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Or it might be a function of being young for that grade.","imgSizes":{"thumbnail":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2016/03/chalkboard-boy_enl-6f819a308c849b9150e5c499b700df273fb94642-400x267.jpg","width":400,"height":267,"mimeType":"image/jpeg"},"medium":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2016/03/chalkboard-boy_enl-6f819a308c849b9150e5c499b700df273fb94642-800x534.jpg","width":800,"height":534,"mimeType":"image/jpeg"},"medium_large":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2016/03/chalkboard-boy_enl-6f819a308c849b9150e5c499b700df273fb94642-768x513.jpg","width":768,"height":513,"mimeType":"image/jpeg"},"large":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2016/03/chalkboard-boy_enl-6f819a308c849b9150e5c499b700df273fb94642-1440x961.jpg","width":1440,"height":961,"mimeType":"image/jpeg"},"fd-lrg":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2016/03/chalkboard-boy_enl-6f819a308c849b9150e5c499b700df273fb94642-1920x1282.jpg","width":1920,"height":1282,"mimeType":"image/jpeg"},"fd-med":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2016/03/chalkboard-boy_enl-6f819a308c849b9150e5c499b700df273fb94642-1180x788.jpg","width":1180,"height":788,"mimeType":"image/jpeg"},"fd-sm":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2016/03/chalkboard-boy_enl-6f819a308c849b9150e5c499b700df273fb94642-960x641.jpg","width":960,"height":641,"mimeType":"image/jpeg"},"post-thumbnail":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2016/03/chalkboard-boy_enl-6f819a308c849b9150e5c499b700df273fb94642-672x372.jpg","width":672,"height":372,"mimeType":"image/jpeg"},"twentyfourteen-full-width":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2016/03/chalkboard-boy_enl-6f819a308c849b9150e5c499b700df273fb94642-1038x576.jpg","width":1038,"height":576,"mimeType":"image/jpeg"},"guest-author-32":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2016/03/chalkboard-boy_enl-6f819a308c849b9150e5c499b700df273fb94642-32x32.jpg","width":32,"height":32,"mimeType":"image/jpeg"},"guest-author-64":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2016/03/chalkboard-boy_enl-6f819a308c849b9150e5c499b700df273fb94642-64x64.jpg","width":64,"height":64,"mimeType":"image/jpeg"},"guest-author-96":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2016/03/chalkboard-boy_enl-6f819a308c849b9150e5c499b700df273fb94642-96x96.jpg","width":96,"height":96,"mimeType":"image/jpeg"},"guest-author-128":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2016/03/chalkboard-boy_enl-6f819a308c849b9150e5c499b700df273fb94642-128x128.jpg","width":128,"height":128,"mimeType":"image/jpeg"},"cat_post_thumb_sizecategory-posts-2":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2016/03/chalkboard-boy_enl-6f819a308c849b9150e5c499b700df273fb94642-50x50.jpg","width":50,"height":50,"mimeType":"image/jpeg"},"detail":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2016/03/chalkboard-boy_enl-6f819a308c849b9150e5c499b700df273fb94642-75x75.jpg","width":75,"height":75,"mimeType":"image/jpeg"},"kqedFullSize":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2016/03/chalkboard-boy_enl-6f819a308c849b9150e5c499b700df273fb94642.jpg","width":2000,"height":1335}},"fetchFailed":false,"isLoading":false}},"audioPlayerReducer":{"postId":"stream_live"},"authorsReducer":{"byline_mindshift_47954":{"type":"authors","id":"byline_mindshift_47954","meta":{"override":true},"slug":"byline_mindshift_47954","name":"\u003ca href=\"https://shevrin.wordpress.com/\">Alex Shevrin Venet\u003c/a>","isLoading":false},"byline_mindshift_44318":{"type":"authors","id":"byline_mindshift_44318","meta":{"override":true},"slug":"byline_mindshift_44318","name":"Angus Chen","isLoading":false},"katrinaschwartz":{"type":"authors","id":"234","meta":{"index":"authors_1591205172","id":"234","found":true},"name":"Katrina Schwartz","firstName":"Katrina","lastName":"Schwartz","slug":"katrinaschwartz","email":"kschwartz@kqed.org","display_author_email":false,"staff_mastheads":["news"],"title":"Producer","bio":"Katrina Schwartz is a journalist based in San Francisco. She's worked at KPCC public radio in LA and has reported on air and online for KQED since 2010. She covered how teaching and learning is changing for MindShift between 2012 and 2020. She is the co-host of the MindShift podcast and now produces KQED's Bay Curious podcast.","avatar":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g","twitter":"kschwart","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"news","roles":["editor"]},{"site":"mindshift","roles":["administrator"]},{"site":"stateofhealth","roles":["author"]},{"site":"science","roles":["editor"]}],"headData":{"title":"Katrina Schwartz | KQED","description":"Producer","ogImgSrc":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/katrinaschwartz"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"home","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"mindshift_49558":{"type":"posts","id":"mindshift_49558","meta":{"index":"posts_1591205157","site":"mindshift","id":"49558","score":null,"sort":[1520839981000]},"guestAuthors":[],"slug":"a-deeper-look-at-the-whole-school-approach-to-behavior","title":"A Deeper Look at the Whole School Approach to Behavior","publishDate":1520839981,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>To hear a podcast version of this story, check out the \u003ca href=\"https://www.kqed.org/mindshift/category/mindshiftpodcast\">MindShift Podcast\u003c/a> on \u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">Apple Podcasts\u003c/a>, \u003ca href=\"https://one.npr.org/?sharedMediaId=546984001:546984003\">NPR One\u003c/a>, \u003ca href=\"https://play.google.com/music/m/Drlb2qbaj3fmll7zlzpciyxf2ou?t=A_Whole_School_Approach_to_Behavior_Issues-MindShift_Podcast\">Google Play\u003c/a> or wherever you get your podcasts. \u003c/em>\u003c/p>\n\u003cp>Classroom management is an essential tool for an effective teacher, but it’s not always easy to do well. Without an orderly classroom it’s hard for teachers with upward of 25 kids in their classrooms to lead effective lessons, help students who are struggling, and perhaps most important, to trust students. That’s why getting behavior under control was Michael Essien’s number one goal when he started as the assistant principal at Dr. Martin Luther King Jr. Academic Middle School (MLK) in San Francisco.