Classroom structure and consistent expectation are keys to success with behavior.
S.T.O.I.C. is a classroom management tool for educators from Safe and Civil School principles.
We show examples of how the S.T.O.I.C. principles for classroom management can be applied. We provide clear and consistent instructions so that students can be successful. We keep calm and neutral with our process to set the tone and example for our classroom environment. We have high expectations for our students and utilize our resources to equip them for productivity. We praise positive actions as all humans thrive when their effort is appreciated.
Increasing positive interaction is key to classroom management and success with behavior
Educational success starts with building structure and teaching the expectations throughout the whole school. In the classroom we have to remember to observe our students and greatly increase our ratio of positive interactions to keep students engaged and focused.
S.T.O.I.C. classroom management success requires observation
As soon as you teach and model the expectations start to immediately observe students who comply, reward them right away with a token reward. This will increase your on task behavior and reinforce that you notice students doing the right thing. We must avoid getting caught in a criticism trap where we only notice students doing the wrong thing. We get more of what we pay attention to. Reinforce what you want more of with more positives. Additionally, increasing opportunities to respond is a research based strategy to keep students engaged in your teaching. Gone are the days when the only way to answer is to raise your hand.
You will see both of these strategies (positives and opportunities to respond) modeled in the video above with a group of fifth grade students.
S.T.O.I.C. classroom management requires reflection
Review your classroom in the first three days with these guiding questions:
Classroom management tools prepare us for common responses to misbehavior
After increasing your ratio of positives remember the common response to misbehavior: Correction, Expectation, Conversation, Restoration & Notification. Keep applying these principles to your classroom structure and believe that every student can achieve high success.
Positive behavior intervention support professionals must continue learning to achieve high success in education.
By Kelsey Isaacson
I thought I knew what it meant to be an education behavior specialist but moving to a new school district near Tacoma, Washington has taught me to broaden my perspective. I came from a small town outside of Eugene, Oregon with a few years under my belt working with the Positive Behavior Intervention Support (PBIS) principles. If you know the history of Safe and Civil Schools, you know the founder Randy Sprick is based in Eugene – so it should go without saying that I knew the drill, right? Little did I know that every environment is it’s own unique experience and I still had (and have) much to learn.
Leadership is essential to establishing vision and values for behavior support teams
While I experienced baptism by fire in my new setting further up the Interstate 5 in the Pacific Northwest, I also was blessed with a champion of the principles in Megan Madlena. I remember her greeting me with joy and confidence my first day of school in Washington, “Welcome to the behavior support team.” I didn’t yet know what we were in for as I thought all behavior prevention was similar to the interaction, structure and community that I had come from in a small town school district. Whereas previously we did not have substantial disruptions as a normative experience, I would soon be exposed to secondary trauma and a new process designed by Ms. Madlena in her Step Up 2 Success (SU2S) program.
Step Up 2 Success provides a principles and structure for school wide success
I quickly learned that behavior in our new context was going to be a whole new experience in terms of frequency, intensity and response mechanisms. Students were refusing to comply and teachers quickly were becoming frustrated with behavior which was escalating the issues. As we continue the learning process, it is clear that when teachers do not have a clear structure or consistent support the gaps in the system perpetuate a cycle of negative behavior. If we want to counteract the status quo of educational set backs we have to agree to envision a better process and response. In observing Megan’s Step Up 2 Success principles in action, I was inspired, encouraged and equipped to face the challenges ahead. She was Yoda to my Luke and together we grew into a very good BST team.
The three foundational components that create the foundation for a thriving behavior support team:
1. Educational behavior support team foundation number one – teamwork
Teamwork makes the dreamwork. While it’s a bit cheesy, its true. When you have a team that is on vision, on value and on each other’s side, you can accomplish so much together. Megan and I had no prior introductions or interactions with each other. I had some PBIS experience in a much different context. I needed her SU2S structure, her leadership support and the vision to believe that high success was achievable for all students. We first respected each other’s position as professionals and we soon learned that our strengths complimented each other which strengthened our trust in one another. As we worked side by side, we experienced days of outright exhaustion but were able to encourage each other to press forward as we implemented and adapted the Step Up 2 Success principles.
2. Educational behavior support team foundation number two – conversation
Perhaps one of my contributions was the terminology for, “Have the conversation.” To create a high structure with high support for all parties involved in the educational behavior support process it is essential to be in constant communication. Having the conversation means that we cannot be afraid to address issues with our behavior support team, teachers, students, parents and administration. Without having conversation there is no capacity for growth or grounds for forward progress. Key to communication is conversation. As a sub-text to communication it is important to document everything. Behavior support teams also benefit greatly from having people who are talented in keeping things organized. When you are engaged in behavior support often the time to document runs into the end of the day or even after hours.
