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One skill that student's will work on when they participate in Plan B is managing one's emotional response to frustration. Often our kids may become frustrated but don't know the appropriate way to seek help or to let others know they are frustrated. The behaviors we see may be the way they communicate for now because that gets some type of response. Helping our students manage their emotions and how to respond or seek help when frustrated are life skills that are important.

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The sentence stem "I noticed that........ What's up?" Seems like a way to communicate what one is seeing and trying to see what is causing it. It gives the student the opportunity to express and communicate their concerns. Going thru this process may take time but it can show empathy and have the student feel that they are heard.

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Dr. Greene gave an full account of various ways in dealing with certain scenario.  We have taken approach with those children that we have either a set mentally or that at times we tend to just not search if there is anything else going on.  He had surreal scenarios that one is actually able to relate to them and understand at times they seem to be an encounter we have faced.  We have often been told that the higher the expectation, then a child can reach for higher success.  But at times, one must always be cautious of how a child may not be able to reach those higher expectations because of personal life issues.  If one can understand that children may not be to explain why they are reacting when given an assignment which may cause them to blow up.  One must lead them down the path so that they may develop an understanding of how to handle issues.  Dr. Greene's plan B will begin to give us an understanding of how to help child reach a sense of what might be causing him to react.

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Overall, I like how the author backed up each situation with a continued scenario to give real life evidence of the theories. The last quote, "kids and adults can do well if they can, " remind me of Brene Brown's quote saying something similar; "always assume people are doing the best they can.." If you meet the child where they are at, instead of assuming they are just unruly, then you may be able to actually make a positive impact in that student's life. Change is not easy, and staying on track with the plan can be hard. But in the end, following the three steps in plan B is much more beneficial for the student and the staff.

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In Chapter 7, I really liked the discussion of how to go about doing full-class Plan B, which I think is a great idea to introduce at the beginning of the school year in morning meeting.  I like the idea of students working cooperatively and having a sense of community within the group so they know they must be concerned not only with themselves but also with the well-being of other individuals in the group and the group as a whole.

I think the quote, "In our classroom everyone gets what they need, and In our classroom, we help each other." would be a great quote to see in all of our classrooms around the school.

Chapter 8 was more of how to get the ornery people on board....we always have some of those! And Chapter 9 was a reminder that we have to remain diligent and optimistic that the plan will work in time.

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This chapter related well to a course I had previously taken. One of our main focuses was the "School to Prison Pipeline." That article addressed the same things about how kids with challenging behaviors are ostracized and begin to lean toward other students with challenging behaviors. The  expulsions and suspensions just push the kid down the rabbit hole even further towards the other challenging  students instead of teaching them how to handle situations and have healthy relationships.

I liked (throughout the book) the running dialogue between staff, staff/student, and staff/family. It gives a great role play opportunity to practice.

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As we go through this chapter, I have truly enjoyed the scenarios because it also gives the students perspective in a situation. If a student begins to verbally discuss what he /she is experiencing before the outburst maybe they will began to see what to try to avoid. While working in the behavior room I noticed that some of them would just go for it not really caring what the end result was. If we had been able to work plan b in steps maybe we would have better understanding of what they experience.

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The author discusses how to implement and stresses how important Plan B is going to be in the student’s success.  The sample scenario will put things into perspective and how a child may be just wanting to go at the assignment in a different manner than others.  It gave me a better understanding a child during their crisis because some of them may have never been asked what would be a better way to solve the problem or go about even knowing what the problem is.  Behavior children at times just lash out without thinking about the consequences if they could actually see what is causing them to lash out maybe they could be more successful in their daily activities.  It addresses students with disabilities how at times they also have problems that they cannot or do not how to handle the issue.

