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I have taught in schools with behavior intervention policies like restorative circles and so on. And ones that dont. By far, the district with the suspension and detention policies have a much better grasp on bad behavior. The restorative circle district was a disaster. Students got chance after chance. The restorative circles were a joke and no one wanted to participate.
We get resources from PiRi, but this site also has great resources. https://www.restorativeresources.org/educator-toolkit.html
We have PBIS, positive behavior intervention and supports. We don’t have required SEL lessons, but should, so I do them daily, and we don’t have trauma informed care, lessons or supports, which we should, so I have taken as much PD as possible and integrate it into my lessons daily and classroom atmosphere. I work every single day on cresting rapport, so when someone walks in my room they often say it “feels” different, lighter, happier, relaxed, they walk in and take a deep breath and feel better :)
I have the special education inclusion class and most are behavioral not academic and we have had zero to few incidences with the office. Only once resulting in an in school suspension. It makes a huge difference when your students can tell you care about each and every one of them and you respect them. For some it can be as simple as instead of calling out the ones who are NOT doing what they are supposed to be doing you point out and thank those who are doing what you asked. “Thank you those of you who are facing forward with a level zero voice” “Thank you those of you who followed directions the first time, I appreciate you being on task”
You would be amazed at how they recognize that and fix it on their own and then I immediately praise. I praise consistently and frequently and not just those who are always doing the right thing. You have to especially seek out moments where the ones who are struggling behaviorally are doing well and praise and reward. I find they begin to work for the praise and positive attention vs the negative attention. Finally, I push self-control and maturity a lot and part of learning those skills is the ability to ignore inappropriate and immature behavior of their peers. When kids aren’t getting the attention of their peers for acting out they don’t do it as often. Also teaching them in turn how to praise and celebrate each other. They have to be explicitly be taught these skills. I say it’s assumicide when you assume students know how to behave appropriately, behave differently in different situations, react appropriately and/or ignore and not react, ask for help, think positively about themselves and/or verbalize praise of themselves and others. There is so much they have to be taught how to do because it’s not engrained in them from home and/or our society now. They are very often not actually being defiant, disrespectful or disruptive instead they are lacking self-control, self-soothing techniques, coping strategies, and the ability to communicate appropriately. Don’t take it personally and always look for the why?!?! Why are they acting that way? What happened a few moments before or at home this morning or at recess that triggered them? Are they hungry? Tired? Bored? Find the triggers, teach coping strategies (more than ask for help) and then ignore most of the inappropriate behavior and praise the correct behavior instead.
Really good advice, positive behavior reinforcement
Be careful what you wish for. In CA schools get in trouble for having too many suspensions, but their are literally no consequences for the kids. They run the school. There should be oversight about what kinds of behaviors have suspensions and expulsions for sure. Those students need support of all kinds, but they should not be allowed to ruin the learning environment of the other students and put undue stress on the teachers. I teach now at a continuation school, and many students won't return to their home schools to graduate because the masses of students are out of control.
Yep. So many kids with trauma, learning disabilities & parents who don't care. Kids get up & walk out of class. We are told to control them. Not sure what they expect us to do. School is the place to socialize.
My school does alot. Of course everyone could do better (our special education Department needs a lift) but we do the best we can with the funding we get. And I am impressed with our no tolerance attitude towards kids who have behavioural issues. If we have a troublesome student in the classroom, help is immediately called and we have a multi tiered crisis team. Parent calls and conferences to help the student are set up ASAP. Consequences are swift and meaningful ans carried out. No empty threats. I love my school
At the school where i was an interventionist PBIS helped, restorative principles help especially with bullying, trauma informed care helped with children who are in violent neighborhoods or home situations. Positive behavior reinforcement is a big piece of the puzzle and students need to be held accountable. Teachers need more classroom mgmt training that builds rapport and establishes clear rules. As a music teacher i see the entire school once a week, class sizes especially 4th and 5th are too large for this demographic 25-32 kids. I check in with my challenging kids almost daily even if i dont see then , just to say Good morning, have a good day. Administrative support is also key, kids who repeat disruptive behavior need to know there are consequences. Sometimes they just need to be reset
Completely agreement w you Virginia.
Yes, we have a Behavior Support Program for students already identified with specific challenges that may be disruptive. The goal is for these students to learn and have successful experiences in a regular classroom and in Related Arts. Some spend short periods of time in a regular class setting then return to the BPS Program for further academic instruction or behavior management. I am Related Arts, I have some BSP students that start out with me for 15 minutes and I work with them to increase their time to the full class period over time….we have support staff that provide PD and support to teachers that have students that are not in the BSP that have continuing behavioral challenges.
We have a similar program.
The school where I work has daily check in for all students. They are able to chose their emotion for the beginning g of the day, I.e,
Sad, frustrated, ready to learn, angry. The counselor set this up and responds to the greatest needs.
We also begin our week with school family time where 7-8 students of various grades and an adult meet to do a craft, play a game, share, etc. once a month we also have school family lunch. Special events within the school are with families rather than classes. We have also implemented a therapy dog. All of this in the past 4 years. Discipline issues have dropped significantly.
We try!
I'm a product of Henrico County Schools. My mom always bragged that it was the best school system in VA. I used to roll my eyes but now that I'm an administrator in another state, I see how forward thinking working for half the lunch period for a free specialty meal, specialty centers, and multiple diploma options help students thrive into adulthood.