#mschat Archive
A chat that offers middle school teachers a chance to have a collaborative discussion about a different topic each week. Our topics change from week to week, ranging from Common Core State Standards to Character Education. During the chat, participants exchanges ideas and resources. The chat group ranges in size each week from 10 to 50+ participants. Discussion can be general talking about instructional style or process to specific. Recently members of the chat group help each other create lessons.
Thursday January 28, 2016
Welcome to , where we will be discussing reactive strategies to support positive student behavior. Please introduce yourself.
Hi I am Katie a Middle Level Ed Major from Grove City College
welcome everyone Travis from Bucks County PA principal from pa currently at Bear Creek with our ski club
Jay checking in to from Merton, WI.
Good evening , Misty Instructional Coach from VA
Mike Kelly, MS Principal in PA
Derek Oldfield, jumping in for a few. Math T, Parkersburg WV.
Ready for tonight! I'm Lauren, a sophomore studying English Ed at Hope College in Holland, MI.
Welcome Misty! We are glad you are here tonight!
Kevin from West De Pere WI
Jake Bosley, K-8 dean of instruction from Cleveland.
Hi ! I'm Carolina from Boston. Teach 7th grade math. Will be in and out tonight.
Q1 will be coming up in one minute
Jennifer, elementary assistant principal. Bucks country. Excited to connect with everyone tonight
Excited to learn from all of you this evening. We will be following Q1 and A1 format for questions and answers!
Thanks for joining Derek!
Q1: What factors are important to consider when responding to student behavior?
Glad you could join us tonight!
Great to have you Lauren!
A1: We always have to remember that we only see part of the picture
A1: My response will either bring me closer to the S or take me further from the S. No middle ground.
A1-The student, the situation, background any special needs, the relationship with the individuals involved
A1: The individual we are addressing
A1: Positive reinforcement goes a long way and helps toward building a relationship.
A1 There are 2, and sometimes more, sides to every story. Listen to understand and not to judge. https://t.co/Oc7YNFtzGt
Q1: What factors are important to consider when responding to student behavior?
Boom! Right off the bat. https://t.co/ZBTqBkjeIl
A1: My response will either bring me closer to the S or take me further from the S. No middle ground.
A1: all factors-- social, emotional, academic, familial, etc.
Such a great way of stating that!
A1: There could be a lot of things affecting the student outside of the situation; maintain a positive relationship in your reaction
Jay, glad to see you tonight!
A1) Where is the student on the continuum of behavior expectations?
I have started by asking how their morning was several times. Usually it was related to outside reasons.
a1-consider the whole picture. Is the student engaged? Is there an underlying issue? Behaviors manifest from somewhere. Find source
A1: Every child is an individual and one solution definitely does not fit all.
A1. Consider the context of the behavior, the facts (& unspoken info), student history, your own biases https://t.co/M8sVH7O0oB
Q1: What factors are important to consider when responding to student behavior?
Many times we forget about the unseen!
Such a big factor when we think of our biases!
Hi everyone. Matt from Pittsburgh. Assistant Superintendent
Great point. It amazes me how much Ss deal with on a daily basis that we never see.
engagement is a huge factor!
A1: Behaviorists say every behavior is to fulfill a need, is there a need in the situation? Maslows?
Hey Anthony here from Stillwater, OK!
A1: you really need to look at all sides of the issue/behavior…lots of perspectives…there is always a root cause
A1 You need to know the student and try to figure out why the behavior happened.
Great to have you Anthony!
A1 continued: also remember what U were like as a MS student. What would've supported U as U learned fr behavioral misstep?
A1 continued: also remember what U were like as a MS student. What would've supported U as U learned fr behavioral misstep?
So often behaviors aren't even caused by what's going on in our class, its leftover from home or the pd b4
Great point--I doubt that MS was my finest hour either. https://t.co/SoFCGYDqYM
A1 continued: also remember what U were like as a MS student. What would've supported U as U learned fr behavioral misstep?
students are trying to communicate to us through their behavior
Great start to tonight's chat on responding to student behavior. Q2 coming up in one minute.
