Читать книгу Lost and Found - Ross W. Greene - Страница 15

A great deal of the intervention that takes place with students with concerning behaviors occurs in the heat of the moment. But, as it relates to solving problems collaboratively, that's actually terrible (and unnecessary) timing. In the CPS model, 99 percent of intervention takes place proactively.

This theme, of course, often prompts a very important question: How can we solve problems proactively when we never know when the kid is going to exhibit concerning behavior and when the kid is so unpredictable? The answer: we actually do know when they're going to exhibit concerning behavior, and they're not unpredictable … if we put the hard work into identifying a student's lagging skills and unsolved problems on the front end. In schools—as well as everywhere else—timing really is everything.

Shifting from dealing with problems reactively to dealing with problems proactively can be quite paradigm shift. It may seem almost unimaginable, given how little time you have. Of course, the fact that you have so little time may speak, at least partially, to how you're currently dealing with concerning behaviors. We'll be discussing the time issue in greater detail later in the book.