with fears and anxiety

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help children cope with fears and anxiety

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This week I was speaking with a teacher about a child in her class who is "afraid of almost everything, water, sand, other kids". Of course, I wondered about sensory issues and the child will now see a pediatric occupational therapist as well as a developmental pediatrician for some in-depth help. But it made me think, you all might want a bit of scoop on fears, worries and phobias. So here you go....When is a worry or a fear actually a phobia?

What is a phobia?

Fears are common and expected in childhood; however, for some children and teens, their fears can become very severe over time, and even develop into a phobia. A phobia is an intense, unreasonable or exaggerated fear of a specific object or situation.

How common are phobias in childhood?

On average, specific phobias begin in childhood, between seven to eleven years with most cases starting before age ten.

Approximately 5% of children and 16% of adolescents will have a specific phobia in their lifetime.

What causes phobias?

A child may have a phobia of something specific dogs, spiders, or snakes, for example. Research suggests that phobias may run in families. Both genetic and environmental factors (life experience) can contribute to developing a phobia.

Some children and teens develop a phobia after being exposed to a traumatic or frightening event. Their concerns begin as rational, a natural reaction to a frightening event. But when the child catastrophizes the event, or does not have the thinking skills to cope with or understand the event, sometimes the fear becomes larger than the situation warrants. Young children might also generalize an experience.

As an example, a child might be bitten by a white dog and then fear mashed potatoes or vanilla ice cream. This can be regarded as an error by the brain. The brain over-responds to a variety of stimuli that are similar to the original event.

How do fears and phobias affect children, as they grow older?

If a child is not helped to understand the fear and the meaning of the worry, he may feel powerless and thus may worry more. The key is to help the child feel powerful over his thoughts, feelings and experiences. The more coping skills he has, the better he will fair as he grows up.

Children often fear something because they think it will cause pain or from a previous experience, should a parent push their child to overcome their fear or let it happen overtime?

Research shows that children are not usually reassured out of phobias. It's best to help your child become an expert in their own anxiety and worries. Help your child develop the analytic skills to think about their phobias in a new way. Make them "brain experts." Help them explore their fears or worries and then empower them to develop new thoughts, feelings and behaviors regarding their fears.

What makes you worried?

What do you think when you are worried?

What do you fear will happen?

How is your brain responding to your fears or worries?

How BIG is your worry?

How big is the "true threat" of what worries you?

How can we "think differently" about this fear?

What else can we say to ourselves?

How can you help your brain calm down?

How can you help your brain see this fear differently?

What can you say to yourself when you begin to feel worried?

What can you do to calm yourself down?

How can I help you best when you feel worried?

What is a way to change a child's fear around and look at it as a positive?

Slowly facing the fear or worry in a safe way, builds up a sequence of new life experiences that may aid your child in developing a new perspective.

Help your child with a strategy that aids your child in evaluating the size of the true threat compared with the size of the worry. Using thermometers or balls can help in this regard. You are helping your child see how BIG the worry is.

Here is a helpful printable from our next book 70 Play Activities.

As an example, if you live in Minnesota and your child will not go out for fear of snakes, it's important for your child to know how rare a snake is in Minnesota. Remember, phobias are "overgrown fears." They are bigger than reality dictates. You can help your child shrink those fears down to size with collaboration and communication.

For more help on phobias here are a few books you might take a peek at.
Lynne Kenney, PsyD, is a mom, pediatric psychologist, educator, speaker and co-author with Wendy Young of BLOOM : 50 Things to Say, Think and Do with Anxious, Angry and Over-the-Top Kids. Lynne integrates neuroscience, nutrition, exercise and music research to enhance brain function and learning in children. Interact with us now on our NEW FB page. She has a variety of parenting and education tools to help parents, clinicians and teachers available HERE . Lynne teaches Play Math to teachers and parents and does over 50 workshops a year. Learn more about how she can speak with your school or clinic HERE .

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3 ways to help children with fears, worries or phobias

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This week I was speaking with a teacher about a child in her class who is "afraid of almost everything, water, sand, other kids". Of course, I wondered about sensory issues and the child will now see a pediatric occupational therapist as well as a developmental pediatrician for some in-depth help.

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Why I Will Never Use a Behavior Chart Again - Teaching in Progress

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Why I Will Never Use a Behavior Chart Again - Teaching in Progress

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I know from all the clip charts and behavior charts I have seen on Pinterest that this statement has probably already raised a couple of eyebrows, but I hope you'll hear me out anyway.

A few days ago one of my colleagues, (who is a great teacher, wonderful mom, and all around awesome person) sat down at our team meeting and said, "I want you to know that I am never using a behavior color chart again!"

I stopped using those charts years ago and I couldn't have been happier to hear her say that! And, it seems, her reason for saying it was not that different from my reason for letting those charts go. Her own sweet first grader had come home from school the day before, completely crushed after being put on "red"on the color chart. A sweet boy who wants nothing more than to please his teacher and do the right thing at school. I'm sure he did something he shouldn't have or tried his teacher's patience one too many times, but that child will not walk into that classroom with his head held high tomorrow.

I remembered my own son coming home from Kindergarten, day after day, in tears because he just couldn't seem to stay on 'green'. He wanted so badly to behave. He wanted to please his teachers. He wanted mom and dad to be proud of him. But his impulsivity did not allow him to keep himself in check for the whole school day. Every time she moved that clip, he was being reminded that he wasn't good enough for his teacher. That kindergarten year was one of the hardest years our family has endured. It is utterly heartbreaking to hear your child say things like, "I hate myself. Why can't I be good? My teacher hates me. I'm not good enough." Tears are dropping on the keyboard as I remember those moments.
Now that he is being treated for ADHD, he is much happier at school and doing well, but that color chart just about destroyed my son.

I began to look at my students through different eyes and imagine what they must be feeling.

Some are ADHD like my little guy and are battling their own bodies for control each day, some are coming from homes so broken and troubled it's just astounding, and many are simply neglected and left to be raised by siblings or television. I really had to stop and realize that my wishes for their classroom behavior were superceded by their own complicated lives.

This realization led me to discover a few things about color charts, both from using them and seeing them used in my own children's classrooms.

They track behavior, but they do not change it.

For kids who are not able to adhere to the cultural expectations of school, the chart can be absolutely demoralizing. And this seems to be mostly boys - hmmm.

The chart makes the assumption, before the kid ever crosses the threshold of the classroom door, that he is going to misbehave. Ouch.

As much as we try to make that chart seem like a 'reminder' and not a negative thing, it is still embarrassing to many children.

Even kids who always stay on 'green', often feel stress and worry as they watch some of their classmates repeatedly move on the color chart.

I know many proponents of the charts say that some kids just need the reminder to get back on track. They see their clip moved and they want to get back on green. The children know the chart is not a negative thing - it's just a way to encourage them to do the right thing. They need consequences for negative behavior. And the newer charts reward positive behavior. It works for me and my kids like it.
I hear and understand all of these beliefs - some of them are very valid. I held them, too.
But, I just ask you to place yourself in that little person's shoes, looking up at the teacher they want to impress (yes, even the disobedient, defiant, disrespectful ones:) and imagine how they see themselves. How they feel. What will they take away from the experience?

I just have to say that after using the charts, then letting them go and doing something different, I can't buy into my old color chart anymore. Kids do need reminders to stay on track. They do need consequences for negative behavior, and we should reward positive behavior. But not by causing stress, worry, and shame. I had to become a mommy and feel my own child's pain to see that.

So, the next logical question is "If I don't use a clip chart, what do I do?" The very same question I asked myself (many times!) The answer is actually a long one and is really a journey rather than an answer, but I would encourage you to look into some new ideas, see what else is out there, and give it a try:) While it was oh-so difficult for me, I am so glad that I stepped out of my comfort zone!

A few years ago, my school decided to use the Responsive Classroom approach which changed my thinking completely about classroom discipline. (I am not really touting RC as the best around, because it's just one of several great approaches out there to building a positive classroom community. There are other similar programs with similar tenets. This is just the one with which I am most familiar.) The way that RC builds community, helps children internalize social skills, and responds to behavior is so powerful.

I will leave you with one idea that could possibly take the place of a clip chart move. My school uses a "Take a Break" space. This is not a traditional "Time Out". This is a place in the classroom where children can take a moment to decompress, take a breather, or think about making different choices. The students often go there on their own, but sometimes are asked to go there by the teacher. The student will only stay there for about 1 or 2 minutes and I use an egg timer so kids don't stay too long.

The basket includes a mirror because sometimes it helps a kid to see the emotion on his own face in order to recognize it. There are squishy balls for squeezing the tension away, a few cue cards for self calming, and a timer to remind kids not to stay too long. There usually is a little stuffed cat in the box, too - wonder where it went!? Someone must have needed a little snuggle for the road:)

I know there are teachers who have found behavior charts to be very successful in their classrooms. I just wanted to share my observations and experiences and maybe remind us all to take a closer look at our little people from a different perspective.

~Nikki

UPDATE: If you would like the directions and printables to set up a Take A Break station in your classroom or home, you can purchase the file HERE on TPT.

Here is a post with a more detailed description for setting up a Take A Break space:

Here's another post you may find helpful. It gives ideas for what to do with chronic behavior issues that are not appropriate for the Take A Break space.

Welcome! I am Nikki Sabiston, a 20 year veteran teacher at Title I schools in Virginia. I share classroom management strategies and create teaching resources to enhance literacy, math, and behavior management in the elementary classroom.

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Why I Will Never Use a Behavior Chart Again

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Students are stressed more than ever. Sometimes that stress is manifested in the form of impulsive outbursts, anger, meltdowns, crying, yelling, arguing, or other types of emotional release. Kids don't always know what to do with all of that strong emotion and teachers and parents can not always drop everything to help.

