The "Why" Behind Classroom Behaviors, PreK-5

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Jamie Chaves. The "Why" Behind Classroom Behaviors, PreK-5

The “Why” Behind Classroom Behaviors, PreK–5

Table of Contents

Foreword

Preface

Acknowledgments. From Jamie

From Ashley

Joint Acknowledgments

Publisher’s Acknowledgments

About the Authors

Chapter 1 Searching for the “Why?”

Reflective Activity

A Brief Introduction to Interpersonal Neurobiology

Supportive Diagram

Applying a Brain-Based, Relational Lens to the Educational Setting

Strategy 1: Engage in Positive, Regulating Experiences

Reflective Activity

Strategy 2: Reflect Often

Strategy 3: Identify Vulnerabilities and Reframe Triggers

Reflective Activity

Reflective Activity

Descriptions of Images and Figures

Chapter 2 Regulation as the Foundation for Learning

What Is “Regulation”?

Supportive Diagram

Interactive Scenario

Reflective Activity

Reframing the Developmental Expectations of Regulation

Supportive Diagram

Developmental Milestones in Regulation

Supportive Diagram

Reflective Activity

Promoting Regulation in the Classroom

Reflective Activity

Strategy 1: Breathe, Body, Begin

Supportive Diagram

Supportive Diagram

Strategy 2: Check Your Nonverbals

Supportive Diagram

Strategy 3: Attuned Listening

Reflective Activity

Supportive Diagram

Interactive Scenario

Descriptions of Images and Figures

Chapter 3 The Teacher-Student Dyad and Classroom Community

Understanding the Teacher-Student Dyad and Regulation-Response Cycle

Reflective Activity

Supportive Diagram

Reflective Activity

Interactive Scenario

The Power of Mirror Neurons

Supportive Diagram

Harnessing the Positive Power of Mirror Neurons

Reflective Activity

Supportive Diagram

Rupture and Repair

Supportive Diagram

Facilitating the Continued Development of a Teacher-Student Dyad

Interactive Scenario

Strategy 1: Authenticity, Awareness, & Attunement

Supportive Diagram

Strategy 2: Mini Moments of Shared Joy

Reflective Activity

Strategy 3: Ask for Help When Needed!

Reflective Activity

Descriptions of Images and Figures

Chapter 4 Foundations of Sensory Processing for Regulated Learning

Foundations of Sensory Processing in the Classroom

Supportive Diagram

Teacher-Student Dyad and Sensory Processing

Reflective Activity

Sensory Systems and Their Impact on Learning

Visual

Supportive Diagram

Auditory

Tactile

Proprioceptive

Vestibular

Oral

Interoception

Reflective Activity

Facilitating Sensory Integration for More Engaged Learning

Reflective Activity

Strategy 1: Celebrate Movement

Supportive Diagram

Reflective Activity

Strategy 2: Create a Sensory Nook

Supportive Diagram

Strategy 3: Use Multisensory Learning Experiences

Interactive Scenario

Descriptions of Images and Figures

Chapter 5 Building a Sensory Smart Classroom

Sensory Preferences and Sensory Processing Disorder—What’s the Difference?

Reflective Activity

Supportive Diagram

Supportive Diagram

Supportive Diagram

Supportive Diagram

Recognizing Different School-Based Sensory Needs

Strategy 1: Check the A’s

Interactive Scenario

Strategy 2: Recognize and Relate

Visual

Auditory

Tactile

Proprioceptive

Vestibular

Oral

Interoceptive

Sensory-Based Motor Difference

Strategy 3: Accommodate to Regulate

Visual

Auditory

Tactile

Proprioceptive

Vestibular

Oral

Interoceptive

Sensory-Based Motor Difference

Interactive Scenario

Descriptions of Images and Figures

Chapter 6 Developing an Awareness of Individual Differences and Promoting Integration