\u003c/p>\n\u003cp>Essien became an administrator after more than 20 years in Oakland classrooms, where he taught math and special education. He saw firsthand how students responded to project-based learning that was connected to the real world when he became an instructor with the \u003ca href=\"https://mesa.ucop.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">University of California Mathematics, Engineering, Science Achievement (MESA) program\u003c/a>. The program supports students from low-performing or poorly resourced schools in STEM fields through hands-on competitions, summer learning and academic mentoring at school sites throughout the year.\u003c/p>\n\u003cp>“I saw that kids who are in public school, if they were exposed to certain pedagogy and had certain content, that they can learn regardless of situation,” Essien said. The program doesn’t use lectures. Instead, instructors try to hook kids by posing inquiry-based questions and empowering students to find answers for themselves.\u003c/p>\n\u003cp>“Kids had a great time, especially since in the project-based learning they had to produce something in the end,” Essien said. “So we had kids doing things like building prosthetic arms -- like literally building,” or figuring out how to measure the height of the Campanile on UC Berkeley’s campus. Essien was blown away by what kids could do. But even better, he saw those students return to school with more confidence, succeeding even when the pedagogy of their classrooms wasn’t as dynamic.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">MLK and Vis Valley students at Oregon St. vs Cal Football game. Producing life long memories \u003ca href=\"https://twitter.com/SFUnified?ref_src=twsrc%5Etfw\">@SFUnified\u003c/a> \u003ca href=\"https://twitter.com/SFUSD_Supe?ref_src=twsrc%5Etfw\">@SFUSD_Supe\u003c/a> \u003ca href=\"https://twitter.com/pliucb?ref_src=twsrc%5Etfw\">@pliucb\u003c/a> \u003ca href=\"https://twitter.com/VVMSFalcons?ref_src=twsrc%5Etfw\">@VVMSFalcons\u003c/a> \u003ca href=\"https://t.co/uDFkbAez4Z\">pic.twitter.com/uDFkbAez4Z\u003c/a>\u003c/p>\n\u003cp>— MLK Middle (@mlk_ms) \u003ca href=\"https://twitter.com/mlk_ms/status/926985955872874496?ref_src=twsrc%5Etfw\">November 5, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“The students actually developed skills around agency that it didn't make a difference where they went and or who was teaching; kids began to excel in classes,” Essien said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>These experiences made him want to lead similar changes on a larger scale, which brought him to MLK Middle. But teachers there were drowning in behavior issues and burning out along the way. Essien knew he needed to help them manage that before he could convince them to take a plunge into new teaching techniques.\u003c/p>\n\u003cp>“We were surviving,” Essien said honestly of the tone at MLK when he started four years ago. “Students weren't learning because students were having challenges in the classroom with their own academic abilities and or behaviors. Teachers who were trying to teach were having a difficult time getting into lessons because they were dealing with behaviors. It was challenging to hold collaborative conversations among the teachers because all teachers could deal with in any setting was the overwhelming behavior.”\u003c/p>\n\u003cp>MLK serves many students who live in poverty, for whom English is not their first language, and who have been poorly served by the education system for a long time. So it’s no surprise that some students are academically behind and struggle to access grade-level content. When Essien started at MLK, teachers dealt with behavior disruptions by sending students out of class to a room where they waited for the deans in charge of discipline to write them up. While that may have calmed down the classroom, kids soon learned that if the day’s lesson was challenging they could make a disturbance and get sent to a room where many of their friends had also been sent.\u003c/p>\n\u003cfigure id=\"attachment_50733\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-50733\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Essien-8-e1520544205430.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Michael Essien greets students warmly during a passing period. \u003ccite>(Samantha Shanahan/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Eighth-grade English and history teacher Jennifer Founds’ classroom was right next door to this holding room. “You would just hear through the walls sort of like screams and loud music and cursing as the one person supervising this room of 10 kids who've been kicked out of class is trying to keep things under control,” Founds said. Worse, kids wanted to go there precisely because it was chaotic and out of control. “Especially if a kid has no idea how to do the work for the day, or has a bad relationship with the teacher, or doesn't think the teacher believes in them, then they're like, 'I'm out of here,' \" Founds said.\u003c/p>\n\u003cp>Everyone at the school knew something needed to change, but figuring out what would work better was an iterative process. First, Essien thought he could “cocoon” the chronically difficult kids during transition periods, but that didn’t help the classroom dynamic. Then he and the counseling staff tried talking with kids who were sent out of class about what was going on in their lives. They hoped they could leverage the strong relationships they had with kids to get at the underlying problems. They found out that often kids were hungry and \u003ca href=\"https://ww2.kqed.org/mindshift/2017/06/01/when-schools-meet-trauma-with-understanding-not-discipline/\" target=\"_blank\" rel=\"noopener noreferrer\">traumatized\u003c/a>, but that didn’t ultimately solve the classroom behavior issues either.