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I like the way this chapter outlined the way Plan b takes practice and time to use.  I think its important to understand that no plan is foolproof and I like that the author discusses various areas that can cause a plan to fall.  This is really helpful because it can help us be mindful of weak areas and hopefully help us avoid similar mistakes.  Behavior issues typically escalate quickly and I think this information affirms the idea of taking the time to be calm and not rush any steps of Plan B, especially the empathy step.  It also reminds us as teachers that it is important that all of those daily things we do for  our students needs to be communicated to others, especially a sub.  

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I like the way this chapter outlined the way Plan b takes practice and time to use.  I think its important to understand that no plan is foolproof and I like that the author discusses various areas that can cause a plan to fall.  This is really helpful because it can help us be mindful of weak areas and hopefully help us avoid similar mistakes.  Behavior issues typically escalate quickly and I think this information affirms the idea of taking the time to be calm and not rush any steps of Plan B, especially the empathy step.  It also reminds us as teachers that it is important that all of those daily things we do for  our students needs to be communicated to others, especially a sub.  

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I think plan b is a really good idea.  Especially for those students that have more challenging behaviors.  Coming up with solutions and plans to avoid situations that cause the student to lose control and be removed from class is our ultimate goal because we want them to be in class and learning.  Reading these steps makes me stop and reflect on some of the behaviors we have seen recently that are not isolated but have become patterns.  Using empathy, voicing adult concerns and collaborating to find out the underlying issues awould be the best way to get the student back on track to being in class.

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I think plan b is a really good idea.  Especially for those students that have more challenging behaviors.  Coming up with solutions and plans to avoid situations that cause the student to lose control and be removed from class is our ultimate goal because we want them to be in class and learning.  Reading these steps makes me stop and reflect on some of the behaviors we have seen recently that are not isolated but have become patterns.  Using empathy, voicing adult concerns and collaborating to find out the underlying issues awould be the best way to get the student back on track to being in class.

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Chapter 6 really isolates and breaks down the communication techniques and how to stay focused. I really could relate to page 161, when it talks about differentiation on instruction is similar when it comes to behavior. Each child learns differently, and punishment can look different for each student also.

Chapter 6 also brings in a good question about students with disabilities. The quote sums up really the entire message. "Even infants have unsolved problems." There is always a way to communicate, even when it is not with normal expectations of using words.

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What really stood out to me in this chapter was the discussion about helping students be better communicators about their unsolved problems and the solutions presented in the chapter to help students that have lagging communication skills.

I also found it interesting that "the universe of potential solutions to a problem can be reduced to a framework of three categories:  1.  ask for or seek help, 2. give a little, 3. do it a different way."  I thought that was an interesting perspective that made me ponder with a possible chart to incorporate in my room for students and conflict management solutions.  Still pondering....

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Empathy can look different when implementing, but the most important thing is to make sure you are not rushing through this step. Chap 5 reviewed examples of what would happen with missteps and not falling back into old habits. It also express the importance of the student taking ownership of the plan. However, it is important to note if the plan is not working or the student cannot follow through, the plan may be an unrealistic expectation. Then a new plan needs to be devised.

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This chapter was about learning how to use plan b and answering the questions on the ALSUP considering what the students you are dealing with. They have certain steps you must follow things in order to get it done. The steps included doing the first step which they call empath step. In this step he asked that you use a saying if “What’s up” in the empathy step. Once this step has been understood than you can go to the Define Adult concerns step but if unable to go into this step, you must go back yo the Empath step to figure out what is really bothering the child of trying again what the child is upset about. Once determine you can go to Define adult concern step where you try to discuss with the students in what is actually the problem and they will feel comfortable telling you.

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Chapter 5 dealt with implementing Plan B and using setting up a ALSUP with a student in mind. Using the cheat sheet would also be helpful. The various steps for achieving Plan B is very interesting and again would be an awesome way to address a problem. I would have to really make it a point to approach the scenario with the Empath step, I would have to make sure I get all the information from the child and a clear understanding. Than once this has been understood I could go on to the Define Adult Concerns step. This where you will actually get to the knowledge of why the child does not want to do it. If you don't get the clear understanding than go back to the Empath step. The last step would be the Invitation step, where I have to remember to use the "What's up" in the Empathy step. The author really stresses using this phrase. Love that he was able to use circle time in his example and why some children have trouble sitting their for the amount of time.