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Marble Jar Reward System - The Teacher Toolkit

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Marble Jar Reward System - The Teacher Toolkit

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Marble Jar Reward System - The Teacher Toolkit

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This tool encourages on-task behavior. With the Marble Jar, teachers can frequently and easily reward desired behavior. Each time students exhibit a desired behavior, the teacher places a marble in the jar. Use marbles to support the behaviors that need the most attention. Once the jar is filled, the class earns a group reward.

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Tonya's Treats for Teachers: Behavior Bingo 101 how-to

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Tonya's Treats for Teachers: Behavior Bingo 101 how-to

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I have had a few people ask me how I do my Behavior Bingo. I thought today I would talk about how I use it! It is extremely easy and the kids just love it!

First of all, I get a 100 number pocket chart. Here is mine. I place all the black numbers inside of the pockets and don't use the other ones. Then, I use index cards and make a second set of numbers 1-100. I have about 5 WILD cards. I make sure the cards will fit in the pockets, decorate them and place them in a hanging basket by the bingo board.

This is this years bingo board. I still have yet to put the numbers in. But do you see the basket? That's where I place my decorated second set of numbers. I also have a BINGO poster that explains how they can earn a bingo chip as I call them, but they really are the decorated chips from the basket.

Here are the posters I use to explain how to earn chips. The first one is the one I am using this year and the second one is from previous years.

So how does this all work? Well, I use this as a whole class reward system. You could easily use this as individual or groups by printing out a 100 board and they color in the spaces.

So when the whole class does something that I feel is positive behavior they can earn pulls from the bucket. Like walking quietly in the hall, having great behavior in specials, a great note from a sub, anything like that.

Right away, the two hopping helpers of the week come in and pull however many chips I tell them from the bucket and place it in front of the number in the pocket chart.

Once they have a row filled up they earn a BINGO party. It can be a popcorn party, pj party, or whatever else your class thinks about. We usually do a vote. Parties can happen a few times a year depending on how well the kids respond to the system.

This year, I am also doing the mystery person. So when the mystery person does their job and I reveal who it is at the end of the day, the class will earn chips. I will reward the whole class because no one will know who the mystery person is. I will also give that mystery person something special too! I hope this helps with understanding how to do a whole class behavior bingo!

Last year I did two separate behavior bingo's for my literacy class and my homeroom class. Instead of having 2 pocket charts and 2 different sets of numbers I just made a 100 board on PowerPoint and had students color in the numbers when they were pulled.

If you would like more information just ask! Maybe this will be a new tool for you to use this coming school year!

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I have had a few people ask me how I do my Behavior Bingo. I thought today I would talk about how I use it! It is extremely easy and the kids just love it! First of all, I get a 100 number pocket chart. Here is mine.

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Creating Behavior Plans | School Psychologist Files

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Creating Behavior Plans | School Psychologist Files

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Inappropriate or disruptive classroom behavior is a common strife for teachers. Knowing how to create and properly utilize behavior plans can improve the classroom atmosphere and teacher satisfaction. Behavior plans are a useful classroom management tool for students engaging in inappropriate classroom behavior. They serve to teach and reinforce positive behaviors and are a way of documenting the success of the intervention.

Common behavioral strategies for classroom teachers

Planned ignoring - ignoring the problem behavior to reduce negative attention seeking behaviors

Signal interference - having a planned signal with the student as a reminder to redirect inappropriate behavior

Proximity control - placing students closer to the teacher, or when the teacher comes closer to a student who is at risk of engaging in an unwanted behavior

Token Reinforcement Systems - Student receives a "token" when a clearly defined target behavior is performed. Tokens can be exchanged for a wide variety of reinforcers. This works well for more disruptive students. It is easily administered with checkmarks or stickers. Tokens must be given immediately after target behavior is performed and it helps enhance self control

Social Reinforcement- Effective use of teacher attention and praise to promote appropriate behavior - "Catch 'em being good"

Primary Reinforcement- Reinforcers satisfy a biological need, such as using food

Contingency Management - A student receives a positive outcome or reward if certain conditions are met

Modeling- student observes other students receiving rewards for appropriate behavior

How to Create Effective Plans

Describe the targeted misbehaviors and be specific

Obtain a baseline measure of misbehavior (frequency or duration of misbehavior, production levels)

Determine what causes the behavior

Determine what is reinforcing to a student

Consider additional supports that might be needed

Define roles of anyone involved in the intervention

Document everything

Use positive practices in creating behavior plans. Positive and caring staff, students, and parents who work together are most effective. Use positive recognition and incentives. Clear consistent class rules and consequences are important and can improve situations and prevent many problems.

Successful behavior plans require the student become motivated. A teacher must first determine what motivates the student by interviewing the student or talking to parents and other teachers. Parents may also need to be involved on the delivery of rewards. Consider creating a menu of potential reinforcers that you are willing to give, and allowing the student to choose from the menu.

Every teacher wants their students to be intrinsically motivated (reinforcement directly from performing a task). The reality is, that some students are not intrinsically motivated for a variety of reasons. Extrinsic motivators (reinforcement from outside the performance of a task) are often used to motivate a student to engage in a more appropriate behavior. Some people feel that students should not be rewarded for something "they should be doing already." However, extrinsic motivators should be temporary. The goal is to motivate the student extrinsically until they begin to feel success and intrinsic motivation when the behavior is changed. Extrinsic motivators should be phased out slowly to best allow intrinsic reinforcement to provide the motivation.

Here is a good example of extrinsic/intrinsic motivation used correctly: A behavior plan is created for a student who does not do homework. He is initially rewarded with extra free time each night that homework is completed. After a few weeks of success, he receives a weekly reward for weeks that all homework is completed. He completed the homework for the reward initially, but grades came up. Parents were excited and quit nagging, teachers gave praise, and he began to feel proud of himself. He became intrinsically motivated and no longer needed an extrinsic motivator to be successful.
Evaluating Behavior Plans
After creating a behavior plan, it is important to evaluate the success. If you have good baseline data, it will be easy to measure the behavior again and compare. If the plan is working, gradually encourage more student independence. If it is not working, determine what is at fault, and revise and monitor closely. Behavior plans that are not consistently implemented often fail.

If difficulties continue, seek help from others. Consider a referral to a child study committee or instructional support team. Look for history of previous interventions and contact the previous teacher to see if this is an ongoing behavior and what has been tried. In extreme situations, consider revising or modifying the academic program or a class change.

All text on this page written by Erin N. King, Ed.S, NCSP, adapted from a presentation on Creating Behavior Plans, presented by Erin King, Ed.S, NCSP, April Howard, Ed.S, NCSP, and Tara Jones, Ed.S., NCSP.

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Inappropriate or disruptive classroom behavior is a common strife for teachers. Knowing how to create and properly utilize behavior plans can improve the classroom atmosphere and teacher satisfaction. Behavior plans are a useful classroom management tool for students engaging in inappropriate classroom behavior.

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Recognizing Why Gifted Children Have Behavior Problems

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Recognizing Why Gifted Children Have Behavior Problems

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Giftedness is wonderful in many ways, but gifted children may also have characteristics that can affect their social and emotional development. To understand your gifted child, it's a good idea to see how your child's giftedness can influence his or her behavior.

Problems Resulting From Asynchronous Development

Advanced intellectual skills are not always accompanied by advanced social and emotional skills.

When skills develop at different speeds, development is described as " asynchronous." In some cases, gifted children can run into problems when their intellectual power is not matched by their other abilities. For example:

Gifted children can intellectually understand abstract concepts but may be unable to deal with those concepts emotionally, leading to intense concerns about death, the future, sex, and other advanced issues.

Gifted children's physical development may lead to an inability to complete a task they are capable of intellectually envisioning. This can lead to extreme frustration and acting out. (Perfectionism may play a role in this frustration as well.)

A gifted child may be able to participate in adult conversations about issues such as global warming or world hunger one minute and the next minute cry and whine because a sibling took a favorite toy. This may confuse adults, and cause an overreaction to age-appropriate behavior.

Problems Resulting From Advanced Verbal and Reasoning Ability

While gifted children are capable of reading, speaking, and even reasoning above grade level, those abilities may not always be used in positive ways. For example:

Gifted children can be argumentative and/or manipulative. (Adults often remark that these children are little lawyers.) Parents and other adults need to remember that, although credit should be given for logical and convincing arguments, a child is still a child and requires appropriate discipline, no matter how clever or cute the behavior may look. Children who see that they can manipulate adults can feel very insecure.

A gifted child may try to outsmart parents and teachers.

Sophisticated vocabulary and advanced senses of humor can cause gifted children to be misunderstood, which can make them feel inferior and rejected. (This is one reason gifted children prefer to be around older children and adults.)

Problems Resulting From Perfectionism and Emotional Sensitivities

It's wonderful to have high-level skills, but those skills sometimes create unreasonable expectations. Some gifted children become perfectionists, expecting themselves to get 100 percent scores on every test. Giftedness can also lead to an overactive imagination. These issues can cause behavioral issues; for example:

Perfectionism can lead to fear of failure, in turn causing a gifted child to avoid failure by refusing even to try something (including doing a homework assignment).

Keen observation, imagination, and ability to see beyond the obvious can cause a gifted child to appear shy, holding back in new situations in order to consider all the implications.

A gifted child may require full details before answering questions or offering help, making him or her appear socially shy.

Intense sensitivity can cause gifted children to take criticism, or even general anger, very personally. Childhood sleights do not roll off their backs.

Sensitivity and a well-developed sense of right and wrong can lead to concern over wars, starving children, pollution, violence, and injustice. If they are overloaded with images and discussions of these issues, they can become introverted and withdrawn or even suffer from "existential depression."

Virtually all the characteristics of giftedness can make gifted children feel "different," even at a very early age. It's important, therefore, to get them together with children like them and with people who understand them.

