¿Qué hacer si los problemas de comportamiento de los estudiantes no mejoran a pesar de la asertividad?

I strongly believe in an antecedent based approach to behavior. As educators, we need to look at the structures we have in place and be willing to alter our environment to ensure the student has what they need to understand the expectations. It may be the physical environment or it may be the verbal environment that needs to be altered. Ultimately, behavior is a form of communication, and we need to understand what is being communicated and meet those needs before the behavior gets out of hand.

When student behavior issues persist despite assertiveness, it's time to hit the pause button and whip out your metaphorical Sherlock Holmes hat 🕵️♂️. First off, reflect on your approach and interactions with the students 👀. Are there any patterns or triggers that might be contributing to the behavior issues? Maybe it's time to channel your inner Miss Marple and sleuth out the root causes 🕵️♀️. Once you've done some detective work, it's time to adapt your strategy like a chameleon 🦎. Experiment with different techniques, interventions, and classroom management strategies to see what sticks 🧪. Don't be afraid to mix things up and get creative – after all, variety is the spice of life! 🌶️ And remember, you're not in this alone.

Si los problemas de conducta de los estudiantes persisten a pesar de la asertividad, es fundamental reflexionar sobre enfoques alternativos y adaptarse en consecuencia. Esto puede implicar una investigación más profunda sobre las causas subyacentes del comportamiento, buscar apoyo de colegas o profesionales, implementar intervenciones específicas adaptadas a cada estudiante, o reevaluar el ambiente del aula y los métodos de enseñanza. La flexibilidad, la paciencia y la disposición para experimentar con diferentes estrategias son cruciales.

I think it’s most important to apply the ABC model first before anything else. What’s the antecedent, behavior and consequence? One I establish that data, I reflect to figure out what the ultimate challenge is and how we can flip this around to make the day more positive for the student. Maybe it’s a back and forth behavior chart and the parent celebrate school success at home or maybe it’s as simple as giving the student a little 1:1 support and a big smile or positive reinforcements quietly. Each student is different, but be their advocate. You got this!

A speaker at a convention I once attended said something that I will always remember. No child goes to school wanting to be bad, and if they could be "good" they would. So it is up to us educators to find out the root of the behavior, what causes the unwanted behavior to grow, and how we can educate the student to show more of the behaviors we want to see. If we see them in a light of wanting to be "good" then we ourselves will be more motivated in helping them to acheive that goal.

I am big on relationship building. I am a firm believer in the notion “kids don’t care how much you know until they know how much you care,” and to go along with this, I have always cared about the antecedent of an action. I really don’t feel you can fully address a repetitive behavior unless you can drill down to its cause and attempt to address that. As an aside to the assertiveness angle, I don’t like to use it unless necessary and you know when it is necessary when you take the time to know your students and their quirks.

Comprehending the underlying causes behind a student's behavior is paramount. External factors like familial challenges, academic struggles, or social dynamics could significantly impact their actions. This may include issues stemming from parental conflicts, difficulties in forming friendships, navigating puberty, managing menstruation, coping with excessive homework loads, or reacting to test results.

A therapeutic milieu approach for developing individualized goal plans aka IEP’s with primary teachers has been utilized for years. Now the schools are plagiarizing the whole child approach which has been used successfully for the younger children. You are what you do and not just what the school boards say. You are doing everything right, just, fair, equitable and ethical, keep doing you and the schools should follow💚💯⚖️

First and foremost you have to establish a connnection with your students. Without sincere connection you will not be able to achieve what comes next. A student acting out often masks deeper issues that can seem invisible at first glance. Rather than reaction, take time for compassionate discussion. Discover what realities shape their world outside school walls. Sometimes challenges seem insurmountable without an ally. A caring adult can be the lifeline a child needs most. One conversation is all it takes to change their trajectory. What small changes could make big impacts? A new seat, a study buddy, a schedule tweak. Consider their world from their view.

Consistent acknowledgment of positive behaviors fosters a culture of mutual respect and encouragement, wherein students are motivated to continually strive for excellence and exhibit their utmost potential. As a result, the classroom becomes a vibrant hub of collaboration, growth, and individual empowerment, where students are inspired to embody their finest qualities and embrace the journey of personal and academic development.