\u003c/p>\n\u003cp>“At the end of the first year it struck me that we were saying we were holding \u003ca href=\"https://ww2.kqed.org/mindshift/2014/12/17/alternative-to-school-suspension-explored-with-restorative-justice/\" target=\"_blank\" rel=\"noopener noreferrer\">restorative conversations, \u003c/a>but they could not be restorative conversations because the kids didn't do anything to us,” Essien said. “What needed to be restored was actually in the classroom between the teacher and the classroom where the disruptive behavior occurred.”\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">A full day of school-wide behavior expectations for students, with passport accountability and fun BINGO. And still we rise!!!! \u003ca href=\"https://twitter.com/hashtag/MLKstrong?src=hash&ref_src=twsrc%5Etfw\">#MLKstrong\u003c/a> \u003ca href=\"https://t.co/V6QWKaI1ME\">pic.twitter.com/V6QWKaI1ME\u003c/a>\u003c/p>\n\u003cp>— MLK Middle (@mlk_ms) \u003ca href=\"https://twitter.com/mlk_ms/status/900835994609504258?ref_src=twsrc%5Etfw\">August 24, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>So, Essien started trying to support teachers to have restorative conversations in the classroom, at the moment when a disruption occurred. This sounds like a good idea, but in an environment like MLK disruptive behavior was constant, and teachers didn’t always have strong relationships with their students, which are the foundation of effective restorative practices. Restorative practices are still central to the school's approach, but the burden isn't all on teachers now.\u003c/p>\n\u003cp>“We were asking teachers to do too many things,” Essien realized. “They need to be rigorous in their instruction; they need to be big brother/big sister; they need to be counselors; they need to be therapists. And how are teachers supposed to do all of that and still deliver a quality lesson? There was just too much.” He needed to figure out how to remove something from teachers’ plates, not add another big mandate that they felt unprepared to carry out.\u003c/p>\n\u003cp>That’s when Essien hit on the idea of sending support staff -- adults who don’t have teaching roles, like the social worker, deans, academic adviser -- into the classroom to help when a situation arose. He calls it “push-in” and his staff started implementing it at the start of Essien’s third year at MLK, but his first year as principal. They had no information about whether it would work or not because they hadn’t been able to run an accurate trial at the end of the previous year. All they knew was that something had to change.\u003c/p>\n\u003cfigure id=\"attachment_50738\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-50738\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Essien-7-e1520545531570.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Counselor Clifton Szeto returns from helping a teacher and student with a push-in call. \u003ccite>(Samantha Shanahan/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Here’s how it works: First, Essien got all his teachers trained in de-escalation tactics. They learned about how nonverbal communication, tone, volume, cadence, word choice and proximity work to either escalate or de-escalate a situation. Now, when a teacher sees that a student has become escalated, rather than engaging with her and potentially worsening the situation, teachers pick up the phone, call the office for a push-in, and go back to teaching. The support staff all carry walkie-talkies where they receive the call and they respond on a rotation.\u003c/p>\n\u003cp>“The idea of going to the room and the push-in is to help the teacher repair the damage, the harm that has been done, the disturbance, whatever you want to call it, in the class,” said Antoinette Marracq, who was head counselor at MLK during this transition. When support staff show up in class they can either take over supervising the lesson so the teacher can step out into the hallway and resolve the issue with the student, or intervene themselves. The hope is to help de-escalate the situation and get the student back into class and learning.\u003c/p>\n\u003cp>“Students ended up learning that, when a teacher calls for a push-in that they were never getting out of class, that somebody was coming,” Essien said. Once students got used to the new system, he said, their behavior started to change. Even the threat of a push-in is enough sometimes to convince a student to get back on task. And in some cases the relationships between teachers and students started to improve as teachers were freed up to talk things out with students.\u003c/p>\n\u003cp>“I think it communicates this idea that we're here to learn and our interest, all of our interests, are for students to be in the class and learning and engaged and to feel supported,” Founds said. She says she doesn’t often have to call for push-ins anymore. When the classroom is calmer overall most kids will stay on task and that has allowed her to feel more comfortable giving students more choice and freedom over their assignments.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">HONORED for Team \u003ca href=\"https://twitter.com/sfusdCEC?ref_src=twsrc%5Etfw\">@sfusdCEC\u003c/a> to catch a photo with \u003ca href=\"https://twitter.com/SFUSD_Supe?ref_src=twsrc%5Etfw\">@SFUSD_Supe\u003c/a>, Principal \u003ca href=\"https://twitter.com/EssienPmessien?ref_src=twsrc%5Etfw\">@EssienPmessien\u003c/a>, & the amazing \u003ca href=\"https://twitter.com/mlk_ms?ref_src=twsrc%5Etfw\">@mlk_ms\u003c/a> Team! \u003ca href=\"https://twitter.com/hashtag/SFUSDEnrollmentFair17?src=hash&ref_src=twsrc%5Etfw\">#SFUSDEnrollmentFair17\u003c/a> \u003ca href=\"https://t.co/BzV9dqkhSO\">pic.twitter.com/BzV9dqkhSO\u003c/a>\u003c/p>\n\u003cp>— Victor Tam (@PrincipalTam) \u003ca href=\"https://twitter.com/PrincipalTam/status/919321605079044096?ref_src=twsrc%5Etfw\">October 14, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Eighth-grade students who have experienced these changes agreed that the school culture has improved at MLK. On the whole, they said they felt safer and more supported, although they acknowledged discipline felt stricter. Some students weren’t so sure that the push-in process had improved their relationships with teachers, though. They like teachers who demonstrate some understanding and give them chances to improve before getting upset. It was clear, however, that they like and respect the support staff, even saying they feel bad when a teacher calls for a push-in because it means a support person would have to come to the room.