# data[].attributes.headline
Disrespect, talking back, lack of empathy

# data[].attributes.subject
Disrespect, talking back, lack of empathy

# data[].attributes.headline
Causing harm to self or others, or after repeated reminders and an exhaustion of all other interventions

# data[].attributes.subject
Causing harm to self or others, or after repeated reminders and an exhaustion of all other interventions

# data[].attributes.headline
Whole Brain Teaching, P2, classroom rules and expectations, following routines, close parent contact

# data[].attributes.subject
Whole Brain Teaching, P2, classroom rules and expectations, following routines, close parent contact

# data[].attributes.headline
Support the teacher when strategies are not working, support with families as needed and follow-up. 

# data[].attributes.subject
Support the teacher when strategies are not working, support with families as needed and follow-up. 

# data[].attributes.headline
There will not be a "one size fits all." Find what works best for you as a teacher and from year-to-year what works best the cohort of students. 

# data[].attributes.subject
There will not be a "one size fits all." Find what works best for you as a teacher and from year-to-year what works best the cohort of students. 

# data[].attributes.headline
Students who ignore directions even when they have heard them. 

# data[].attributes.subject
Students who ignore directions even when they have heard them. 

# data[].attributes.headline
More training to deal with mental health. 

# data[].attributes.subject
More training to deal with mental health. 

# data[].attributes.headline
Most of us do not feel the need to follow a clip chart or whole group external behavior management, but more of a individual student approach with clear expectations and consequences. The goal for most of us to figure out what each child needs and then decide how to best support them. 

# data[].attributes.subject
Most of us do not feel the need to follow a clip chart or whole group external behavior management, but more of a individual student approach with clear expectations and consequences. The goal for most of us to figure out what each child needs and then decide how to best support them. 

# data[].attributes.body
Insubordination along with arguing, constant commenting, etc.

# data[].attributes.body
Physical aggression

# data[].attributes.body
Physical aggression, sometimes refusal after repeated offenses

# data[].attributes.body
Hurdle help, positive reinforcement, consequences, token systems, BIPs

# data[].attributes.body
Calling parents regarding serious behavior; reinforcing consequences; staff support; recognizing positive behavior

# data[].attributes.body
Behaviors have increased in all students, so we are constantly looking for new strategies to handle them

# data[].attributes.body
Get help from veteran teachers, be consistent, be patient and calm, handle each child's behavior differently depending on student needs

# data[].attributes.body
Mental Health issues and how to handle them

# data[].attributes.body
Disrespect & Insubordination

# data[].attributes.body
Disrespect & Insubordination

# data[].attributes.body
Disruption to other students, refusal to do what is being asked, causing harm to self or others

# data[].attributes.body
State, model and review classroom rules and expectations. Positive reinforcement, giving occasional rewards to those who are not expecting it

# data[].attributes.body
Contacting parents, providing swift/meaningful consequences

# data[].attributes.body
Judy was here when the foundation was being laid....
BE flexible!

# data[].attributes.body
Use your resources- veteran teachers are the go to people!

# data[].attributes.body
We would like to have a plan set in place for students' misconduct and consequences for the behaviors that have not changed year after year.

# data[].attributes.headline
K-Disrespect, talking back, not being accountable for actions

# data[].attributes.subject
K-Disrespect, talking back, not being accountable for actions

# data[].attributes.headline
K-physical aggression, repetitive disrespect and misbehaving

# data[].attributes.subject
K-physical aggression, repetitive disrespect and misbehaving

# data[].attributes.headline
K- positive reinforcement and reminders, reteach, clear and consistent expectations

# data[].attributes.subject
K- positive reinforcement and reminders, reteach, clear and consistent expectations

# data[].attributes.headline
K-to be the final step in addressing the classroom behavior with the student and parent.

# data[].attributes.subject
K-to be the final step in addressing the classroom behavior with the student and parent.

# data[].attributes.headline
K-we wear many hats..parent, disciplinarian, educator, counselor, provider of a safe and consistent environment

# data[].attributes.subject
K-we wear many hats..parent, disciplinarian, educator, counselor, provider of a safe and consistent environment

# data[].attributes.headline
K-mean what you say, say what you mean.  Have high expectations. Do not give constant reminders.

# data[].attributes.subject
K-mean what you say, say what you mean.  Have high expectations. Do not give constant reminders.

# data[].attributes.body
The effects of technology on young learners and their behaviors.

# data[].attributes.body
Not listening and following directions

# data[].attributes.body
Lack of self control

# data[].attributes.body
Physical aggression

# data[].attributes.body
Disrespectul behavior (not listening to teacher, talking back, outright refusal to do what is asked, questioning authority

# data[].attributes.body
Classroom expectations and consequences- consistency, positive reinforcement, reteach

# data[].attributes.body
Disrespect, insubordination, & lack of self control

# data[].attributes.body
Support the teacher. Contact parents when needed

# data[].attributes.body
Physical aggression, repetitive disruptive behavior after many steps have been taken

# data[].attributes.body
We no longer have a teacher/student relationship only any more. More emotional ,supportive role, parental role - we have to provide the basic needs to many more children now

# data[].attributes.body
Clear and consistent expectations, positive reinforcement, P2

# data[].attributes.body
When all else fails... call Jenn!  We like that the child calls home with an explanation (accountability).

# data[].attributes.body
More focus is on the positive behaviors.

# data[].attributes.body
Seek help from other teachers, Consistency, high expectations, build relationships with students and families

# data[].attributes.body
Training on Autism Spectrum Disorders, ADHD and ADD how to manage on a daily basis

# data[].attributes.body
Consistency, fair is not always equal, having high expectations

# data[].attributes.body
The "why" of their behavior

# data[].attributes.body
Talking when I am talking

# data[].attributes.body
The socially/emotionally challenged students and shut downs (hiding, running/moving around when not supposed to, hitting, not getting a response from the student)

# data[].attributes.body
Physical harm to self or others/safety issues

Students who are out of control

# data[].attributes.body
Mindfulness/mindful corner, various behavior modification strategies, catch them being good

# data[].attributes.body
Managing students who are physically harming themselves and others

Liaison between parent and teacher

# data[].attributes.body
Less reactionary, more patient, learned from mistakes/failures

# data[].attributes.body
Be consistent no matter who you are dealing with

# data[].attributes.body
Working with emotionally disturbed child

How students are behaving in other areas

Know 'the why' of the student issues