Use positive reinforcement strategically to shape desired behaviors over time. Encourage self-reflection and self-assessment to empower students in recognizing their own achievements. Model positive behavior and attitudes to set a positive example for your students. Offer opportunities for students to take on leadership roles and contribute to the classroom environment positively. Foster a sense of intrinsic motivation by connecting positive behaviors to personal values and goals. Maintain consistency in applying positive reinforcement to establish clear expectations and routines. Incorporate peer recognition and appreciation to foster a sense of community and collaboration.

In my experience, working to find what motivates them and capitalize on that. Reward and promote positive behaviors rather than constantly focusing on the negative.

I agree. As a new educator I switch the focus from what students are doing wrong to what they are doing right. This route paired with giving positive reinforcement by acknowledging and rewarding good behavior, which can motivate students to repeat those actions.

Take five seconds to genuinely acknowledge the win, with words or by trusting them with more responsibility. Kids light up from simple praise like it's the greatest reward. And it sticks with them far longer than any prize. If one student acts up but another is listening great, say so. Point out specifically what they're doing well. Not only does it encourage that behavior to keep up, it shows the others how you want them to behave too. Praise works way better than punishment to motivate kids. Soon they'll be fueling each other's successes instead of someone else's failures. You'll have a whole class proud to take on bigger challenges.

Encourage active participation by creating a safe and respectful space for students to share their perspectives. Emphasize the importance of empathy and understanding in resolving conflicts and addressing behavior issues. Use restorative practices to focus on repairing harm and restoring relationships rather than punishment. Utilize role-playing or scenario-based activities to practice applying problem-solving strategies in real-life situations. Regularly revisit and review classroom rules and expectations to ensure they remain relevant and meaningful to students. Celebrate successes and progress in addressing behavior issues to reinforce positive outcomes. Encourage reflection on the problem-solving process to promote self-awareness.

Your students are the experts - so pull up a chair and get their input. Convene a democratic class meeting to hash out expectations together. Let them lead the conversation and suggest rules that fit your classroom culture. Compromise respectfully on consequences too. Now the standards are theirs. A collaborative process fosters true understanding of each other's perspectives. Your pupils will hold the line once they helped draw it. Empowerment is intrinsic motivation. When expectations evolve from within, compliance follows naturally versus fear of punishment alone. Sit with your class as equals. I guarantee they'll rise to your faith in their wisdom, creativity and sense of community. The lessons will teach themselves from there.

Seeking support is not something to feel negative about or to think you are failing as an educator if you cannot handle an issue with a student. It’s the opposite. Seeking support allows you to collaborate with professionals to help you support the child in your classroom. Many times support staff have more insight into a child or their family and can provide vital information and solutions to help that child be successful in your classroom.

Facing challenging behaviors alone is exhausting - don't go it solo when experts stand ready to assist. Your school's guidance counselors, special ed teachers, and school psychologists possess targeted expertise that could be the difference maker. Reach out for their individualized strategies, debrief tough situations together, or have them address complex cases directly. With allies in your corner who see additional angles, your students get the coordinated support network they need to thrive. Don't battle burnout alone when help is always an email away!

Applying consequences impartially to all students is essential for maintaining a sense of fairness and respect in the classroom. When consequences are administered consistently and fairly, students perceive that everyone is held to the same standards, fostering a culture of equity and trust. This consistency also helps prevent the perception of favoritism or bias, which can erode students' confidence in the fairness of the learning environment.

Offer support and resources for students who may need additional assistance in managing their behavior. Encourage positive behavior through reinforcement strategies such as praise, rewards, and privileges. Monitor and track behavior trends to identify patterns and tailor interventions accordingly. Provide clear guidelines and expectations for behavior in various settings, such as the classroom, hallways, and cafeteria. Seek professional development or support from colleagues or administrators to address challenging behavior effectively. Foster a culture of accountability and responsibility where students take ownership of their actions and their impact on others. Communicate consequences calmly and respectfully, focusing on teaching.

Behavior is communication. Assertiveness is not always good practice— but rather understanding the “WHY” might be. Why is this bx occurring? What can I do to support this learner?