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[quote=Anonymous][quote=Anonymous][quote=Anonymous]The ways in which children and teens (and adults) behave is directly correlated to their social -emotional competency. When a student exhibits unwanted or inappropriate behavior they are demonstrating a lack in a skill or skill set related to one or more of the five social -emotional competencies. It takes a village to develop these competencies - parents, teachers, and schools. If you want less behavior problems in schools start with proactively coaching these competencies as a matter of intention as well as embedded throughout the learning experiences of the school day. And, any discipline should include further coaching. Punishment doesn't teach a skill.[/quote]

This is exactly right! And if schools gave as much attention to the proactive side of positive behavior development as they do on reading and math, not only would behavior improve but so would literacy in reading, writing, math, science, etc. You actually need those social emotional competencies not just for how you conduct yourself but also to be a good learner.[/quote

Do you truly believe schools aren't giving huge amounts of time specifically teaching about behavior?  I have used sooooooo many different curriculums on teaching kids how to manage emotions, how to self regulate, how to give other people personal space, how to deal with anger, how to deal with sadness, how to use the "calming corner" with its "calm down tools", how to use the wall to do pushups to get that deep physical stimulation some kids need.  I've built relationships with kids using my lunchtime and my prep time.  I've set up positive individual charts, I've used whole class and personal schedules.  I've covered up toys in my room with sheets so kids aren't distracted to the point where one principal came in the room and then shook her head and sighed with exhaustion, "You'd think this was an autism room with what you have to do to manage this class."  My schools have done school wide positive behavior incentives, personal and class wide too.  We've literally taken photos of what it should like when walking in a line or sitting on the rug.  We've done songs to review expectations.  We've taught the expectations up the wazoo.  We've talked with parents and had many try to collaborate with us.  We've had OT people come in and give us suggestions.  We've had behavior specialists come in.  We teachers write kids personal notes when they are showing good behavior.  We're reading stories about it, we're practicing routines.  And while we certainly did not have enough play and recess in public (I used to complain long and loud about this), we do have enough in the private school I'm in now.

And it helps.  Some.  But not enough.  And when the BCBA says, "that kid should be in a significantly more restrictive environment" but admin won't do it?  What then?  When the superintendent comes in to observe because the principal says, "One of the teachers is having a horrible year, will you come see the classroom for yourself?" And he comes in.  And while he's there one kid is being so aggressive, he reaches across the table and quietly puts the scissors in his briefcase to prevent the kid from grabbing them and stabbing someone.

No, this is not the exception.  This is the rule.  MOST schools are implementing heavy, heavy, heavy behavior instruction.  And sometimes?  It is at the expense of academics.  MOST schools, public and private, are seeing really difficult behaviors.  Something is very, very wrong. I don't know what else schools can do.  I don't know what else I can do.  [/quote]

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