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Addressing Disruptive and Noncompliant Behaviors (Part 1): Understanding the Acting-Out Cycle. (nd). Iris Center, The IRIS Center Peabody College Vanderbilt University. Retrieved from https://iris.peabody.vanderbilt.edu/module/bi1/#content

Classroom Management. (nd). The Teacher’s Guide. Retrieved from http://www.theteachersguide.com/classroommanagement.htm

PBIS FAQs : Brief Introduction and Frequently Asked Questions about PBIS

(June 28th 2018). PBIS, Positive Behavioral Interventions and Supports. OSEP TECHNICAL ASSISTANCE CENTER. Retrieved from https://www.pbis.org/school/swpbis-for-beginners/pbis-faqs

Too Noisy. (nd). EDShelf. Retrieved from

https://edshelf.com/tool/too-noisy/https://www.edutopia.org/video/tricks-trade-classroom-management-tips-teachers-video-playlist

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Iris.org and the Teacher’s guide have been excellent resources to find or to remember interventions that I have seen practiced by other teachers and I have mostly listed the ones that I have used and found useful. This is not an exhaustive list.

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·       Student can be silent and isolated, calm

·       Connect and talk about what happened and why,

Establish a mutual plan (contract if possible

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·       Student is calmer, sometimes does not take ownership of behavior, withdrawn.

·       Connect, offer alternatives such as safe space or individual activity,

·       Reassure that you are not upset not angry.

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·       Student is out of control, and unable to calm down.

·       Need for a plan in place by administration and call the person in place by the plan to remove safely the student.

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·       Student wants attention and will do anything to get it.

·       Can be very disruptive, argumentative and is clearly unmotivated for work.

·       Redirect the student, l give him time to breathe, use safe space.

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·       Can be external (disruptive behavior) or internal (disengagement), longer and more difficult to manage with low key strategies.

·       Try to connect soon enough with the student and identify with him the source of the agitation

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·       Needs to be avoided. May start at school, with such issues: too much noise, assignments, activities, lack of attention etc.
May be outside triggers: medical , family etc.

·       Connect to the student and identify with him the source of the trigger. Use a safe space

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·       Is the best time to implement EBIs , rules, routines and clear expectations.

·       Best time to get attention from the student and to give him attention, he will feel validated.

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How to recognize escalating behaviors and what you need to do. They are:

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How to recognize escalating behaviors and what you need to do. They are:

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1.     Calm phase

2.     Trigger phase

3.     Agitation phase

4.     Acceleration phase

5.     Peak Phase

6.     De escalation phase

7.     Recovery phase

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* EBD students.

* Learning DisAbility students.

* Undetected vision, hearing Barriers, other undetected barriers or non diagnosed Disabilities before.

* Social issues or family issues. (I knew a PK who was given a ETOH bottle!!! for pain by her mom).

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Examples on how to decrease disruptive behaviors in the classroom.

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Examples on how to decrease disruptive behaviors in the classroom.

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1.     Planned ignoring can have a positive impact on students which will redirect their attention to the teacher without having to single out any student. The class will tell the student to stop, VERY EFFECTIVE!

2.     APPS such as 'Too Noisy" will help students to redirect their attention according to the noise level and the teacher directives.

3.     Stickers or coupons for a difficult student compliant with his behavioral contract, or proactive in with self-monitoring are a strong incentive in lower grades.

4.     Engaging and rewarding a similar student from a higher grade will give him a sense of responsibility and heightened self-esteem.

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Examples on how to increase student compliance:

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Examples on how to increase student compliance:

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·       Collegial rules making, be clear and consistent.

·       Connecting to the students, getting to know them and being interested in their lives and interests, greeting them personally at the door.

·       Engaging the student with songs and dance breaks (noodles on YouTube.com), teaching a few ASL simple words, "bathroom, drink water, hi, good bye", will go a long way.

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By supporting the school, the teacher and the student, through a network and Evidence Based Interventions and through 4 distinct but complementary elements

·       Systems:
Network of interventions supporting the teacher strategies and performance

·       Practices:     Supporting the student in reducing misbehavior issues

·       Data:            Supporting interventions and strategies changes when needed

·       Outcomes:    Supporting teachers and students, school and community goals

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·       PBIS Is multi tiered applied (tier 1 2 and 3), .

·       Positive behavior reinforcement has been shown to be more effective in reducing behavior and discipline issues in students at all tiers of class support, as well as in special education and inclusive classrooms.

·       Improves academic performance

Improves teaching performance

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·       Changes paradigm for student's behavior and classroom management, previously based on inefficient punishment and authoritative discipline interventions non-evidence based.

·       Is a systemic network of student centered and proactive of EB strategies, uniformly implemented at school district, school, and class levels as well as outside the school, ideally in the community and families.

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Acronym for: Positive Behavior Intervention Support