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The quote that stood out to me was “ Functional behavior assessments (FBAs) assist educators in uncovering predictable patterns of antecedents, behaviors, and consequences”

This quote stood out to me because analyzing data collected through an FBA allows educators to hypothesize the possible function that inappropriate behavior serves for the student and will be vital in creation of the student’s behavior intervention plan.

From the reading I’m now more confident in the importance of writing daily anecdotes to help with behavior and academic management of students with behavioral issues. Allows for collection of data that can be used to better provide supports through positive methods such as PBIS to manage behaviors.

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A quote that stood out to me from the reading was "Although the consequences following a behavior may increase or decrease the frequency of the behavior, it is important to keep in mind that there are no such things as "universal" reinforcers or "universal" aversives. When determining the possible function of a student's behavior, it is important to suspend preconceived notions of what most students may find reinforcing or aversive."
This passage stood out to me because it emphasizes that just because something has worked and is reinforcing or aversive to one student, or even a group of students, you should not expect it to work for every student. This is because every student is different and has different individual needs.
I can connect this with my students because I agree with this quote. I approach each student individually and formulate plans based on who they are as a student, learner, and person, not based on a cookie cutter. I find this to be the most effective way in being able to get results and to be successful in allowing these plans to work as well as forming a connection with the student.

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A quote that stood out to me from the reading was from p. 237 where the author writes, “First, do not take students’ behavior personally. Sure, they are calling you and your mother horrible names and threatening to trash your classroom, but try to view it is as a learning error. You would not take students making math errors as a personal affront; you would assess why they are making the error, reteach the concept, provide opportunities to practice, and acknowledge and celebrate when they master the skill.”

This passage stood out to me because of how it hit home in terms of my own experience working in this field.  It is incredibly helpful to frame it in such a way that their behavior toward you should be viewed as a learning error.  Each moment can be a teachable moment and an opportunity to reteach and reinforce an expected behavior.

This past year one of my students was rude toward me on an almost daily basis.  He is autistic and very rigid, and took every aspect of his academics extremely seriously.  That being said, he did not appreciate my easy-going demeanor.  I understood there were some behavioral issues that needed work and I worked all year to address them with him.  The year had its ups and downs.  As soon as I thought I was breaking through, he’d shoot down any idea I had that, deep down, he appreciated my efforts.  For 179 out of the 180 days of the school year, I did not take it to heart.  However on the last day we were in Art and the teacher was giving back projects to the students who could keep them or throw them away.  I noticed this student was throwing away all of his art work because he hated art because it didn’t fit into his idea of an academic class.  As he walked to the garbage I mentioned that I liked the bowl he had sculpted and asked if I could have it.  He stopped at the garbage and looked back at me.  I had finally connected with him, I thought.  But then he slammed the bowl into the garbage and shouted “No!” at me before sitting back down.  I kind of half expected him to do that but it still hit me in a way that the other interactions hadn’t previously.  I remember thinking, “Wow after all we’ve been through together (I was also his teacher assistant two years prior), this kid really doesn’t like me.”  I spoke with another teacher about it who reassured me that wasn’t the case and that I shouldn’t let such things get to me like that.  Usually I don’t but something about that interaction stayed with me.

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This passage gave great templates to use to attempt to tackle how to address inappropriate students, but with a trail and error strategy it seems.I was not feeling so confident in the reading at first. I was not sure how successful I would be with the chart or if the chart can address all child misbehavior’s, but finally I read the line in the middle of page 6 that says I will acquire the knowledge for this chart through experience throughout the years. I think that line explains a lot. In order to have a smooth-running classroom it does take experience and learning from past experiences. I did not find this as effective as all the other passages, because I think it addresses students who misbehave in order to be sent out of the classroom or gain attention from the class or the teacher. I’m not sure how effective it would be for students who do not want attention but literally rather not pay attention and do their own thing I think with perhaps help from these charts with some reconstruction and the skills acquired from previous readings, that I could find the underlining reason for a student’s inappropriate behavior in my future classrooms

