What are the most common negative behaviors at our school or in your classroom? What are some restorative consequences for some of those negative behaviors?
In my most recent experiences with 6th grade girls in particular, "drama" has been the cause of off-task behaviors. Sometimes the girls arrive to meetings in a mood that cannot be diffused without whole group disruption. All of the girls sign behavior contracts in which they participate in creating the expectations of the group. So if any of these expectations are met, the consequences are understood by them because they were created by them! Student voice matters and in many cases, they realize they have breached their own contract before I point it out to them. Most issues are resolved with a sit-down conversation.
In second grade many times the negative behaviors include verbal and physical fighting, off task behaviors, lack of motivation for a variety of reasons, and refusal to do work. Unfortunately many of these behaviors cannot be fixed without a parent conference and behavior plan put into place in some way. Many of these behaviors tend to happen during specials/lunch or when routines have changed. Providing consistency in every subject as well as consequences for negative behavior every day will help to maintain the structure that kids need, which reduces the negative behavior more times than not.
At the K level, most of the negative behaviors result from lack of understanding/experience how to appropriately respond when interacting with peers - for example refusing to share materials, take turns, hitting/pushing. Many behaviors such as refusal to follow directions, complete tasks, or stay on rug or table often are a result of frustration with difficult or unfamiliar tasks or being expected to complete tasks that the child is not developmentally ready to complete. Much less common, but more disruptive are aggressive behaviors such as repeated hitting, biting, kicking, bullying that require more targeted Tier 2 or in some cases Tier 3 interventions.
Developmentally at a PreK/K level it is very difficult for students to see situations from another person's point of view. I think at this level we need to provide instruction that is developmentally appropriate and differentiated in order to avoid situations where students are frustrated and acting out. It is also important to provide clear expectations and modeling so that younger children know how they are expected to behave and interact with other children in whole group, small groups, transition time, lunch, specials, etc. We cannot assume or expect primary level students to possess and use skills they have never been explicitly taught.
Common negative behaviors include refusal to do work, not following directions, and disruptive behaviors. These behaviors could be seen as avoidance behaviors, due to being unmotivated or sensing that a task is too difficult. These could be attention seeking behaviors as well. Class circles with active listening and participation will help give all students a voice and a chance to be listened to, which could help reduce negative attention seeking behaviors. Physical/verbal aggression are common behaviors. This may be a result of not knowing how to deal with emotions or express feelings in appropriate ways. This goes back to teaching that feelings are normal, coping strategies, and teaching empathy.
The most common negative behaviors I see in school are disrespect (ex. talking back to adults) disruptive behaviors and off-task behaviors. Some restorative consequences may include, cricles, writing a letter of apology to the individual, engaging in reflection, verbally apologizing to the classroom for disrupting classroom community. However, these, or any other, consequences won’t be effective if there are not clear, concise and consistent expectations schoolwide. There needs to be a solid understanding of restorative practices and consequences among all teachers/adults students interact with while in school.
The most common negative behavior is the lack of follow through and motivation. I also see a lot of students that need to build positive peer relationships and speak to each other in a respectful manner. The restorative practices that need to be in place are time for circle giving the students an opportunity to have a voice, peer mediation so that they are able to articulate feelings to one another in a manner that is calm and respectful. I agree that restorative practices need to be school wide and used with all students in the school.
The most common negative behaviors that have been displayed in school are lack of respect for adults as well as peers, off task, refusal to complete work. Students need empathy intervention, peer mediation, peace circles, establishing a good growth mindset etc.. Students need to feel that they are valued within their classroom, school and peer group. Restorative practices must be used by everyone within the school in order to be sucessful.
As stated by others, negative behaviors are displayed by students disrespecting their peers and/or teachers, along with off task behaviors. Some restorative practices include peace circles, and having students be a part of the decision making in repairing the harm. To be truly effective, consistent practices of peace circles, growth mindset language, and empathy should be a part of our classroom communities. The more consistent we are, the clearer the expectations will be for students to practice and model positive behaviors towards one another.
