Why are we constantly putting out fires in education?
By Megan Madlena & Kelsey Isaacson
We need to stop putting out fires. We put out too many fires in education. A behavior support team should be a part of a larger system of High Support that is aimed at prevention.
Constantly being in reactive mode wears people out and is ineffective.
By empowering teachers, assistants and students we can improve retention and put students first.
What does it mean to be proactive rather than reactive?
When we wait for a problem to escalate and then seek administrative help to assist with a student that is misbehaving.
Positive plans that create a system of support that have High Structure and High Support.
Playing ahead of the game. Read more on these principles in our SU2S.org article - We Make The Weather
What is a substantial disruption?
Subjective factors include the student, the teacher and the grade level. When there is an escalation we are reacting not to the behavior but to the plan. We stay calm, neutral and consistent.
Reactive systems are often viewed as interuptive or ineffective.
Teachers can view positive behavior systems that are reactive as rewarding bad behavior. When we work to be proactive, to respond to the plan rather than the behavior, we build preventative interventions.
By working within the system and the plan teachers allow the principles to work for them. Teachers get escalated because of misbehavior because they feel that there isn’t a solid plan.
Step Up 2 Success creates a plan and a structure to empower student and teacher so that everyone can work for High Success. We didn’t start the fire, we respond to the fire(s) but we want to do is to work together to get ahead of it.
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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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