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As an aspiring special educator, the article “What Beginner Special Educators Need to Know about Conducting Functional Behavioral Assessments” was extremely helpful to me, as it provided extensive information regarding behavioral plan development and the basics of a Functional Behavioral Assessment (FBA). One quote that stood out to me was “When teachers can accurately hypothesize the function of inappropriate student behavior and describe the context in which the behavior occurs, they can plan and implement effective interventions much more efficiently” (Newcomer & Lewis, 2004). This stood out to me because it made me reflect on whether I could have done a better job at identifying the function of a behavior in my own classroom, instead of just solely addressing it. After reading, it is evident to me that it is necessary to determine the reason why a child is misbehaving in order to take measures to prevent it. Without getting to the root of the behavior, it’s possible the behavior continues to occur, which results in the teacher spending too much time focusing on behavioral intervention and not enough time on instruction. With this being said, under the Individuals with Disabilities Education Act (IDEA), it is required to use an FBA to guide behavioral planning. Such planning involves hypothesizing the function of the behavior and implementing ways to change the classroom to discourage bad behavior and encourage positive behavior.

After reading this article, there are multiple ways I can connect what I have read to my own students. One way is that often times, like the article states, I took misbehaviors by my students personal and would feel I was not doing a good enough job at implementing ways to prevent it. For example, when a particular student consistently came to class unprepared and excessively talked during class, I interpreted that as the student did not like me nor the class. The article helped me to realize that I should never take what a student says or does personal, and I should always try my best to implement research proven interventions. Another way I can connect what I have read with my students is I can do a better job at modeling behavior. As an educator, I it is important to serve as role models for the students. For example, when a problem behavior occurs, I can speak with the child about a replacement behavior they can use when they feel they are about to act out. Also, I can describe examples and nonexamples of the replacement example that way the students understand exactly which behavior is exemplary of good behavior. Lastly, a fun and creative way I have learned from reading is to role play with the students’ examples of good behaviors in different scenarios.

Newcomer, L. L., & Lewis, T. J. (2004). Functional behavioral assessment: An investigation of assessment reliability and effectiveness of function-based interventions. Journal of Emotional and Behavioral Disorders, 12, 168–181 doi:10.1177/10634266040120030401

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When reading the article “What Beginning Sped Teachers Need to Know About Conducting Functional Behavioral Assessments,“ the following quote stood out to me: “FBAs should be used prior to reaching a chronic pattern of problem behavior leading to the removal of the student from a free and appropriate public education” (Lewis et al., 2017, p.233). This quote stood out to me because we see this happen many times, where students are getting suspended for a first time offense. The article suggests teachers to be proactive and intervene as soon as possible. If we intervene immediately, we may prevent some students from getting to the point of suspension. Immediate intervention not only prevents future suspensions, but also prevents behaviors to fall into a chronic pattern. These chronic behavioral patterns will cause multiple interruptions to a teacher’s lesson that could have been prevented if an FBA had been implemented from day one.

As a substitute teacher, I encountered many students with chronic patterns of misbehavior. One student, in particular, stands out to me because I had a lot of trouble trying to change this student’s behavior. At the time, I was not aware that FBAs could be implemented on general education students, which made this experience a lot more difficult than it should have been. Reading about how effective FBAs are and how straightforward the document is, I really wish I could go back in time and try to implement this with my student. I believe we both could have benefited from this approach, instead of following traditional methods of calling home, sending to assistant principal’s office and speaking to the student one on one. Taking this class has opened my eyes to many helpful tools and strategies for classroom management.

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A passage that really stood out to me from “What Beginning Special Educators Need to Know About Conducting Functional Behavioral Assessments,” was the part about how students exhibit inappropriate behaviors so that their teachers will respond in a way that they want them to respond, and how teachers therefore should come up with a plan which teaches students desired behaviors.

