Leaps puts the "L" in SEL
Mr. Jerrod’s 3rd grade class is a handful. He has his obviously bright students, his struggling students, and most all of his kids are somewhere in between. The struggles in reading and writing and math are ones he can handle. In fact, these are the struggles he became a teacher to tackle.
This morning was bittersweet. My 8th grade son boarded a plane early this morning with most of his fellow 8th graders. They were on their spring break trip to Washington DC. We had to be at the airport at 4:30 this morning which meant getting up at 3:15 and leaving the house by 3:45. Today also happened to be the “Spring Forward” time change for Daylight Saving Time so in actuality it was like getting up at 2:15. We were both a little groggy!
In our conversation last week we talked about how reinforcements are often misunderstood in behavior programming.
Part 4 of 7 in the ABCs of Behavior
Morning comes way too early. I just closed my eyes and now it is time to start all over again. The morning shower is about the only time I am going to have today with a little silence. I have found myself standing under the water a little longer each day as the school year is passing.
Over the past several weeks we have been discussing what a behavior is and where behaviors come from. We have even talked a little about the difficulties of recording and measuring and reporting behavioral incidents. Now let’s start talking about the elements that will help us change behaviors. To begin this discussion we have to start with the focal point of behavior change – the function the behavior serves. Here’s our A-B-C chart:
We have spent a good deal of our Thursday conversations talking about where behaviors come from, the purpose they serve, how our experiences play a role in our choices, and last week we talked about the relevancy of antecedent events.