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Why Gifted Children May Show Behavior Problems

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Giftedness is wonderful in many ways, but gifted children may also have characteristics that can affect their social and emotional development. To understand your gifted child, it's a good idea to see how your child's giftedness can influence his or her behavior. Advanced intellectual skills are not always accompanied by advanced social and emotional skills.

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30 Techniques to Quiet a Noisy Class | Edutopia

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30 Techniques to Quiet a Noisy Class | Edutopia

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One day, in front 36 riotous sophomores, I clutched my chest and dropped to my knees like Sergeant Elias at the end of Platoon. Instantly, dead silence and open mouths replaced classroom Armageddon. Standing up like nothing had happened, I said, "Thanks for your attention -- let's talk about love poems."

I never used that stunt again. After all, should a real emergency occur, it would be better if students call 911 rather than post my motionless body on YouTube. I've thought this through.

Most teachers use silencing methods, such as flicking the lights, ringing a call bell (see Teacher Tipster's charming video on the subject), raising two fingers, saying "Attention, class," or using Harry Wong's Give Me 5 -- a command for students to:

1. Focus their eyes on the speaker

2. Be quiet

3. Be still

4. Empty their hands

5. Listen.

There is also the "three fingers" version, which stands for stop, look, and listen. Fortunately, none of these involve medical hoaxes.

Lesser known techniques are described below and categorized by grade bands:

How to Quiet Kindergarten and Early Elementary School Children

Novelty successfully captures young students' attention, such as the sound of a wind chime or rain stick. Beth O., in Cornerstone for Teachers, tells her students, "Pop a marshmallow in." Next she puffs up her cheeks, and the kids follow suit. It's hard to speak with an imaginary marshmallow filling your mouth.

An equally imaginative approach involves filling an empty Windex bottle with lavender mineral oil, then relabeling the bottle " Quiet Spray." Or you can blow magic "hush-bubbles" for a similar impact.

If you want to go electronic, check out Traffic Light by ICT Magic, which is simply a stoplight for talkers. Other digital methods include the Super Sound Box, Class Dojo, or the Too Noisy App -- an Apple and Android tool that determines noise level and produces an auditory signal when voices become too loud.

Late Elementary and Middle Grade Attention Getters

Back when I taught middle school students, I would announce, "Silent 20," as a way to conclude an activity. If students returned to their seats and were completely quiet in 20 seconds, I advanced them one space on a giant facsimile of Game of Life. When they reached the last square (which took approximately one month), we held a popcorn party.

One of the best ways to maintain a quiet classroom is to catch students at the door before they enter. During these encounters, behavior management expert Rob Plevin recommends using "non-confrontational statements" and "informal chit-chat" to socialize kids into productive behaviors, as modeled in Plevin's video.

Two approaches for securing "100 percent attention" are modeled in a short video narrated by Teach Like a Champion author Doug Lemov -- a minimally invasive hand gesture and countdown technique ("I need two people. You know who you are. I need one person . . . ").

Another idea is to use a content "word of the week" to signal that it's time for silence. Examples: integer, renaissance, or circuit.

Quieting High School Students

Sometimes, rambunctious high school classrooms need a little longer to comply. In An ELT Notebook article, Rob Johnson recommends that teachers write the following instructions in bold letters on the chalkboard:

If you wish to continue talking during my lesson, I will have to take time off you at break. By the time I've written the title on the board you need to be sitting in silence. Anyone who is still talking after that will be kept behind for five minutes.

The strategy always, always works, says Johnson, because it gives students adequate warning.

Another technique, playing classical music (Bach, not Mahler) on low volume when learners enter the room, sets a professional tone. I played music with positive subliminal messages to ninth graders until they complained that it gave them headaches.

Call and Response

Below is a collection of catchy sayings that work as cues to be quiet, the first ones appropriate for early and middle grade students, and the later ones field tested to work with high school kids.

The teacher says... Holy. The students respond with... Macaroni.

The teacher says... 1, 2, 3, eyes on me. The students respond with... 1, 2, eyes on you.

The teacher says... I'm incredible. The students respond with... like the Hulk. Grrrrrr. (Kids flex during the last sound.)

The teacher says... Ayyyyyyyyyyyyyyyy. The students respond with... macarena.

The teacher says... I get knocked down. The students respond with... but I get up again, you're never going to keep me down.

The teacher says... Oh Mickey, you're so fine. The students respond with... you're so fine, you blow my mind -- hey Mickey.

The teacher says... The only easy day. The students respond with... was yesterday. (A Navy Seals slogan)

Implementation Suggestions

For maximum effect, teach your quiet signal and procedure, as demonstrated in this elementary level classroom video. Next, have kids rehearse being noisy until you give the signal for silence. Don't accept anything less than 100 percent compliance. Then describe appropriate levels of noise for different contexts, such as when you're talking (zero noise) or during a writing workshop (quiet voices), etc.

If a rough class intimidates you (we've all been there), privately practice stating the following in an authoritative voice: "My words are important. Students will listen to me." Say it until you believe it. Finally, take comfort in the knowledge that, out of three million U.S. educators who taught today, two or three might have struggled to silence a rowdy class.

How do you get your students' attention?

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30 Techniques to Quiet a Noisy Class | Edutopia

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One day, in front 36 riotous sophomores, I clutched my chest and dropped to my knees like Sergeant Elias at the end of Platoon. Instantly, dead silence and open mouths replaced classroom Armageddon. Standing up like nothing had happened, I said, "Thanks for your attention -- let's talk about love poems." I never used that stunt again.

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Positive, Not Punitive, Classroom-Management Tips | Edutopia

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Positive, Not Punitive, Classroom-Management Tips | Edutopia

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Public Versus Private Relationship

Community organizers try to help people understand the difference between public and private relationships (I was an organizer for 19 years prior to becoming a teacher). Often, those in power will try to blur that division when it suits their purposes (for example, politicians kissing babies).

Here is another example: I have spent time over the years working with many organizations, including religious congregations, organizing for community improvements. The political decision makers with whom we would have to negotiate for those neighborhood changes were sometimes members of those congregations, and they would often try to privately influence pastors or congregation leaders to take a different public position. The religious leaders, in turn, would point out that when it came time to participating in public life, it was a public relationship and public dialogue -- and when it came time to a personal issue, it was a private relationship and a private dialogue. In public life, the relationship was conditional, based on negotiation and reciprocity. In private life, the relationship was often based on love and friendship. This distinction was particularly important to demonstrate in public settings.

And we carried this distinction over to how members needed to act in the context of the organization -- at our meetings, with the media, and whenever they were in the public eye.

I apply this concept in the classroom by helping students understand the difference between public behavior and private behavior. When students are in the classroom, it is a public space with certain expectations. One small example is a student shouting out "I'm bored" or some other inappropriate comment.

One possible response to that kind of remark is a sharp admonishment from the teacher. Instead, though, what I generally do, either right then or at the next available opportunity, is to go over the student, put my arm around his or her shoulders, and have this kind of quick dialogue, with a smile:

Me: "Johnny, is it okay for you to think what you said?"
Johnny: "Yes."
Me: "Johnny, is it okay for you to tell your friends after class what you just said?"
Johnny: "Yes."
Me: "Johnny, is it okay for you to say what you just said out loud in the classroom?"
Johnny: "No."

And with both of us smiling, it's over.

I sometimes will have done it enough times with a student that when I go over, he or she will recite all of the lines. Notice that the dialogue leads with what students can do, instead of what they can't.

These kinds of inappropriate comments seem to decrease as the school year goes on, because at least some students gain a greater understanding of the differences between public and private, an understanding that should serve them well for years to come.

"What Would Be the Long-Term Effect of Doing That?"

Educator and positive classroom management consultant Marvin Marshall recommends a simple strategy of asking a disruptive student a simple question, either in the moment or afterward: "What would be the long-term effect of doing that?" As he suggests, asking can be far more effective than telling.

Alternatives to Collective Punishment

I suspect many teachers have had an experience like this:

A paper airplane, ball of paper, or pencil flies through the air, or somebody makes an obnoxious noise. The object is probably aimed at another student, and it may or may not hit the intended target. The noise is just meant to be funny.

You can tell the general area it came from, but you don't really know who the culprit is. It's frustrating because that kind of behavior does not contribute to a learning community.

What do you do?

It's not uncommon for teachers to first yell something like, "Who threw it?" No one admits to it, and then the teacher will punish the entire group.

Here's a definition of collective punishment:

Collective punishment is the punishment of a group of people as a result of the behavior of one or more other individuals or groups. The punished group may often have no direct association with the other individuals or groups, or direct control over their actions.

I'm not convinced that this behavior is one we want to model for our students.

If collective punishment is out, then what are the alternatives?

This kind of misbehavior does not happen that often in my classes, thankfully, but it certainly does occur. What I usually do is go over to the area where I suspect the noise or projectile originated and quietly explain that I don't feel respected when this kind of thing happens. And, since I feel like I show that I respect students at all times, I would hope they would want me to feel respected. I then explain that I don't know who actually did it, but that I would like each of them to commit that they will not throw something (or make a noise, etc.), and we shake on it. I tell them that I'm sure they are people of their word, and the matter is closed.

Nine times out of ten, that is the end of things, and there is no repetition.

However, if it does happen again, I go to the next step. For example, somebody in my class was occasionally making an obnoxious noise. I knew it was one of two students. I did the first step with them, and that went fine. Then, two days later, one of them made the noise again.

I asked them both to come outside with me, and I explained that I was disappointed that one of them was not keeping their word. I knew that one was trustworthy, but I didn't know which one. So I said that I couldn't trust the word of either of them and didn't like feeling that way. I suggested that the person who was making the noise might want to think about how his or her actions were now affecting the other student. Then, I gave them a few minutes to talk about it privately (I left the door open and asked them to stay in front of it so I could observe their actions, but not overhear what they said).