\u003c/p>\n\u003cp>There are still students who want to get out of class and run around the hallways, but they are the exception now. And, when a serious issue does come up, support staff are more available to streamline support systems, make a phone call home, or suspend a student if warranted.\u003c/p>\n\u003cp>The push-in system isn’t easy for the support staff, who all have other jobs like coordinating social services for students, conducting counseling sessions, communicating with parents and taking care of the paperwork that accompanies any kind of disciplinary action.\u003c/p>\n\u003cp>“Push-in is a priority because the student is escalated,” said Clifton Szeto, a dean who handles much of the discipline. “So sometimes we have to drop what we’re doing and go for a push-in, and it makes it hard to get your other things done.” All of the seven support staff have these feelings at times, but they also say the culture and climate of the school has improved dramatically because of the push-in system.\u003c/p>\n\u003cp>Overall, the disruptions feel worth it. Even better, by working more directly alongside teachers, support staff are sharing some of their knowledge about how to form deep relationships with students. Some teachers even ask for feedback on how they handled different situations, looking for guidance on how to improve.\u003c/p>\n\u003cp>\u003cstrong>SHIFTING TEACHING PRACTICES\u003c/strong>\u003c/p>\n\u003cp>As an instructional leader Essien has credibility because he spent so long in the classroom, but when he started at MLK teachers were wary of him. He knew he needed to show them he could teach, so they’d trust him as a thought partner on how teaching practices could change. He remembers leading a three-day inquiry with an algebra class that got students making predictions, talking to the adults in their lives about algebraic concepts, and \u003ca href=\"https://ww2.kqed.org/mindshift/2017/03/27/how-kids-benefit-from-learning-to-explain-math-thinking/\" target=\"_blank\" rel=\"noopener noreferrer\">debating mathematical ideas\u003c/a>. When the lesson was over, the teacher had a new appreciation for what might be possible in his classroom.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Students exploring actual data around diversity of children's books. I love my AMAZING staff \u003ca href=\"https://twitter.com/SFUSD_Supe?ref_src=twsrc%5Etfw\">@SFUSD_Supe\u003c/a> \u003ca href=\"https://twitter.com/SFUnified?ref_src=twsrc%5Etfw\">@SFUnified\u003c/a> \u003ca href=\"https://twitter.com/pliucb?ref_src=twsrc%5Etfw\">@pliucb\u003c/a> \u003ca href=\"https://twitter.com/hashtag/MLKstrong?src=hash&ref_src=twsrc%5Etfw\">#MLKstrong\u003c/a> \u003ca href=\"https://t.co/0XH7Ziw12r\">pic.twitter.com/0XH7Ziw12r\u003c/a>\u003c/p>\n\u003cp>— MLK Middle (@mlk_ms) \u003ca href=\"https://twitter.com/mlk_ms/status/920719246094565376?ref_src=twsrc%5Etfw\">October 18, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Essien calls this “cognitive disequilibrium,” an experience that displaces teachers from some of their previously held beliefs. With behavior issues causing less stress, teachers are experimenting with project-based learning. MLK held a STEAM night where students displayed their work to the community. Essien said it was a wonderful event, but he noticed that teachers did all the talking. He waited a week so he wouldn’t seem too critical, but then convened teachers to think about how the following year they could get students speaking more. And when the second annual STEAM event rolled around, he said teachers agreed it was even better.\u003c/p>\n\u003cp>“So what made it better? Teachers still did the same work in terms of working with kids and projects, but the students presented.” Now he’s thinking about how he can make sure every kid presents, and how the school could do themed nights in every subject.\u003c/p>\n\u003cfigure id=\"attachment_50740\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-50740\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/Essien-11-e1520545799781.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Principal Michael Essien in his office. \u003ccite>(Samantha Shanahan/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I’m the guy who is always thinking about how can we drill deeper. How can we make something better,” Essien said. “So although I feel good that we're making these changes, I'm thinking still: How can I support teachers in increasing their capacity.” This quality might also be why Essien has been successful at MLK, something he attributes to his special education training. He’s used to making a plan, evaluating if it’s working, and changing course if goals aren’t being met.\u003c/p>\n\u003cp>MLK still deals with some behavior issues; it hasn’t completely transformed. But there’s a feeling that all the adults in the building are working toward the same goal and they’ve got a leader who has articulated a clear vision -- make MLK Middle the best school in San Francisco. Essien knows his students deserve that.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>To hear a podcast version of this story, check out the \u003ca href=\"https://www.kqed.org/mindshift/category/mindshiftpodcast\">MindShift Podcast\u003c/a> on \u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">Apple Podcasts\u003c/a>, \u003ca href=\"https://one.npr.org/?sharedMediaId=546984001:546984003\">NPR One\u003c/a>, \u003ca href=\"https://play.google.com/music/m/Drlb2qbaj3fmll7zlzpciyxf2ou?t=A_Whole_School_Approach_to_Behavior_Issues-MindShift_Podcast\">Google Play\u003c/a> or wherever you get your podcasts. \u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Before helping kids better engage with learning, teachers at one middle school needed a lot of help managing student behavior. Principal Michael Essien found a solution in the \"push-in\" method, which kept students in class while counselors worked through disruptive behaviors on the spot. ","status":"publish","parent":0,"modified":1602948058,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":37,"wordCount":2511},"headData":{"title":"A Deeper Look at the Whole School Approach to Behavior - MindShift","description":"Before helping kids better engage with learning, teachers at one middle school needed a lot of help managing student behavior. Principal Michael Essien found a solution in the "push-in" method, which kept students in class while counselors worked through disruptive behaviors on the spot. