Educators say, “Classroom behavior has never been like this before!”  

The struggles of a pandemic, learning loss, online or hybrid learning, systemic inequalities, and social ills are showing up in our children.  These days, many more are coming to school immature, unable to manage a full week of schooling, and struggling to regulate emotionally.  And, we’re seeing unprecedented mental health concerns.  

Unfortunately, the cumulative effects are showing up as ‘misbehavior’ at school and there are no quick fixes.

Recently, I responded to a plea from a Principal regarding trauma-informed and restorative justice principles in schools.  Although I am not an expert in either of these areas, I have tons of experience in creating a human-centered school culture.

Take action on these 6 ideas today…

#1 – Ensure your mission as a school is clearly human-centred and pasted on the walls

At my school, we wrote into our school manifesto, “champion the extraordinary potential that lives within every child.”  We believed that every child had a bright and purposeful future.  We never gave up.  In the end, years down the path, we knew the potential was extraordinary.

If you want to gift your school the most powerful gift, consider a school manifesto.  Using our Manifesto Playbook, you can accomplish an incredible consultative achievement with ease. Design your thriving school culture.  Download it today.

#2 – Stand confidently on solid ground

I’m an attachment-based, developmentalist.  In the simplest terms, that means I believe everything begins amidst secure attachments and then unfolds naturally.  You may have heard it said, ‘Maslow before Bloom’ and often I use the mantra, ‘Collect before you direct.’  Indeed, these sayings orient us around the most significant truths in education.  If there is a problem, it is most often a relational problem, not a behavioral one.

Classroom teachers must lead the connection with the student.  Particularly in elementary schools, teachers are the child’s primary attachment at school.  It is Administration’s role to support, uphold, and nurture the teacher’s relationship with the student and parent.  The teacher is an expert at the relationship.

Today, what teacher or support staff member can you encourage to be adaptable in meeting the needs of the child in the classroom?  How can you pair experienced teachers with novice teachers to help forge deep connections with students?

#3 – The secret is to collaborate, collaborate, collaborate

I’m a Principal.  You’re a teacher.  Often we don’t know how to adapt or modify or meet the needs.  Let’s turn to curiosity.  Indeed, we know how to ask good questions!  Let’s do that? 

Recently, an experienced teacher, who is a public school district leader and doctoral candidate, shared the following thoughts with me,

“Teachers, administrators, and districts spend much of their energy, resources, and time on student behaviour and it causes burn out. In order to conserve this energy, I think there must be more partnerships with education and the medical fields e.g., pediatricians, naturopathic doctors, etc.”

Most importantly, take action!  Call a community partner today to forge a more collaborative relationship.  Don’t wait for the right model or structure or mandate.  

#4 – Behaviour is communication

School is a challenging and demanding environment.

If student behavior is communication, what is the student telling us?  Again, cultivating curiosity is essential here.  Students have important things to say through their actions.  They often have crucial insights to share.  Remember, it’s important to ask them when they are calm and at ease.

 Today, how can you and your team ask this powerful question, “What is this student’s behavior communicating?”  How can you center student voices?  Include parent voices?  Consider behavioral experts?

#5 – It’s a Table of Learning 

It’s educators, students, and parents at the Table!

I use the metaphor of a dinner table to set the tone in schools.

The most underestimated resource in schools for learning is parents.

Here’s what I know for sure.  In almost 30 years in education and 15 years in EdLeadership, I honestly never met a parent who didn’t want their child to thrive.  Moreover, every parent, regardless of socioeconomics, capacity, race, health, or creed, regardless of any difference and around the world, wanted better for their child.

Let’s partner with them.  Truly, we can learn from them at the Table.  It will be rich and rewarding.  We can discover solutions together.  We can create a warm welcome.  Who will you welcome today?

#6 – Better than carrots or sticks

Regarding restorative justice, on my team, I had teachers who were expertly trained in this work.  They continue to be brilliant practitioners and always serve as resources to the team.  For guidance, I often referred to this chart from the book, Better Than Carrots or Sticks by Smith, Fisher, and Frey (2015):

Master teachers rarely have the substantive discipline or behavioral challenges that consistently escalate to Administration.  My role as a school leader is to develop every teacher into a master teacher.  Inevitably, master teachers empower students to self-direct.

I’ve found classroom meetings invaluable in creating a classroom culture where students take ownership of their community.  

So, it makes sense to introduce your teachers to classroom meetings.  Download the Hinge Points series today and schedule a 30min ‘Classroom Meetings’ exploration at your next staff meeting. 

Please, if you need support or want to explore these ideas more deeply, reach out to hello@learnforward.ca.

Learn Forward,

Karine

P.S. EdLeadership Peak Training is a leadership journey designed for the busy professional who actively wants to design a thriving school. Pre-register today.