Embedded Files
The continuum of responses to inappropriate behavior is the toolkit of strategies used to support the student and help achieve the desired behavior. How we respond to inappropriate behavior is trauma-informed and reflects and understanding of the student and how to best help them learn and demonstrate the necessary skills and behaviors.
Rationale
Highly effective teachers have a toolkit of respectful strategies that diminish the frequency, intensity, and/or duration of inappropriate behaviors.
A continuum is necessary because no single strategy is effective for all students or all behaviors.
Strategies should recognize the function of the behavior and be applied with a growth mindset toward student development.
Strategies
Use an instructional approach when students make social behavioral errors similar to when students make academic errors.
Use professional tone and demeanor
Correct errors by telling students what to do, using language of the classroom expectations and rules
When addressing inappropriate or undesired behavior, use a neutral tone and remain calm. If you find yourself escalating, "tag out" with a colleague
Use a variety of response strategies (e.g. re-direct, re-teach)
Behavior Flow Chart 2022.pdfBehavior Expectations & Definitions Grid.pdfSnapshot 5 - Continuum of Responses to Inappropriate Behavior 7-28-19.pdfConsequences-Praise-and-Corrections.pdfTime-Out-from-Positive-Reinforcement.pdfToken-System.pdfConnection to Professional Standards
Connection to Professional Standards
Core Proposition 1: Teachers are committed to students and their learning.
Standard 1.2-Application ofLearning Theory-The teacher demonstrates an understanding of how students develop and learn.
Standard 1.3-Classroom Climate-The teacher creates a respectful environment that provides opportunities for equitable participation and supports students in developing positive dispositions towards learning.
Core Proposition 3: Teachers are responsible for managing and monitoring student learning.
Standard 3.1-Managing Classroom Routines and Expectations-The teacher establishes an organized and efficient learning environment that involves and engages all students maximizes learning time, and enhances student learning in a variety of individual and group settings.
Standard 3.2-Student Engagement-The teacher encourages and clearly communicates expectations for student involvement in the learning process, which results in a high level of student engagement.
Core Proposition 5: Teachers are members of learning communities.
Standard 5.2-Engagement with Caregivers - The teacher engages in ongoing communication and collaboration with students' homes and caregivers.
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