Tag: Intervention

#Classroom Community, Behavior Management, Behavior Plan, Character Education, Class Meeting, Creating a Community, Education, Intervention, MTSS

A Fear Free Classroom

Kristine Barberio

In today’s world, it is easy to feel fear. This first week of school, with all of its excitement and challenges, was colored by events in our local community and in the nation that fostered fear. As an educator AND mother, the events happening make me fearful for other people’s children I have been entrusted to keep safe and for my own babies in the care of another teacher. We have much to do as a nation to begin creating a safer world for the next generation. However, as teachers, we have the ability to create a fear free classroom which fosters learning.

Why is a fear free classroom essential? Children will not learn when they are afraid. It is that simple. I have over the years done an exercise with my students at our class meetings where I put up Maslow’s hierarchy and ask them to rate which level they are operating on most of the time. When a student is at the bottom, attempting to get their most basic safety needs met, you have a true barrier in the way of their learning. When a child is on the next level, seeking the approval of peers and not receiving it, learning will not happen. Only when a student reaches emotional, physical, and social safety will they be open and willing to learn. This is the true secret of why schools are “performing” or not according to whatever standardized scale used. FEAR – the biggest roadblock to learning and the underlying cause of the most significant behavioral, social, and emotional needs. So, how can you foster a fear free classroom? Read on to see some of the most common types of student fears and how you can address them. My favorite communication tools for students to share their concerns and fears is my weekly class meeting and my weekly reflection both of which are available on Authentic Teaching TPT. https://www.teacherspayteachers.com/Product/Weekly-Reflection-4750316 https://www.teacherspayteachers.com/Product/Weekly-Class-Meeting-Lesson-Plan-Template-4837084

Children whose fear is based on missing basic needs – These children often enter our classrooms with the most challenges. There is much research being done today on creating a trauma sensitive classroom. If I am not sure where my next meal is coming from, where I might sleep, or experience violence regularly…how can I focus on learning? This child needs a teacher who first seeks out ways to support the child using every resource at their disposal. They reach out to the school counselor, psychologist, social worker, other teachers, cafeteria staff, community organizations, etc. They need a teacher who is advocating on behalf of them loudly and consistently. Even with this, a teacher may not be able to change the child’s circumstances. This is where a classroom should become a safe haven with consistency, routine, whatever basic needs the teacher or school can provide available, and where the child is explicitly taught ways to cope and overcome adversity. Here is an excellent starter article about ways to help as a trauma informed teacher. https://www.edutopia.org/article/how-and-why-trauma-informed-teaching

Children whose fear is based on a history of academic failure – These children come in all forms… quietly detached, outwardly obnoxious, or openly uninterested in learning. I have seen dozens of students enter my room with the weight of being a “bad reader”, “dumb student”, “in the low group” on their shoulders. My goal is to foster a new sense of purpose in their learning by 3 specific actions. (1) Openly discussing the growth mindset and how I believe anybody can learn anything. (2) Teaching passionately about subjects that kids will be interested in (3) Looking for ways for that child to shine beyond the traditional modes of learning (check out guided reading on Authentic Teaching TPT for the way this model fosters this excitement in learning). https://www.teacherspayteachers.com/Product/Small-Group-Novel-Study-Guided-Reading-4836948 If you consistently and authentically do these 3 things, even the most reluctant learner can overcome their fear of failure and that is why we should all teach…for those moments.

Children whose fear is based on socialization issues – Kids who do not receive the support of their peers, only seek the praise of their peers, and/or are mistreated by their peers will not learn. Why? Because if I am at risk of being mocked, laughed at, made fun of, or ostracized, what are the chances I am going to take an academic risk? The truth is, the learning will not happen at all or will happen to a very limited amount. This is where your classroom community, procedures, and expectations are essential. Take a look at an earlier post “You won’t get the WOW’s if you don’t know the HOW’s” to address these issues. https://authenticteaching.blog/2019/08/02/you-wont-get-the-wows-if-you-dont-know-the-hows/