A1: the hard part is that Ss aren't always willing/able to share those outside factors leaving Ts in the dark.
Arriving late to ! From Michigan
A1 Discusss consequences of behavior vs. punishments. Build the relationship to have a greater positive impact.
The 3'R's!!! So big and so important!
makes that proactive relationship building piece and SEL supporting all that more important with our Ss
Q2: How do you respond when a student continually refuses to do work, but is not disrupting the class?
A1) Does the student have a relationship with you? Does S trust you? Can you deflate the situation?
Yes! Must build trust and relationships, which takes time and effort.
Exactly! Takes time 2 collect all those POVs & statements but it's so vital in MS. https://t.co/zBUv1AXg54
A1: you really need to look at all sides of the issue/behavior…lots of perspectives…there is always a root cause
A1: Can my response empower the S to make a better decision the next time?
Brad in Bangkok
A1 Adults often believe S behavior is about them (the adult). That is wrong assumption.
It all comes down to teaching and growing!
A2: For me, that all depends on the S. Different Ss need different responses from 1:1, alone time, peer help. Need to know the S.
A1. It is important to understand where your student’s behaviour is coming from. Relationships need to be built to understand this.
A2 If I can't determine the motivation behind that choice, I've offered alternate location choices to complete, or alternate times
Right on! I don't want compliance, rather I'd prefer autonomous Ss that make good decisions.
A2: always ask "why?" Maybe we're missing something.
A2-Continue to have conversations, get buy in with things the student would be motivated by and learn to adapt to their needs
Hi - Don joining late - sorry
Lunch time is such a powerful opportunity to just sit and talk with a S.
Dan, welcome to the chat! We are glad you could make it!
Bingo! so critical 2 monitor S behavior in transition areas like hallway: it's every1's responsibility https://t.co/wZO1SUDNU4
So often behaviors aren't even caused by what's going on in our class, its leftover from home or the pd b4
empower student with choices. Give a little, get a little Sometimes Ss need to feel that they have a little control in their world.
A2: Identify the underlying issue. Is there a limited reading ability? Lack of confidence? Fear of rejection from other Ss?
YES!!! Down time to just chat and build that relationship!
A2) 1st time, have discussion after class to find out reason. Second time, implement a plan. student must be part of it.
Love it when Ss learn that I am there to listen and seek me out.
A2: My experience, (math T) most of those cases are bc Ss CAN'T do the work. However, I always point finger at myself too. Bored?
So important to make the S part of the solution. Done for them not to them.
It is important for everyone to take ownership of a behavior bc it can be about so many different things!
A2) "It seems like you're having difficulty getting started/completing your work. What's up?"
A2 If you have not yet built a relationship with non-compliant S, get started. You'll learn why no work is done. Start there.
Tracy from Green Bay here. I've noticed by increasing the parent contact, especially with positive feedback, has helped.
A1: Look at the facts of and evidence of the situation keep emotion and frustration out.
A3: it sounds simplistic but a 1:1 conversation in which you say "I believe in you" goes a long way.
So true, we have to model appropriate reactions and emotions!
Yes! S being involved in plan creation! Main goal is the work Will be done, so how can we make that happen 2gether
A2) Never assume you know why. Or that it is a negative reason (ex: laziness).
YES! Don't let Ss take you to that emotional level even tho sometimes they try.
A2 I sidle on up to them, show an interest in what they are doing, and set up a checklist for completion. https://t.co/7421hNiZVh
Q2: How do you respond when a student continually refuses to do work, but is not disrupting the class?
Yes, it could be you, it could be not understanding, but sometimes it's just a bad day for them.
A2) student needs to know "why" they need to understand/learn what your teaching. Try to make it relate to them personally
Love the focus on positive ways to support student behavior. Q3 coming right up!
Right. Compliance = behavior only changes when T is around.
Hey Todd, good to see you.
A1: Don't forget you were a kid once. Or maybe you still are.
A2) if a good relationship was built up front, this discussion becomes easier.