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The part that really struck me was, "He's a regular kid with some challenges. He needs special treatment from me just like every other kid in my class. But the special treatment he needs from me isn't so much on academics, it's on other things, things I don't understand all that well yet." How true that is...although our kids need academics AND help with other things, too! But I have discovered, even when I was teaching 1st grade, that kids just don't know how to talk to one another and let them know if they don't like something someone is doing. We just have to get back to the basics and back up and teach them the small stuff and build on it. They need to know that they have the power to handle things themselves, they just don't have the tools yet to know how to do that...and that's something we have to teach them also.

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This chapter was still talking about Plan B and how to  use it with  different problems that happen in the classroom or other places. It was very interesting to read about all the different ways to approach a situation.  It would take practice and I think it might work with some of the students. I would really have to stop and make sure I start with the Empathy step, then Define Adult Concerns step, and finish with the Invitation step. I would have to remember  to use the phrase "What's up"  when I am in the Empathy step.  He sure makes a point to use it.
I liked how Joey used a signal when he was confused about an assignment and how important it was that everyone needed to know the plan.

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Chapter 4 is great insight to the barriers that we would come across by implementing Plan B. It also, reminds us of how "adults" viewpoints could skew or burn that relationship bridge quickly. We have experience and know we can fix things quickly, if the student just took our advice. Unfortunately, that is not how children's cognitive abilities work. We have to remember they see and feel the world differently than an adult with years of more life experience. It is up to us, to engage thoughtfully and carefully when trying to get a student to trust us and start that conversation.

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In this chapter he gave us a lot of examples on plan B and how to start to use it, but I feel as teachers / paras we don’t always get the time to do it because we need a fast reaction since we have 20 others in our class! As a para  I feel teachers are not given as much credit for trying to implement what happened specially since they don’t just have that one child to sit and talk to they have 20 others that need to learn!  He gave great examples of plan B being used in classroom but sometimes it doesn’t work because not everyone has that time to implement it!

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In chapter 4, the author goes into detail of Plan B with examples of students who were given the opportunity to choose. It gave us a better understanding of Plan B and how to implement it though at time when you are dealing with the situation it might not be able to determine or give them option to select. I wonder if it would be possible to practice during a session with the kiddos, at first than gradually began to give them options. But during your school, as a teacher, one might not have the ability to start asking which would they rather do. If one is able to determine what the problem is that the child is experiencing than maybe we could work at their thought of thinking/acting before they do. At times, we as teachers have predetermine what we think their problem might be but in reality it is no where close to their problem.

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This chapter had great organization that was easy to follow with great dialogue examples. It was easy to follow and understand the three steps for solving a problem collaboratively.

Plan b involves "being able to identify and articulate one's concerns, take another person's concerns into account, generate alternative solutions, and solve problems with people in a realistic and mutually satisfactory manner". The use of plan B, helps the students learn important life skills while working on the lagging skill. Working on all these skills is beneficial to the student.

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My post is the one below this. I forgot to login and now can’t figure out how to delete my “anonymous” post.

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My post is the one below this. I forgot to login and now can’t figure out how to delete my “anonymous” post.

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I liked seeing the dialogue and detailed examples of Plan B in action in this chapter. A huge take-away for me was how important it is to give the child the opportunity to explain why they think they’re having difficulty meeting an expectation. As adults we are quick to think we know what’s going on with our students and what’s causing them difficulties, but it’s important for us to step back and just listen to our students. I like under the Q&A how the question was asked whether we should still use consequences for challenging behavior. The response to the question was a good reminder that it’s not as important for the other kids to see you give a consequence, that they need to see you handling the challenging students’ lagging skills. It was stated in the book, we are not improving our credibility by continuing to intervene in a way that’s not working… So far this book has really caused me to start shifting my mindset on behavior- I am eager to see the difference it will make if we start looking at our students as having unsolved problems and lagging skills, and approaching behavior this way.

