Scaffolding Behavioral Expectations: Dealing with Challenging Behaviors

 Scaffolding Behavioral Expectations: Dealing with Challenging Behaviors

Let me start off by stating that I am not a guidance counselor, nor am I an expert at teenagers’ behaviors. However, I did raise two children, who are doing well in their professions and lives, so as a parent I feel like I know something about teen behavior. I have also been teaching teenagers for 15 years, so my experience encompasses interacting with students from diverse backgrounds.

So, what would I suggest to a new teacher who needs to obviously deal with teenagers’ behaviors? The key to managing challenging behaviors is establishing from day one that the teacher is the adult in charge. That is not to say that one needs to be militant. Actually, the opposite is true. Creating a classroom environment that is welcoming and safe is the greatest gift a teacher can give all students. However, the teacher can demonstrate authority by being prepared and organized and leading by example.

The key to a successful classroom for both teachers and students is a strong classroom community and classroom management.

First, let’s start with building a strong classroom community. From the first day until the last day of class, it is important to continually provide social-emotional learning and behavioral support to all students in the classroom. Playing short games like “You’re in my boat if…” or any Icebreaker/Team Building activity on a regular basis throughout the semester or school year will help build a solid community in the classroom.

However, we all know that having fun does not always mean that students will not misbehave in class. So, what might you do when this happens?

A teacher’s first and foremost responsibility is to keep the students who are in his or her care safe. Thus, determining if the behavior presents a danger to the teacher, the student, other students is the first priority in managing challenging behavior.

Deciding if a particular issue is important or not to pursue is important for a teacher. Remember, the saying, “Is this the hill you want to die on?” Well, if you answer no to that question, then it is best to drop the issue or let go of your thinking. For example, when I first started teaching I thought students should bring their own writing utensils. I was going to enforce that until a veteran teacher said to me, “And if you don’t give the student a pencil, what will happen?” I thought about this and said, “Probably nothing.” The wise teacher asked me if I would fail a student for bringing a pencil, and of course, my answer was no. So, in the end, I dropped my militant attitude, took a mug, filled it with pens and pencils that I picked up at hotels and conferences, and put it at the front of the classroom. Negative behaviors avoided!

But what if a student is having an emotional meltdown? Some teachers have a “peace corner” in the classroom or outside the classroom door. These areas allow for students to work through their emotions and feelings in a positive way before rejoining the group. 

However, remember that safety is key. So, if a student is enraged and is looking like the other students are prey, taking a low and slow stance may help de-escalate the situation. Speak slowly and softly, as if approaching a Bangle Tiger. Keep a neutral facial expression and crouch to eye level to calm the student.

Discussion and consequences can be saved for later. Calming students, so they can start accessing their rational brain, is the most important.

Executive Function: What is it and Why is it important?

 Believe it or not, Executive Function is more important than IQ. Why?

Executive Function (EF) is the ability that humans have to regulate their minds. 

Seriously? We all know that people think.

Of course, but it is more complex than that. EF involves critical thinking, self-control, and memory. The last one seems a bit funny considering today’s youth are not asked to memorize anything because of the omnipotent internet. But repetition and verbalization can aid in developing memory.

Just like any other learning, EF needs to be taught and nurtured. Children who learn how to control their emotional responses and reflect on situations will have better behavior than those who are left to their own devices. The Children with Challenging Behavior website states, “According to a study of 1000 children whom researchers followed from birth to age 32, good self-regulation creates healthier, wealthier, and more law-abiding people, whereas poor self-regulation leads to trouble paying attention, following directions, and building and maintaining positive relationships.”

Does that mean that teens cannot be taught how about EF and how to develop self-control? The answer is no. Regardless of age, people can cultivate their EF through simple activities. The key is to practice these skills just like an athlete practices a particular sport. The only way behavior can improve is through practice.

So, what type of areas should be considered when teaching others about their own EF?

First, the teacher can provide an open and welcoming environment that allows teens to develop relationships in positive ways. This includes maintaining a well-organized classroom that has fair and consistent rules and procedures. Young adults need structure and consistency, so providing a classroom routine for entering and exiting the room helps curb misbehavior. Another aspect that can curb unwanted behavior is planning intentional short direct instruction with activities followed by a brief break. The break can include mindfulness moments or stretching activities.

Also, remembering that everyone has a bad day or gets angry or sad helps diffuse potentially volatile situations. Because let’s face it; an unruly student can set our own emotions on fire. So when young adults are angry, presenting a calm demeanor in a quieter voice can help model how to handle difficult situations. 

Another tip is to discuss feelings and how to recognize the body’s signs for different emotions is a positive way to get teens thinking about how they feel. It helps if the discussions are purposeful and regular. Use classroom readings to discuss how others may have felt in a particular situation. Through mindfulness techniques, such as deep breathing and counting, students can begin to regulate their responses to emotional situations.

The list below contains other areas that can be the focus for teaching teens about their own Executive Functioning.

• Paying attention: What does it look like?

• Organizing, Planning, Prioritizing, Self-Monitoring, and Completing Tasks: How to use a calendar

• Understanding Other Points of View: Understanding does not mean Agreeing

• Self-Control of Thoughts and Emotions: teach good self-speak

Sources:

Children with Challenging Behavior

Understood

Boosting Student Learning with Scaffolding

The buzzword this year is definitely SCAFFOLDING. The BASD made it a priority during professional development at the beginning of the school year.

So, what is scaffolding?