The behavior by a Ss is a negative reaction to something, it is our job to turn it into a positive!
A2. There is always an alternative, I think it is important that students aren’t idle to avoid being resented by other students.
Q3: How do you support students who may be receiving counseling services, but behaviors have yet to improve in class?
Bravo! That kind of edu-reflection & pointing finger at self as cause & solution=excellent gift! https://t.co/JDpEKPXzh8
A2: My experience, (math T) most of those cases are bc Ss CAN'T do the work. However, I always point finger at myself too. Bored?
A2: Figure out the WHY! ... Is it too hard, too easy, student not motivated ??? the WHY is important
Some students are hoping that's what you think, it's saves them from being vulnerable and honest https://t.co/aWpB9kVFzQ
A2) Never assume you know why. Or that it is a negative reason (ex: laziness).
A3: I am all ears on this one. https://t.co/wPmFeOpWfG
Q3: How do you support students who may be receiving counseling services, but behaviors have yet to improve in class?
A3-Open communication with the support services as they can sometimes provide great insight into other factors or strategies.
A3 step one may be to meet with the counselor to see if there is a behavior plan in place, and if not, create one
the why is everything i guess..
Biggest component to a student not working. It more than likely is not refusal. Other things are going on. https://t.co/QLtIVUh8c9
A2) Never assume you know why. Or that it is a negative reason (ex: laziness).
A3: Give them small steps to improve behavior, keep communication open with counselor and see what they can do to improve
Q5 is coming up in one minute!
A3: By starting to build a relationship with the student
A3; Take notice of all the Good days and don't mention the regular days
Katie, I couldn’t agree more…students of all ages express through emotion
A3. I’ve had success giving students guided leadership roles so they see their importance to their peers. Eg. making a football team
A2: Currently struggling with this one. I don't think sending them to the office is the answer though!
Q3) They "why" is important. But being consistent in your expectations is also huge. Be understanding yet demanding
So huge, get to them right away, target for positive behavior to start off!
A2. Consider my own lessons'/assignments' engagement & difficulty levels. Is S apathetic or struggling b/c of that?
A2. Consider my own lessons'/assignments' engagement & difficulty levels. Is S apathetic or struggling b/c of that?
A3: such a good question. I have no answer! :)
Listen...
Show patience
Talk without a crowd listening
Ask what we can do to help
Avoid power struggles
it's all about a team approach. Work together with the student. Show them each of you is there to support him/her.
A3: Partner w/counselor. Request suggested interventions. Send home daily/weekly behavior charts. Create classroom behavior goals.
Reasons kids don't respond: Don't know what to do / cannot do it / too hard / don't care /
A3: creating a plan with counselor, and setting realistic goals and time line.
So true! When a student refuses to do work, don't jump to conclusions. Instead, seek to understand. https://t.co/OA95sGdfTp
A2) Never assume you know why. Or that it is a negative reason (ex: laziness).
A3) "We're looking for progress, not perfection."
don't see reason for / don't feel they belong or valued
A team approach is the way to go!
and staying consistent with those goals and timeline for sure
Yes yes yes! Include the students in the plan! https://t.co/6OKojBIc1T
it's all about a team approach. Work together with the student. Show them each of you is there to support him/her.
The office is seldom the answer. The hall for a breather and a visit with T is so much better. https://t.co/CpRQ1FSe33
A2: Currently struggling with this one. I don't think sending them to the office is the answer though!
A3: Be sure to recognize any growth! Be positive ....
I am really enjoying the comments everyone is sharing!
A3 Need coordinated adult "team" plan in place. S & Ps part of goal-setting process.Behavior that "threatens" others needs action.
Yes!! Ask a ? built on care & then listen w/ care (not judgment). Relationships R foundation of acad success https://t.co/0tKHNYdshY
A2) "It seems like you're having difficulty getting started/completing your work. What's up?"
A3: 3C's - Coordination, cooperation and communication. Use counselor and T's input to develop behavior plan/goals. CICO.
Great statement the 3C's!