I found this passage to be extremely important, because students do almost everything they do to get a reaction out of someone, whether it be the teacher or their peers.  By noticing this reaction that they are looking for and eliminating it, and coming up with an alternate reaction, we can help to eliminate the behavior.  We can also use our reaction to promote a positive behavior, which we would rather see displayed.

I want to connect this to my future classrooms by using the function of the inappropriate behavioral assessments to discover why my students are displaying certain behaviors and to determine what kind of response I should give to said behaviors.

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 It is also important we understand and hypothesis 

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One quote from the article that stood out to me was the quote "A functional relationship means that if the student engages in inappropriate behavior, the environment e.g. teachers peers will most likely respond in a predictable manner". This quote stood out to me the most because when students act up they expect that the teacher is going to freak out and address it. They also expect the attention they will get from their classmates. This takes away class time because  you are now busy addressing the behavior.  Some students also act out because they want to escape. Instead of letting the student go on with the behavior. When we understand and hypothesize why the inappropriate behavior we can come up with a behavioral.

I was teaching a summer school class and I had a student who couldn't read well. Any time I would call on his name to read he would make random noises. Causing me to address him or kick him out. This bothered me and I was frustrated I couldn't teach because of this. It didn't dawn on me until I spoke to another teacher and she told me he couldn't read well and that he uses yelling as a distraction to get out of reading.  He did this to avoid reading. I want to better connect to my students when teaching. I want to create a Behavioral intervention plan so that they are able to stay in the classroom with no distractions. I want to better understand their learning needs so that I can create a curriculum that best fits their learning needs. I don't ever want them to feel like they have to act out because they are embarrassed.  understanding our students will build their confidence and crate a positive class environment.

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One quote from the article that sticks out is: "... if the student engages in inappropriate behavior, the environment (e.g., teachers, peers) will most likely respond in a predictable manner... students engage in inappropriate behavior because they can predict that teachers and others will respond in ways that meet their needs." This quote stood out to me because students tend to act out because they want that extra attentions. Having worked with children of various ages, I know this to be true. They act out because they know it will get a reaction from their peers and thus achieve what they wanted. In some cases, these behaviors are brought due to the students having problems  and not knowing how to express themselves or ask for help; thus, lashing out.

I can connect this to the classroom as to trying to resolve issues with problem students as soon as they arise. Have appropriate intervention with students and/or parents and try to figure out why the student might be exhibiting inappropriate behavior.

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This article resonated with right at the beginning with their distinction between internal and external inappropriate behaviors. Mainly because in my experience, a lot of emphasis in BIP focus on the external behaviors, the "measurable" ones and the behavior plan shows no growth or progress. A lack of understanding of a child's developmental stage has a sever impact on the progression of their growth. Internal behaviors are also 'measurable' and must be considered when conducting an FBA, BIP or what ever intervention format to support that kid.

ABA's principles of positive/negative, and punishment/reinforcement are fundamental elements to my teaching approaches in the classroom as a means of dealing with EBD. I never got any formal training in the completion of the paper work, since I worked on executing the BIP and collecting data. I have never partaken in completing an actual FBA, or any of the legal aspects of IEPs. I am interested in learning more about this process and other similar protocol for supporting students with EBD.

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A quote that stands out to me from the article is: "The student had learned that inappropriate behavior was often more efficient than appropriate behavior for obtaining the desired outcome. The learning environment should no longer allow students to access the previous outcome (i.e., function) if they engage in the inappropriate behavior" (p. 5). I chose this quote because I think I struggle most with choosing an appropriate alternative behavior that will give the student access to the desired outcome. In the article, the author uses the example of "peer attention" as a consequence/function of an inappropriate behavior. Rather than the student disrupting the class, the alternative behavior is "self-monitor to earn free time with peers."