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"A Deeper Look at the Whole School Approach to Behavior","datePublished":"2018-03-12T07:33:01.000Z","dateModified":"2020-10-17T15:20:58.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"49558 https://ww2.kqed.org/mindshift/?p=49558","disqusUrl":"https://ww2.kqed.org/mindshift/2018/03/12/a-deeper-look-at-the-whole-school-approach-to-behavior/","disqusTitle":"A Deeper Look at the Whole School Approach to Behavior","path":"/mindshift/49558/a-deeper-look-at-the-whole-school-approach-to-behavior","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>To hear a podcast version of this story, check out the \u003ca href=\"https://www.kqed.org/mindshift/category/mindshiftpodcast\">MindShift Podcast\u003c/a> on \u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">Apple Podcasts\u003c/a>, \u003ca href=\"https://one.npr.org/?sharedMediaId=546984001:546984003\">NPR One\u003c/a>, \u003ca href=\"https://play.google.com/music/m/Drlb2qbaj3fmll7zlzpciyxf2ou?t=A_Whole_School_Approach_to_Behavior_Issues-MindShift_Podcast\">Google Play\u003c/a> or wherever you get your podcasts. \u003c/em>\u003c/p>\n\u003cp>Classroom management is an essential tool for an effective teacher, but it’s not always easy to do well. Without an orderly classroom it’s hard for teachers with upward of 25 kids in their classrooms to lead effective lessons, help students who are struggling, and perhaps most important, to trust students. That’s why getting behavior under control was Michael Essien’s number one goal when he started as the assistant principal at Dr. Martin Luther King Jr. Academic Middle School (MLK) in San Francisco.\u003c/p>\n\u003cp>Essien became an administrator after more than 20 years in Oakland classrooms, where he taught math and special education. He saw firsthand how students responded to project-based learning that was connected to the real world when he became an instructor with the \u003ca href=\"https://mesa.ucop.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">University of California Mathematics, Engineering, Science Achievement (MESA) program\u003c/a>. The program supports students from low-performing or poorly resourced schools in STEM fields through hands-on competitions, summer learning and academic mentoring at school sites throughout the year.\u003c/p>\n\u003cp>“I saw that kids who are in public school, if they were exposed to certain pedagogy and had certain content, that they can learn regardless of situation,” Essien said. The program doesn’t use lectures. Instead, instructors try to hook kids by posing inquiry-based questions and empowering students to find answers for themselves.\u003c/p>\n\u003cp>“Kids had a great time, especially since in the project-based learning they had to produce something in the end,” Essien said. “So we had kids doing things like building prosthetic arms -- like literally building,” or figuring out how to measure the height of the Campanile on UC Berkeley’s campus. Essien was blown away by what kids could do. But even better, he saw those students return to school with more confidence, succeeding even when the pedagogy of their classrooms wasn’t as dynamic.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">MLK and Vis Valley students at Oregon St. vs Cal Football game. Producing life long memories \u003ca href=\"https://twitter.com/SFUnified?ref_src=twsrc%5Etfw\">@SFUnified\u003c/a> \u003ca href=\"https://twitter.com/SFUSD_Supe?ref_src=twsrc%5Etfw\">@SFUSD_Supe\u003c/a> \u003ca href=\"https://twitter.com/pliucb?ref_src=twsrc%5Etfw\">@pliucb\u003c/a> \u003ca href=\"https://twitter.com/VVMSFalcons?ref_src=twsrc%5Etfw\">@VVMSFalcons\u003c/a> \u003ca href=\"https://t.co/uDFkbAez4Z\">pic.twitter.com/uDFkbAez4Z\u003c/a>\u003c/p>\n\u003cp>— MLK Middle (@mlk_ms) \u003ca href=\"https://twitter.com/mlk_ms/status/926985955872874496?ref_src=twsrc%5Etfw\">November 5, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“The students actually developed skills around agency that it didn't make a difference where they went and or who was teaching; kids began to excel in classes,” Essien said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>These experiences made him want to lead similar changes on a larger scale, which brought him to MLK Middle. But teachers there were drowning in behavior issues and burning out along the way. Essien knew he needed to help them manage that before he could convince them to take a plunge into new teaching techniques.\u003c/p>\n\u003cp>“We were surviving,” Essien said honestly of the tone at MLK when he started four years ago. “Students weren't learning because students were having challenges in the classroom with their own academic abilities and or behaviors. Teachers who were trying to teach were having a difficult time getting into lessons because they were dealing with behaviors. It was challenging to hold collaborative conversations among the teachers because all teachers could deal with in any setting was the overwhelming behavior.”\u003c/p>\n\u003cp>MLK serves many students who live in poverty, for whom English is not their first language, and who have been poorly served by the education system for a long time. So it’s no surprise that some students are academically behind and struggle to access grade-level content. When Essien started at MLK, teachers dealt with behavior disruptions by sending students out of class to a room where they waited for the deans in charge of discipline to write them up. While that may have calmed down the classroom, kids soon learned that if the day’s lesson was challenging they could make a disturbance and get sent to a room where many of their friends had also been sent.