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I liked seeing the dialogue and detailed examples of Plan B in action in this chapter. A huge take-away for me was how important it is to give the child the opportunity to explain why they think they’re having difficulty meeting an expectation. As adults we are quick to think we know what’s going on with our students and what’s causing them difficulties, but it’s important for us to step back and just listen to our students. I like under the Q&A how the question was asked whether we should still use consequences for challenging behavior. The response to the question was a good reminder that it’s not as important for the other kids to see you give a consequence, that they need to see you handling the challenging students’ lagging skills. It was stated in the book, we are not improving our credibility by continuing to intervene in a way that’s not working… So far this book has really caused me to start shifting my mindset on behavior- I am eager to see the difference it will make if we start looking at our students as having unsolved problems and lagging skills, and approaching behavior this way.

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This chapter really dove into explaining Plan B. I really liked how the author gave real life examples on what to ask the child if only I can remember to ask those exact questions. I can see how those type of questions get to the root of the problem on what is really bothering the child and how I could then help the child. I agree that sometimes we think we know what is bothering the child but it can also sometimes mean we are totally wrong.

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This chapter really dove into the 3 components of Plan B: the Empathy step--making sure you understand the kid's concern or perspective about a particular problem; the Define Adult Concerns step--where the adults make sure the kid understands their concerns; and the Invitation step--when you invite the kid to collaborate on solutions so as to come up with one that is realistic and mutually satisfactory. I really appreciated the dialogues written so that we could hear how each step sounded and also that they gave you the sentence stems to start your discussion. I thought they did a really nice job of breaking down a situation step-by-step to show how you can talk productively with a student to reach a solution together. This is definitely not a "tough love" kind of response to challenging behavior, but more of a "hand-holding" approach. This is a lot different than what most of us has ever experienced; if most of us were corrected by an adult, we just took Plan A from them and never looked back. Now it seems there's an "art" to talking children through their challenging behaviors and arriving at a collaborative solution that is suitable for all parties.

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There are 3 ideas that have been explained in this chapter by the states if we can follow, will give the kids success. The book states that many people just don’t give the students any time but begin automatically telling them what they are going to do with them. They are so quick to say “because you did this, I’m going to do this to you” it becomes a struggling battle and instead of addressing the issue of students missing skills. The first plan states that they will automatically punish the student by imposing solution. It is what we are used to doing to students that get in trouble we are quick to take away recess if they refuse to do something. I am guilty of that but now I understand what if I had asked them why and tried to talk to them about what is going on! Maybe we could have worked and resolved the problem with a different way!

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"Plan B is a relationship-building and communication-enhancing process." (p55) This sentence seems to go back to building relationships and getting to know the kids. Knowing our kids can help us see what are some things that may be triggers and try to be proactive. As teachers we are already working towards building relationships but most of us are working with plan A and plan C. Working with plan B and moving towards plan B may take time but it can set the students up for success.

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Plan A does signify the way we have always done things. The adult states the expectation, the child follows. I was raised that way. Of course, this does work most of the time with our kids. Plan B gives the student ownership. Working collaboratively. When the problem is occurring, the student is more in their emotions, so logical thinking is not occurring, just reactive. Proactive Plan B focuses on the lacking skill to solve the problem of the reactive product. Plan C keeps the focus on the top skill that the student needs to learn and just not all the lacking skills, as to overwhelm the adult and student.

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Teachers generally use forms of Plan A and Plan C are used the most often because we usually need to take care of a situation immediately.  These plans work for most students and often work for our students who have more behavior challenges.  I think that Plan B should be implemented more often, especially for our students who seem to have difficulty meeting expectations, but the reality of the situation is that filling out the Alsup and then finding the time to collaborate with a student  takes time which  is often in short supply.  However, going through the process and finding solutions that enable a student to be successful would be of great benefit to everyone and help that student throughout life. 