After reading the article, I think I have a better idea of how to complete an FBA and choose appropriate interventions. While reading, I was reflecting on last year and thinking about how using the FBA and BIP structures and processes would have really helped me to work with my students and choose appropriate behavior interventions. At my school, we have a few students who have become conditioned over time to act out and use certain behaviors because they illicit the consequence/function that they want to avoid work or gain attention. Recognizing these patterns and using data to inform our behavior intervention plans will allow me to collaborate with other teachers, parents, and the students to hopefully work toward more positive outcomes. I want to work with my team to implement the FBA and BIP process in a more structured and efficient way. Currently, my school is a little haphazard when it comes to behavior interventions. This is something I want to bring up at our PD next month before school begins.

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One quote that stood out to me was, “If you misread the function or you forget and inadvertently reinforce the inappropriate student behavior and not the replacement behavior, do not panic, do not get discouraged, and do not view the event as your failure. There is one certainty in working with children and youth with disabilities and those at risk: You will get many more opportunities to practice implementation of function- based interventions” (Lewis et al, 2017 p237). This quote was the last sentence of the article and it made it so teachers can be humans. Throughout the whole article there were many things we had to do to make a functional behavioral assessment all with the goal of helping a student reach their academic goal though a positive learning environment. When reading about all the things I had to do I was having a hard time thinking through how I would accomplish everything and remember the plan. When I read that last sentence it helped me realize it’s okay to make mistakes you just need to be self-reflective and try again next time. I will forget especially since the hardest thing I find when teaching isn’t the curriculum or parents, it’s remember the small details that run a great classroom and build a positive working environment.

When I thought about my past, as a teacher, I use to think I had failed many students. I was by no stretch of the imagination a “great teacher” my first year and I remember going home a lot to cry and wonder what I was doing wrong. After reading the article and knowing what has to happen in order for me to address inappropriate student behavior I feel better equipped to tackle behavior problems and grow from each and every mistake I make. I want to create outcomes that influence positive achievements and lead to success for all of my students especially the ones who can be influenced by the environment I create and the antecedents I avoid/prevent.

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A quote and passage that stood out to me regarded how students engage in behavior and why. "Students engage in behavior (inappropriate and appropriate) either to obtain what they find reinforcing or to escape what they find aversive." I feel as if sometimes we forget that sometimes students act out in class to receive a different type of environment or treatment just because they want to escape the classroom and have alone time, or want our personal attention. I know some of my students acted out just because they knew I would come over to their table and talk with them instead of to the whole class. Some students want to act out so they are removed from the classroom, and maybe they want to be alone or to to learn that day, so we as educators definitely need to make sure we respond to behaviors correctly and try to hypothesize the function of their actions as best as we can.
In my classroom I hope to connect with my students so that I can manage their behaviors on a personal level rather than creating a general rule of behavior for my students as a whole. Each student has their own life, their own past, their own challenges, and I see it vital we acknowledge their lives as best as we can in order to understand the function and purpose of their behaviors and BIPs when necessary. Collecting this vital data from our students will better our classroom environments and build more positive relationships.

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The passage that stood out to me from reading, “What Beginning Special Educators Need to Know About Conducting Functional Behavioral Assessments”, was “Students engage in inappropriate behavior because they can predict that teachers and others will respond in ways that meet their need”. This passage made me think about earlier today. I was subbing for a 3rd grade special needs class. There is a student who likes to gain his peers attention. When it’s time to complete class work for example math or quiet reading. The student will get out of his sit, and go around the class and either take another students pencil, or throw another students paper on the floor. I noticed that every time this student behaved inappropriately one of the 🤬 in the classroom would take the student for a walk either to get something from the main office or just a walk to get him out of the classroom. The student did this many times throughout the day. Now looking back, the student knew what reaction he would get form the teachers/🤬 in the classroom. He knew he would not have to complete his work and he would be taken out of the classroom for a time.