Great sharing so far. Q4 is up next!
powerful!! Takes a minute to show you care. But the impact can last a lifetime!!
Hi! Megan from PA. A3- Ts need to set up the environment for Ss to be successful. What are the antecedents to behs?
Q4: What do you say to teachers or parents who are concerned about the other kids in class?
A3) Need to consider the baseline of behavior. Where were they, are they, and what are realistic improvement goals?
Right on! & 2 build on that, if UR on an interdisciplinary team, talk ab solutions w/ the team https://t.co/oWcwa6Gafl
it's all about a team approach. Work together with the student. Show them each of you is there to support him/her.
What have you found to be successful in your classes?
I would save a handwritten note from my teacher over a discipline report any day of the week. So would any child.
A4: That's a good question! since I'm still a pre-service T, how do you address that properly?
A4: Thank you for your concern.
A4: Tell parents you are very concerned also. Ask them for suggestions on how to handle the situation...And mean it.
A4: Thanks for the concern. We are working on improving as a entire group.
Megan used to work with a number of your Ts!
A4 I thank them for their concern, tell them we're working on it, and set up a follow up discussion. https://t.co/OWXIPFACwE
Q4: What do you say to teachers or parents who are concerned about the other kids in class?
Q4 Keep redirecting them back to their own student.
it's natural for parents to worry about other kids. Show empathy. Value confidentiality. Support all involved.
Love that, we acknowledge their concern, show care, and the plan for improving everyone!
A4: Really depends on WHY they are concerned: Deflecting attention from on child or legit issue
A4: Always listen and acknowledge their voice: If deflection redirect to their child's choices
Last image n my blog post. Not clear but stdnt taped note to front of his binder & carried it all year.
A4: Appreciate their concern and tell them you are working on a learning community so every child knows the impact on each other.
A4: "Got it..." In my experience, the parents who complain are often parents of Ss that have their own behavioral issues.
A4) Discuss specifics. Who? What? When? And Where? I've found that other kids' behavior is rarely actually influenced
Love that you bring back to everyone and the impact! Powerful!
NOW Q5 is coming up in one minute.
Q5: What advice would you give teachers who are implementing strategies, but r seeing little progress? How can they “hang-in there?”
A4. Thank U so much 4 caring about our class. Your time & energy on the Homefront R valued. Here's how we can work together
A4) We're building appreciation for differences, acceptance, diversity and inclusion. Great life skills.
A5-Look for small wins, create the situation for a Ss to be and feel success!
Truth, so acknowledge their concern and redirect have to be sincere
A4: Validate concerns by truly listening. Then assess the real situation. Provide feedback if necessary.
A5 celebrate each success no matter how small, keep building relationships with Ss, try something new, offer a peer obs for feedback
A5: Sometimes we don't see all the progress that is going on in the students' lives, in the classroom and out
A5 Find a small success every day, celebrate it, and focus on the next success for tomorrow. https://t.co/E1kzqyyQHq
Q5: What advice would you give teachers who are implementing strategies, but r seeing little progress? How can they “hang-in there?”
so true!! Progress is a victory. Even if progress is small.
Many times it goes unseen but it is so great to see it 5-10 years down the road. Ss remember you as the Ts that cared!
A5) I've observed teachers to all the right things and still struggle some days. The reality of education. Start again tomorrow.
A5: Offer to observe their class and let them observe how you manage a classroom: Especially if same group of students
A5) Reality is, we may not reach them all, or save them all, but we won't stop trying.
A5: "Rome wasn't built in a day" - Hang in there and enjoy small successes while you wait for more.
We get 180 days to make an impact and win with our Ss! It's a new game each day!
A5: Gather data, self-reflect, survey students, seek advice, change it up. Repeat steps when necessary. Teaching is about evolving
True. vital 2 remember that Ps R carrying histories & baggage that have nothing 2 do w/ your class https://t.co/R9jSFGw7X7
A4: "Got it..." In my experience, the parents who complain are often parents of Ss that have their own behavioral issues.
don't underestimate the power of changing things up. If it's not working...look for the why. Then make a change. Give Ssa voice.