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Teachers generally use forms of Plan A and Plan C are used the most often because we usually need to take care of a situation immediately.  These plans work for most students and often work for our students who have more behavior challenges.  I think that Plan B should be implemented more often, especially for our students who seem to have difficulty meeting expectations, but the reality of the situation is that filling out the Alsup and then finding the time to collaborate with a student  takes time which  is often in short supply.  However, going through the process and finding solutions that enable a student to be successful would be of great benefit to everyone and help that student throughout life. 

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Chapter 2 gives us a way to tackle the changes we can control. The school environment, reactions, and helping the student become confident in their own self growth/learning. We all understand, that parents all do the best they can with the skills they were given. When our children get to school, they only have so many skills in their toolbox. This chapter helps us break down the identification of what they need to build their toolbox. Each student will need different tools/skills to cope with their personal struggles. As Daniel Baety states, "We are not our parents' mistakes." The chapter really encompasses that quote. If we keep that in mind, then we can change the lens we see our children though and truly become a tool that helps rebuild our children, not break them apart based on things they cannot change.

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This chapter is a great reminder that all students have different reasons and ways that the react to situations.  It is important for us to learn about each student and try to understand the root causes of their behaviors.  I like the way they focused on each area the student was struggling with.  It allows you to possibly make progress in one area even if the student still struggles in other areas. 

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This chapter is a great reminder that all students have different reasons and ways that the react to situations.  It is important for us to learn about each student and try to understand the root causes of their behaviors.  I like the way they focused on each area the student was struggling with.  It allows you to possibly make progress in one area even if the student still struggles in other areas. 

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Dr. Greene has given us three plans for problem solving techniques to help the students learn how to cope with their lacking skills to set ways for they to handle them.  Dr. Greene states that everything we do and learn to deal with have multiple components so in order to help a child deal with them, we must first understand that every problem has multiple steps to it.  The mere walking into a building and getting ready to start the day have multiples steps a child must learn to be able to have a good day.  I find interesting that there are basically three Plans when addressing unsolved problems in our education system at this time.  Plan A being the plan that is currently or usually being used by everyone.  In this Plan A, adults solve the problem by imposing their will.  In other words, they use their own status to try to correct a behavior.  It is usually not the one that should be used because it hardly ever takes into account the student’s perspective.  I learned that Plan B is the most productive because it allows for collaboration into solving the problem.  It is where one might be able to teach the lagging skills to those students who are missing them.  In Plan B, guiding the student gives them the view of the adult plus allows you to select whether to use either the emergency or the protective path.  Plan C is a temporary fixture and it looks like one is giving in.  You will not address the problem but address later at time chosen to allow cool of time.  This will not work with a behavior child because some kids need to have the problems address.  Behavior children will not see or understand the problem if address later and the punishment will not be understood.  If I would be able to take the time and guide our students through the resolving of their lagging skills. Than I believe we could go further with their education.

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I know it talked about Plan A, B, and C being our 3 options for addressing unsolved problems, but I did some training with Love and Logic and have learned that most students want to know they have some control over their situation, so that they feel they have some power in their choice.  So whenever I have a conflict with a student--like a student refusing to do work for me, sitting there and pouting--I try to present them 2 options (both of which I am perfectly fine with them choosing) in the form of a question for them to decide which one they choose to do. "So you don't want to do your work--OK, would you rather do your work out on the playground while your friends are playing at recess, or would you rather chip away and try to get as much of it done here in class now?"  Then they have the ball in their court to take the step towards meeting my expectation.  If they choose to give up their recess time to do their work, that's fine with me, but they are not going to do anything "fun" while the other students are working.  They usually come around to meeting my expectations and I end up getting what I want done, but at least they feel they have some control over the choice that was made.  I guess that would be kindof using Plan A with an addendum.

