The Blueprint

When students behave poorly, they are often punished. However, research shows that, in many cases, punishment is not an effective deterrent for negative behavior. Many believe that students need to be punished for making poor choices, thinking that if they wanted to, they would make better decisions to avoid punishment. The problem with this way of thinking is that it doesn’t account for other factors that can contribute to behavioral issues beyond simple choice.

These factors may include:

• Poor impulse control
• Developmental immaturity
• Neurological issues
• Deficit in social skills
• Deeply ingrained negative behavioral habits

Traditional punishments that rely on compliance-based negative reinforcement often escalate conflicts with students and fuel power struggles. Instead, we need to teach students core skills.

Core Skills for Behavior Change:

1. Following Directions: This skill has both cognitive and social components. Students need to learn how to follow instructions (cognitive) and how to cooperate with others in following directions (social).

2. Paying Attention: This is a critical social skill, and its development has been affected by technology. We’ve been conditioned to seek out more novelty, which makes focusing on less stimulating activities more difficult. Technology advancements also require less focused attention.

3. Getting Attention Properly: This skill is rooted in the fundamental human need for belonging. We all want attention, but it often manifests in two ways: either by speaking up when it’s our turn, or by waiting to raise our hand in a classroom setting. Teaching students how to get attention appropriately is essential.

4. Personal Space: Many students struggle with personal space. We need to teach them consideration for others, as well as appropriate ways to get attention and interact with peers. Impulse control is a key barrier for some, as they may know the concept but lack the self-restraint to apply it. Others may simply struggle with spatial awareness.

5. Accepting Disappointment/Conflict Resolution: Managing frustration is one of the most important skills in accepting disappointment. We need to teach students to use words to express their feelings and to channel those emotions constructively when things don’t go as planned.

6. Taking Responsibility for Our Actions: This skill takes time to master. Younger children often deny their actions to avoid punishment, which is a typical developmental response. As they grow older, they learn the ethical concepts of right and wrong. The goal is for them to take ownership of their choices.

7. Making Good, Independent Choices: This can be challenging for students due to competing needs—the need to belong versus the need to do the right thing. Ethical behavior develops over time and is foundational for making sound, independent choices.

Just as we teach students when they struggle with academic problems—re-teaching and reinforcing until the skill is mastered—we should approach behavioral issues the same way. When a student misbehaves, the first question we should ask is: What specific skill does the student need to develop? For example, if students shout out in class, they need to learn how to get attention appropriately. If they argue when corrected, they need guidance on accepting criticism. This approach requires a shift in perspective—behavior change is best achieved through education, not punishment.

When problems arise, educators should focus on creating teachable moments that help shape behavior. As students develop these core skills, the likelihood of positive behavior increases.

Dan St. Romain

• Are you building relationships with your students?

• Am I consistent with the things that I say?
• Do I lead by example?
• Do I have conversations with my students?
• Do my students feel heard and valued in my classroom?

Students

• No student should be put out of class
• Students should not be sent to the front office
• Follow PBIS procedure and call if you need assistance

Duty

• Be on time
• Actively monitor

Recess

• Be mindful of the Temperature
• Make sure an adult can observe (see) ALL students

Thresholds

• Greet students
• Blocked teachers greet am and pm classes.

Drills

• Review
• Practice
• Keep an accurate roster
• know where your students are
• green= I have all students on my roster
• red = I have students on my roster that are not current with me even if I know where they are or I have another teacher of records student