Brief Summary: A boy plans revenge on the new neighbor he calls an “enemy.” His dad suggests baking “enemy pie,” but the recipe only works if the boy spends an entire day playing with the target first. By the end, he discovers the “enemy” is actually a potential friend. The story shows how misbehavior such as exclusion, name-calling, or plotting against others can grow out of jealousy, snap judgments, and misunderstandings rather than real hostility.

discussion question:

1. What feelings motivated the narrator to label Jeremy Ross an “enemy”? How did those feelings influence his plan for revenge?

2. How did spending the day together change both boys’ behavior? What lesson does this offer about making quick judgments?

3. If you catch yourself wanting to do something unkind to someone, what strategies—from the book or your own ideas—could help you rethink the situation?

discussion question:

1. Why does Vince keep saying “Just kidding” after making hurtful comments? How does that phrase affect accountability for his behavior?

2. What role do bystanders play in either stopping or encouraging Vince’s teasing? How can peers influence whether misbehavior continues?

3. Think of a time when someone hid behind “just joking.” How could you respond in a respectful yet firm way, as D.J. eventually does?

summary: the article pinpoints four hidden motives for acting out—fear of being hurt, testing whether adults will give up, attraction to an authority figure, and a need to be noticed—showing that many disruptions mask deeper emotional needs. it pairs each cause with concrete, relationship-focused responses (e.g., consistent reassurance, private praise, clear professional boundaries) so teachers treat the root problem instead of the symptom. Using these insights in my future classroom helps interpret misbehavior as communication and design proactive supports that keep learning on track.

summary: this is a practice brief from the Center on PBIS, explains how to identify the purpose (escape, attention, sensory) behind problem behaviors and outlines the key steps of Functional Behavior Assessment (FBA) and Behavior Support Plan (BSP) design. By showing teachers how to match interventions to a behavior’s specific function—rather than relying on one-size-fits-all consequences—the guide equips you to look beneath student's disruptions, involve students in root-cause conversations, and build proactive supports such as choice boards, break cards, or skill-building mini-lessons that address the real need driving the misbehavior.

summary: Through classroom vignettes, the author shows how labeling students as “troublemakers” often masks unmet belonging needs, boredom, or misaligned instruction. The article offers six teacher moves—from strategizing with students to publicly celebrating strengths—that translate well for me to use in my future classroom.

summary: The video “Research-Backed Strategies for Better Classroom Management” spotlights six common teacher pitfalls—like confronting every minor infraction or using public shaming—and pairs each with concise, research-supported alternatives such as relationship check-ins, movement breaks, and bias checks. by watching this video I learn how to read behavior signals accurately, respond in ways that meet students’ underlying needs, and maintain a positive learning climate without escalating misbehavior of my student.

Summary: this interactive module explains the seven stages of the acting-out cycle—from Calm to Recovery—and shows teachers how to recognize early triggers, de-escalate agitation, and respond safely at the peak of a behavioral episode. Printable observation charts, reflection checks, and video examples that can equip me to spot the root causes of my student's disruptions, teach my students self-regulation strategies, and build proactive behavior plans that keep learning on track.

Lesson Description: In this 45-minute cooperative lesson, students first brainstorm and write about the words, body language, and situations that trigger their anger, then compare lists in small groups to spot commonalities. Guided discussion and role-play help the class analyze how those triggers lead to misbehavior and practice healthier responses—giving assertive feedback, using active-listening, or choosing to walk away. The activity places the cause of disruptive behavior squarely on unrecognized emotional triggers, teaching learners to notice early cues and choose constructive reactions before conflict escalates.

lesson description: This single-period SEL lesson walks students through a “calm-down toolkit” that includes mindful breathing, backward counting, positive self-talk, and movement breaks. After modeling each technique, the teacher leads a reflection in which students match real-life classroom frustrations (e.g., getting stuck on a math problem, feeling left out) with a calming strategy they could try. By equipping student with concrete self-regulation tools, the plan tackles a major root cause of misbehavior—emotional overload—before it spills into off-task or disruptive actions.

lesson description: This standards-aligned lesson plan offers quick daily practices—Feelings Check-Ins, “Anger/Nervousness Trigger” journaling, Peace Corner routines, and character-analysis circles—that can be woven into reading or writing blocks. Each activity helps students link thoughts, feelings, and behaviors, making it easier to see how unmanaged emotions or unmet needs drive classroom missteps. Using these bite-sized routines across the week builds a shared vocabulary for discussing why behavior happens and empowers students to choose proactive strategies instead of reacting impulsively.