I can see where Plan B would be helpful with those students that are severe cases with multiple issues compounded together to help you pinpoint a starting point to try to tackle their unsolved problems collaboratively.  It just seems like that would take a lot of time and effort to do that for ALL our students that have challenging behaviors.

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Dr. Greene discussed three different plans to use to address unsolved problems in your classroom. Plan A is what most of us use. I say if it works for some students then keep using it. Using Plan B the problem that a student is having is solved by getting the teachers' and other adults input and filling out a form called the ALSUP. I like this plan when Plan A is not working.  I like how the teachers are more involved and trying to figure out what is causing the discipline problems to continue with a certain child.  Is it happening in all the class or just one. Plan C is setting aside a problem for a moment and not reacting to it. The teacher will have to decide what a student needs to complete and not sweat the small stuff.

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Dr. Greene discussed three different plans to use to address unsolved problems in your classroom. Plan A is what most of us use. I say if it works for some students then keep using it. Using Plan B the problem that a student is having is solved by getting the teachers' and other adults input and filling out a form called the ALSUP. I like this plan when Plan A is not working.  I like how the teachers are more involved and trying to figure out what is causing the discipline problems to continue with a certain child.  Is it happening in all the class or just one. Plan C is setting aside a problem for a moment and not reacting to it. The teacher will have to decide what a student needs to complete and not sweat the small stuff.

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This chapter listed many skills that challenging kids are often lagging followed by the in focus section which talked more about that particular skill. Identifying the skill that is lagging can help one understand what may be causing a behavior. If one knows what the students are having difficulty in, one may be able to be more proactive in working with the challenging students. This goes back to building relationships with our students.

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When we look at our environment, one tends to see that some of our adults might be lacking those skills. So therefore how are they able to teach their kids when they might never have learned how to deal with some skills. Growing up in this area, You tend to realize that some of those students whom You went to school with were only lacking certain skills and if they had been taught them they could have been a better student. As we mature, we don’t ever look at a child and their upbringing because we are told no to judge but if you were to look at their parents you would be able to know that he child might struggle with behavioral issues since sometimes their parents still struggle with it themselves. Some emotional students have not been taught the skills and how to deal with their emotions. Us is always hard to see the students who struggle because they might just be lacking their skill but home life may also play a factor. Living in these small communities gives you much more of an insight on the kids and what skills they are lacking.

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“student misbehave when life’s demands exceed their capacity to respond adaptively” Pg 12

Identifying problem areas starts with getting to know your kids and understanding their triggers (and actually try to avoid tripping them). If a student can behave perfectly in Class A but is triggered in Class B – I think it’s safe to say that the trigger is tied to either the activity, a peer or the teacher.
When a student is lagging in any academic area we identify & teach the skill(s)– but when we can obviously see that there’s a student who has lagging behavioral skills we do what…. take them out of the classroom & put them in detention where they cannot talk or do anything but think about what they’ve done and why it was bad. Most of the time they know Exactly what they did b/c there’s a good chance that it was done on purpose to “escape” or save face.

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Dr. Green discusses for how many adults have not given much thought to those students who have behavioral problems who might not have acquired the social, emotional and behavioral skills. Therefore if one does not know what skills a child is lacking than how can you help them.    Most adults assume that all kids know the difference between right or wrong.  But few understand that some kids have not acquired those skills.  I have always thought that some children who are given the skills to deal with social, emotional and behavior situations by simple gesture that someone may have addressed such as social, it could simple like sharing.  Where emotional skills might be as simple as giving them calming techniques and being able to deal with outcomes.  Once we began to understand why/what a child skills might be lagging or missing skills.  Then one is able to work on those skills to try to make the child more successful and if any skills are missing one can help child address them. This makes us better in understanding what child might be going through or when a behavior might happen.  It will allow me to address a child according to what they might be lagging or lacking in skills.