We didn't hear that obnoxious noise again.

So in other words, the second step, when necessary, is to ask students to consider the impact their actions have on others, and ask them to try to work out problems among themselves. In my teaching career, this has almost always resulted in stopping the inappropriate behavior and, I hope, students gaining some added maturity.

Of course, one of the most common situations where the specter of collective punishment is raised is after a difficult time with a substitute teacher. One preventative strategy is the use of something like the Attitude and Behavior With A Substitute Teacher grading rubric. Early in the year, the teacher shows the simple rubric to students and explains that a substitute will use it with them. Five minutes prior to the end of class with the sub, he or she will distribute the rubrics, and students will write down their names and grade themselves. The sub will then go around, give what grade he or she believes the student has earned, and collect the sheets (this process means the sub does not have to worry about remembering individual names and can base the evaluation on student faces).

This can be a very effective strategy to reduce teacher temptation to inflict collective punishment on a class, enhance the likelihood of a class with a sub being somewhat productive, and dramatically reduce stress for the sub.

After a class has shown that it understands and respects the expected behavior, a teacher can experiment with not using the grading rubric and explaining to students that he or she trusts that they will act appropriately.

In Part Two of this excerpt, I'll offer additional positive classroom management strategies. In the meantime, please share your own in the comments section below.

This article was adapted and excerpted with permission from Larry Ferlazzo's Self-Driven Learning: Teaching Strategies for Student Motivation, © 2013 Eye On Education, Inc. Larchmont, NY. All rights reserved. www.eyeoneducation.com. More information about this title is available here.

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Positive, Not Punitive, Classroom Management Tips

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Community organizers try to help people understand the difference between public and private relationships (I was an organizer for 19 years prior to becoming a teacher). Often, those in power will try to blur that division when it suits their purposes (for example, politicians kissing babies).

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20 Tips to Help De-escalate Interactions With Anxious or Defiant Students | MindShift | KQED News

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20 Tips to Help De-escalate Interactions With Anxious or Defiant Students | MindShift | KQED News

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Anxiety is a huge barrier to learning and very difficult for educators to identify. "When anxiety is fueling the behavior, it's the most confusing and complicated to figure out," Minahan said. That's because a student isn't always anxious; it tends to come and go based on events in their lives, so their difficulties aren't consistent. When we are anxious our working memory tanks, making it very difficult to recall any salient information.

Researchers surveyed a group of first graders none of whom had any reading or math disabilities. Those who had been diagnosed with an anxiety disorder were eight times more likely to be in the lowest achieving group in reading, and two-point-five times more likely to be in the lowest quartile in math achievement by the spring.

"Anxiety is a learning disability; it inhibits your ability to learn," Minahan said. But it isn't usually recognized as a learning disability and there is almost never a plan for how to address it in the classroom. "For kids with anxiety, the 'can'ts fluctuate," Minahan said. "When they're calm they can. When they're anxious they can't. And that's very deceiving."

Anxiety isn't about ability, it's about interference, which means that traditional rewards and consequences don't often work with this group of learners.

"Rewards and consequences are super helpful to increase motivation for something I'm able to do," Minahan said. But an anxious person's brain has shut down and they aren't able in that moment to complete the task being asked of them. The best way to combat this tricky problem is to try to prevent anxiety triggers and build up students' social and emotional skills to cope with the moments when anxiety sets in.

When kids are in the throes of bad behavior they have poor self-regulation skills, often get into negative thinking cycles that they can't stop, have poor executive functioning, become inflexible thinkers and lose social skills like the ability to think about another person's perspective. That's why kids can seem so unempathetic when teachers ask, "how do you think that made Sam feel?" At that moment, the student acting out has no ability to take Sam's perspective, but a few hours later or the next day, he might be able to show the remorse educators want to see.

ALL BEHAVIOR HAS A FUNCTION

Bad behavior is often connected to seeking attention, and when kids act out, they can see the results.* "Negative attention is way easier to get and hands down easier to understand," Minahan said. "It's much more efficient." Adults tend to be unpredictable with attention when a student is doing what she is supposed to do, but as soon as there's a dramatic, obvious tantrum, the student has the teacher's attention. And negative attention is powerful -- one student can hijack a whole classroom.

A common teacher response to low-level negative attention seeking is to ignore the student. The teacher doesn't want to reward bad behavior. "I want to caution you about ignoring someone with anxiety because their anxiety goes up," Minahan said. Ignoring an already anxious student can accidentally convey the message that the teacher doesn't care about the student, and worse might escalate the situation. Perhaps a teacher can ignore a student tapping his pencil or banging on his desk, but threatening behavior can't be ignored. And the student learns exactly what level of behavior he must exhibit to get attention.

TIP 1: Instead, "what you need to do is make positive attention compete better," Minahan said. She often suggests that teachers actively engage the most difficult student at the beginning of class saying something like, "I can't wait to see what you think of this assignment. I'm going to check on you in 5 minutes." When the teacher actually comes back in five minutes, validates the student's progress, and tells her another check-in is coming in ten minutes it sets up a pattern of predictable attention for positive behavior. And while it might seem unfair to take that extra time and care with one student, it ultimately saves instruction time when a teacher doesn't have to deal with a tantrum that sends the student out of the room.

TIP 2: Often in an attempt to form a positive relationship with a student teachers will publicly praise positive behavior. That can backfire, especially with anxious kids who don't want any extra attention from peers. Private or non-verbal praise is often better. Minahan recommends pulling students aside at the beginning of the year to ask how teachers can best tell them they're proud. "It's a gift to your February self if you can figure out a system now, otherwise you'll get stuck on the negative attention scale," Minahan said.

Tip 2.1: She also recommends fact-based praise as opposed to general praise. Vague praise is easy to dismiss.
ANTECEDENTS TO BAD BEHAVIOR
Many kids have predictable anxiety triggers like unstructured time, transitions, writing tasks, social demands or any unexpected change. Similarly the antecedents of negative behavior are fairly predictable: unfacilitated social interactions, interaction with an authoritative adult, being asked to wait, when demands are placed, being told no, writing, and transitions.**

Tip 3: "Teach waiting now," Minahan said. "When you are anxious, despite your age, it's very hard to wait." She was asked to observe a boy who constantly disrupted class. Minahan soon noticed the boy often did his work, but if he finished early or there was downtime in the class, he would start causing trouble. When Minahan pointed this out to him he had no idea what "wait time" was. She had to spell out to him that when he finished a task he should apply a strategy, like turning over the paper and doodling appropriately on the back. After this small intervention the student's behavior was so improved that his teacher thought he'd gone on medication.

'You can have really bright, able children whose anxiety is interfering so much.'

For kids with anxiety, there are a number of strategies teachers can employ. The first is not to take any student behavior personally. The student isn't trying to manipulate or torture the teacher, his behavior is reflecting something going on internally. Often a short movement break can help relieve anxiety, but not the way they are commonly given.

Minahan described a seventh grade girl who was recovering from an eating disorder. The girl was scraping her arms so badly they would bleed. After lunch, predictably, the behavior was worse, so her teachers were letting her color and draw to relieve her anxiety. Another common break is to tell a student to go get a drink of water down the hall. The coloring break wasn't working for this seventh grader and Minahan soon figured out why. "We accidentally left her alone to fester in her anxious thoughts," she said.

Tip 4: Leaving class doesn't give the student a break from internal negative thoughts like "I'm fat," or "I'm not smart enough," which paralyze thinking. But a break paired with a cognitive distraction does offer respite from the "all or nothing" thinking that's so common with anxious students. An older student might take a break and record herself reading a book out loud for a younger student with dyslexia. It's impossible to read out loud and think another thought. Other distractions could include sports trivia, sudoku or crossword puzzles. Little kids might do a Where's Waldo or look through a Highlight magazine for the hidden picture.

Tip 5: When teachers want to wrap up a task they often use a countdown. "Silent reading time is going to be over in five minutes." But counting down doesn't support a high achieving anxious child who feels she must finish. And it takes a lot of executive function skills and cognitive flexibility to fight the urge to keep going after the time is up. So instead of counting down, a teacher might walk over to that student and say, let's find a good stopping point. She may stop a minute later than the rest of the class when she reaches the designated point, but it won't escalate into a tug-of-war.

Transitions are another common time for kids to act out. Younger students often don't want to come in from recess, for example. But when a teacher says, "Line up. Recess is over. It's time for your spelling quiz," it's no wonder the student doesn't want to go from something he loves to something he hates.

Tip 6: The teacher can give students an in-between step to make the transition more palatable. Go from recess, to two minutes of coloring, to the spelling quiz. The intermediary step gives that non-compliant student behavioral momentum. He's already sitting down, quiet, with pen in hand, so the jump to spelling isn't as jarring.

For middle and high school students, school is all about being social, but the only times students get to see their friends are in the two to five minute passing periods between classes. Again, the transition is from something they love to something they hate, so don't make that transition extra hard by collecting homework as they come in the door. The toughest kids are probably already not doing well in the class, and a reminder of the homework exacerbates feelings of inadequacy.

Tip 7: One high school geometry teacher started playing two minute YouTube videos about geometry as students came into class. It got students from the hallway into the classroom without thinking negatively and her class started to run more smoothly. She didn't have the same interruptions she used to, which made the lost two minutes seem worth it.

Tip 8: Minahan also likes some of the biofeedback tools that are now available, like the EmWave. A wound up student puts a sensor on his finger and calming down becomes a game. He might start out with a picture of a black and white forest, but as he calms down (and the sensor monitors his heart rate) the colors start to pop in. It can take as little as two to five minutes to completely calm a kid down when they can see the feedback so clearly.