A5: Talk to students to see their perception and pass along to teacher
Q5) its a marathon, every small success gets you closer to the solution
A5: listen. ask questions rather than give advice. Ts simply need to discover how to tweak what they already have in place.
A5: Discuss with other teachers. Always try new things. Talk about it, read about it, tweet about it.
A5: We've all likely been guilty of overlooking progress. Look small.
A5: Look for a break that allows teacher to reset their plan and begin again: Luck schools have natural breaks
Q5 Focus on what worked well and collaborate from there.
A5 Assumption is strategy supports school mission, vision, and current initiative(s). One word: patience + support from leadership
A5: Relationships, relationships, relationships! Oh, and keep building those relationships!!!
Hey everyone! Sean from NJ here! Late to the party! After today, had to get a workout in! Hope I didn't miss too much!
A5: Remain positive every day is a new day and the sun will come out tomorrow!
Sean welcome, never to late to jump in!
A5: Give it your all and when all else fails, continue to give it your all! Never give less than your best, the kids will notice!
Thanks Travis! Happy to have made it!
A5- 1 size does not fit all. Some S need an individualized plan. My motto- Fair is not always equal. Everyone gets what they need.
A5. Plant seeds of behavioral change & nurture them. Growth will happen. Celebrate when it does! And also... https://t.co/80vJhVCtLN
Q5: What advice would you give teachers who are implementing strategies, but r seeing little progress? How can they “hang-in there?”
Absolutely ! When S's feel success so will T's! https://t.co/rvg89YUDBq
A5-Look for small wins, create the situation for a Ss to be and feel success!
More chances to discuss strategies with Q6 in one minute.
A5. And also remember that MS is built on the pronoun WE, so work w/ your ID team, grade level, etc 2 help all Ss grow
A5. And also remember that MS is built on the pronoun WE, so work w/ your ID team, grade level, etc 2 help all Ss grow
Exactly! You can't accomplish much in the classroom w/out the respect of your Ss! Change happens when mutual respect exists!
Q6: What strategies have worked with your most challenging students?
A6: Shutting my mouth & listening to Ss. Doesn't always have to be verbal! A lot can be learned through NV comm and silence!
Right on! Everyone getting what they need is actually more fair than everyone getting equal treatment.
A6: One S refused to do anything in class, he had shut down. I attended a b-ball game to watch him play. Complete 180!
A6 Personal time to build a relationship, share stories, and set goals. Then celebrate successes! https://t.co/RwhVhE7XXs
Q6: What strategies have worked with your most challenging students?
This shows the power of relationship building!
A6 perseverance! those kids have come back happy that i worked so hard with them. Having clear/consis consequences for actions too.
A6: Find a comfort zone for them, Check in frequently: Usually involves seat in room away from others if possible, incentives
allowing them to feel how they feel Space when neededThen, when they can hear you, let them know you are on their team and can help
Q6) Spending tons of time at the start of the year, and then throughout, building relationships. That time is never wasted.
Just skied with some Ss and had the opportunity to just chat about random things that I wouldn't of know without the opport
A6: Persistence, being reasonable, and a little humor.
YES it is all about investing time into building relationships
love the idea of finding a comfort zone
A6-Make relationship building a constant thing from first day to the last day!
Bravo! I was a mess in MS (still am), & I still remember Ms. Meekins in 7th grade who cared ab me. https://t.co/ErIOc4Ond4
Many times it goes unseen but it is so great to see it 5-10 years down the road. Ss remember you as the Ts that cared!
A6b Always try to be proactive rather than reactive - it will help to prevent a lot of friction down the road.
Exactly! Sharing stories & finding mutual ground helps to increase & enhance quality of relationships!
A6: Turn their choices into positives if possible: DO the unexpected and make them think more about their choices
Individual meetings and conferences centered around student interest, goals, etc... are powerful. https://t.co/IHbIXuQPBI
A6 Personal time to build a relationship, share stories, and set goals. Then celebrate successes! https://t.co/RwhVhE7XXs
Q6: What strategies have worked with your most challenging students?
