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 the "why" behind my students' behavior, I am better able to give my students what they need.


Reference:

American College of Education. (2018). CI5523 Interventions for Students with Challenging

 

Behaviors: Module 2. Canvas. 


https://ace.instructure.com/courses/2078389/external_tools/118428

Comments

Post a Comment

Popular posts from this blog

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...
Read more

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...
Read more