I can connect what read to my own students, by not reacting in the predictable manner that I have reacted in the past to the student’s behavior. As well as using the intervention plan worksheets in the future with my students. This will assist me in applying different techniques when a student misbehaves. And decreasing the inappropriate behavior.

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Module 11 - Article Response (Clement Salomon)

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Module 11 - Article Response (Clement Salomon)

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1. The particular passage that stood out me for is located on p.233 and read as follow: "FBAs assists in uncovering predictable [atterns of antecedents, behaviors, and consequences. Analyzing data collected through an FBA allows educators to hypothesize the possible function that inappropriate behaviors serves for the student. FBAs typically involve gathering indirect data, generating a preliminary hypothesis, and using direct observation data to strengthen to alter the hypothesis" (Lewis, Hatton, Jorgenson, & Maynard).

2. This particular passage presents (and represents) the quintessential purpose and sequential steps to take while following a FBA. In a nutshell, FBA can be summarized along the mnemonic ABC for Antecedent, Behaviors and Consequences (or Functions). Indeed, in order to discover somewhat reliable and predictable behavioral patterns, a teacher (or special education teacher or someone with Applied Behavioral Analysis (ABA) expertise) has to rigorously follow a sequential order of behavioral analysis. A teacher must first "operationally" define the targeted, measurable and observable inappropriate student behavior (attain/escape) to be corrected (or "extinguished") and replaced by an alternative behavior, yielding the same consequence or function. Gathering indirect data is then important order to pinpoint the function(s) of the inappropriate student behavior. Interviews allow for the precise determining of the context in which the inappropriate student behavior is happening. Rating scales allow for the formation of a hypothesized function of the inappropriate student behavior. Finally, archival data will provide complemental information to identify potential setting event patterns (e.g., things that are happening outside the classroom or school day). Thus, the context, the hypothesized function and the potential setting event patterns are determined. Next comes the gathering of direct data to strengthen or alter the possible function of the inappropriate student behavior.

3. I have personally never conducted a FBA (and a FBA- derived Behavioral Intervention Plan (BIP) or Behavior Support Plan (BSP)). Yet I am really looking forward to put into practice on a case study as we all will have to conduct some as special educators/teachers, later or sooner. I can see the objective benefits of conducting such kind of behavioral assessment to allow more time on academic instruction and social-behavioral interactions with the majority of students as opposed to more time on a few students who display significant behavioral challenges. Additionally, FBA have been proven to be very efficient in addressing efficiently inappropriate student behavior and increase academic and post-secondary outcomes for students demonstrating significant behavioral challenges.

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From the article What Beginning Special Educators Need to Know About Conducting Functional Behavioral Assessments, a passage that stood out was “… students engage in inappropriate behavior because they can predict that teachers and others will respond in ways that meet their needs… Therefore, addressing inappropriate student behavior involves hypothesizing the function of the inappropriate behavioral assessment (FBA) and designing plans that teach students appropriate behaviors to access the same or similar functional outcome”.

The passage stood out because in order to understand why students behave certain ways, it is essential to figure out where the behavior is stemming from and what approaches the teacher can take to resolve the behavior. Also, I believe it is a good strategy to reach out to family members when students are behaving inappropriately. Families can provide information of what’s occurring in the student’s life that is creating a distraction in the students’ academic life.

I want to connect what I’ve read in the article to my own students in the near future.  I want to be able to address issues as they rise in order to create an engaging classroom for my students.  One practice I can pursue is using the restorative practices into my classrooms when negative behavior or challenges are seen.