"I like it because it's so concrete," Minahan said. A student with high functioning autism might not even know what a teacher means by "calm down," but with the biofeedback device she can see what it means.

WORK AVOIDANCE

Minahan says it's very common for students to have trouble initiating work, persisting through work and asking for help, but there are strategies to help kids build the skills to get better in these areas.

"You can have really bright, able children whose anxiety is interfering so much," Minahan said. The anxiety isn't coming from nowhere; it's coming from prior experiences of feeling frozen and stupid. In that moment the child's working memory isn't working, so teachers need to find ways to bypass it until the anxiety passes.

Tip 9: One way is to let students preview the work for the day. In the morning, an elementary school teacher might work on the first few problems with the anxious child so she knows she can do it. Then, when it's time for that work later in the day, that child receives the sheet she's already started and can go from there.

Tip 9.1: In high school, teachers can give students with trouble initiating the preview as homework. Students can start at home without any pressure and continue at school. "Fight or flight is the worst when they first see it," Minahan said, so try to bypass that moment and prevent a breakdown.

Tip 10: At the same time, when the teacher names the strategies a student is employing, he is helping the student build a toolbox that can be used independently. Strategies might include, asking a teacher to help her start when she feels frozen, or asking to preview the homework. For perfectionist students, difficulty starting can stem from a fear of messing up. Give those students dry erase boards, where the mess ups can be easily erased. It helps when teachers treat the difficulty starting as a small problem and say something like, "Looks like you're not initiating. What strategy are you going to use?"

'When I shift the reinforcement to skills, I've noticed the skills go up and that's what makes the difference for the kids who have mental health difficulties.'

Tip 11: Some strategies to build persistence include skipping the hard ones and doing the ones a student knows first, working with a buddy, and double checking work on problems that have been completed.

Giving help in class is often a tricky balance, especially if a student is too embarrassed to ask vocally. Instead of acting out because she can't do the work, the student might raise her hand, pass the teacher a note or make eye contact. Then the teacher has to be careful not to give too much help. "We accidentally create dependency because we help so much," Minahan said.

That goes for academics as well as behavior. Often a teacher will notice a student becoming agitated and dysregulated and tell him to take a short walk. But ultimately the student will be better served if he can learn to monitor himself and implement strategies when he notices early signs of agitation. "Kids have to learn how to catch themselves on the way up and calm down there," Minahan said, because that's when the strategies work. But kids need to be taught how to recognize the signs.

Tip 12: Teach kids how to do a body check. With younger students a teacher can describe the signs of agitation as they are happening so the student starts to recognize them. With older students, ask them where in their body they feel anxious, for example, "in your belly?" "Give them the data every day," Minahan said. "This is your body on the way up." After the groundwork has been laid, a teacher can just say "body check, please" to let a student know it's time to check in with themselves and start using a strategy.

But what can you do when a kid is already exploding? Minahan says, not much because the child will have a very hard time reacting in a reasonable way once he or she is riled up.

Tip 13: What educators can do is anticipate those moments and rehearse self-calming strategies when the child is calm.

In one case, Minahan knew an elementary student she was working with was going to have a traumatic change in her life. The child's mom was giving her up to foster care and the date had been set. To prepare for what would undoubtedly be a moment when the student couldn't control herself, Minahan had her practice self-calming in the social worker's office, where she would probably go on the day. Twice a day for five minutes she rehearsed a self-calming routine when she was already calm so her working memory was available and she was learning the strategies.

When the day came and the child did freak out, Minahan quickly got her into the office with very little touching or verbal interaction which might further set her off. Once there, the girl got into her routine, and started singing to herself as a cognitive distraction. "The rehearsal allowed for automaticity and did not require cognition or working memory in that moment," Minahan said.

Tip 14: Rehearse replies to confrontations. Minahan worked with a high school student who constantly got in fights. If he felt disrespected he'd start swinging. Together they rehearsed over and over him saying, "I don't have time for this," and walking away. During the rehearsals, Minahan gave him something to hold in his hands as he said this. And soon, he stopped getting in fights. It gave him the moment he needed to make a decision not to use his fists and a go-to automatic reply.

Tip 15: Use data to disprove negative thinking. Writing is a common barrier for kids with anxiety, Minahan said. But one way to begin getting students past this hurdle is to ask them how hard a task will be before they start and again after they've completed it. Almost always the perception of the task is worse than the actual task. With several weeks of data you can show students the pattern in their responses.

Minahan worked with a girl who hated writing so much that she was skipping school twice a week. She would often say that writing was torture to her. Minahan broke writing down into component parts with corresponding strategies for getting started on each part. When the student worked on a writing task Minahan would ask her how many strategies she employed. Often the girl didn't use that many strategies, which didn't fit with her own conception of herself. "We reframed her whole thinking and she felt more empowered to solve her problems," Minahan said.

INTERACTION STRATEGIES

In any interaction with students teachers can only control their own behavior, but that's actually a lot of power. "We are 50% of every interaction with a child," Minahan said. "We have a lot of control over that interaction."

Tip 16: If a teacher gets off on the wrong foot with a student early in the year, try randomly being kind to the child, rather than only giving positive attention based on his or her behavior. This kind of noncontingent reinforcement helps the child to see the teacher likes him for who he is, not because he does math well or reads perfectly, Minahan said.

Tip 17: In areas where the difficult student is competent, give her a leadership role. Maybe let her take a younger child to the nurse or start an activity club. This helps change the child's perception of herself and also her relationship to the teacher.

Tip 18: When demanding something of a student, don't ask yes or no questions and teach kids not to ask yes or no questions. In that scenario, someone has a 50 percent chance of being disappointed with the answer. By changing the question, the teacher opens the door for the answer to be diffusing, rather than an escalation of defiance. For example, if a student asks, "Can I work with Jack?" The teacher can reframe the question: "Oh, did you want to know when you could work with Jack? You can ask: When can I work with Jack." The student might not like the answer, but it likely won't produce the same explosive reaction as getting an outright "no."

Tip 19: Give kids time and space. If a student is prone to arguing, eye contact and physical proximity can escalate potential protests.*** For example, if a kid is humming in an annoying way, a typical teacher move might be to make eye contact with the child and shake your head to get him to stop. But in this situation eye-contact is non-verbally asking the child for a response, which he may be incapable of giving at that moment. Instead, calmly walk over and put a note on his desk that says, "please stop humming." Then run away and do not make eye contact with that student for a few minutes.

"The initial reaction is not pleasant and you have to wait for them to de-escalate before they can comply," Minahan said. Sometimes the mere presence of the teacher prevents that de-escalation.

Tip 20: Reward practice or strategy use, not performance. "When I shift the reinforcement to skills, I've noticed the skills go up and that's what makes the difference for the kids who have mental health difficulties," Minahan said. Ultimately, educators are teaching kids the skills and strategies that they can then use throughout their life when they're anxious, so rewarding practice makes sense.

The more teachers can empathize with students, teaching skill building and focus on preventing challenging behavior, the smoother the classroom will run. Often that means learning about the student in order to identify triggers and design new ways of interacting with even the most challenging students.

*An earlier version of this post overstated the connection between bad behavior and seeking attention.
**An earlier version of this sentence highlighted only one type of negative behavior -- fighting.
*** This section was updated to include the situations under which eye contact could make a situation worse for a student. We regret these errors.

Don't miss an episode of the MindShift Podcast

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20 Tips to Help De-escalate Interactions With Anxious or Defiant Students | KQED

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Anxiety is a huge barrier to learning and very difficult for educators to identify. "When anxiety is fueling the behavior, it's the most confusing and complicated to figure out," Minahan said. That's because a student isn't always anxious; it tends to come and go based on events in their lives, so their difficulties aren't consistent.

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How to get students to follow directions the first time | The Cornerstone

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How to get students to follow directions the first time | The Cornerstone

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By this point in the school year, you're probably having some moments when you feel like you'll lose your mind if you have to repeat yourself one. more. time. Some of you have probably felt like that since September! And that's perfectly normal. A big part of a teacher's job is teaching students to listen, follow directions, and be self-directed and independent in their work, and that means LOTS of repetition and reinforcement. It can be exhausting, for sure, so here are some tips to help kids listen to your directions and follow them the first time:

Speak up and say exactly what you need.

There have been many times when I gave directions and heard my students whispering to each other afterward, "What'd she say?" even though I was certain I'd been perfectly clear. Eventually my husband pointed out my habit of trailing off mid-sentence and assuming people know what I'm talking about. I realized that I'd often given the first part of a direction to the class, and when the classroom began buzzing with the background noise of students getting materials from their desks and whispering to each other, I assumed they knew what to do and didn't command the same attention for the remainder of the directions. I've had to be very mindful about enunciating and making sure I've given the full directions very clearly.

Use a magic word so students don't move or talk until you're done giving directions.

This is a wonderful trick for elementary-aged students that I picked up from a co-teacher. Choose a silly word like "pepperoni" or a fun vocabulary word and teach students not to lift a finger until they hear you say it. For example: "When you hear the magic word which is? [class says "pepperoni"), you're going to get out your math journal, pencil, and eraser. [Pause] Pepperoni." Young students will listen intently to everything you say in anticipation of hearing the magic word, and you can let kids take turns choosing the magic word for the week to keep their interest up.

Have students repeat directions back to you.

There are several ways you can do this, and I like to switch it up to keep kids on their toes. Sometimes I'll say, "Tell your partner what the directions are for this activity" and hold up 10 fingers, slowly putting my fingers down one at a time until I'm at zero, then I release students to begin the activity. Other times I'll have students repeat the directions back to me in unison: "I need you to take out your math book and turn to page 67. Which page? [67] Thank you, go ahead." I've also known teachers who give students a moment of silence to think about the directions and visualize themselves following through.

Write important information in a special place on the board.

