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example

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example 2

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example 3

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Example

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Asking the teacher what they think might work

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Recognizing the positive things a teacher does

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Modeling

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Relationship building

Commonalities

Consistency

Kindness

Basic respect

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I came new into a therapeutic program of teachers who had been already doing the work without me so I acknowledged this with them and followed their lead as I began. I think this helped our relationship alot.

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Informal conversations to get to know one another, checking in/gauging how things have been going with said students & consistency

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Communication

Staying connected

Listening and supporting / validating

Sharing knowledge

Being present in the classroom

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Modeling language and seeing if it is picked up at first on rather than a correction

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Showing up. Being consistent. Build the relationship

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Check in on students

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Getting to know teachers a little more personally.

Being there when you say you will be there and offering support when they ask for it.

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Calling classroom to see how students are doing. 

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Calling classroom to see how students are doing. 

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“What do you think about …”

“are you open to trying ..”

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Getting together with staff outside of school on non work time 

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Getting together with staff outside of school on non work time 

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Consistent communication, frequent check-ins, non-judgmental responses

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bring a collaborative mindset while consistently supporting teachers in times of need 

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bring a collaborative mindset while consistently supporting teachers in times of need 

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Building a positive connection

Consistency

Setting healthy and appropriate boundaries and following through

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I couldn’t change the section so I deleted my post but couldn’t get out of this section without writing anything - sorryyyy

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Open communication about role responsibilities 

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Open communication about role responsibilities 

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Build a relationship with them, consistency, provide support through a safe space

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Build rapport

Being open to questions and criticism

Having relationships within and outside school

Modeling positive behavior

"Sticking to your word" follow through

Being available

Know your audience

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Modeling language and consistently using it with students and teachers 

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Modeling language and consistently using it with students and teachers 

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Building communication regarding student 

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Building communication regarding student 

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Demonstrating how to use the language

Providing resources, visuals, stories that can be carried over in the classroom

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Gentle reminders of roles and best way to access support

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Natural development over the course of the school year through convos

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Sharing resources and specific examples

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Presenting variety of options so the teacher has a sense of control with what fits into their classroom culture

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Consistency with language

Positive approaches

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Allowing the teacher to offer their insight on behaviors and collaborating on conversations on interventions in the classroom

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Allowing the teacher to offer their insight on behaviors and collaborating on conversations on interventions in the classroom

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Share resources and examples with teachers

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Going into the classroom and modeling the positive interactions or behaviors

Effective listening

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Building a rapport. Being supportive and communicative with them. Validating their feelings.

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Validating

Responding when they show concerns for students behaviors/emotions

Sharing helpful information to create student connections

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Taking their opinions and experiences with students into consideration. Showing them that you value what they have to say

Trying to build relationships outside of just speaking about school/work related topics

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Asking their thoughts/feedback

Including them in conversations regarding how to support the student

Collaborate

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Modeling for teachers by sharing my perspective and also with my actions 

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Modeling for teachers by sharing my perspective and also with my actions 

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Validate, they run their classrooms & we adapt to each teachers style

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Helping to reframe

Use “pause” instead of “stop” when shifting

Modeling language

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Asking about what it would look like to implement ideas in the classroom real time

(are these suggestions realistic?)

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Asking what has worked thus far and framing it with “what do you think about this?” Asking their input and opinion

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Giving the teacher reassurance

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Re-wording what they say at times with a more positive, strength based wording and they will often say “yes, like that”  then continuing to describe the behavior this way. 

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Re-wording what they say at times with a more positive, strength based wording and they will often say “yes, like that”  then continuing to describe the behavior this way. 

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Asking for their feedback consistently, commenting on their strengths and using teachers strengths when selecting interventions to suggest

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Defining behaviors

Defining basic needs

Re-enforcing terminology regularly

Psycho Ed regarding efficacy

Modeling interventions to show effectiveness

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Being open to suggestions

Being friendly, positive

Working together

Keeping the student as the main focus/goal

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Utilizing a strengths based perspective.

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Asking what would be most helpful to you in this situation

Tell me your side

What are you thinking?

Use positive, encouraging language

Praise teacher

Validate frustration

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Being careful about language. Positive language, rewarding good behavior, and verbal reinforcement.

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Coming together for a plan for the child with open ideas 

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Coming together for a plan for the child with open ideas 

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Using some motivational interviewing tactics with the teacher and reflect what they are saying. 

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Using some motivational interviewing tactics with the teacher and reflect what they are saying. 

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Sharing language with teachers/asking what language they are currently using and adopting that when appropriate

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Ask questions for feedback

Ask for information prior to intervening in collaboration

Collaborative problem solving

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Collaboration

Teamwork with student planning

Finding the middle ground with support

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Validating their concerns, affirming that they are trying their hardest- we are in the trenches and on the frontlines every day together and I let them know I see them.

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Asking the teacher what is working well and what is not. “would you be open to trying this and I can help, what are your thoughts”…?

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Being careful with the wording of suggestions. Trying to present ideas in a way that shows you are open to collaboration and open to their input as well

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I try to create a listening environment, as well as saying good morning on a daily basis.

I always like to have a listening ear for anyone. So that, they can feel comfortable to talk about anything.

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Modeling

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the importance of coregulation

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During teacher prep time, transition time, when concern is first detected

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modeling behaviors and language with my own processing

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Collaborating during student support meetings weekly with admin and teachers.

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During teacher prep time

During transition time (in between classes)

As close to onset of concern as possible

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Before the kids come into school.

In passing. In classroom at times

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student support meetings, directly after behavior

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student support meetings, directly after behavior

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Setting tone of conversation as an open opportunity to provide feedback/coaching

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In the moment

Student Support Team meeting

After a situation occurs

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Effective behavioral intervention strategies

The reason behind the intervention for better understanding

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Trying to discuss with staff with how a situation went. Asking for or giving feedback.

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In the moment - unfortunately it is super fast paced that myself and the teachers are not always regulated ourselves to be able to have productive conversations (feels like constant crisis mode)

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In the moment if it's appropriate

Very beginning of the day before students arrive

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Walking kids back to class or checking in

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After a situation, debrief about how a situation went and how we can do it differently

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As needed before/ after school

After an incident

During ss meeting

Whenever a teacher comes to us

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By modeling behaviors, collaboration and discussing potential triggers to prevent further escalation.

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—Bi weekly mental health meetings

—Constant informal support and consultation among sacs and other counseling supports

Such as BRYT and reset and Access and guidance

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how to build relationship with all students, how to increase tolerance/understanding of behaviors 

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how to build relationship with all students, how to increase tolerance/understanding of behaviors 

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Behavior charts

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Positive reinforcement of good classroom behavior

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Responding to student behaviors in a calm manner (not fighting fire with fire)

Emphasizing the importance of building student relationships in order to understand how to best respond to each individual student

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Trying to educate to teachers, we would like to see the student prior to the escalated behavior.

When and when not are appropriate time to send student

Be open to sending the student

Identifying the students triggers prior to trigger to help them be successful in the classroom or take space
Educating teachers may not always be available, reviewing other possible supports in school for the student

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Patience

Kindness

Empathy

Confidence

It’s about more than the subject you teach

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teacher led discussion, in scheduled collaborative settings, infrequent discussion 

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teacher led discussion, in scheduled collaborative settings, infrequent discussion 

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Importance of relationship building with adolescent's

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Random check up in classroom

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Psychoed regarding skills - emotion management and relationship skills

Importance of routines and structures

Importance of language used with students.