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After watching the video, I began to reflect on what I can change within my classrooms for each of my classes. I have specific classes that come do mind when I think about kids who seem like they don't want to do well. Now I'm realizing that those same kids maybe never had that option: they struggles and their immediate response is go the opposite direction. Sometimes it becomes that way because they don't feel like they can do well, too. I want to try to be more understanding and patient, especially with my most challenging class.

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This video made me think about the fact that, in the past, we have tried to make kids do well because we believed that they only did well when they WANTED to. However, a kid doesn't choose to WANT to do poorly. Challenging kids lack skills like problem solving, flexibility, and frustration tolerance. As the man in the video says, "it's skill, not will" and that really stood out to me. I am trying to focus my attention on helping my challenging students with those 3 important like skills: problem solving, flexibility, and frustration tolerance. I have in depth talks with them and ask lots of questions to try to gain understanding so that I can then help them solve their problem on their own while working on important life skills.

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The one thing that stood out most to me during this was the when he said " I have yet to meet a kid who would rather do poorly than do well." I think that  a lot of our students fall into this category, or at least the ones that cause me so much grief. It is easy to find a reason that these particular challenging students can't or won't do the work, but like he said in the video, what needs to be done is find the find a solution to why they can't or won't do the work. For many of my challenging students, they fall into one of the three categories he mentioned of flexibility, frustration tolerance or problem solving.

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After watching the video on “Rethinking Challenging Kids-Where There's a Skill There's a Way”, I began to think about the word “mindset”.  For example, as a teacher I have told students in the past that you have to change your mindset on how you are approaching the assignment from “I can’t do” to “I can do”.  However, I never thought to take that same concept as a teacher and reflect on myself (my mindset) when approaching those challenging students in the classroom.  For example, I’ve tried this and that, and feel like I’ve hit a roadblock to keep going because there’s a solution to the issue.  Sometimes we need to breakdown the problem into smaller sections by focusing on each student because they have unique challenges than the whole class.  Like in the video we can possibly overlook those students who are trying their best because we are focusing on the behavioral aspect and miss the opportunity to give them those encouraging words of improvement based on their skill sets.  Where there is a will there's a way for both the student and teacher to have a productive learning experience in the classroom.

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This video made me think about the most challenging students and ask myself would they do better, (or well) if they could? It made me think about the different ways to approach certain situations in the classroom that are predictive and helped me to identify ways that I could be more proactive. The video also made me think of ways I could incorporate the skills of problem solving, flexibility, and frustration tolerance in the learning environment.

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After viewing each of the classroom videos it makes me think of ways to re-arrange my classroom and reward students according to outstanding work, making good choices, being prepared to learn.  On the downward end would be consequences in terms of being giving a warning, be given a chance to make a better choice, losing privileges, and contacting parents. 

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After viewing each of the classroom videos it makes me think of ways to re-arrange my classroom and reward students according to outstanding work, making good choices, being prepared to learn.  On the downward end would be consequences in terms of being giving a warning, be given a chance to make a better choice, losing privileges, and contacting parents. 

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The video made me think about how I need to remind myself during the day that when a student is misbehaving not to think that they just don't want to do their assignment because they just don't want to, but that they might not have the skills to be able to complete the assignment. Students respond to the teachers attitude towards them, so instead of getting onto them about not doing the assignment we should take the time to try and figure out why they don't want to do the assignment. Taking 5 minutes to have that conversation may seem like a lot of class time in the moment, but it can potentially save class time and help the student academically in the long run.

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This video made me think about how can I get my kids to the place where they can. I need to figure out the strategies to get to the probing questions about their behavior so that we can come up with the resources to make the good choices in life along with the classroom. I want my kids to be successful in all their endeavors so I want to be able to pass on my wisdom to their tool belt.

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The take away from the video is to understand the premise that kids will do well if they can, thus as educators/adults it is imperative we shift our thinking to understand this, and to recognize if students are not doing well it could be they have not acquired the necessary skills to do well.

Adults need to shift thinking to how can I help a student do well, by practicing and teaching the skills we need students to master. Adults can do this by being proactive in predicting problems that may arise, realizing the need to practice empathy in order to validate student concerns, and reflecting back to the student their concerns to provide opportunity for clarification about what is causing impediments, frustrations and problems. When student concerns are reflected back to them we can also find an opportunity to share our concerns, which provides an open exchange where the student can ponder solutions.

In this process of collaborative problem solving we are teaching skills in problem solving, frustration tolerance and flexibility. This process takes practice to develop but the end goal is it provides a pathway to create win win solutions to mutual problems. It further enhances relations, and ultimately increases the ability of both adult/teacher and student/children to grow and develop their own ability to solve problems, and derive solutions to everyday situations that arise.

I think the premise is very precise and can help one to remember to practice and teach these skills.

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This video made me think about those students who struggled in my classroom in years past. This video made me think about their attitudes towards school and how teacher actions have affected their behavior towards academic and classroom success. 

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This video made me think about those students who struggled in my classroom in years past. This video made me think about their attitudes towards school and how teacher actions have affected their behavior towards academic and classroom success. 