As previously stated, the most common negative behaviors are verbal disrespect (mild to serious) and off-task behaviors. They happen in most all of a student’s subjects/classes as well as just maybe in one of their subjects/classes. These behaviors could effectively be dealt with through the use of accountability and empathy. Students need to recognize just who all is involved or affected by their choices. Then they need to be held accountable and repair the harm. This helps them recognize that they do belong with their classroom community and they should have a vested interest in making their community a positive place. That communal feeling could be really impactful in having students be mindful of what goes on in their class. They might tend to be more thoughtful before taking on negative behaviors. Teachers will need to be consistent using restorative practices and try not to handle things emotionally.
Common negative behaviors include students talking or otherwise acting out so as to distract the other students and disrupt instruction. One consistent idea throughout the book was the importance of building relationships. This is a real challenge for me as I see all the students (that's a lot of names to learn!) on an 8-day rotation. And I don't speak Spanish. However, I hope to incorporate more getting-to-know-you activities in library class to help with building relationships. Having clear and consistent rituals and routines is important so that they students know what to expect.
One of the most common negative behaviors in my classroom is respect, whether towards the students and myself, students towards students or students to themselves. Students need to be heard and understood. As a building and community we need to implement restorative practices to use throughout the building so that we are all on the same page. The consistency I feel will create the consequence that allows for students to see relationships and restore them.
I had the pleasure of teaching six grade for a short period of time this year. There was a lot of misplaced energy in reference to the girls! Some of the common negative behaviors exhibited at school 9 are:refusal to do work, excessive talking, and peer conflict. Peer conflict— I had both students write an apology letter to one another using very descriptive language to allow the reader to understand their feelings. I can also set up a peer mediation so that students can verbally hash out their differences with an adult. Both of these strategies can build empathy by allowing students to get to the root of their issue and to collaboratively come up with a solution.
As of the last few years, the most common negative behavior has been the bullying/gossiping of social media spilling over in the classroom/school day. The best way to deal with this restoratively is through discussions with all of the parties involved in the situation. Another negative behavior that is common is lack of intrinsic motivation with some students to complete their academic tasks. Consistency is key in dealing with those situations. Using circles and giving everyone a chance to talk about why they are feeling like that and seeing how the other students can relate to that be a big help in changing that lack of motivation mindset.
Some of the negative behaviors I have seen are drama and overall hurt feelings because of gossip. This can also spill over into specials and the lunch room. If a student is having a hard time or students chances are they will continue to struggle in their day, and other teachers will face this too. I think teaming up and sharing what works, tracking behavior and accountability, as well as restorative circles and clear expectations will help us continue to make strides towards restorative practice.
Some of the negative behaviors I see are centered around lack of experience with peers...not sharing, not taking turns, pushing, tattling, and refusing to participate. Our charge is to explicitly teach/model how to handle these new behaviors. We need to build a community and expectations through developed rituals and routines. We need to provide choices so they can become problem solvers. We can use mindfulness and social emotional instruction to support their new learning and peace circles to practice and move toward restorative justice.
In first grade many of the negative behaviors include refusal to do work, not following directions or disruptive behaviors. Some of the disruptive behaviors are because they don’t “feel” like people understand why they are upset or angry and instead of expressing themselves they get frustrated and more angry. Some of these behaviors occur in the classroom, but it seems like many of them happen during specials/lunch or during “transitions” from one activity to another. Being consistent everywhere and maintaining clear expectations while supporting our children will mean a reduction in behaviors. Also, sometimes behaviors happen at the end of the day because children do not want to go home. The use of circles, an apology letter, a peer to peer discussion/reflection are restorative practices that would help to build empathy and coping strategies. Sometimes for certain children we use a feeling chart where they can identify how they are feeling before we do something and then how they feel after. It seems to help reset their day. We also do YOGA with Mrs. Hearn and that has seemed to help them be more aware of their feelings but also of techniques to use to help control their behavior/calm down prior to the behavior escalating.
