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The Educative Time-Out Process

       This week, as I studied the time-out process further, I recognized how important it is to use it correctly and consistently. I was reminded that time-out should be used to create time and space for a student to regulate, and not as a punishment (American College of Education, 2018). It was helpful to also consider the value of in-class time and the negative impact an out-of-class time-out can have on a student. Having said that, as an AN teacher, I witness daily the value of an effective time-out with my students. More often than not, this looks like a walk with support staff, or taking 5 minutes to go get a snack before returning to class. Some may not think this is an actual time-out, but our team will use it as such when a student is struggling to behave appropriately in class, or simply needs some space to reset. Overall, it’s important for a team to be clear and consistent when it comes to using time-out as an effective tool.   References: Amer...
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Designing Interventions

       This week’s content helped remind me of how important it is to put together a behavior plan that meets the specific needs of a student, while also addressing the specific behaviors of that student. It was helpful to review the various ways behaviors can be addressed, whether it be through skill instruction, using positive reinforcement or putting in place a group contingency. It’s also always helpful to remember that challenging behavior is often not simply a child acting out, but more often the result of a missing skill (American College of Education, 2018). When we take the time as educators to be thoughtful and intentional about the behavior plans we put in place, students have a better chance of success. Effective behavior plans allow students to feel confident and capable in the classroom. References American College of Education. (2018). Interventions for students with challenging behaviors: Module 3 . Canvas.  https://ace.instructure.com/cours...
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Investigating Reasons for Challenging Student Behavior

Something I have learned while looking at reasons behind challenging behaviors is that students rarely act out without reason. Behavior is a form of communication, and behind every challenging behavior is a story. In my classroom, I have seen all kinds of behavior from students shutting down, to yelling and kicking, to being defiant and refusing to do work. In each of these situations, there was a reason for the behavior. I am getting better and better at asking "Why is this happening?" before reacting to the specific behaviors themselves. Research reminds us that behavior is learned and that we can change it when we understand the root cause and respond intentionally (American College of Education, 2018). I am most effective as a teacher when I can ask thoughtful questions concerning the behavior of my students. It is also important for me to build positive and trusting relationships with my students, helping me better understand them. As I grow in my ability to understand t...
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RtI2 System

       One thing I’ve learned through studying Goddard Middle School’s RtI2 process is that behavior is rarely “just behavior.” When a student is struggling, our first job isn’t to correct but to work to understand. The RtI2 framework encourages schools to look for the why behind the behavior and to support students using a tiered approach. For example, Tier 2 strategies like check-in/check-out, break passes, or small-group social-emotional lessons aren’t punishments, but instead they are tools to help students feel successful. When we respond with curiosity instead of frustration, we build trust with our students. In addition, we can help our students improve their confidence and skills. The heart of this work is remembering that every behavior is a form of communication. When we listen first, we can be a better support. Reference: Knoff, H.M., Haley, L., & Gonzales, J. (2011, September). Integrating the School Prevention,  Review, and Intervention Tea...
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