Ms. Sloan once told her student teacher, Mr. John: "I feel you should change observation teachers because of this large behavior in my class. I worry you're not getting the experience you need." Mr. John replied, "No! I would love to stay in here. This is my greatest fear becoming a teacher." Now, names have been changed, but this is a real scenario, especially for worn-down teachers, or new teachers. Big behaviors are no joke. And they're hard! Every day is difficult, but you come to school knowing your "why" and it helps.
Story time: My second big behavior year I started counting the days. Not the days until the end of the year, no, there were too many. I started counting the day I survived. I made it, everyone (except me) was safe and unharmed, and someone learned at least something. I got to 12. 12 days. Then, everything got better and, without it making a blip on my radar, I just stopped counting. About 3 weeks later I found my tally sheet and thought, "huh. I forgot I was doing that."
We, as educators, know that teacher is not for the faint of heart. We are STRONG and MIGHTY. But some days are hard, and it's not bad to admit that. But those big behaviors can really weigh on you and have a teacher second guessing their career. I get you and understand completely. Frist, let me say that you're NOT a bad person or a bad teacher. Thoughts are our bodies way of thinking of solutions.
Today's day and age, teacher need to be counselors, behavior specialists, special education teachers, general education teacher, ESL teachers, and sometimes parents. It's an exhausting job that is the most rewarding on the planet, even without the "thank yous". I am rewarded every time a "lightbulb" goes off and a student just "gets it". I'm rewarded in the student who wouldn't even talk beginning to give me hugs at the end of the day. I'm rewarded in that student growth and progress, no matter how large, and their self-pleased faces in realizing they did it and they CAN do it!
That being said, we all want a solution to the big behaviors. Here it is, and it's not instant. There's no instant solution to them. But there are small victories. The solution is calm. You must stay calm. Keep your cool. And observe. Here's what you want to find out before starting a behavior chart or accommodations, because you need a baseline:
What are they doing? Define it without emotion. (Ex. Hitting in the chest with a closed fist)
When are they doing it? (Ex. Always during lunch, during recess, during transitions, unstructured time, math...)
Why are they doing it? (Ex. attention seeking, escape, object attainment...)
How harmful is it? There's a great matrix in CPI training that describes this. Basically, is it physically harmful to self or others, harmful and disruptive to the student's learning only, or harmful and disruptive to other's learning?
Once you have the answers and baseline (which usually takes about 2 weeks), you can begin charts. Now, some LARGE behaviors might not have two weeks, but if you're documenting the four bullet points above, that's data to bring to your counselor, AP, BCBA, behavior specialist, etc. and seek out help. Remember, documentation is your friend.
I'd like to add a note here: if the behavior is physically harmful or disruptive, your class evacuates to another classroom while you call for help. Do not feel like you have poor behavior management, or your principal will think less of you. These are such common thoughts in teachers' minds when calling for help. We need to break that stigma and thought process - everyone, including admin.
More to come! You can do this!