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Regularly scheduled team and classbuilding activities so everyone learns that our commonalities and differneces make us better together.

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Regularly scheduled team and classbuilding activities so everyone learns that our commonalities and differneces make us better together.

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Waiting for the student to be ready to talk about it

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Waiting for the student to be ready to talk about it

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Repeating the same practice over and over again with no result

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Repeating the same practice over and over again with no result

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Teacher and the student taking a deep breath before speaking about the behavior.

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Teacher and the student taking a deep breath before speaking about the behavior.

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Finding the positives and working those in to build student's confidence

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Finding the positives and working those in to build student's confidence

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Asking the student how to make things right

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Showing compassion when a student does something that is disruptive, etc. Acknowledging that it is hard to always "behave"

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Showing compassion when a student does something that is disruptive, etc. Acknowledging that it is hard to always "behave"

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power struggles

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Lots of positive reinforcement whenever students are meeting expectations 

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Lots of positive reinforcement whenever students are meeting expectations 

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Understanding/making sure the basics are covered (food/water/sleep/home) before looking at behavior/interventions. 

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Understanding/making sure the basics are covered (food/water/sleep/home) before looking at behavior/interventions. 

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Review of the Class Charter throughout the year to review the why and the expectations.

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Review of the Class Charter throughout the year to review the why and the expectations.

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Inconsistent enforcement of shared expectations

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Inconsistent enforcement of shared expectations

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private conversation - after the emotional moment has passed

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private conversation - after the emotional moment has passed

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holding unrealistic expectations for students (e.g., expecting a student to sit still for long periods of time)

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Giving students the tools they need to grow but then putting them right back in the same environment expecting them to be able to change right away.

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Giving students the tools they need to grow but then putting them right back in the same environment expecting them to be able to change right away.

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Responding too quickly when the student may not be their best self often yields continued undesired behavior. Time and space can work to the student's advantage.

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Having meaningful conversations with students so that you understand their why.

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knowing the students and what their motivations are

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knowing the students and what their motivations are

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complex verbal explanations for why they should not exhibit the behavior

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complex verbal explanations for why they should not exhibit the behavior

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Consistent reinforcement of shared expectations

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Consistent reinforcement of shared expectations

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Staff may be resistant to alternative remedies.  Need to all be on the same page

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Staff may be resistant to alternative remedies.  Need to all be on the same page

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Positive relationships are the most important

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Positive relationships are the most important

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Developing strong connections with students

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Developing strong connections with students

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anything that engages students in things they're interested in, connects them, drops what threatens them: e.g.s: mentoring younger students, making things or solving meaningful problems, spending structured time in non-threatening relationships like non-competitive games/play, investigating outside, caring for an animal

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anything that engages students in things they're interested in, connects them, drops what threatens them: e.g.s: mentoring younger students, making things or solving meaningful problems, spending structured time in non-threatening relationships like non-competitive games/play, investigating outside, caring for an animal

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overuse of the principal/ap as the disciplinarians

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overuse of the principal/ap as the disciplinarians

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building a relationship and working with teacher, team and family to get to the root of the behavior

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building a relationship and working with teacher, team and family to get to the root of the behavior

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bringing all the impacted parties together to talk

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bringing all the impacted parties together to talk

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Taking the time to uncover the root cause of the behavior.

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Having the students understand the "why"

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Having the students understand the "why"

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Hurts relationships and trust.

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anything that disempowers a child/person

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anything that disempowers a child/person

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seemingly arbitrary consequences that don't relate to the behavior of the cause of the behavior

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seemingly arbitrary consequences that don't relate to the behavior of the cause of the behavior

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enforcement of student handbook policies without first incorporating those policies into one's classroom ethic

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enforcement of student handbook policies without first incorporating those policies into one's classroom ethic

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Assign a student a specific role within their group or within the classroom that leverages their skills and encourages them to engage with the content.

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Encouraging students to reflect on their own behavior and self-monitor

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Being proactive and building relationships with students.  Providing opportunity for students to join me for lunch/snack/a game.

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Being proactive and building relationships with students.  Providing opportunity for students to join me for lunch/snack/a game.

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It's super helpful when a student notices another student violating the charter and calls attention to it. The discussion is then about the behavior in relation to the agreed upon charter as opposed to about an individual. It also means that it's not always me referring to it as my students are too.

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Everyone, including home, not on the same page

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Everyone, including home, not on the same page

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Preview a potentially challenging situation with a student for a more successful outcome.

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Building relationships with students. Greeting them each morning and having lunch with them. It all takes time.  Behaviors don't change as quickly as we would like.

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Building relationships with students. Greeting them each morning and having lunch with them. It all takes time.  Behaviors don't change as quickly as we would like.

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Classroom Charters help because students are part of the process - students voice

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Classroom Charters help because students are part of the process - students voice

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data collection around ABCs of the behavior to develop controls of antecedents and to support teaching of alternative behaviors

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data collection around ABCs of the behavior to develop controls of antecedents and to support teaching of alternative behaviors