EXPRESS
Challenging, or mistaken, behavior cannot be changed overnight: it is an ongoing process, an intervention, that takes place over time. Other PROTONs will address different specific skills and elements of environment that can be established to support a guidance approach in your classroom, but for now consider generally how children learn and how you can begin to adjust your own thinking. Just like other elements of learning and development, necessary supports are required to ensure skills are learned. These skills--collaborative problem solving, talking through emotions, calmly processing feelings--are not inherent, they are learned when a child is ready to learn and operating in an executive (not emotional or survival) state. Does a child learn the alphabet overnight? No, it takes repeated practice and support from trusted adults. Keep in mind these are skills that can be difficult to learn, or in a sense unlearn, because mistaken behaviors have given these children desired results in the past, have not been characterized as a call for help, or have been ignored. When reflecting on challenging behavior in future PROTONs, try not to blame the child’s past, their family, their environment, or the other children in the room. Think instead about what you can do to support them. Do you often speak of having self-control, or say “calm down?” Have you taught the children in your classroom specifically what this means? Children are capable of learning these skills through practice, observing you modeling the appropriate behavior, and through talking about what you expect. These are very abstract skills, that require your understanding, support, and practice.
| Classroom Behavior Chart |
Take a look one of your most frustrating times of day, or one of the most common mistaken behaviors in your classroom. Using the A.C.T. process from Engage (Acknowledge the child’s deepest desire and intent, Clarify what skills to use and Communicate the limit clearly, simply and assertively, and Target acceptable behavior, providing the child alternatives for expressing the original desire/action, and Take time to practice), and comment in the box below. In your response, use the following template:
One common challenge in my classroom is (describe generally the challenging behavior and when it occurs). I can adopt a different mindset by saying:
“(Name), you wanted ______________________________. When you want ________________, say/do/ask ______________________. Let’s practice!”
One common challenge in my classroom is (describe generally the challenging behavior and when it occurs). I can adopt a different mindset by saying:
“(Name), you wanted ______________________________. When you want ________________, say/do/ask ______________________. Let’s practice!”
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Credit for successful completion of this PROTON will be based on posted comments. Either initial responses or positive feedback to others.