\u003c/p>\n\u003cfigure id=\"attachment_50733\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-50733\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Essien-8-e1520544205430.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Michael Essien greets students warmly during a passing period. \u003ccite>(Samantha Shanahan/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Eighth-grade English and history teacher Jennifer Founds’ classroom was right next door to this holding room. “You would just hear through the walls sort of like screams and loud music and cursing as the one person supervising this room of 10 kids who've been kicked out of class is trying to keep things under control,” Founds said. Worse, kids wanted to go there precisely because it was chaotic and out of control. “Especially if a kid has no idea how to do the work for the day, or has a bad relationship with the teacher, or doesn't think the teacher believes in them, then they're like, 'I'm out of here,' \" Founds said.\u003c/p>\n\u003cp>Everyone at the school knew something needed to change, but figuring out what would work better was an iterative process. First, Essien thought he could “cocoon” the chronically difficult kids during transition periods, but that didn’t help the classroom dynamic. Then he and the counseling staff tried talking with kids who were sent out of class about what was going on in their lives. They hoped they could leverage the strong relationships they had with kids to get at the underlying problems. They found out that often kids were hungry and \u003ca href=\"https://ww2.kqed.org/mindshift/2017/06/01/when-schools-meet-trauma-with-understanding-not-discipline/\" target=\"_blank\" rel=\"noopener noreferrer\">traumatized\u003c/a>, but that didn’t ultimately solve the classroom behavior issues either.\u003c/p>\n\u003cp>“At the end of the first year it struck me that we were saying we were holding \u003ca href=\"https://ww2.kqed.org/mindshift/2014/12/17/alternative-to-school-suspension-explored-with-restorative-justice/\" target=\"_blank\" rel=\"noopener noreferrer\">restorative conversations, \u003c/a>but they could not be restorative conversations because the kids didn't do anything to us,” Essien said. “What needed to be restored was actually in the classroom between the teacher and the classroom where the disruptive behavior occurred.”\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">A full day of school-wide behavior expectations for students, with passport accountability and fun BINGO. And still we rise!!!! \u003ca href=\"https://twitter.com/hashtag/MLKstrong?src=hash&ref_src=twsrc%5Etfw\">#MLKstrong\u003c/a> \u003ca href=\"https://t.co/V6QWKaI1ME\">pic.twitter.com/V6QWKaI1ME\u003c/a>\u003c/p>\n\u003cp>— MLK Middle (@mlk_ms) \u003ca href=\"https://twitter.com/mlk_ms/status/900835994609504258?ref_src=twsrc%5Etfw\">August 24, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>So, Essien started trying to support teachers to have restorative conversations in the classroom, at the moment when a disruption occurred. This sounds like a good idea, but in an environment like MLK disruptive behavior was constant, and teachers didn’t always have strong relationships with their students, which are the foundation of effective restorative practices. Restorative practices are still central to the school's approach, but the burden isn't all on teachers now.\u003c/p>\n\u003cp>“We were asking teachers to do too many things,” Essien realized. “They need to be rigorous in their instruction; they need to be big brother/big sister; they need to be counselors; they need to be therapists. And how are teachers supposed to do all of that and still deliver a quality lesson? There was just too much.” He needed to figure out how to remove something from teachers’ plates, not add another big mandate that they felt unprepared to carry out.\u003c/p>\n\u003cp>That’s when Essien hit on the idea of sending support staff -- adults who don’t have teaching roles, like the social worker, deans, academic adviser -- into the classroom to help when a situation arose. He calls it “push-in” and his staff started implementing it at the start of Essien’s third year at MLK, but his first year as principal. They had no information about whether it would work or not because they hadn’t been able to run an accurate trial at the end of the previous year. All they knew was that something had to change.\u003c/p>\n\u003cfigure id=\"attachment_50738\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-50738\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Essien-7-e1520545531570.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Counselor Clifton Szeto returns from helping a teacher and student with a push-in call. \u003ccite>(Samantha Shanahan/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Here’s how it works: First, Essien got all his teachers trained in de-escalation tactics. They learned about how nonverbal communication, tone, volume, cadence, word choice and proximity work to either escalate or de-escalate a situation. Now, when a teacher sees that a student has become escalated, rather than engaging with her and potentially worsening the situation, teachers pick up the phone, call the office for a push-in, and go back to teaching. The support staff all carry walkie-talkies where they receive the call and they respond on a rotation.\u003c/p>\n\u003cp>“The idea of going to the room and the push-in is to help the teacher repair the damage, the harm that has been done, the disturbance, whatever you want to call it, in the class,” said Antoinette Marracq, who was head counselor at MLK during this transition. When support staff show up in class they can either take over supervising the lesson so the teacher can step out into the hallway and resolve the issue with the student, or intervene themselves. The hope is to help de-escalate the situation and get the student back into class and learning.