We can reframe the way we view behavior to look through a lens that all behavior is a form of communication or a need for skill fluency practice (need for the behavior to be explicitly taught with precise language and practiced multiple times in multiple situations).
We also reframe our requests to students to specifically teach what we DO want students to be doing. We are teaching the correct behavior instead of giving attention to the incorrect behavior.
Using positive, precise language to help support the development and practice of social and emotional skills.
REFRAME to the POSITIVE and/or to the PRECISE
Use walking feet to stay safe.
Use a quiet voice to be ready.
Don’t touch the wall.
Keep your hands locked in front of you to stay safe. (behind you). (make sure students understand the vocabulary of in front and behind)
Walk on the line a shopping cart length behind your friend to stay safe.
Listen to me
Eyes are watching me, ears are listening to my voice, hands and feet are still to be ready.
Put away your coat.
Hang up your coat on the hook in your cubby to be responsible. (remember that “put away” at home might mean throwing the coat in the corner)
Stop playing with your mask.
The mask needs to stay on your face. We are being kind to ourselves and each other by wearing our mask. We will go outside soon for a break.
Don’t grab it from your friend.
Everyone has their own supplies. Please use the items in front of you or raise your hand if you can’t find yours.
Many children need explicit, direct teaching of skills. Below is a resource that may help.
Two Versions- click on the links to view them at TpT- then sign up for my blog and send me an email at firstname.lastname@example.org and let me know which version you would like to use. I will send it to you at no cost.
WOW! Teachers in the Union Public Schools in Tulsa, OK are incredible. I recently had the opportunity to visit some of their classrooms. They so graciously allowed me to take pictures to share with you the intentionality of their classroom design.
The environment in which children spend their day at school needs to support developmentally appropriate practices that allow children to freely move, to explore with hands-on opportunities, to engage in dramatic play experiences, to build social/emotional skills, and to develop their symbolic thinking and cognitive flexibility among others.
Learning theories from constructivism to social learning
to experiential learning underscore the importance of
active and inquiry-based learning, knowledge construction
through interaction with the environment, social contexts
and meaningful experiences.
-“Most Influential Theories of Learning,” Unesco Education
Intentional Design for hands-on exploration while encouraging symbolic thinking, problem solving, and cognitive flexibility.
Intentionally Designed Art Centers that encourage the process of art instead of the product, and free exploration of creative ideas instead of template art.
Intentional Design of the Classroom Aesthetics so that the students can live and breathe in a beautiful space. Use of natural colors as we use in our homes for a calming effect.
Intentional Design of Student Contributions, the classroom belongs to the students. It should be a reflection of the students instead of the teachers passions or “cutesy/pinteresty” type themes.
Intentional Design to Include Dramatic Play. Students require dramatic play experiences to build executive functioning skills.
TOP 10 Reasons Why to Greet Students at the Door Each and Every Morning
• Provides a smile and a reassurance that the teacher is glad the student came to school today, which sets the tone for a positive day
• Promotes a strong relationship between the teacher and student • Enhances a positive classroom climate
• Provides a moment of connection when you greet them by name- young children love to hear their name – let’s use them in positive statements
• Assists children with letting go of issues that may have occurred on the bus or at home- they are being welcomed to a new start to the day
• Promotes a sense of belonging and trust that school is a safe place
• Provides social and emotional support
• Demonstrates and models of how to greet others, how to use kind words, and how to be respectful
• Provides a proactive, preventive technique to reduce challenging behaviors
• Starts the day for the teacher with LOTS of smiles and positive interactions!
Greetings must be delivered with sincerity and genuine care for the students. If you rush through greetings, the students will not feel valued or respected which may lead to challenging behavior.
Use the student’s names
Provide options that include touching as well as include no touching to meet the needs of all students