A6: The most important "strategy" is... relationships. S's need a Champion they trust and respect.
A6) talk about anything besides school. build a connection/relationship. Show them you care.
A6: Take a step back and just listen. Sometimes all that is needed is an open ear.
A6 ALWAYS build a relationship with the tough ones 1st. They will work harder for people that they respect! https://t.co/uhn2Le4ise
A6 and take a Genuine interest in Ss- they will know if you are faking it! :)
Had a student tell me they just wanted someone to listen to them and not talk at them or to them!
A6: Make sure to not get emotional: Let them know you care and are concerned about their choices and impact on their learning
Q6) What if every teacher spent 6 minutes of every class, meeting with 3 students for 2 minutes each, talking about their life?
MS interdisc teams problem solve thru process that resembles the FBA spec ed process for challenging Ss
A6: DO NOT GIVE UP! Most Ss have people quit on them all of the time. Show them you're in it for the long haul & watch what happens!
YES! I have reading conferences and writing conferences why not a personal conference too?
BOOM!! https://t.co/iDMaAvOWQn
A6: DO NOT GIVE UP! Most Ss have people quit on them all of the time. Show them you're in it for the long haul & watch what happens!
What if we spend as much time focusing on relationships and caring as we do curriculum (which is more important?)
And what if we started building this kind of time into daily schedules?! Imagine the opportunity for growth! https://t.co/VKa6OuVZEH
Q6) What if every teacher spent 6 minutes of every class, meeting with 3 students for 2 minutes each, talking about their life?
Q7 coming up in one minute!
"People don't care how much you know, until they know how much you care." various authors
YES, DON"T ever GIVE UP!!! student often act a certain way because they expect you to give up on them
Q6) OR - Spend 5 minutes per day with one student. meet with every kid, at least once per month.
And I bet just listening was all the kiddo needed to feel better. :-) https://t.co/AMIIvkNtWh
Had a student tell me they just wanted someone to listen to them and not talk at them or to them!
It would just be plain awesome. And I tuly believe the students and teachers would learn more.
So true ! We need to be the consistent support system that they crave. https://t.co/Wk4VA3yiXU
A6: DO NOT GIVE UP! Most Ss have people quit on them all of the time. Show them you're in it for the long haul & watch what happens!
Choice is essential. Even if it's broccoli and carrots. Choice empowers. https://t.co/5J7uZ5cC6O
empower student with choices. Give a little, get a little Sometimes Ss need to feel that they have a little control in their world.
A6: 2x5 2 mins - 5 days. Talk about life outside of schl. Relationship building.
Q7: What supports are most helpful when working with a challenging student?
right on Sean! if it's truly important, why don't we?
Emotions are necessary. Don't get too emotionally invested, but Ss have to see you care to trust you! https://t.co/lh6kPTqM0t
A6: Make sure to not get emotional: Let them know you care and are concerned about their choices and impact on their learning
Teachers need to stop by the lunch room every once in a while and see student in a different light
A7 An open minded group of adults willing to try anything and everything to make a difference. https://t.co/C6LhaIbUtK
Q7: What supports are most helpful when working with a challenging student?
some Ss are so use to it, they are waiting for you to quit to justify their guards and feelings.
A6 Focus on maintaining high expectations for the students, yourself, & for the relationship they deserve. https://t.co/UBk1yXXGKB
Q6: What strategies have worked with your most challenging students?
a6: the more difficult the kid...the more necessary the connection..be subtle, abrupt, intentional, obvious... Whatever it takes
for Ss..patience with them, empathy, and grit. For Ts..the chance to bounce ideas off of others without judgement.
A7: Counselors! Another teacher who has an established relationship. Lots of empathy.
A7: Unfortunately I've found that too often Ts didn't treat them w respect & dignity 10 days / 10. They're surprisd when it happens.
so true ! I've seen you do it and your S's light up!
They would see me in a different light, too. Rocking the snowpants this week.
A7: Often times, Ss with behavior issues need positive male role models. Grateful to work with many!