3. Educational behavior support team foundation number three – response
Behavior prevention is all about response which coincidentally is also the most complex component of the process. To respond to behavior you have to be in motion constantly so that you can see, hear and feel the pulse of what is happening moment by moment throughout the day. Behavior support specialists must be self-aware and reflect often. Self-awareness means that we are honest about our head space at all times. When we are upset or frustrated, which happens often and is part of the process, we have to develop strategies to keep ourselves calm and neutral. As an educational support professional you must keep yourself in check so that you do not escalate the situation further. Too often our responses set us back from success rather than move us forward. Behavior is going to be a constant so we have to develop high structure and high support to respond appropriately. Behavior is a moving target so we have to adapt our aim in real time and in relationship to our values.
Continuing to learn is essential to growth as a professional and a behavior support team
Those new to behavior in education or coming into a new environment need to understand that you are not alone. New experiences are par for the course when working with students. I thought I knew behavior but still had, and have, a lot to learn. It’s important to recognize what you don’t know. This doesn’t mean that we beat ourselves up but rather that we open ourselves to learn and experience new things. It is also important to recognize what you do know and to give your experiences some credit. Even though my prior exposure was very different from my new environment, it still come into play for developing my new approaches as I learned the Step Up 2 Success process.
Teamwork, conversation and response require you as a behavior support professional to use what you have, to always be learning and to recognize the need to adjust as you go. If I can do this, so can you. I believe in our Step Up 2 Success process because it equips us to adapt to any situation. I hope you will find these principles to be helpful in your experience and environment as well.
Contact SU2S to for more information related to education and self care
Keys to success when developing structure and support for behavior prevention in education.
by Megan Madlena
At Step Up 2 Success, why do we believe in:
* Low Intensity Prevention
* Early Stage Interventions
* De-escalation Strategies?
Because when kids win, we all win!
When we develop High Structure combined with High Support we can build our educational systems around High Success. While we cannot control behavior or outbursts, we can work to build programs that are geared for prevention, systems that create collaborative support and that adapt best practices which expand our ability to be effective.
What do we do as a behavior team when students don’t respond?
First, we must understand that there are multiple causes for student misbehavior. Whenever a situation escalates we want to ensure that we constantly remind ourselves and our teams to respond in three key ways – early, calmly and consistently.
Developing learning targets for educational behavior support teams
As part of our overall vision we want to develop learning targets. Learning targets set benchmarks for how all participants will:
Understand adverse childhood experiences (ACEs) as a behavior support team
Understanding Adverse Childhood Experiences (ACEs) means changing our frame of reference from asking a student, “What’s wrong with you?” to trying to understand the broader perspective of, “What happened to you in your life that is causing this escalation?” By expanding our view of our role in this system of positive behavior intervention systems can help us respond to students misbehavior with High Support.
Key: Students with high ACES live in fight or flight mode, it is our job to recognize this and respond (early, calmly and consistently).
“I’ve come to the frightening conclusion that I am the decisive element in my classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather…in all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or de-humanized.” - Haim Ginott, School Teacher and Child Psychologist
Consistently communicating behavior support values to prepare for experiences
In the heat of the moment when a student is escalated, especially when there is a violent, vulgar or vociferous outburst, it is difficult to remember these principles. Yet, it is in exactly these moments that we need to be engaged with our vision for positive student intervention.
Step Up 2 Success can help prepare your team for behavior prevention success
We invest in building High Structure to attempt to prevent misbehavior. We invest in High Support so that we can collaboratively respond to situations where interventions are necessary. We continually learn and grow our capacity so that we can strive for High Success. We have an important role to play in helping the underserved feel supported in an equitable system – to humanize those who may be difficult.
Instructional video covering school wide expectations for students at breakfast
This video demonstrates how we communicate a consistent expectation for students during our breakfast time. These short and simple videos can be utilized in the classroom as well as at assemblies to reinforce steps to success.
Starting the school day on a positive note requires consistent communication of expectations.
Breakfast is key to starting our day of in the right mood and mindset so that we can achieve in the learning process. Establishing clear expectations is key to developing high structure for administrators, educators, assistants and students.
Step Up 2 Success (SU2S) shares a recent video made for real world application to establish recess expectations for students.
SU2S.org will help you build high success at school, at home and at work.
Instructional video covering school wide expectations for students while using the restroom
This video demonstrates how we communicate a consistent expectation for students when utilizing the restroom at school. These short and simple videos can be utilized in the classroom as well as at assemblies to reinforce steps to success.
Behavior support and prevention starts with communicating effectively and consistently with students.
Using the bathroom is a critical utility for students and educators, it is essential that we provide a safe and consistent atmosphere in our schools. Establishing clear expectations is key to developing high structure for administrators, educators, assistants and students. Step Up 2 Success (SU2S) shares a recent video made for real world application to establish restroom expectations for students.
Let us know what you have done to improve communication, consistency and accountability during bathroom use.
Step Up 2 Success will help you build high success at school, at home and at work.
Step Up 2 Success (SU2S) contributors include Megan Madlena, Kelsey Isaacson, Jon Isaacson and others. Contact us to contribute relevant content to SU2S at Home.
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