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Categorizing the high-need students

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Attention --> Reward --> Maintenance --> Habit

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Build trusting relationships with all students

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Help students by motivating them towards preferred behaviors

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Creating classroom procedures and expectations

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All behaviors in the classroom require specific techniques when being addressed, not what works for you, try to work what is best for them

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Helping students handle setbacks without discouraging them

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Making me consider WHY I didn't like the behaviors my students were exhibiting

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Choice Prompt: "You can either choose to ___ or ___. If you want to do_____, here are the expectations."

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Begin changing my language, less "STOP" and more validation that student has ability to follow rules.

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Different behaviors need different forms of support

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In practice, does this process take up lots of time? Or can this all be done while still paying attention to rest of class?

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I really like the attention-reward-maintenance-habit flow chart. I think this is beneficial guideline for many teachers.

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How changing the language I utilize in redirection effects the attitude of the learner.

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How changing the language I utilize in redirection effects the attitude of the learner.

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Identify ways we as instructors can continue to build positive relationships with students and improve their perception of school and teachers.

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Identify ways we as instructors can continue to build positive relationships with students and improve their perception of school and teachers.

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I have been trained on most of the information that was shared tonight. The information has validated that my approach can be effective and I will continue to work with my students that are showing challenging behavior.

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Do not jump to consequences and removal from class. Try to incorporate opportunities for students to return to group and demonstrate their ability to practice the preferred behavior. 

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Do not jump to consequences and removal from class. Try to incorporate opportunities for students to return to group and demonstrate their ability to practice the preferred behavior. 

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Our students have trauma built up from other experiences. I need to be understanding of those experiences and not take them as a personal attack

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I plan to write a plan for specific students that holds both of us accountable and provides documentation of behavior and efforts that are in place to assist with unwanted behaviors.

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That I can change the challenging behaviors I just need to have a plan to follow through with.  I don't have to treat them all the same.  I can change behavior without consequences because in a couple of cases those are not working any way.

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Is how my  subtle passive aggressive comments may be more harming than i thought and that i need to start controling my microaggressions

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How to minimize the amount of time lost with the rest of the class while dealing with disruptive behaviors.

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How to minimize the amount of time lost with the rest of the class while dealing with disruptive behaviors.

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Look at where the student is coming from and go from there. Don't have them try to meet you where you are.

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Having a format that is streamlined for students that need a bit more support, but not intensive support would be beneficial.

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That I don't want relationships to be in between the sympathetic and parasympathetic

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Try to use positive language even when I am at my boiling poin.

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To have a chat with a certain student and see if we can come up with a plan....

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What are "good" punishments?

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I need to build a relationship with the students and understanding why they behave certain ways. I realized that I have to be consistent and be explicit as to the child level of understanding.

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Is that I need to find a plan to treat those behaviors that are repeating the negative behaviors and stick with the plan.

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When striving to build relationships with students, I need to be aware of whether our interactions are in between sympathetic/parasympathetic when they should be in Polyvagal.

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When striving to build relationships with students, I need to be aware of whether our interactions are in between sympathetic/parasympathetic when they should be in Polyvagal.

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That challenging students are students that may have challenging lives and that doesnt mean you shouldnt give up on them

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How do you deal with the kid that cusses you out in front of your class?

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to try and control my language when i am getting frustrated

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How to deal with the students that are having a crying melt down over nothing

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I'm being more sensitive to the kids needs because of their background.  

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I'm being more sensitive to the kids needs because of their background.  

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Over the next few days, see which behaviors frustrate me and come up with a plan to work on that

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Over the next few days, see which behaviors frustrate me and come up with a plan to work on that

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How to work this more into my assignment as a teacher on assignment.

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How to work this more into my assignment as a teacher on assignment.

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Building relationships with all my students. 

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Building relationships with all my students. 

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Practicing more the of the awesome phrases! :) 

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Practicing more the of the awesome phrases! :) 

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I will share the green sheet of "Phrases for Redirection & Eliminating power struggles"

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Is to find ways to build and maintain positive relationships and to use the Attention, Reward, Maintenance, and reward method to help with behaviors.

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about more awareness of the students needs and how they think. 

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about more awareness of the students needs and how they think. 

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Apply what I have learn to day and start using some of these phrases of redirection and eliminating power struggles.

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To use positive language and to reward positive behavior more.

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Where to find the resources and how collect data for the behaviral i

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How to manage time when a project gets started and we aren't able to finish it up.

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I now see that students act out because of other underlying reasons.

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Get to know students. They are acting out for other reasons.

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I will start getting to know my behavioral kids closer and build a connection in order to know why they act out and how I can help them make better choices.

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How do you deal with the student who everyone looks up to, but brings negativity into the class?