We’ve all had kids in the classroom who push limits, can’t manage their feelings, constantly demand attention. Believe it or not, they are sending you a message. When kids misbehave, they are operating based on mistaken learning. With time, patience, and planning you can help them relearn! If you reframe your thinking about children’s behavior and recognize that misbehavior is usually based on mistaken learning, you are well on your way to helping your kids.
Every behavior sends a message. The first thing we need to do is figure out what they are telling us. The children who push the hardest are the ones who are telling us the only way they know how..”I need HELP!” Ultimately, we want to help them learn self regulation, and find more appropriate ways to deal with strong feelings. That doesn’t happen without our help.
So, let’s dig in a bit and see what they are trying to communicate!
Children’s behavior (or misbehavior) has a purpose. For whatever reason, this behavior has been reinforced and is, therefore, repeated. In other words, it’s working from the child’s point of view. We need to figure out what the benefit to the child is. We need to figure out what this behavior means, what message the child is sending. To think more deeply about what is going on.
Let’s think about a kid in a grocery store checkout line requesting, louder and louder, with more and more passion that mom/dad give them the candy. Mom/Dad say no, and the request becomes a demand and everyone is looking at the scene playing out. So, to deal with the embarrassment, the kid gets the candy. The next time that child is in that line, they are going to default to the decibel level that worked the last time. The parents try to ignore this, and boom! Up goes the level of hysteria. They give in. And the cycle reinforces the behavior. Lesson learned. Screaming=candy!
Now, think of a classroom. Everyone is playing in centers and it’s time to clean up. Sammy doesn’t want to stop playing (he’s just made the coolest tower!) and when the clean up reminder comes, Sammy runs away from the teacher, throwing toys. Sammy is feeling very upset to have his play disrupted. He is letting us know this in no uncertain terms. Sammy goes to time out, and the block tower is dismantled. Lesson learned. Run away=no clean up!
Children behave in certain ways to get something or to avoid something. And when they are successful (even if it is done in a challenging way) they will repeat the behavior. The best way to figure out what the purpose of the behavior is, is to track that behavior. Look for patterns, and find the antecedents. Make a note of what behavior you want to focus on (e.g. not cleaning up, screaming for something ), then when it happens, write down the time, what was happening before the behavior, and what was the outcome.
Something else to consider is the way you manage your classroom. By intentionally planning for your day you send a message to your children. Your classroom can nurture, guide, excite, and connect you to your children. Our classroom culture also sends a message. Your planning should reflect the needs of your children. Are you thinking ahead to contribute to children learning how to self regulate? Ask yourself, is this a classroom that helps children feel connected, safe, do they understand what is expected? Does the classroom invite exploration, support play? Are your expectations for their behavior appropriate?
Here are some questions that children have:
Remember our goal is to understand that messages frame behavior and our response to those messages reframe behavior. Let’s turn those mistakes around and help children learn what to do instead.
So, it’s June and you have just wrapped up the year with your students. They have made tremendous progress over the course of the year. The routine of the day flows naturally, the expectations about what is and isn’t appropriate behavior is fairly clear to all of them (and to you), and you leave the school year feeling confident that they are ready for the new challenges that lie ahead. You go into the summer months looking forward to a much needed break, but also looking forward to your new group of students in the fall.
As a Certified CLASS Affiliate Trainer, I enjoy reading the discussion posts and responses in the CLASS Learning Community. It gives me further insight into the areas that teachers have questions about, and the responses and techniques that members of the community are sharing with others. Usually I just sit back, read along, and take it all in.
Then recently someone posted, “I'd love some great examples of what Quality of Feedback looks like when you're working with less verbal children. For instance... creating an effective feedback loop off of what a child does more so than what he or she says.”
Many teachers will agree that their first year of teaching can be one of the most grueling, challenging, and stressful experiences for them as they take on the task of educating our youth. In my first year of teaching, I was not familiar with the CLASS tool and its impact in the classroom. I was not aware of the dimensions, indicators, and the tremendous power of interactions. Looking back, I recognize the many ways the CLASS tool was reflected in my classroom, but I also see the value in how familiarity with the CLASS tool could have benefitted my classroom. Although many external forces impacted my role as a high school Spanish teacher, the CLASS tool’s invaluable purpose could have made a profound impact on my first year teaching.