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In the article “What beginning special educators need to know about conducting functional behavioral Assessments “Do not take students’ behavior personally. Sure, they are calling you and your mother horrible names and threatening to trash your classroom, but try to view it as a learning error.” Is a quote that stood out to me the most.  Most students do not know how to channel their anger in a positive way. Along with being a culturally responsive teacher it is being aware of the students socio-emotional, and cultural backgrounds. Some students will come to class and take out their anger on you because you may have triggered something they didn’t want to think about it. However, you have to be able to decipher the discipline that is needed for the student. This makes a big impact on how the student will receive you.  As stated in the article “Students behavior refers to observable, measurable student actions. The learning environment includes everything occurring before and after student behavior”.  “The intent of  this article is to provide the basics of FBA and behavior plan development.” Addressing inappropriate student behavior continues to be one of the leading reasons why educators leave the profession.  I plan on implementing this in instruction; as stated in the article “it is really important to remember three things; do not take students behavior personally, provide opportunities to practice, and acknowledge and celebrate when they master the skill.”

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A passage that stood out to me was, "Therefore, addressing inappropriate behavior involves hypothesizing the function of the inappropriate behavior by conducting a functional behavioral assessment (FBA) and designing plans that teach students appropriate behaviors to access the same or similar functional outcomes."
This passage stood out to me because it is a summary of what a FBA is. We need to assess students behaviors come up with an hypothesis and then create a plan to prevent it. I have noticed prevention and being proactive helps students in the long run. At first, it might be more work but in the long run it will help tremendously.
I can relate this to my past experiences as camp counselor. I have had students with all types of behaviors. Throughout my years working, I have had to examine kids behaviors and create a plan that will lead to consistent behaviors. Some plans have worked and others have failed. I used positive reinforcement as my ground level and the kids had to follow rules to get that positive reinforcement.
During student teaching, I sat in on a meeting for a student. His parents and teachers were in the room. First, they discussed what his misbehaviors are inside and outside the classroom. Then, they talked about a plan they can create to prevent these behaviors.

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After reading the article, respond to the following questions:

1. What was a quote or passage that stood out to you (in either article)?
2. Why did this passage stand out?
3. How can you connect what you've read with your own students (past or present)?

**Respond to at least two of your colleagues!**

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I appreciated that the article "What Beginning Special Educators Need to Know About Conducting Functional Behavioral Assessments" gave explicit definitions and examples of each of the key terms and steps associated with the FBA process.  I also found the charts and sentence stems helpful.  People in education have varying degrees of familiarity with FBAs and BIPs and this article is one that is straight forward and accessible to everyone.  I am stepping into a new role this coming school year as the Associate Director of Special Services and I will be more involved in these processes.  I'd like to share this article with my colleagues so that they can better understand what an FBA is and why they are conducted.

The quote that struck me the most was, "if you misread the function or you forget and inadvertently reinforce the inappropriate student behavior and not the replacement behavior, do not panic, do not get discouraged, and do not view the event as your failure...You will get many more opportunities to practice implementation of function-based interventions" (237).  We want to do our best for our students but it's important to know that we are not perfect and it takes practice to master a skill.  We employ this line of thinking when it comes to our students but I often forget when thinking about myself.  Difficult student behavior is one of the reasons so many teachers leave the profession and it could be in part due to our perceived failure in adequately addressing the behavior. We need to reflect, realize how we can improve, and work to do better the next time.

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“Decades of ABA research demonstrated that behavior falls into regular, and predictable patterns ( Gage, Lewis & Stitcher, 2012). Student behavior can appear complex; however, viewing behavior as a series of interactions between a student and the surrounding environment reveals two underlying patterns: Students engage in behavior (inappropriate, and appropriate) either to obtain what they find reinforcing or to escape what they find aversive.”  This quote stuck out to me because very often when a student misbehaves we immediately react and figuring out why that student is behaving that way is usually an afterthought. We are too focused on the fact that the child acted out, and needs to be reprimanded. However, when a student is behaving appropriately we can usually assume they are behaving because they listen to the rules, and are ready to learn. If a student is constantly behaving inappropriately we need to focus on what is making that student misbehave. Are they confused about the topic? Is something going on at home? Maybe they are being bullied? Regardless of the reason we need to meet with that student to figure out what is going on, and how can resolve it that way that student can begin to behave. So I plan on implementing this strategy in my own classroom is the following ways: If a child acts out more than 2 times a week a meeting will be setup with myself, and the parent. We will try to figure out why the student is misbehaving, and if as a team we can resolve it. Now, for students who are behaving I will give positive calls home, and implement a token economy so that those students are recognized for behaving appropriately. We need to create a positive environment for all students to ensure they are receiving a quality education.

