Behavior 101
This is one of the most important things to remember about a child's behavior
Behavior is Communication
The acronym used in this training to remember the four functions of behavior
SEAT
Giving children a five-minute warning before cleanup is an example of planning for this
A Transition
Before we can help children regulate their emotions, we have to do this first.
regulate ourselves / maintain our composure
A child is sitting appropriately at circle while several other children are being disruptive. Instead of giving all your attention to the disruptive children, you say, “I noticed Jayden sitting safely and listening.” You are using this strategy.
noticing/reinforcing positive behavior
Hitting, Biting, throwing objects, spitting and pulling hair fall under this category of challenging behavior
Aggression
A child screams and a teacher immediately comes over and talks to them. The child continues screaming whenever the teacher walks away. This may be what function?
Attention
Instead of suddenly changing activities, teachers can use a timer, song, bell, daily schedule, or this visual strategy that shows what happens now and what happens next.
First Then Board
Use your walking feet” instead of “STOP RUNNING!” is an example of this Conscious Discipline skill.
assertiveness
A child grabs a toy from another child. Instead of only saying, “No grabbing,” the teacher says, “Say, ‘Can I have a turn?’” The teacher is doing this.
teaching a replacement/alternate behavior
Crying, saying “no,” tantrums, saying “mine,” hitting, and biting may all be examples of this in toddlers.
developmentally appropriate behaviors
Every time cleanup begins, a child falls to the floor and cries. The teacher allows the child to sit while everyone else cleans. This may be what Function?
Escape
Do you want the blue marker or the red marker?” is an example of this prevention strategy.
Offering Choices
Conscious Discipline teaches that this should come before correction.
connection
A child intentionally dumps materials all over the floor. Instead of taking away recess, the teacher has the child help pick them up. This is this type of response.
logical consequence
Instead of asking, “What is wrong with this child?” teachers should consider asking this
What is this child trying to communicate
A child hits a peer, The peer drops the desired toy, and the child picks up the toy. This may be what function?
Tangible
Instead of simply telling a child, “Don't hit,” teachers should do this by showing them a more appropriate way to communicate what they need.
teach an alternate/replacement behavior
Instead of viewing a screaming child as disrespectful, a trauma-informed teacher might view the behavior this way.
communication/a cry for help
A child struggles with cleanup every day. Before cleanup tomorrow, the teacher gives a warning, shows the visual schedule, offers the child a cleanup choice, and provides praise when the child begins. This is an example of doing this instead of waiting for the behavior to occur.
prevention / being proactive
Challenging behavior can interfere with these areas of a child's life and may also create safety concerns.
learning and development
A child repeatedly spins, rocks, crashes into cushions, or seeks pressure because the experience itself meets a need. This may be what Function?
Sensory
Teachers notice that children repeatedly run through a large open area of the classroom. Moving shelves or dividers to create defined pathways is an example of changing this.
classroom environment/arrangement
Conscious Discipline teaches that when conflict occurs, adults should see it as this rather than simply a problem to stop.
an opportunity to teach
A teacher notices a child usually runs toward the door during transitions, so before the next transition, the teacher positions herself near the door and engages the child before they can run. Which active supervision strategy is she using?
anticipating children's behavior