Anytime you mention a page number, a time, or any other detail students are likely to forget, make a note of it in a designated section of your board. Then you can simply point to the board or poster instead of repeating yourself. Many students find this extremely helpful, and over time, they will learn to check the board before asking you to give the directions again.

Use a backwards countdown or timer to keep things moving.

Isn't it funny how something as simple as cleaning up math manipulatives can take ten minutes if you allow it to drag on? The timer is your best friend. Tell kids they've got 2 minutes to get everything put away and be prepared for the next activity. You can use a real timer and put it under a document camera for students to see, or project an online timer or timer app on your IWB to display the countdown. For really short time periods, countdown verbally and show the amount on your hands: "When I get to zero, I need you to have your backpack on and be ready to line up. 10, 9, 8..." When time is up, move on to the next activity just like you said you'd do, and let stragglers catch up without acknowledging them except to help as needed. If you're consistent with this, students will learn you mean what you say and they have to keep pace!

Give students a purpose for following the directions.

If you want students to open their novels prior in preparation for a discussion, say, "Please turn to page 214 and find the word quintessential. I'd like you put your finger on that word and be prepared to talk about what it means in the context of the paragraph. Ready? Okay, page 214. I'll know you're ready when I see your finger on the word quintessential." If you want groups of students to prepare for a science experiment, ask them to assemble the materials they need and hold up a specific item when they've found it-they'll work more quickly because they won't want to be the last group to find it.

Ask, "What should you be doing right now?"

When students are off-task, it's tempting to repeat yourself or nag. Instead, prompt students with questions that require them to think about their choices and the task at hand. Most of the time, students know the correct answer and will either tell you or simply get on task.

Use the 3 Before Me rule.

When students have a procedural question that's not related to instruction, teach them to ask three other students before they ask you. It's a great way to get students the information they need without having to say "Yes, I said you can get a drink right now. Yes, you can read your book when you're done," over and over again. If you model and practice this effectively, then the next time a student asks "What are we doing right now?" you can simply smile and hold up 3 fingers.

Talk less.

The more students hear your voice, the more likely they are to tune you out, and before you know it, you've become the teacher on Charlie Brown. The wake up call for me was when I was actually tired of hearing my own voice. It's a challenge, but try to speak only when you have something important to say, and resist the urge to fill every moment of instruction with commentary. Remember: the person doing the most talking is the person doing the most learning, so that role should go to the kids.
How do you help students follow directions? What tips and tricks work in your classroom?
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How to get students to follow directions the first time

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By this point in the school year, you're probably having some moments when you feel like you'll lose your mind if you have to repeat yourself one. more. time. Some of you have probably felt like that since September! And that's perfectly normal. A big part of a teacher's job is teaching students to listen, follow ...

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Free Technology for Teachers: My Three Favorite Classroom Timer Tools

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Free Technology for Teachers: My Three Favorite Classroom Timer Tools

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One of the challenges of teaching in a high school or middle school that uses block scheduling is many students struggle to focus for 80 minute, 90 minute, or longer blocks of time. I always try to break up blocks like this into shorter segments with breaks. To prevent breaks from running too long, I always use a timer. I also use timers to time break-out activities. Whenever it is possible to do so, I like to display the timer countdown on a projector or whiteboard so that all of the students can see it. These are the three timer tools that recommend more than any others.

Task Timer is a free Chrome app that you can use to time multiple tasks or events at the same time. The app works online and or offline in the Chrome web browser. After installing the app you can create a set of tasks that you want to time. You can run multiple timers at once or run them individually. The timer functions on a countdown basis. A chime sounds when time has expired on each timer.

Russel Tarr's Classtools Countdown Timer has two slick features. You can create and set multiple timers on the same page. This means that if you had students sharing in rapid succession you wouldn't have to reset the timer for each student, you simply move onto using the next timer on the page. The second feature of note in the Classtools Countdown Timer is the option to add music to your timers. You can have your countdown timers set to music. Mission Impossible, The Apprentice, and Countdown are the standard music options. You can add other music by using the YouTube search tool built into the timer.

A third timer option is to simply type into Google search "set timer" followed by an amount of time and a countdown timer is displayed. An alarm beeps when time is up. You can make the timer appear full screen without advertisements by clicking a little box icon to the right of the timer. You can see this feature in action in the video below.

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One of the challenges of teaching in a high school or middle school that uses block scheduling is many students struggle to focus for 80 minute, 90 minute, or longer blocks of time. I always try to break up blocks like this into shorter segments with breaks.

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10 Ways to Flip a Kid and Turn Their Day Around

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10 Ways to Flip a Kid and Turn Their Day Around

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In A Story of a Young Life Turned Around by Great Teachers, Kevin Honeycutt shared, "I believe you can flip a kid on any given day in one hour." I've been thinking. Can you?

Well, when something horrific happens: death in the family or other trauma - maybe not. But on most days with most kids, I think this is true. I had an upset child just yesterday. We had a private talk as she was coming into the classroom (straggling behind everyone else). And yes, she was flipped. My words and our interaction FLIPPED HER and changed her day. When I saw that happen, I realized that it is true. We can flip kids (and perhaps each other) if we pay attention and notice.

Here are some ways you can flip a kid. Please share yours in the comments. Let's get this kid flipping conversation going!

10 Ways to Flip a Kid in Your Classroom and Turn Their Day Around

I've been pondering, "how do you flip a kid, like you flip a house?" Reflecting over fourteen years, here's how I've seen it done.

1. Rebelieve in a child.

Kevin Honeycutt talks about rebelieving on the show. Give the child another chance. Decide you're going to rebelieve in them and show it with your actions. It can be hard, but it is necessary. (Sometimes we need to re-believe in colleagues too.)

2. Stand there and care as they enter the classroom

Stand at the door, look them in the eye and call them by name as the day begins. If you look at their eyes, you can tell if they've slept. You can see stress. You can figure out all kinds of things. Call them by name. Ask them how their weekend was or if they're doing ok.

3. Notice kids who need extra attention and give it.

When you notice kids who are having a bad day (as they enter your room), ask them how they are. Connect with them on a personal level. Talk to them.

4. Be genuinely interested in your students.

Know what the student likes, ask them about their hobby or interest. If you can know about these ahead of time (see the 2 activities below), then you're ready. Here are two classroom activities to uncover their interests:

Classroom activity 1. Adapted from Dave Burgess.

Step 1: Set the Stage. I call my Computer Lab the "Wonder Lab." I talk to students about how this classroom is filled with wonder. But the most wonder-FULL thing is them. They are full of wonder. Talents they haven't discovered yet. Strengths they don't even know are there. So, I have play dough under these pirate bandanas (hat tip Teach Like a Pirate - oh yeah) and ask the students to uncover them.

Step 2: Model their Wonder. I ask them to model something out of the play dough that is one of their wonderful things. I play "What a Wonderful World" and they make their wonderful item. They take pictures and upload them to our private site. (They are also learning how to take pictures and upload them.)

Step 3: Share their Wonder-fullness with Parents. I take pictures with their face in the picture. They explain why this is something wonderfull about them. I share these pics with parents on Bloomz, giving them a quick reason to go ahead and join our parent-teacher communication system. Plus, the first pic parents see is of their child smiling in my classroom.

Classroom activity 2.

Great teachers unleash learning that feeds off student curiosity. Students write down "three things I wonder about in technology" on an index card. Now, as the teacher, I customize the classroom based upon their curiosities. It makes for a more engaging classroom.

5. Be positive.

If someone wrote down everything you say in a class period, would it be positive, negative, or neutral. Positive people promote growth and change.

Learn how to give compliments. "High five." "Fist pump." "Knuckle punch." "Oh yeah!" Try one of the growth mindset statements I've shared.

Awesome teachers celebrate wins. When I'm 100, I pray to have lots of laugh lines and no frowny ones. How about you? Are you positive?

6. Talk privately with kids who act out.

When the student seems to be having a difficult time often, they'll act out. Talk privately and ask how they are doing and if something is wrong. Don't give kids who are acting out an audience. After taking a child aside, I often like to say,

"This is not like you. Today is not who you are. What is happening that is causing you to act this way?"

I learned this early on in my teaching career. A normally docile student suddenly lashed out at me and said something awful. At first, I thought I should send her to the principal. Instead, I took her outside my door and said five words,

"What on earth was that?"

She burst into tears. Her parents had told her they were getting a divorce. She hadn't told anyone. Her profanity-laden outburst was a cry for help. There's no excuse for profanity, but sometimes, you have to be the adult and know that they are still young. Sometimes they just want your attention.

If you respond poorly to acting out, you can permanently destroy a relationship with a child. You can also lose the respect of the entire class. Remove the class or remove the student. Either way - get rid of the audience and handle this privately. Because when you have a confrontation with a student in front of the class isn't isn't just you and them but a powerful third party called peers who will make them act differently than if it were just a one on one chat.

When you finish having the discussion, always make sure you address the inappropriate behavior. I typically say something like:

"Now, if you look me in the eye and I know that we have an understanding that isn't going to happen again, we can both move on."

We talk about the behavior. Every single time, the child has apologized, we've made peace, and we have come out stronger. Every single time it has flipped their day (and often mine.) Teaching isn't easy, it is worth it. Acting like the adult in hard situations always makes you feel like a pro when you're a teacher.

7. Pull up a chair.

To interact with a child on an even level, pull up a chair. They are sitting, you're sitting. Sometimes a conversation or a little extra attention lets them know how important they are.

I teach quite a few introverts who don't like extra attention, so while projects are going on, I'll roll around and spend time with everyone. I never stop first at the introverted child's desk who I know needs time. Some students who are tremendously introverted will blush if I start with them.

So, as kids work on their projects, I'll roll my chair and spend time with each student. We'll talk about what they're doing. If a child is tired, ask if they feel ok. Sometimes a quick question will open up a conversation.