In my most recent experiences with 6th grade girls in particular, "drama" has been the cause of off-task behaviors. Sometimes the girls arrive to meetings in a mood that cannot be diffused without whole group disruption. All of the girls sign behavior contracts in which they participate in creating the expectations of the group. So if any of these expectations are met, the consequences are understood by them because they were created by them! Student voice matters and in many cases, they realize they have breached their own contract before I point it out to them. Most issues are resolved with a sit-down conversation.
ReplyDeleteIn second grade many times the negative behaviors include verbal and physical fighting, off task behaviors, lack of motivation for a variety of reasons, and refusal to do work. Unfortunately many of these behaviors cannot be fixed without a parent conference and behavior plan put into place in some way. Many of these behaviors tend to happen during specials/lunch or when routines have changed. Providing consistency in every subject as well as consequences for negative behavior every day will help to maintain the structure that kids need, which reduces the negative behavior more times than not.
ReplyDeleteAt the K level, most of the negative behaviors result from lack of understanding/experience how to appropriately respond when interacting with peers - for example refusing to share materials, take turns, hitting/pushing. Many behaviors such as refusal to follow directions, complete tasks, or stay on rug or table often are a result of frustration with difficult or unfamiliar tasks or being expected to complete tasks that the child is not developmentally ready to complete. Much less common, but more disruptive are aggressive behaviors such as repeated hitting, biting, kicking, bullying that require more targeted Tier 2 or in some cases Tier 3 interventions.
ReplyDeleteDevelopmentally at a PreK/K level it is very difficult for students to see situations from another person's point of view. I think at this level we need to provide instruction that is developmentally appropriate and differentiated in order to avoid situations where students are frustrated and acting out. It is also important to provide clear expectations and modeling so that younger children know how they are expected to behave and interact with other children in whole group, small groups, transition time, lunch, specials, etc. We cannot assume or expect primary level students to possess and use skills they have never been explicitly taught.
Common negative behaviors include refusal to do work, not following directions, and disruptive behaviors. These behaviors could be seen as avoidance behaviors, due to being unmotivated or sensing that a task is too difficult. These could be attention seeking behaviors as well. Class circles with active listening and participation will help give all students a voice and a chance to be listened to, which could help reduce negative attention seeking behaviors. Physical/verbal aggression are common behaviors. This may be a result of not knowing how to deal with emotions or express feelings in appropriate ways. This goes back to teaching that feelings are normal, coping strategies, and teaching empathy.
ReplyDelete
ReplyDeleteThe most common negative behaviors I see in school are disrespect (ex. talking back to adults) disruptive behaviors and off-task behaviors. Some restorative consequences may include, cricles, writing a letter of apology to the individual, engaging in reflection, verbally apologizing to the classroom for disrupting classroom community. However, these, or any other, consequences won’t be effective if there are not clear, concise and consistent expectations schoolwide. There needs to be a solid understanding of restorative practices and consequences among all teachers/adults students interact with while in school.
The most common negative behavior is the lack of follow through and motivation. I also see a lot of students that need to build positive peer relationships and speak to each other in a respectful manner. The restorative practices that need to be in place are time for circle giving the students an opportunity to have a voice, peer mediation so that they are able to articulate feelings to one another in a manner that is calm and respectful. I agree that restorative practices need to be school wide and used with all students in the school.
ReplyDeleteThe most common negative behaviors that have been displayed in school are lack of respect for adults as well as peers, off task, refusal to complete work. Students need empathy
ReplyDeleteintervention, peer mediation, peace circles, establishing a good growth mindset etc.. Students need to feel that they are valued within their classroom, school and peer group. Restorative practices must be used by everyone within the school in order to be sucessful.
As stated by others, negative behaviors are displayed by students disrespecting their peers and/or teachers, along with off task behaviors. Some restorative practices include peace circles, and having students be a part of the decision making in repairing the harm. To be truly effective, consistent practices of peace circles, growth mindset language, and empathy should be a part of our classroom communities. The more consistent we are, the clearer the expectations will be for students to practice and model positive behaviors towards one another.