Children whose fear is based on a special need – As a 5th grade teacher, I have seen several students make it through all of elementary school with a special need that is not diagnosed, misdiagnosed, or not addressed. Frequently these students are labeled as “serious behavior problems” who enter your classroom with a reputation of concern. If you have a child with a special need (anything that would qualify for an IEP or 504 Plan – Anxiety, ADHD, ODD, Autism Spectrum disorders, Sensory needs, etc.) and you do not actively create and implement ways to address their unique needs, you are fostering a climate of fear for that child and because of that child in your classroom. Simple things that meet that child’s needs can often stop many of the most serious fear based behaviors (like written, visual schedules or verbal cues before changes/escalation). Children with special needs frequently have the highest levels of fears THAT DO NOT LOOK LIKE FEAR. Their fear often looks like anger, tantrums, withdrawal, or disruption. Here is a great resource from Authentic Teaching TPT that can help you identify, address, and implement systems to minimize the fears of these students. https://www.teacherspayteachers.com/Product/Student-Behavior-Motivation-Educator-Plan-4800920

Fear…it is an essential emotion that is genetically designed to keep us safe. Flight or fight – the response that stopped our neanderthal ancestors from being eaten by a saber tooth tiger. In today’s modern world, we often forget that fear is still consistently a part of our lives. We like to act as though we are impervious or oblivious to fear. As teachers, helping students face their fears and learn to use fear for positive outcomes, is our most essential and underlying goal. Seek out a fear free classroom so that in today’s world your room becomes the calm in the storm for every child!

#Classroom Community, Behavior Management, Behavior Plan, Creating a Community, Education, Intervention, MTSS

Beans in my Pocket

Kristine Barberio

Teaching in today’s world requires a variety of skills my educator grandmother most likely never faced. Our students enter our classroom as they are and we must become experienced in how to positively affect children who may have childhood trauma, abuse, neglect, poor parenting, or a host of other issues. This can seem like an overwhelming task when we are there to teach, right?

Today’s educators have the ability to shape and change the next generation for better or for worse. What may have been up to the family, the neighborhood, the community in the past often rests on the shoulders of educators in today’s world. Because WE are human beings with our own challenges, issues, and biases; this makes our job seem monumental at times.

Every educator has one or two “types” of kids that they just are not their best with. All educators struggle with the behaviorally, emotionally, or socially challenged student. I had a student many years ago, that despite my true desire to love him and welcome him, I simply did not like him at first. Worse, he knew it! So, one day, I read an article that described how a teacher had put beans in her pocket. Every day, she made it her goal to compliment the student she was struggling with one time for each bean in her pocket. Once she gave the compliment, she moved it to her other pocket. Desperate, because I am normally a “I love ’em all” kind of teacher…I put 5 beans in my pocket. I found that at the beginning, I struggled profoundly to find anything to compliment this student with. The first few days…I would realize shortly before dismissal I still had 4 beans to go. Gradually, my compliments became more authentic and my dislike of this student began to be replaced by a true care for him and what he walked in my door with.

You see, I had forgotten, that every kid walks in your door carrying some stuff. For many kids, their load is pretty light. But for others, the most challenging ones usually, they are weighed down by so much “stuff” that they simply are unable to be a productive member of your classroom community because of it.

As an educator, I have watched colleagues who struggle with taking kids AS THEY ARE when they enter their classroom. There is frustration and anger that the parents have not done their job or the kid must love upsetting everyone or worse yet, is doing it ON PURPOSE! All of those things are probably true to some extent and NONE OF THEM MATTER IN WHAT YOU MUST DO.

You have 2 choices with a challenging kid that are really simple. (1) Keep the beans in your pocket, dislike them, battle them, and every single time YOU, THAT CHILD, and YOUR CLASS will lose. OR (2) Work the steps below to move those beans to the other pocket and find a way to love that kid AS THEY ARE while you help them learn WHAT THEY CAN BE!