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Yes, this was a long chapter. We have been taught  and it is true every single child is different and has to be handled in a different way. It is true that a child that has a horrible home life  can be really good at school and then kids that have a horrible life at home will be horrible at school. It goes  back that you have to treat every single child as an individual when comes to discipline. We can not discipline every child the same way. Relationship  is  also a key with every student , but it is different than being their friend.  The teacher in the story should of went to the student at his desk and  calmly asked to him to step outside and have a private conversation.

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Yes, this was a long chapter. We have been taught  and it is true every single child is different and has to be handled in a different way. It is true that a child that has a horrible home life  can be really good at school and then kids that have a horrible life at home will be horrible at school. It goes  back that you have to treat every single child as an individual when comes to discipline. We can not discipline every child the same way. Relationship  is  also a key with every student , but it is different than being their friend.  The teacher in the story should of went to the student at his desk and  calmly asked to him to step outside and have a private conversation.

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Wow! This chapter had A LOT of information in it! But what summed it up for me was "challenging behavior occurs under specific conditions: those in which expectations outstrip skills." This chapter really makes me give pause to the next time a student is giving me a challenging behavior in class to take a step back and reflect on what the student is having "difficulty" doing that is causing them to react with their challenging behavior. It has made me think back to times I've had students in class exhibiting challenging behaviors....what was I asking them to do that exceeded their skills and how could I have helped the situation by recognizing their skill deficiency and helped them to be more successful? We all need to look proactively at those challenging situations to recognize the skills our students are lacking and work together with the student to teach them the skills they need.

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ry student has different needs.  I think that this book is making many important points.  School discipline codes should set a standard but need to have flexibility to address the individual needs of each student.  As I was reading the story about the behavior situation in the book, I kept thinking the teacher probably could have handled the situation by just trying to reteach the student at his own seat rather than drawing attention to him.  Each person who interacted with him escalated the situation until it resulted in his suspension.  This is why it is important for us to build relationships with our students so we understand what triggers certain behaviors so we can either avoid or de-escalate a situation before it gets out of hand. 

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ry student has different needs.  I think that this book is making many important points.  School discipline codes should set a standard but need to have flexibility to address the individual needs of each student.  As I was reading the story about the behavior situation in the book, I kept thinking the teacher probably could have handled the situation by just trying to reteach the student at his own seat rather than drawing attention to him.  Each person who interacted with him escalated the situation until it resulted in his suspension.  This is why it is important for us to build relationships with our students so we understand what triggers certain behaviors so we can either avoid or de-escalate a situation before it gets out of hand. 

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The introduction and Chapter 1 were an eye-opener. I was able to relate in my classroom and with the students, I have had. The introduction stated that the "kids, teachers, parents are doing the best they can with the tools they have." That spoke volumes, we feel sometimes that we are doing this by ourselves. It should include all of us to help each other. At times it feels like it's just the teacher or just the parent. We need to provide support to each other and the parent with the correct tools. Students are more than before are lacking skills like they stated social, emotional, and behavioral. We need to provide those skills and tools to help them as they grow into adults.

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The introduction and Chapter 1 were an eye-opener. I was able to relate in my classroom and with the students, I have had. The introduction stated that the "kids, teachers, parents are doing the best they can with the tools they have." That spoke volumes, we feel sometimes that we are doing this by ourselves. It should include all of us to help each other. At times it feels like it's just the teacher or just the parent. We need to provide support to each other and the parent with the correct tools. Students are more than before are lacking skills like they stated social, emotional, and behavioral. We need to provide those skills and tools to help them as they grow into adults.

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Something that I have learned quickly is that different discipline strategies work differently for each student. After reflection on this chapter and my personal experience inside of the classroom I believe that it is always a good idea to take the time to make a personal connection with each student so that you may figure out more easily what may be the trigger to certain behaviors and what disciplinary actions may work best.