8. Compliment them to their parents or someone important to them.

Genuine compliments are my favorite type of thing to communicate to parents. As Joe Sanfellipo and Amy Fadeji said in 10 Awesome Ways to Build Parent Partnerships, the first contact with a parent should be positive. Then, after that we need positives to keep flowing. You can do that several ways:

Pictures of kids succeeding in the classroom (I post them just to the class in Bloomz as I don't like these pics to be on the public web.)

Genuine compliments of something a child is mastering quickly or excelling at doing. (I text them to parents via Bloomz.)

A funny story of their child's personality that also shows my appreciation of their individuality.

Notes on report cards or progress reports about each child's strengths.

Think about it. When a child goes home, and someone says, "Mrs. Vicki says you are good at doing ___" or "Mr. Smith says you did a great job at ___ today." Your name has just been said in a positive way. That, my dear teacher friends, is a good thing.

9. Use Grace in your Discipline.

Monday morning I was furious. I have a special chair that Kip bought for me that I sit in at my desk. It is expensive because I was having knee problems and I needed one with the right ergonomics for me. (See 5 Great Ways to Make Your Classroom a Healthier, Happier Place.)

So, I have one big rule - no one sits in my chair. Ever. The kids all know it. Several weeks ago, my own son and another boy broke the rule. My husband had to come in and fix the chair. I reminded my classes just last week.

Someone let three boys into the Wonder Lab last Friday. They sat in my chair. When I came in Monday, it was messed up. I was furious. I found out who they were, and I admit, I was angry. I communicated but I did not discipline them. I, literally, sat on it for a day. Instead, I went back to each of them on Tuesday and said this,

"I am sorry I was so angry yesterday. Mr. Kip had to come in last night and fix the chair. I know when you sit in the chair, you don't feel like you're messing it up, but it does. So, I have a rule that no one sits in my chair. My husband bought me that chair two years a go for my birthday so I wouldn't come home with my back and knees hurting. Now, whether you agree with it or not, do you understand the rule that no one sits in my chair?"

Each boy said yes.

"Now, I was pondering what to do on this because you broke a rule in my class. My question is: Do you understand the rule or do I have to put you in break detention so you remember it?"

"Mrs. Vicki, I promise that I will not break the rule, and I understand it." each boy said to a T.

"Well, here's what I'm doing, then. I believe your word and that you'll do as you say. If you don't keep your word, you won't just have one day, you'll have three, but I don't think it will come to that. Let's move on with this understanding."

We end with reinforcing the rule. Reinforcing that they are going to be men of their word and that I believe in them. I believe none of the three will break that rule again. You can call me naive but in 14 years of teaching, this discipline with grace always works. I've never had to go back and put them in detention for the three days.

Kids who are spoken to with respect like adults often act like functional adults. Also, note that I handled it privately and discussed it when I wasn't furious. You will be respected when you behave respectably.

In the end, handling disciplinary issues with tact and wisdom improves things.

It also flips their day when you are one adult who believes in them and lets them work situations out like adults. Certainly there are times I might send a child to detention but I can count them on one hand for the past two years.

10. Do Something Extra.

Kids notice when you go over and above. Here are just a few ways to be a little extra noticing:

Follow up. If you see a child early in the day, and they are having a hard time - try to find them in the hall or after school and check on them.

Do Things Related to What They Love. If a child says they love something, and you have it in your power to give them that thing or something related, do it. (For example, I had a student who loved a certain old SNL character. I used the clip and mentioned their name in a lesson plan. I'm celebrating that child!)

Talk About What They Love. I have a student who loves skeet shooting. No one else does this sport, but she loves it. Every time I see her, I ask her about the sport and what she's doing next. Another student loves her horse. I ask about the horse! New siblings. Favorite sports. Big accomplishments. Let them tell the story they love to tell just one more time.

Laugh with them. Make time for laughter.

A funny story from yesterday.
Yesterday in class I had some old dry cookies I was about to pitch. Some of my kids said - oh, could I have one. I said, "sure, they're dry - you can eat it over the trash can."
Well, they put it in their mouth, and they were so dry that they'd have little crumbs fly into the air like steam out of your mouth on a cold day.
So, two of them looked at each other, and one said to the other 'let's have a cookie-off'. The understood(somehow) and said, "let's do this."
So, they squared off like the old-timey cowboys having a gunfight over my trashcan. Each looked at the other and put the whole cookie in their mouth. I laughed when I realized what they were doing. It was kind of like the cinnamon challenge - dry dry dry - but it was hilarious.
Now, some of you will fuss at me for having sugar (gasp) in my classroom. But we laughed our fool heads off for the 2 minutes at the beginning of class, and they sat down to work for the next 50.

You can't make this stuff up, and you can't make laughter happen except not to be so stiff and rigid that no one cracks a smile in your classroom except when you trip on a pencil and almost fall.

Plan Memorable Things. We to anticipate fun. Events. Activities. Trips. I want to be the one who has these things, but you can even have them with no notice. If the kids come in dragging, I'll pull out my costume kit (see Drama in the Classroom: 2 Examples with Bellringers), and we'll act out scenes. Memories and laughter can always turn the day around.

Stop Everything when a Crisis Happens. I had a child in a wreck a little over a month ago. The kids had just found out and came into my room with blank faces. I didn't know what happened, but I know my students enough to know something was up. I always ask where every student is and when I came to her chair - they told me. I stopped class and changed the lesson plan on the spot - We made get well cards on their computer for her. They needed to channel their skills into something constructive that would help them deal with their emotions. Believe it or not, this flipped the attitude of the whole class. While they were still upset, they smiled as they laughed about things that they could write to make her laugh. It changed the whole relationship for me with that class because they know I hurt when they hurt. I love them.

Be a Human Being Not Just a Human Doing.

I could teach like Einstein and preach like Martin Luther King Jr. but it would mean nothing without love. Love stops what it is doing when there is crisis.

Love looks people in the eye. Love believes in people. Love knows that relationships trump everything. Love - LOVES PEOPLE. And in the end, flipping a kid is the same as flipping any person - showing love.

How have you flipped a kid? Please tell your story.

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10 Ways to Flip a Kid and Turn Their Day Around

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In A Story of a Young Life Turned Around by Great Teachers, Kevin Honeycutt shared, "I believe you can flip a kid on any given day in one hour." I've been thinking. Can you? Well, when something horrific happens: death in the family or other trauma - maybe not.

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Intervention Strategies » Behavior Advisor

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Intervention Strategies » Behavior Advisor

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The solutions you seek are on the other side of this form. (If you've already signed up for this site, there is no need to do so again. You know what to do.)

Gaining access to this treasure trove of hundreds, perhaps thousands of strategies, tips, and interventions is a quick process. Enter your name (or other identifier that you prefer) & e-mail address in the boxes below.

You'll then be asked to check your e-mail box for a message from BehaviorAdvisor.com. As soon as you click on a highlighted link in the message (verifying that you are a real person), you'll then be whisked immediately to the part of this site that contains the powerful & positive procedures for helping kids make better behavior choices.

Thanks for joining the "B-List" (See the P.S. below) . You'll be glad that you did.

All the best,

Dr. Mac

P.S. By registering, you'll be placed on "The B-list". That means that you'll receive receive periodic essays containing "tips" for addressing inappropriate behavior, announcements from me whenever new materials are uploaded to BehaviorAdvisor.com, and discounts on professional development materials at this site and other behavior/behaviour sites. Look for messages from "Doctor Mac" (Remember that my messages might go to your junk mail box the 1st time. When that event happens, please approve me for delivery to your inbox.)

Please enter your personal e-mail address. Please DO NOT enter the e-mail address of where you work. Computer servers at organizations often deactivate the access link in the confirmation e-mail that you will receive in just a minute (check your junk mail box). We want to be sure that you gain access to the intervention strategies part of BehaviorAdvisor.com It's quite a place

Additionally, the servers at organizations/school districts filter out messages from ".com" addresses. Please enter an address from your personal e-mail account so that the verification e-mail and all the wonderful benefits mentioned in the P.S. (above) reach you.

Your e-mail address willNOT be given or sold to others. It stays here in BehaviorAdvisor. Also, be assured that I will not be sending those never-ending daily e-mails that often result when you sign up on these lists. You can also "opt-out" (remove your e-mail address) at any time.

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The solutions you seek are on the other side of this form. (If you've already signed up for this site, there is no need to do so again. You know what to do.) Gaining access to this treasure trove of hundreds, perhaps thousands of strategies, tips, and interventions is a quick process.

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Do2Learn: Educational Resources for Special Needs

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Do2Learn: Educational Resources for Special Needs

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picture exchange communication system cards

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Do2Learn: Educational Resources for Special Needs

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picture communication cards, songs, games and learning activities for autism, aspergers, fetal alcohol syndrome and disabilities

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A collection of ideas to support teachers in developing good behaviour and reward systems in the classroom.

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How to Create a Student Behavior Contract | eHow

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How to Create a Student Behavior Contract | eHow

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Craft a contract to improve your student's behavior.

Sometimes, students have difficulty following classroom rules and accepting consequences. These students are often miserable at school and make others miserable in the process. Creating a behavior contract between you and a student can make everyone's life easier and often fixes the behavior problems before they become impossible. It is important that the student participates in creating the terms of the contract. If you impose a contract without the student's involvement, it is much less likely to succeed.

Step 1

Ask the student to meet with you either before or after school. If this is not possible, then pick another time you can meet privately with the student. If you want, you can include parents, a guidance counselor or another teacher. It will depend on the student and your school's policies.

Step 2

Identify the specific problem behavior, such as talking out, bullying others at recess, being disrespectful to adults or never staying in her seat. Write down the problem behavior after you and the student agree on it.