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This video made me think about the student's perspective in my classroom. Without the skills necessary to behave appropriately in a situation, the student is limited to behave with only the skills that they have learned so far. Here I am trying to learn more effective classroom management skills and pushing my own frustration tolerance, while the student is trying to learn effective problem solving skills and tolerance themselves. Collaboration is a key element of classroom management between student and teacher, and I think that considering the student's perspective first will be a positive step in the right direction.

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This video has taught me that not all children come to school with the mindset that their education is the most important thing they need to focus on. Helping our students identify any underlying issue that will hinder them from learning is very important. It is imperative to build strong teacher-student relationships so that our students will feel comfortable enough to tell us when something is bothering them and we can help them develop a skill to overcome any problem they are experiencing instead of lashing out and become disruptive throughout the whole school year.

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I need to remind myself of this idea that if they could do better, they would. Academics are only a part of what they can't do. I have one student who is notorious for misbehaving but who is pretty bright.
The kids themselves often tell me that they have anger issues or can't concentrate. I feel like I can do more than I have, but am still limited by the sheer number of kids with behavior issues.

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This video made me think of one student almost immediately.  He recently took a 55 question midterm in 5 minutes.  He only completed one assignment for trimester 2, even though he had a B at the end of Trimester 1.  What I'm trying, isn't working and what he's showing me is that he now refuses to move forward.  I have to find a way to reach this kid and it begins with me.  I wish that he had more examples of what could be done in the classroom but this at least gives a good start.  There's no question that this student can.  One of his last statements to me was that the Dean was helping him to get out of my class.  This worked with another class he did not like.  Seems that he's always finding ways to try and "beat the system."  Thankfully, he isn't being moved.  I have a chance here to make a difference and hope I'm up to this challenge.  Looking forward to good ideas.

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This video really makes sense.  I’ve noticed that the same kids in my class that aren’t doing what they are supposed to do, are the ones that are confused about the assignment or did not understand the instructions.  It is really easy to just assume that they are lazy or don’t want to behave or do work, but I think they could also be acting out because they are avoiding an assignment.  Since they don’t understand what they are supposed to be working on, they act out and cause the disruptions that can cause their classmates to miss the projects and assignments.  If I could just remember that this is the reason that they are acting out, instead of just thinking that particular kid is acting out because they like to misbehave, we could get a lot of work done.

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This video really opened my eyes to understand what could be behind the actions. I do think most of our students want to do well but lack the skills. With my own son at home, I can see where he will give up when he feels something is too difficult for him to complete. I can see that and I try to offer him different ways to accomplish what he needs to rather that just giving up and avoiding the task all together.  Problem solving is a skill that needs to be taught. This video put that into perspective.

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I loved this video. When I was young, I was exactly like the student he described. I thought about how I wished someone would have gone through a problem solving exercise like he explained. Now that I am the adult, I think I have forgotten how much a child needs to LEARN the skills that I already know. I never thought of it like a learning disability and it is even worse when our students have no one at home to help them learn these skills. Perhaps with the excessive students that are lacking these skills in our school, we should be implementing these skills more often in our lessons.

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I often use this strategy with my own children, and in my classroom.  However, on the harder days it is very hard to devote the time to these strategies.  It is easier to get frustrated and punish children for unwanted behaviors.   When I have a difficult time with a student the first thing I ask is "are you OK?  Is everything OK"  Sometimes it is not and they will tell me the cause of the behavior or the mood of the day.  However, sometimes there is nothing serious going on and I feel like the kids reflect on that, and decide that the correct course of action is to follow the rules.  They decide they really have no reason not too.  I hope that going forward I find more time for teaching these very valuable life skills as well as core subject material.

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I often use this strategy with my own children, and in my classroom.  However, on the harder days it is very hard to devote the time to these strategies.  It is easier to get frustrated and punish children for unwanted behaviors.   When I have a difficult time with a student the first thing I ask is "are you OK?  Is everything OK"  Sometimes it is not and they will tell me the cause of the behavior or the mood of the day.  However, sometimes there is nothing serious going on and I feel like the kids reflect on that, and decide that the correct course of action is to follow the rules.  They decide they really have no reason not too.  I hope that going forward I find more time for teaching these very valuable life skills as well as core subject material.

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I agree that children will do well if they can.

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This video completely blew my mind! It never occurred to me that certain behavior problems in the classroom that look like simple rebelliousness could actually be a learning disability, but I can say that this thesis has already given me some ideas on how to teach problem solving, flexibility, and frustration tolerance.  The biggest takeaway here: It's about SKILL not WILL!

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This video completely blew my mind! It never occurred to me that certain behavior problems in the classroom that look like simple rebelliousness could actually be a learning disability, but I can say that this thesis has already given me some ideas on how to teach problem solving, flexibility, and frustration tolerance.  The biggest takeaway here: It's about SKILL not WILL!

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this totally makes sense and I have been aware of this for some time. I now need to develop the skill of managing a classroom that has 10 of 28 lacking many of the skills at the same time. I know they have to be taught the skill and be given the opportunity to practice the skill, I just don't know how to do that all at one time. I felt my anxiety and frustration building while listening to him, I wanted to scream show me how in my class, with my students! I know there is a way so show me!!!!!!