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Intro- “Many have been getting into trouble for so long that they’ve lost faith that any adult will ever know how to help them.” This sentence in the introduction spoke loudly. It may not just be that the students lost faith but also since it’s what they have become used to overtime, they seem to expect getting in trouble and therefore fall into a pattern. In a way I feel like when someone is there to help them they don’t know how to accept the help. On the other hand it can be challenging trying to figure out how we as teachers can help them. Each child is unique and there is not one fix it all solution.

Ch 1- We often see students having a developmental delay in a content area but the developmental delay can extend to the mastering of life skills that are important for challenging kids to become proficient in handling life's challenges.

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Our education system has many downfalls but with our world experiencing so many mishaps, our children are the ones hurting. In the book, Dr. Greens discussed how most kids are not able to deal with their emotional, social and behavior issues. Most educators don’t ask what is causing the students to act out but instead state that these kids just don’t know how to follow rules. I have worked in the behavior room and from my own experience know that sometimes we never really learned how to handle things. Some of our kids have bo guidance or are being raised by kids themselves therefore they don’t know how to manage the skills to deal with anything. Dr. Greene gives us the CPS method which gives these students if taught how to deal with the social, emotional abs behavior demands that students are given. 

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Our education system has many downfalls but with our world experiencing so many mishaps, our children are the ones hurting. In the book, Dr. Greens discussed how most kids are not able to deal with their emotional, social and behavior issues. Most educators don’t ask what is causing the students to act out but instead state that these kids just don’t know how to follow rules. I have worked in the behavior room and from my own experience know that sometimes we never really learned how to handle things. Some of our kids have bo guidance or are being raised by kids themselves therefore they don’t know how to manage the skills to deal with anything. Dr. Greene gives us the CPS method which gives these students if taught how to deal with the social, emotional abs behavior demands that students are given. 

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Something that stood out to me is:  “The school discipline program isn’t working for the kids who aren’t doing well and isn’t needed by the kids who are.”  It is because these kids with behavioral challenges have a developmental delay in the important skills to handle and cope with life’s challenges.  I feel it is important more so now than ever to learn how to teach those coping skills to the students that are lacking them and reinforce those skills to the kids that are doing well. Life is only going to get harder and harder and we need to know how to help them develop the skills they need to handle difficult situations.

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Over the years I have seen more and more students diagnosed with ADHD, mood and anxiety disorders, oppositional defiant ,and autism.  What is causing this? This is something that also needs to be studied. I have learned to handle each kid as a separate case to handle for discipline.  Something might work for one but not the other if I want them to stay in the class to learn. 

# data[].attributes.subject
Over the years I have seen more and more students diagnosed with ADHD, mood and anxiety disorders, oppositional defiant ,and autism.  What is causing this? This is something that also needs to be studied. I have learned to handle each kid as a separate case to handle for discipline.  Something might work for one but not the other if I want them to stay in the class to learn. 

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Everyone thinks that students have displayed behaviors is due to their ability not to control themselves.  Dr. Greene states that social, emotional and behavior demands of students have not been asked "What causes these students to act out?" but instead are labeled due to them refusing to follow.  While working in a RTC Center, I was exposed to various types of student discipline.  I found it helpful when working with a student to have knowledge about the student's lagging skills and understand their challenging behavior. Instead our school system might be stated that it is broken due to the types of discipline which is expulsion, suspension, paddling, detention, restraints, and seclusion.   Dr. Greene has addressed these and stated that using CPS which is a problem-solving method which might allow these students to be successful.  

# data[].attributes.subject
Everyone thinks that students have displayed behaviors is due to their ability not to control themselves.  Dr. Greene states that social, emotional and behavior demands of students have not been asked "What causes these students to act out?" but instead are labeled due to them refusing to follow.  While working in a RTC Center, I was exposed to various types of student discipline.  I found it helpful when working with a student to have knowledge about the student's lagging skills and understand their challenging behavior. Instead our school system might be stated that it is broken due to the types of discipline which is expulsion, suspension, paddling, detention, restraints, and seclusion.   Dr. Greene has addressed these and stated that using CPS which is a problem-solving method which might allow these students to be successful.  