\u003c/p>\n\u003cp>“Students ended up learning that, when a teacher calls for a push-in that they were never getting out of class, that somebody was coming,” Essien said. Once students got used to the new system, he said, their behavior started to change. Even the threat of a push-in is enough sometimes to convince a student to get back on task. And in some cases the relationships between teachers and students started to improve as teachers were freed up to talk things out with students.\u003c/p>\n\u003cp>“I think it communicates this idea that we're here to learn and our interest, all of our interests, are for students to be in the class and learning and engaged and to feel supported,” Founds said. She says she doesn’t often have to call for push-ins anymore. When the classroom is calmer overall most kids will stay on task and that has allowed her to feel more comfortable giving students more choice and freedom over their assignments.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">HONORED for Team \u003ca href=\"https://twitter.com/sfusdCEC?ref_src=twsrc%5Etfw\">@sfusdCEC\u003c/a> to catch a photo with \u003ca href=\"https://twitter.com/SFUSD_Supe?ref_src=twsrc%5Etfw\">@SFUSD_Supe\u003c/a>, Principal \u003ca href=\"https://twitter.com/EssienPmessien?ref_src=twsrc%5Etfw\">@EssienPmessien\u003c/a>, & the amazing \u003ca href=\"https://twitter.com/mlk_ms?ref_src=twsrc%5Etfw\">@mlk_ms\u003c/a> Team! \u003ca href=\"https://twitter.com/hashtag/SFUSDEnrollmentFair17?src=hash&ref_src=twsrc%5Etfw\">#SFUSDEnrollmentFair17\u003c/a> \u003ca href=\"https://t.co/BzV9dqkhSO\">pic.twitter.com/BzV9dqkhSO\u003c/a>\u003c/p>\n\u003cp>— Victor Tam (@PrincipalTam) \u003ca href=\"https://twitter.com/PrincipalTam/status/919321605079044096?ref_src=twsrc%5Etfw\">October 14, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Eighth-grade students who have experienced these changes agreed that the school culture has improved at MLK. On the whole, they said they felt safer and more supported, although they acknowledged discipline felt stricter. Some students weren’t so sure that the push-in process had improved their relationships with teachers, though. They like teachers who demonstrate some understanding and give them chances to improve before getting upset. It was clear, however, that they like and respect the support staff, even saying they feel bad when a teacher calls for a push-in because it means a support person would have to come to the room.\u003c/p>\n\u003cp>There are still students who want to get out of class and run around the hallways, but they are the exception now. And, when a serious issue does come up, support staff are more available to streamline support systems, make a phone call home, or suspend a student if warranted.\u003c/p>\n\u003cp>The push-in system isn’t easy for the support staff, who all have other jobs like coordinating social services for students, conducting counseling sessions, communicating with parents and taking care of the paperwork that accompanies any kind of disciplinary action.\u003c/p>\n\u003cp>“Push-in is a priority because the student is escalated,” said Clifton Szeto, a dean who handles much of the discipline. “So sometimes we have to drop what we’re doing and go for a push-in, and it makes it hard to get your other things done.” All of the seven support staff have these feelings at times, but they also say the culture and climate of the school has improved dramatically because of the push-in system.\u003c/p>\n\u003cp>Overall, the disruptions feel worth it. Even better, by working more directly alongside teachers, support staff are sharing some of their knowledge about how to form deep relationships with students. Some teachers even ask for feedback on how they handled different situations, looking for guidance on how to improve.\u003c/p>\n\u003cp>\u003cstrong>SHIFTING TEACHING PRACTICES\u003c/strong>\u003c/p>\n\u003cp>As an instructional leader Essien has credibility because he spent so long in the classroom, but when he started at MLK teachers were wary of him. He knew he needed to show them he could teach, so they’d trust him as a thought partner on how teaching practices could change. He remembers leading a three-day inquiry with an algebra class that got students making predictions, talking to the adults in their lives about algebraic concepts, and \u003ca href=\"https://ww2.kqed.org/mindshift/2017/03/27/how-kids-benefit-from-learning-to-explain-math-thinking/\" target=\"_blank\" rel=\"noopener noreferrer\">debating mathematical ideas\u003c/a>. When the lesson was over, the teacher had a new appreciation for what might be possible in his classroom.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Students exploring actual data around diversity of children's books. I love my AMAZING staff \u003ca href=\"https://twitter.com/SFUSD_Supe?ref_src=twsrc%5Etfw\">@SFUSD_Supe\u003c/a> \u003ca href=\"https://twitter.com/SFUnified?ref_src=twsrc%5Etfw\">@SFUnified\u003c/a> \u003ca href=\"https://twitter.com/pliucb?ref_src=twsrc%5Etfw\">@pliucb\u003c/a> \u003ca href=\"https://twitter.com/hashtag/MLKstrong?src=hash&ref_src=twsrc%5Etfw\">#MLKstrong\u003c/a> \u003ca href=\"https://t.co/0XH7Ziw12r\">pic.twitter.com/0XH7Ziw12r\u003c/a>\u003c/p>\n\u003cp>— MLK Middle (@mlk_ms) \u003ca href=\"https://twitter.com/mlk_ms/status/920719246094565376?ref_src=twsrc%5Etfw\">October 18, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Essien calls this “cognitive disequilibrium,” an experience that displaces teachers from some of their previously held beliefs. With behavior issues causing less stress, teachers are experimenting with project-based learning. MLK held a STEAM night where students displayed their work to the community. Essien said it was a wonderful event, but he noticed that teachers did all the talking. He waited a week so he wouldn’t seem too critical, but then convened teachers to think about how the following year they could get students speaking more. And when the second annual STEAM event rolled around, he said teachers agreed it was even better.\u003c/p>\n\u003cp>“So what made it better? Teachers still did the same work in terms of working with kids and projects, but the students presented.” Now he’s thinking about how he can make sure every kid presents, and how the school could do themed nights in every subject.