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Standard behavior management strategies were not as likely to work as they did prior to the pandemic.

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What didn't work last year was the consequences for behaviors. In general, the behaviors have become more challenging and no amount of any repercussions phased the students. I also think the motivation from students is down in my class. I try to give positive reinforcements to my students when they are doing outstanding work to make a point of them, but it does not always go over well.

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Expecting that students had respect for school.  Classroom items were stolen, parties ended in food fights, bathrooms were defaced, classroom staples were littered all around the room.

I have never encountered such disregard for school property in my 30 years of teaching.

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Communicating with parents did not work for me. It seems that no matter how much I tried, my community was unable to get involved. They just seem to have too much happening at home and don't seem to put the focus on school.

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Last year I had a few students who didn't respond to the reward systems that I put in place. I was consistently changing the strategies I used with specific students because one day it would work and another day it would set them off. In years past, consistency was key. If they knew what was expected, students were able to work well and focus. Last school year was not the year for that.

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My normal instructional strategies for increasing independence. Students in my SAI setting needed far more attention than ever before. I was unsuccessful in getting the majority of my students to a typical level of high school preparedness before they transitioned from 8th grade to 9th.

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Since students have come back from distance learning, motivation has been a huge factor in my classroom. I tried using positive reinforcement, such as snacks and eagle excellence cards that they can redeem for bigger prizes, but it still did not motivate the unmotivated. The more students are unmotivated to do the academic work, the more behavior issues I am seeing. Typically contact with parents resolve a lot of the behavior, but this year even that seems to not be working.

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Previous prompting levels and reinforcers didn't motivate students like it used to. I needed to reduce workloads, increase rate of reinforcement/motivators, re-teach regular routines and basic school appropriate behaviors like remaining seated, maintaining personal space, and asking for permission/checking in before taking breaks and use classroom items.

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Students didn't seem to care about learning. They were unmotivated and gave up easily. They didn't want to think deeply about anything. My lessons are a lot of "work together and discuss" but they just sat there and didn't talk about the problem or have conversations that would build knowledge.

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Motivating students to want to do well in life and school. Getting students to do work that didn't require technology. Independent work.

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Motivating students is always a challenge but it seems like it has gotten more difficult as the years go by. It has also been difficult to challenge the students and to push them to higher levels of education because for many of them, unfortunately, their work ethics are too low. When I try to set the bar higher, many of them can not rise to the challenge.

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It was difficult to motivate students. Some lacked stamina and were only able to complete work if I held their hand. The work was not too hard for them, they just lacked the motivation needed to complete it.

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Keeping students accountable for learning when they were working online. Most students were unmotivated when working independently.

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extrinsic reward systems

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I switched midyear to a scripted intervention program. It is much more dry. While learning the process I can't add a lot of personality to it so I have found the students antsy. I want to learn some new skills.

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I felt like keeping students engaged and self directed became more difficult. We really held their hands through Covid/Distance Learning and they were not taking their usual responsibility. Lots of missing assignments, absences, late work, excuses, etc..

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I had a student that no one could reach last year.  It didn't matter if it was positive feedback or negative feedback he received.  He would disrupt the class and the learning process daily.  Even the students were tired of the constant disruption.

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Past class routines and policies did not work in the same way as years past. An example of this was students dressing out. It seemed more and more students forgot their clothes everyday or didn't care if there was a consequence for forgetting. I also noticed that we had to take more frequent breaks during physical activity. I had to get creative on how to motivate students. Usually performing on stage is motivation for them to stay on task, however I found that many students were no longer interested in performing or were very nervous to perform.

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Last year students seemed angry toward adults. They were eager to socialize, but did not respond to redirection. What didn't work last year was my "go-to" methods of redirection to get students on task. It was very difficult to motivate students to want to learn and participate in the class.

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I had a couple of students that no matter what I did, they were not motivated to learn

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SEL and community circles- helping students solve conflicts and get along with each other. Helping them resist distractions & exercising their "ignoring muscle"

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What did not work last year?
Getting students motivated to work. Tried different methods, activities but felt that those students who were doing not only bad in my class but in others had given up very early in the year. Parents phone calls also did not make a great difference when it came to academic progress. -Diajaira Agpalza

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Communicating with parents did not aways work. Focusing for longer periods of time was more challenging for students than usual, as was building stamina to stay motivated throughout the day.

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Expecting student stamina, independence and motivation to be as high as it was before the pandemic

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Calling home when there were big negative behaviors, however calling home for positive behaviors did work...

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Trying to extend periods of work without providing movement time.

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Keeping students on task and motivating them to make good choices by pointing out positive behaviors of others and using a positive reward system.

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Keeping students focused for extended time during group work.

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It was difficult to get some students motivated to try difficult problems and build stamina

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Rewarding those who remained on-task with sitting outside to work or listening to music while doing independent classwork. It was fine for those students who were already willing to try/focus, but didn't motivate any of the others.

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It was difficult to keep their attention and build stamina for the day

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getting them to try and not just give up because it was "too hard"

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getting them to try and not just give up because it was "too hard"

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Getting students to focus for longer periods of time, complete assignments and homework

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Getting students to focus for longer periods of time, complete assignments and homework

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Motivating the unmotivated.