ReplyDeleteAs previously stated, the most common negative behaviors are verbal disrespect (mild to serious) and off-task behaviors. They happen in most all of a student’s subjects/classes as well as just maybe in one of their subjects/classes. These behaviors could effectively be dealt with through the use of accountability and empathy. Students need to recognize just who all is involved or affected by their choices. Then they need to be held accountable and repair the harm. This helps them recognize that they do belong with their classroom community and they should have a vested interest in making their community a positive place. That communal feeling could be really impactful in having students be mindful of what goes on in their class. They might tend to be more thoughtful before taking on negative behaviors. Teachers will need to be consistent using restorative practices and try not to handle things emotionally.
ReplyDeleteCommon negative behaviors include students talking or otherwise acting out so as to distract the other students and disrupt instruction. One consistent idea throughout the book was the importance of building relationships. This is a real challenge for me as I see all the students (that's a lot of names to learn!) on an 8-day rotation. And I don't speak Spanish. However, I hope to incorporate more getting-to-know-you activities in library class to help with building relationships. Having clear and consistent rituals and routines is important so that they students know what to expect.
ReplyDeleteOne of the most common negative behaviors in my classroom is respect, whether towards the students and myself, students towards students or students to themselves. Students need to be heard and understood. As a building and community we need to implement restorative practices to use throughout the building so that we are all on the same page. The consistency I feel will create the consequence that allows for students to see relationships and restore them.
ReplyDeleteI had the pleasure of teaching six grade for a short period of time this year. There was a lot of misplaced energy in reference to the girls! Some of the common negative behaviors exhibited at school 9 are:refusal to do work, excessive talking, and peer conflict.
ReplyDeletePeer conflict—
I had both students write an apology letter to one another using very descriptive language to allow the reader to understand their feelings. I can also set up a peer mediation so that students can verbally hash out their differences with an adult. Both of these strategies can build empathy by allowing students to get to the root of their issue and to collaboratively come up with a solution.
As of the last few years, the most common negative behavior has been the bullying/gossiping of social media spilling over in the classroom/school day. The best way to deal with this restoratively is through discussions with all of the parties involved in the situation. Another negative behavior that is common is lack of intrinsic motivation with some students to complete their academic tasks. Consistency is key in dealing with those situations. Using circles and giving everyone a chance to talk about why they are feeling like that and seeing how the other students can relate to that be a big help in changing that lack of motivation mindset.
ReplyDeleteSome of the negative behaviors I have seen are drama and overall hurt feelings because of gossip. This can also spill over into specials and the lunch room. If a student is having a hard time or students chances are they will continue to struggle in their day, and other teachers will face this too. I think teaming up and sharing what works, tracking behavior and accountability, as well as restorative circles and clear expectations will help us continue to make strides towards restorative practice.
ReplyDeleteSome of the negative behaviors I see are centered around lack of experience with peers...not sharing, not taking turns, pushing, tattling, and refusing to participate. Our charge is to explicitly teach/model how to handle these new behaviors. We need to build a community and expectations through developed rituals and routines. We need to provide choices so they can become problem solvers. We can use mindfulness and social emotional instruction to support their new learning and peace circles to practice and move toward restorative justice.
ReplyDeleteIn first grade many of the negative behaviors include refusal to do work, not following directions or disruptive behaviors. Some of the disruptive behaviors are because they don’t “feel” like people understand why they are upset or angry and instead of expressing themselves they get frustrated and more angry. Some of these behaviors occur in the classroom, but it seems like many of them happen during specials/lunch or during “transitions” from one activity to another. Being consistent everywhere and maintaining clear expectations while supporting our children will mean a reduction in behaviors. Also, sometimes behaviors happen at the end of the day because children do not want to go home. The use of circles, an apology letter, a peer to peer discussion/reflection are restorative practices that would help to build empathy and coping strategies. Sometimes for certain children we use a feeling chart where they can identify how they are feeling before we do something and then how they feel after. It seems to help reset their day. We also do YOGA with Mrs. Hearn and that has seemed to help them be more aware of their feelings but also of techniques to use to help control their behavior/calm down prior to the behavior escalating.
ReplyDelete