The Steps –

  1. Before you even begin to think about an individual student’s needs and concerns – you need to make sure your classroom community, expectations, and procedures are working for everyone! I suggest you take a quick look back at the article here on the blog “You won’t get the WOW’s if you don’t know the HOW’s” to help with this. Challenging students more than any other need consistency, routine, kindness, and calm in order to begin learning new skills in your room. So make sure, you are truly reflective with yourself about the culture you have in your room before you try to impact a tough student.
  2. Let them know you care! It is without a doubt, the most important and essential part of making a difference with a challenging student. If they believe you care about them, you have already won half the battle.
  3. Look at the whole child! What do you know about this kid? Start building a picture in your mind of what you know about them and what things they are carrying into your classroom every day. Here is a great thinking sheet to help you start building a picture of the challenging student beyond their behavior. https://docs.google.com/document/d/1eesN5yavnKMJPB4LzWfnoXyq0C-3K3ZKITIHW12NBs8/edit?usp=sharing
  4. Identify their needs and growth areas! Once you have taken some time to really reflect on this, you will be able to plan your strategy of attack to help this student change and grow. Academic Learning for the challenging child will take a backseat until you begin systematically replacing poor behaviors that stop everyone from learning with positive behaviors. Here is a great thinking sheet to help you start determining where to begin. https://docs.google.com/document/d/1eesN5yavnKMJPB4LzWfnoXyq0C-3K3ZKITIHW12NBs8/edit?usp=sharing
  5. REPLACE, REPEAT, AND REWARD! Once you have identified the most significant behaviors in that student’s way, you need to pick a couple to start with and purposefully REPLACE that behavior with a better one. You need to explicitly teach this child the replacement behavior when they are NOT IN TROUBLE! Then, you need to REPEAT, repeat, repeat, repeat, repeat, repeat (get the point) the replacement behavior with cues, re-teaching, conversations, and consistency. Generally after the “newness” of a replacement behavior wears off, the challenging student may exhibit worse behavior. This is when the repeating of the new behavior calmly and consistently is the most essential. This is typically the point most teachers give up and say “it’s not working”. No – its working really well and the kid is beginning to realize they are going to have to change which scares them. They need you to not give up. Finally, you need to reward when it is working and provide consequences when it is not. I DO NOT MEAN A PHYSICAL REWARD OR BRIBE (like candy, pencils, etc.) I mean reward them every single time they do they right thing with praise, an increased role/job, a positive mark on a behavior plan, or simply with a quick smile that lets them know you care. Be prepared to have a solid consequence that the student KNOWS in advance when it is not working. Here is a link to my favorite book for finding quality replacement behaviors/interventions you can use. https://www.amazon.com/Pre-Referral-Intervention-Manual-Stephen-McCarney/dp/B001NOHFD2/ref=pd_lpo_sbs_14_t_0?_encoding=UTF8&psc=1&refRID=52PTJ7NV7CYVHMFZTZCJ Literally ANYTHING a child could do/not do in your classroom is in this book with anywhere from 20-150 possible ideas. Pick an idea that matches you, the child, and the way your classroom runs. Feel free to comment below for ideas from our Authentic Teaching community on replacement behaviors. Check out this link on my TPT page for a behavior intervention plan that can make a real difference! https://www.teacherspayteachers.com/Product/Student-Behavior-Intervention-Plan-4800875
  6. Go back to Step 4 and now that your student is improving – pick the next set of behaviors or skills you want to work on. Generally, this is the point at which things begin snowballing and you will start to see things falling into place.
  7. The last few tips….
  • Make sure you are consistently, positively, and honestly communicating with the parents/guardians even if you are unsure of their response or do not get a response.
  • Be prepared for setbacks – kids who live in trauma filled situations will have times that life throws them another curveball and their behavior will regress.
  • Use the whole team! When I start a new “plan” with a student – I send an email to special area teachers, my team, admin, etc. Everybody should be aware and utilizing the same system as you!
  • NEVER battle a student for control – because you are ALWAYS in control. Just because a student is exhibiting behaviors that disrupt and impact your classroom, does not mean you are not in control. Control your reaction while working your plan.

I hope these steps will help you on your journey to dealing with all students, not just the challenging ones. Look for upcoming information on a podcast series on different concerns with a student and ways you might handle it!

In the meantime, remember how pivotal your impact can be on a student that challenges you the most. You never know what seeds you are planting and when they will grow.