Recognizing Individual Differences

Reflective Activity

Moving Toward Integrated Learning

Supportive Diagram

Reflective Activity

Teaching Students to Search for the Why

Supportive Diagram

Language-Based Learning Disabilities

Supportive Diagram

Nonverbal Learning Challenges

Giftedness and 2E

Other Common Diagnoses That Impact Learning

Common Misconceptions Regarding Learning Disabilities

Reflective Activity

The Power of Early Intervention

Supporting Integration of Students with Individual Differences

Strategy 1: Scaffolding

Interactive Scenario

Strategy 2: Build Resilience

Reflective Activity

Strategy 3: Know the Limits

Descriptions of Images and Figures

Chapter 7 Handwriting That Promotes Integrated Learning

Developmental and Sensorimotor Facets of Handwriting

Supportive Diagram

Writing as an Integrated Brain Activity

Supportive Diagram

Regulation and Handwriting

Reflective Activity

Facilitating Improved Handwriting

Strategy 1: Prioritize Positioning

Supportive Diagram

Supportive Diagram

Interactive Scenario

Strategy 2: Make It Multisensory

Strategy 3: Break It Down

Reflective Activity

Descriptions of Images and Figures

Chapter 8 Considerations for Specialty Teachers

A Note about Relationships and Regulation in Specialty Classes

Reflective Activity

Sensorimotor Factors in Specialty Classes

Reflective Activity

Physical Education

Art

Music

Library

Lunch/Recess

Learning Differences Unique to Specialty Classes

Physical Education

Art

Music

Foreign Language

Library

Lunch/Recess

Supportive Diagram

Boosting Regulation and Participation in Specialty Classes

Strategy 1: Find a Connection Point

Strategy 2: Creative Problem-Solving

Interactive Scenario

Strategy 3: Create Consistency and Clear Expectations

Descriptions of Images and Figures

Chapter 9 Redefining Behavior Plans

A Note about Behavior Plans

Structure, Appropriate Boundaries, and Clear Expectations

Supportive Diagram

Reflective Activity

Natural Versus Punitive Consequences

Supportive Diagram

Reflective Activity

The Power and Peril of Praise

Reflective Activity

Supportive Diagram

The Lifespan of a Meltdown and In-The-Moment Strategies

Supportive Diagram

Reflective Activity

Putting It All Together: A Newly Defined Behavior Plan

Supportive Diagram

Strategy 1: Close the Expectation Gap

Supportive Diagram

Reflective Activity

Strategy 2: Relationship + Accommodation = Regulation

Supportive Diagram

Strategy 3: Implement with Consistency

Reflective Activity

Descriptions of Images and Figures

Chapter 10 Supporting Students Who Need Additional Help

Understanding Supports Within Your School

Supportive Diagram

Reflective Activity

Accessing External Supports

Establishing a Teacher-Parent Dyad

Supportive Diagram

Reflective Activity

Supportive Diagram

Preparing for a Parent Meeting

Strategy 1: Collect Information

Strategy 2: Start and End with Strengths

Supportive Diagram

Interactive Scenario

Strategy 3: Allow Time for Processing

Descriptions of Images and Figures

References. Chapter 1

Chapter 2

Chapter 3

Chapter 4

Chapter 5

Chapter 6

Chapter 7

Chapter 8

Chapter 9

Chapter 10

Index

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Integrative Strategies for Learning, Regulation, and Relationships

If you’re like many educators these days, you’re feeling tremendous pressure to do more in shorter periods of time and with a larger number of students in your classes—many of whom have higher needs. Understandably, you feel that despite (or maybe partially because of) your desire to be a great teacher who loves your students and wants to champion them, you experience toxic levels of stress. You feel desperate for tools and perspectives to help you make sense of and address the most challenging behaviors you see in your classrooms, and you want ways to reach parents so that they partner with you and support you instead of blaming you. You may be a gifted teacher who’s even considering leaving the field because the challenge feels too great. You’re inspired by the idea that you can do hard things, but you’re tired of doing those hard things day after day without the tools and support and time to manage classroom dynamics more effectively. For years I’ve wished that committed educators like you could find powerful, practical tools to help you be more effective in dealing with these challenges.

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When we engage in positive, regulating experiences, this helps to facilitate an “integrated brain, empathic relationships, and coherent mind.” These regulating experiences can be small moments throughout the day, such as sitting with a cup of coffee in the morning, walking around the block on your lunch break, eating lunch with a favorite colleague, or writing in a journal a night. When chaos or rigidity takes over, it can negatively impact the way you interact with those around you—especially your students. If you start to experience more chaos or rigidity in your life, particularly related to teaching, it is likely that the integration of your brain/body, relationships, or mind is obstructed.

In his book, The Mindful Brain, Dr. Siegel states,

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