Chapter 6

Chapter 6 is the basics! Know what the students' previous setting events are and the triggering antecedents. One example is not having unexpected changes in the routine. Another thing that I thought of while reading this chapter is to have the teaching ready to go the minute the student walks in the classroom. Also, don't let other folks in the building interrupt your teaching if at all possible. The students don't deserve that and they can't handle it. Just know that if the setting and triggers happen try to: 1. Prepare the student 2. Provide emotional support, accomodations, modifications 3. Provide levels of reinforcement I have to remember: THE STUDENTS WILL NOT LEARN COPING AND PROBLEM-SOLVING SKILLS without providing support. Some ways I can do this are: Remove or modify the influence of setting events Validate a student's frustration (Domineering all the time over a student) (No valid reason for following a behavior) (Too easy or too hard of tasks) (Lack of understanding of expectations) Provide increased levels of support I needed to hear the portion again about being consistent. Yes, we put the limits in place but students test those limits to SEE IF YOU TRULY MEAN WHAT YOU SAY. I learned a new term: behavioral burst. That just means that they are acting out to see how consistent I will be with consequences. ..they are testing me. I do find that it does help to have the student be your partner when it comes to power struggles and to let them ultimately know that they are in charge of what happens to them and not blame anyone else. When it seems necessary, give them real-life adult examples of choices and the undesirable consequences. Since reading this book, I have taken to heart the 4 positives to every negative. I make sure and bring them back to a positive relationship with me before I leave the classroom. Consistency breeds trust. Ask students to identify what they want and show them how their behavior choices will bring them to that outcome while developing personal responsibility.