Bingo. We need to realize context = huge factor in "traits". See 's
Yes sir! We have to shift their paradigms as well as our own.
A7- Consistency between team of Ts, Parent, and admin
Karaoke Fridays https://t.co/L2a9kZYvTr
Teachers need to stop by the lunch room every once in a while and see student in a different light
A7: Meet Ss at the door, smile, play some music, put away the ego - yelling - sarcasm.
A7 bring in many people to care about the Student. Admin's, para pro's, counselors etc. Make the S feel important!
A7: Have to remember what it's like to be a S. Treat them how you wanted to be treated at that age. We know what they need/crave.
A7) Time, respect and understanding.
A7 Supportive parents and admin do help; says it perfectly: consistency between the Team; Ts, Ps, Admin, Ss
A6. Build relationship daily. Care ab who they R. Ask interesting, caring ?s but also know when 2 give space https://t.co/onAnEi0Vlo
Q6: What strategies have worked with your most challenging students?
A7: Time works best, invest time into the challenging students:
A7) Check in Check out has worked well for us. We are trying Check and Connect as well.
Throw them off by greeting them with a smile & high five or fist bump! I greet my Ss at front door of school everyday!
A7; Often I have found that extra duties in the classroom helps the feel proud about being there that behaviors change
A7: admin consistency is so helpful with a challenging S. If you are not consistent one step fed can network steps back
A7: Support from team, admin, and mostly the student. Need them to be on board - build that relationship.
So true, they love seeing teachers at lunch
Share the best resources for supporting students who exhibit challenging behaviors.
And it helps them take ownership of the classroom. Gives them a place when most tough Ss feel that they have no place.
A6: keep your expectations high and be consistent. Say what you mean, and mean what you say. https://t.co/skWPofI90p
Q6: What strategies have worked with your most challenging students?
Exactly! Critical 2 remember: U may B the only adult who provides consistent caring relationship. Bring it https://t.co/cXEqnplqif
A6: Take a step back and just listen. Sometimes all that is needed is an open ear.
Have to remember not all Ts know how to deal w/ tough Ss. Have to teach each other for all to be successful! https://t.co/QUVeOHziwT
Share the best resources for supporting students who exhibit challenging behaviors.
thanks for all the insight. It's been great. I have to go.
Seek tough Ss out like a MISSILE 1st day, 2nd day, 3rd day of school. Begin to turn them w/love & respect. https://t.co/t3XWNLc8gt
What if each teacher spent time with students outside class? That would show real interest. It's what I did!
YES! Same here. Little actions matter. I see some that stand at door silently. I smile & greet!
Thank you for an AWESOME ! Keep working to care for and support our most challenging students. They probably need it most!
Thank you for an AWESOME ! Keep working to care for and support our most challenging students. They probably need it most!
Bingo! Power of advisory when done right! Relationships can't B built in study hall or intervention period https://t.co/zEgGAtU0Ku
And what if we started building this kind of time into daily schedules?! Imagine the opportunity for growth! https://t.co/VKa6OuVZEH
Q6) What if every teacher spent 6 minutes of every class, meeting with 3 students for 2 minutes each, talking about their life?
Consistent expectations are a great shared value. Students benefit when they sense teamwork among adults. https://t.co/DaRPhiXkVB
A7- Consistency between team of Ts, Parent, and admin
Whether T or principal, Ss want to know you care. Your smile may be the first that they've seen all day!
exactly!!! I greet the kids for them... Not me.
Thank you and for an awesome chat series on classroom management
My favorite resource and author on strategies to support students with behavior challenges: https://t.co/nXn3CP6ibl
Thx mods. Tonight was a great reminder that education is about people, not things.
thank you all so much!! Great chat as usual:)
thank you everyone for a great night of learning it was a blast
a7:colleague was stressed about challenging S coming in-so she decided to tell him everyday he was her favorite- changed them both
TY for an insightful and engaging night! Already looking forward to next time!
It's kinda fun for us too! If they don't smile back, I do whatever I can to make them smile! : )