First, it is important to understand the difference between scaffolding and differentiating. When teachers scaffold learning, they are chunking the learning activities and providing tools and structures with each small bite. The technique guides students through complex pieces of learning in order to get to a finished product. 

Differentiation is different from scaffolding as it involves accommodating and modifying the curriculum for individual students based upon needs and learning goals. While scaffolding and differentiation are different, they work hand-in-hand. During scaffolding, teachers see where students may continue to struggle; thus, they start to differentiate by making accommodations for accessibility or by modifying content.

Moving forward, teachers can use scaffolding for curricular learning and social-emotional learning. Sometimes just using the scaffolding for learning the content can help support students on a social and emotional level.

There are a few different types of scaffolding that I found; however, there may be more. I thought the three below would be most helpful in the classroom. Please know that most of us use these techniques naturally. But it is always best practice to reflect upon our own practices in order to improve or spice up life!

Soft Scaffold [a.k.a Contingent Scaffold]

This type of scaffolding happens when the teacher circulates among the students and talk to them. The objectives are to ask questions of the students to make them think about their own work and to provide constructive feedback.

Hard Scaffold [a.k.a. Embedded Scaffold]

This technique is when the teacher plans in advance for learning tasks that may be difficult for students. For example, the teacher may chunk each activity that leads to the major task, project, or assessment. Along the way, the teacher provides visual aids, pre-teaching, modeling, etc.

Reciprocal Scaffold

This involves a pair or small group working collaboratively. The students are learning from each others’ experiences and knowledge. It works best when students are paired with another student(s) who has different perspectives rather than more expertise.

Finally, let’s talk about scaffolding tools. Soft scaffolding doesn’t require anything other than walking around and talking to students. However, when planning for hard scaffolding, some tools in your “scaffolding tool box” may help. Again, this is not a comprehensive list. There are so many ways in which scaffolding can occur.

Scaffolding Tools

• Modeling [Show’n Tell]

• Fishbowl Activities

• Think Alouds

• Show an Example/Finished Product

• Tap into Prior Knowledge

• K-W-L Chart

• Give learners time to talk/Provide structured talking time

• Think-Pair-Share

• Turn-and-Talk

• Triad Teams [a.k.a. literature circles, station activities, etc.]

• Frontload possible difficult items

• Pre-teach vocabulary

• Use visual aids

• Graphic Organizers

• Videos

• Posters

• Diagrams

Sources

6 Scaffolding Strategies to Use with Your Students (Edutopia)

Scaffolding (Psychology Wiki)

ACRONYMS: What do they mean?

Note: This post will be updated periodically.

Education is full of shortened words and acronyms for long-winded titles. I am sure you will recognize most of them; however, some may be new. I have listed them in alphabetical order. If you find others that should be added to the list, please forward them to me.

504 - This is the standard abbreviation for a 504 Plan. The full title of the government act is Section 504 of the Rehabilitation Act. A 504 Plan is developed for a student who has a disability identified under the law, so the student receives accommodations that will ensure academic success and access to the learning environment. The plan is not an IEP and does not require curriculum modification. Some examples of accommodations may be having a set of textbooks at home, allowing a student to leave class early, or providing extra time due to excessive absences. There are numerous other accommodations that may be part of a student's 504 Plan.

ACHIEVE - 

BASD/SAP - This is a Bethlehem Area School District Student Assistance Program form that incorporates the whole child. The form includes PA SAP as well as other information required to meet the needs of all students. This form can be utilized for all students, not just students with IEPs.

BILI - This acronym stands for ____. This document is completed prior to moving into an FBA. It does not require parental permission and may not even lead to an FBA.

BOSS - A Behavior Observation of School Students is

CHAMPS - 

DBR - This is a Direct Rating Scale. It is a brief rating of target behavior for a specific observation period. 

GIEP - This relates to a Gifted Individualized Education Plan. This is a special education program that is designed for gifted students. 

IEP - This stands for Individualized Education Plan. This is a program that is developed for students with disabilities to receive specialized instruction and related services. Students who have IEPs have modifications and accommodations. This is different from a 504 Plan because an IEP deals with providing modified and adapted instruction as per the plan while the 504 Plan focuses on accommodations.

FBA - A Functional Behavioral Assessment is completed by the entire team relative to a particular student. This includes the general education classroom teachers as well as special education teachers, administrators, school psychologists, counselors, etc. It is a team effort that requires parental permission to complete. In addition, a BASD/SAP must be fully completed as well.

HAC - This refers to the Home Access Center that schools, students, and parents use to house information for each student. The software includes demographics, grades, attendance, discipline, etc.

MTSS - 

PLC - A Professional Learning Community (or Circle) is a small group of people who gather to discuss areas of their field. The professionals help support each other at work.

SDI - This acronym is found in IEPs. It is the Specially Designed Instruction that teachers must follow for the student who has an IEP. This instruction is there to assist students to meet their IEP goals and objectives. Most SDIs are applied across all classes. This is a list of some possible accommodations and modifications. Teachers should always ask for clarification if an SDI is unclear. For example, if extra time is required, it may be necessary to discuss how much extended time is needed. Does the child need 1.5 times the amount of time a student receives who does not have an IEP? It is important for students to have deadlines and due dates because most curricula build from lesson to lesson.

SEL - This acronym has been around, but it is being used a lot more since the beginning of the Covid-19 pandemic. The letters stand for Social and Emotional Learning. SEL is the process by which children and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions, and achieve personal and collective goals. It also encompasses the capacity to be empathetic, the establishment and maintenance of relationships, and the ability to be responsible and to make decisions.