Step 3

Talk with the student about why he thinks this behavior is a problem for him. Is it because he doesn't like math, and this is when he misbehaves? Is it because someone is picking on him at lunch, and so he picks on someone else at recess? Try to get to the "bottom," or the cause, of the problem behavior.

Step 4

Write specific steps on the contract that you want the student to follow. For example, if the problem behavior occurs during math, steps to improve the behavior might be: If Beth feels confused during math, she will ask to get a drink of water instead of shout out silly words and try to make her classmates laugh. When Beth asks for a drink of water, this will be a signal to Mrs. Smith that Beth needs help. Mrs. Smith will help Beth one-on-one when she finishes teaching the lesson.

The steps have to be specific, and the student has to agree with them for the contract to work.

Step 5

Create a rewards and consequences section of the behavior contract. Let the student help create both these sections. For example, if the student expresses interest in helping his physical education teacher, allow him to help the teacher one period a week. Even though he misses your class time, it may be worth it to have his good behavior the rest of the week. Be careful that the consequences are not just punishments. They should help the student improve his self-esteem and attitude, but they should also teach the student not to take the behavior contract lightly. For example, a consequence of not following the stipulations in the contract is that the student does not get to help his phys ed teacher that week.

Step 6

Sign the contract, and have your student sign the contract when you have it worked out. Make a copy for both of you and his parents. Meet with the student periodically to see how you both think the contract is working and whether you need to amend it.

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How to Create a Student Behavior Contract | Synonym

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Craft a contract to improve your student's behavior. Sometimes, students have difficulty following classroom rules and accepting consequences. These students are often miserable at school and make others miserable in the process. Creating a behavior contract between you and a student can make everyone's life easier and often fixes the behavior problems before they become impossible.

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How to Create Behavior Contracts for Challenging Students

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How to Create Behavior Contracts for Challenging Students

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Every teacher has at least one challenging student in her class, a child who needs extra structure and incentive to change bad behavior habits. These aren't bad kids; they often just need a little extra support, structure, and discipline.

Behavior contracts can help you mold the behavior of these students so that they no longer disrupt learning in your classroom.

Start by reviewing this sample behavior contract.

What Is A Behavior Contract?

A behavior contract is an agreement between the teacher, student, and the student's parents that sets limits for student behavior, rewards good choices, and outlines consequences for bad choices. This type of program sends a clear message to the child by communicating with them that their disruptive behavior cannot continue. It lets them know your expectations and what the consequences of their actions, both good and bad, will be.

Step 1 - Customize The Contract

First, make a plan for change. Use this Behavior Contract form as a guide for the meeting you will soon have with the student and his/her parents. Tailor the form to your particular situation, taking into consideration the personality and preferences of the child you are helping.

Step 2 - Set Up A Meeting

Next, hold a meeting with the involved parties. Perhaps your school has an assistant principal in charge of discipline; if so, invite this person to the meeting.

The student and his/her parents should attend as well.

Focus on 1-2 particular behaviors that you would like to see change. Don't try to change everything at once. Take baby steps toward major improvement and set goals that the student will perceive as achievable. Make it clear that you care about this child and want to see him/her improve in school this year.

Emphasize that the parent, student, and teacher are all part of the same team.

Step 3 - Communicate The Consequences

Define the tracking method to be used on a daily basis for monitoring student behavior. Describe the rewards and consequences that correlate with behavior choices. Be very specific and clear in this area and use quantitative explanations whenever possible. Involve the parents in designing a system of rewards and consequences. Make sure that the chosen consequences are truly important to this particular child; you can even ask the child for input which will make him/her buy into the process even further. Have all involved parties sign the agreement and end the meeting on a positive note.

Step 4 - Schedule a Follow-Up Meeting

Schedule a follow-up meeting 2-6 weeks from your initial meeting to discuss progress and make adjustments to the plan as needed. Let the child know that the group will be meeting again soon to discuss their progress.

Step 5 - Be Consistent In The Classroom

In the meantime, be very consistent with this child in the classroom. Stick to the wording of the behavior contract agreement as much as you can. When the child makes good behavior choices, offer praise.

When the child makes poor choices, do not be apologetic; if needed, pull out the contract and review the terms that were agreed upon. Emphasize the positive consequences that can come as a result of good behavior and enforce any negative consequences of the child's bad behavior that you agreed opon in the contract.

Step 6 - Be Patient And Trust The Plan

Most of all, be patient. Do not give up on this child. Misbehaved children often need extra love and positive attention and your investment in their well-being can go a long way.

In Conclusion

You might be surprised at the huge feeling of relief that all involved parties feel just by having an agreed-upon plan. Use your teacher's intuition to start yourself on a more peaceful and productive path with this child.

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6 Steps to Creating Behavior Contracts for Challenging Students

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Every teacher has at least one challenging student in her class, a child who needs extra structure and incentive to change bad behavior habits. These aren't bad kids; they often just need a little extra support, structure, and discipline. Behavior contracts can help you mold the behavior of these students so that they no longer disrupt learning in your classroom.

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Learning contracts help the teacher and student share the responsibility for achieving desired outcomes. Make a student-teacher contract for free with TeAch-nology.com.

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worksheets for teachers and worksheets for homeschoolers    behavior contract printables and teacher forms

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Behavior Contracts. Behavior Contract printables and teacher forms, free behavior contracts to print

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Free Behavior Contracts - Parenting Tools

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Feel free to print off a free behavior contract and/or a free behavior chart by simply clicking on the associated thumbnail. You can also...

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PBS Behavior Intervention - Polk Elementary School

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PBS Behavior Intervention - Polk Elementary School

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PBS Behavior Intervention - Polk Elementary School

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Behavior Motivation | Behavioral Intervention | Intervention Central

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Behavior Motivation | Behavioral Intervention | Intervention Central

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Behavior Motivation | Behavioral Intervention | Intervention Central

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Behavioral Intervention is a leading strategy to help educators increase classroom productivity by helping with behavior modification

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PBIS World | A Complete Tier 1 Through Tier 3 Positive Behavior Interventions & Supports System

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PBIS World is in no way affiliated, associated, or connected with any other website, entity, organization, or federal, state, local, or other government agency, department, program, policy, organization, or initiative.

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Material Download | Behavior Doctor Seminars | Behavior Doctor Seminars

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Material Download | Behavior Doctor Seminars | Behavior Doctor Seminars

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When you book training through Behavior Doctor Seminars, we send you a link to download free copies of our booklets for the training. To keep our costs low, we ask the institution bringing us in to provide printed copies for the participants or to share the link with all participants so they can print their own.

From time to time, people ask if we can print the books for them. We do not have the capability to print and ship booklets as we are a very tiny company with very few employees.  We have set up all our books on a self-publishing site where you can order the books as cheaply as possible. They come bound with a glossy cover and last much longer than stapled copies. Here's where you can find all current titles:  www.behaviordoctorpublications.com  .

We also have books written for Corwin Publishing and they are available through Sage Publishing:

(We can't send free copies of the Corwin books as Sage Publishing owns the copyright to those.)

Two New Books to Help with Putting PBIS in the IEP

Family Member IEP Booklet

Educator Member IEP Booklet

These two books are symbiotic.  They go together and help family members and educators work together to create an awesome Individualized Education Plan (IEP) that incorporates PBIS into the IEP for behavioral issues.  It also helps first-time family members understand what happens during an IEP meeting.  The first meeting can be quite intimidating.  We think you'll like these booklets.  Feel free to share.

These are some samples of old books that coordinated with PowerPoint presentations from Behavior Doctor Seminars

Write-up for our TUMS Greeting Students at the Door Process- https://drive.google.com/file/d/132mxcutZ3fWF36htlwqYzbn9GNMuMy6M/view?usp=sharing

Booklet on Free Reinforcers to Use with Universal or Tier Two Reinforcement Support- https://docs.google.com/document/d/1B6rY5I4BWHgZHhggsT3mZwEVBh7TuNND/edit?usp=sharing&ouid=104096086141993715493&rtpof=true&sd=true

Booklet on Teaching Students Through Literature Using Mental Health Diversity and Life Skills- https://docs.google.com/document/d/1B6rY5I4BWHgZHhggsT3mZwEVBh7TuNND/edit?usp=sharing&ouid=104096086141993715493&rtpof=true&sd=true

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Material Download | Teacheropedia | Behavior Doctor Seminars

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Teacheropedia offers tools for behavioral support for your school.

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Response to Intervention | RTI | RTI Resources | Intervention Central

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Response to Intervention | RTI | RTI Resources | Intervention Central

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Intervention Central provides teachers, schools and districts with free resources to help struggling learners and implement Response to Intervention and attain the Common Core State Standards.

[24 April 2017] Class Pass: Escape Breaks. The Class Pass intervention reduces disruptive behavior by allowing the student to use a limited number of passes to take brief work breaks to engage in preferred activities. Find out more!

[7 Sept 2016] Wise Feedback. When offered constructive criticism, students can become defensive and shut down. Instead, teachers can use 'wise feedback' to .ensure that their well-intentioned feedback is accepted and acted upon.

[7 Sept 2016] School-Home Note. Managing classroom behaviors is not always easy. A simple strategy that enlists both school and home to improve motivation and behavior is the school-home note.

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Response to Intervention | RTI | RTI Resources | Intervention Central

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Intervention Central provides teachers, schools and districts with free resources to help struggling learners and implement Response to Intervention and attain the Common Core State Standards. [24 April 2017] Class Pass: Escape Breaks. The Class Pass intervention reduces disruptive behavior by allowing the student to use a limited number of passes to take brief work breaks to engage in preferred activities.

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Self-Check Behavior Checklist Maker | Intervention Central

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Self-Check Behavior Checklist Maker | Intervention Central

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Self-Check Behavior Checklist Maker | Intervention Central