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"...addressing inappropriate
student behavior continues to be one of the leading reasons why educators leave the profession" (p. 236). Something that is always in the back of my mind is how the emotional wear-and-tear of addressing inappropriate student behavior will have on me. Constantly battling students can be exhausting, but I'm hoping that I can follow the three pieces of advice that the authors give: (1) don't take the behavior personally, (2) focus on what can be controlled, and (3) don't panic.

Having a plan to follow when in the classroom can help alleviate some of the stress. I don't want to get teaching fatigue, and I want to stay an active and engage teacher in my classroom. Using this framework as a guide will help me understand the student's point of view while also maintaining control (as much as possible) in the classroom.

I'm looking forward to seeing how this framework actually functions in the classroom environment. If I can face a student's inappropriate behavior without getting in a frenzy using these techniques, then I will consider it a success!

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“When teachers can accurately hypothesize the function of inappropriate student behavior and describe the context in which the behavior occurs, they can plan and implement effective interventions much more efficiently “ (Lewis, Hatton, Jorgenson and Maynard, p.232). The above quote is important in handing classroom behaviors in that it acknowledges that behavior is linked to other factors. Many times students are not acting out just because they are looking to upset the teacher, it is in connection to other issues. Perhaps certain assignments are frustrating for students and thus they act out and in other cases behavior can be linked to stressors outside of the classroom. If we can understand the cause of undesired behaviors we can create a pathway to helping that student manage their behavior and create an environment that may better suit their needs. Helping one student manage their behavior can help create an overall more functional classroom with less distraction for the teacher and other students.

I assume getting to the root of why students are exhibiting undesirable behaviors can be challenging, particularly when the cause is something outside of the classroom or school environment. Frequently the importance of collaboration is discussed in this class. If we may think that a behavior is linked to something at home, working with parents may be helpful in creating a pathway that is best for the student. In the future I hope to create a strong rapport with my students and with their parents so that if issues are to arise students can be supported from all ends. Parent involvement could help limit the stressor for the student or can help the me provide methods for expressing themselves in a more productive manner. I want to make sure that my students access to help and guidance extends outside of the classroom. I hope to be able to identify the issue at hand and develop an appropriate plan to guide students behavior without creating a sense of stigma or using punishment.

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I found this article both very informative and practical. One of many quotes that stood out for me is ” First, do not take students’ behavior personally. Sure, they are calling you and your mother horrible names and threatening to trash your classroom, but try to view it is as a  learning error. You would not take students making math errors as a personal affront; you would assess why they are making the error, reteach the concept, provide opportunities to

practice, and acknowledge and celebrate when they master the skill.” One skill we have been taught earlier when discussing EBD’s is to learn and separate the student from the disruptive behavior. I feel this quote reinforces some of our earlier learning in gaining perspective before responding to student behavior. Remembering not to take student behavior personally, even when you feel they have figured out the way to press all your buttons to get their needs filled, is easier said than done. I love the idea of taking the perspective that a student’s negative behavior is a learning error. We as teachers are in the classroom to teach more than academics, we are there to teach problem solving skills bi it academic, social or emotional skills as they relate to our classroom. I know I have had let many students behavior get to me and get the better of me. Going forward, I will try and be more mindful myself on how I react to students behavior, to make my first priority to help correct and help them learn acceptable copingskills and behavior. I am going to keep this article handy as a how to constructively access, analyze and respond to behavior.