A positive classroom climate is essential for any learning environment. Students need to feel safe, connected, and respected in order to succeed academically and socially. Teacher to student and student to student relationships are essential. Predictable routines, clear expectations, student engagement, and high interest lessons are also fundamental to a positive learning space. What, however, is a teacher to do when a students’ behavior interferes with teaching and learning?
One of the most underutilized and effective strategies to use when students interfere with teaching and learning, in my opinion, is a Behavior Reflection. Reflections ultimately support a dialogue between the teacher and the student that can lead to previously unknown challenges or new ways of thinking about how a student might manage their emotions. Behavior Reflections can help us develop strategies for dealing with challenging classwork or difficult student relationships.*
Many educators have expressed to me that they have used Behavior Reflections but they don’t work and are a waste of time. If you fall into this camp, here are some mistakes that you might be making.
Additionally, there are a few considerations for you and your school site:
Ultimately, the Behavior Reflection is a means to begin a dialogue about what the student might need, strengthen your relationship with your students, maintain your authority, re-establish the sanctity of your learning space, and continue to fulfil the promise innate in all young people.