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I am trying to create just a few work spaces on the floor for students to use during independent time.

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I am trying to create just a few work spaces on the floor for students to use during independent time.

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I am trying to put directions in a positive tone instead of a negative tone. Ex: "Walking feet instead of No running. " I am also trying more frequently to praise what I see is being done well instead of pointing out what needs to be done better. I find it is more natural to point out when someone is not following the rules, but I know it is more beneficial over time to give praise. 

# data[].attributes.subject
I am trying to put directions in a positive tone instead of a negative tone. Ex: "Walking feet instead of No running. " I am also trying more frequently to praise what I see is being done well instead of pointing out what needs to be done better. I find it is more natural to point out when someone is not following the rules, but I know it is more beneficial over time to give praise. 

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Students need to have the rules/expectations written in front of them.

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Students need to have the rules/expectations written in front of them.

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Students need to know the schedule, even when there's a change for just a brief time, like a 2 hour delay.

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Students need to know the schedule, even when there's a change for just a brief time, like a 2 hour delay.

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Some students need physical boundaries to feel comfortable in a work setting. 

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Some students need physical boundaries to feel comfortable in a work setting. 

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The way statements or questions are worded affects the motivation of students.

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The way statements or questions are worded affects the motivation of students.

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I wonder...how to build collaborations and help each other to truly promote taking steps of implementing? There are so many wonderful ideas and strategies.

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I wonder...how to build collaborations and help each other to truly promote taking steps of implementing? There are so many wonderful ideas and strategies.

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I agree with an earlier post. I am trying to reframe behaviors through 'positive' stated ways.

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I agree with an earlier post. I am trying to reframe behaviors through 'positive' stated ways.

# data[].attributes.body
I gravitate to the strategy of praising or complimenting the behavior of someone in close proximity to the one misbehaving, rather than pointing out the one misbehaving, which may reinforce gaining attention for misbehaving.

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I was familiar with Growth mindset and Carol Dweck's work. I totally am on board with this thinking and hope to implement as much as possible. The review was a nice refresher.

The meeting of basic needs was another area of familiarity. As I work more and more with HM students, getting enough sleep is becoming a condition behind many 'off task' behaviors. In the past, I always understood the necessity of meeting a child's basic needs; however, I am affirming through the intensity of student actions when needs are not met.

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*Our families and students are doing their best.
*Growth mindset for all!

Reminder: Most students in trauma will 'act out'.
Look for the 'good' while looking for the 'why'.

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A comfortable and safe classroom will improve students' behavior and willingness to learn.

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Look for patterns to why a student is having specific behaviors.

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Look for patterns to why a student is having specific behaviors.

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Positive reinforcement by reframing behaviors & affirmation

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Positive reinforcement by reframing behaviors & affirmation

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Proactively design classroom to foster safety & connection

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Proactively design classroom to foster safety & connection

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Give points/rewards for doing the right thing

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"At school we do things this way..." invaluable!

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"At school we do things this way..." invaluable!

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Geography is everything! Easy flow, avoid choke points, sight lines, safe & work places as environment
Positively reframe behaviors and acknowledge them

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1. Having a schedule students can follow and understand
2. Students need to feel safe in the classroom before they can learn

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"Operate under the assumption that people are generally doing the best they can with the resources they have."

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Young students are capable of learning how to change their behaviors to match their current environment.

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Young students are capable of learning how to change their behaviors to match their current environment.

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Behavior varies by setting and people present

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Behavior varies by setting and people present

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Having a growth mindset is a huge buffer against compassion fatigue.

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Having a growth mindset is a huge buffer against compassion fatigue.

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With a growth mindset, I should assume that students and families can change and evolve for the better.

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With a growth mindset, I should assume that students and families can change and evolve for the better.

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A growth mindset should allow us to reframe.

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A growth mindset should allow us to reframe.

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Always good to have reminders about noticing the positive in a student first instead of negative.

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Always good to have reminders about noticing the positive in a student first instead of negative.

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I liked the discussion on page 68 about trying to research WHY a student is choosing a poor behavior. 

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I liked the discussion on page 68 about trying to research WHY a student is choosing a poor behavior. 

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Use positive reinforcement and proximity.

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Use positive reinforcement and proximity.

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Academic information is secondary to basic needs.

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Academic information is secondary to basic needs.

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Page 78 - the 3 steps to reframe negative behaviors

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Page 78 - the 3 steps to reframe negative behaviors

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I love the growth mindset activity on pages 70-71. 

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I love the growth mindset activity on pages 70-71. 

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We need to stop judging families for poor behavior; they are doing the best they can.

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We need to stop judging families for poor behavior; they are doing the best they can.

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Everyone is doing the best they can with what they have. 

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Everyone is doing the best they can with what they have. 

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Students need to feel safe before they can learn.

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Students need to feel safe before they can learn.

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A student can be triggered by something that is out of the control of the adult. For example, a hair color or a perfume scent. 

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A student can be triggered by something that is out of the control of the adult. For example, a hair color or a perfume scent. 

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Room environment is important to feel safe and to have "break" options.

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Room environment is important to feel safe and to have "break" options.

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Making sure the kids feel safe with me and in the room.

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Making sure the kids feel safe with me and in the room.

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EVERYONE is working for the betterment of the child. There isn't just one path.

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Finding out where they are will help to get them moving forward.

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We can stop letting problem behaviors pay-off = extinction.

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We can stop letting problem behaviors pay-off = extinction.

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Post expectations prominently in instructional area; not out of the way places.
There is a correct way to reframe problem behavior and reinforce the opposite.

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What "we" think is often not what they think. Try to deal/cope with empathy.

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Even though it may not seem like it at times, people are generally doing the best that they can. Even if that goes against what we would like to see them do.

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Even though it may not seem like it at times, people are generally doing the best that they can. Even if that goes against what we would like to see them do.

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Students basic needs need to be met before they will be ready to learn. Feeling safe is very high on that list.

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Our families are often times doing the best they can to survive. We need to shift our narrative and tell a different story about our families.

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Our families are often times doing the best they can to survive. We need to shift our narrative and tell a different story about our families.