\u003c/p>\n\u003cfigure id=\"attachment_50740\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-50740\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/Essien-11-e1520545799781.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Principal Michael Essien in his office. \u003ccite>(Samantha Shanahan/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I’m the guy who is always thinking about how can we drill deeper. How can we make something better,” Essien said. “So although I feel good that we're making these changes, I'm thinking still: How can I support teachers in increasing their capacity.” This quality might also be why Essien has been successful at MLK, something he attributes to his special education training. He’s used to making a plan, evaluating if it’s working, and changing course if goals aren’t being met.\u003c/p>\n\u003cp>MLK still deals with some behavior issues; it hasn’t completely transformed. But there’s a feeling that all the adults in the building are working toward the same goal and they’ve got a leader who has articulated a clear vision -- make MLK Middle the best school in San Francisco. Essien knows his students deserve that.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>To hear a podcast version of this story, check out the \u003ca href=\"https://www.kqed.org/mindshift/category/mindshiftpodcast\">MindShift Podcast\u003c/a> on \u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">Apple Podcasts\u003c/a>, \u003ca href=\"https://one.npr.org/?sharedMediaId=546984001:546984003\">NPR One\u003c/a>, \u003ca href=\"https://play.google.com/music/m/Drlb2qbaj3fmll7zlzpciyxf2ou?t=A_Whole_School_Approach_to_Behavior_Issues-MindShift_Podcast\">Google Play\u003c/a> or wherever you get your podcasts. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49558/a-deeper-look-at-the-whole-school-approach-to-behavior","authors":["234"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_20794","mindshift_20784","mindshift_1040","mindshift_1041","mindshift_20952","mindshift_256","mindshift_20793","mindshift_20795"],"featImg":"mindshift_50731","label":"mindshift"},"mindshift_49123":{"type":"posts","id":"mindshift_49123","meta":{"index":"posts_1591205157","site":"mindshift","id":"49123","score":null,"sort":[1504008760000]},"guestAuthors":[],"slug":"a-whole-school-approach-to-behavior-issues","title":"A Whole School Approach to Behavior Issues","publishDate":1504008760,"format":"audio","headTitle":"A Whole School Approach to Behavior Issues | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>When Michael Essien became an administrator at Martin Luther King, Jr. Academic Middle School in San Francisco it was immediately apparent that he needed to help teachers get behavior issues under control. If students acted out in class, teachers sent them to an in-school detention, where they waited for disciplinary action. Pretty soon, any kid who struggled with a lesson was trying to get sent to detention, thus avoiding challenging work that might be embarrassing. Essien could see too many kids were not learning in this dysfunctional system.\u003c/p>\n\u003cp>In his first few years, Essien tried everything he could think of, including training teachers to deal with disruptions more effectively in the classroom, but nothing seemed to work. He quickly found that this “restorative” approach to classroom management was too much for individual teachers to handle on their own.\u003c/p>\n\u003cp>“Teachers are actually paid to teach and the behaviors were happening so frequent, if we’re expecting teachers to hold restorative conversations that means they’re not teaching,” Essien said.\u003c/p>\n\u003cp>That’s when Essien had an “ah ha” moment that is helping to turn this school around. Listen to the first episode of the MindShift podcast’s new season, “A Whole School Approach to Behavior Issues,” to learn how Essien and his staff are leveraging the relationship building expertise of support staff to support teachers in the classroom. Listen on \u003ca href=\"https://podcasts.apple.com/us/podcast/a-whole-school-approach-to-behavior-issues/id1078765985?i=1000391590697\">\u003cstrong>Apple Podcasts\u003c/strong>\u003c/a>, \u003cstrong>\u003ca href=\"https://play.google.com/music/m/Drlb2qbaj3fmll7zlzpciyxf2ou?t=A_Whole_School_Approach_to_Behavior_Issues-MindShift_Podcast\">Google Play\u003c/a>\u003c/strong>, \u003cstrong>\u003ca href=\"https://open.spotify.com/episode/3C9hlRLcvFw2aQAr7uLzQ1\">Spotify\u003c/a>, \u003ca href=\"https://one.npr.org/i/546984001:546984003\">NPR One,\u003c/a> \u003ca href=\"https://www.stitcher.com/s?eid=51390752&autoplay=1\">Stitcher\u003c/a>\u003c/strong> or wherever you get your podcasts.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Classroom management is a fundamental element of a strong learning environment, but it has been a struggle at MLK Middle School. Principal Michael Essien is changing that story by emphasizing teamwork among adults.","status":"publish","parent":0,"modified":1700528926,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":6,"wordCount":260},"headData":{"title":"A Whole School Approach to Behavior Issues | KQED","description":"Classroom management is a fundamental element of a strong learning environment, but it has been a struggle at MLK Middle School. Principal Michael Essien is changing that story by emphasizing teamwork among adults.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"A Whole School Approach to Behavior Issues","datePublished":"2017-08-29T12:12:40.000Z","dateModified":"2023-11-21T01:08:46.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioUrl":"https://www.kqed.org/.stream/anon/radio/storiesteachersshare/2017/08/AWholeSchoolApproachtoBehaviorIssues.mp3","audioTrackLength":1174,"path":"/mindshift/49123/a-whole-school-approach-to-behavior-issues","audioDuration":1191000,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Michael Essien became an administrator at Martin Luther King, Jr. Academic Middle School in San Francisco it was immediately apparent that he needed to help teachers get behavior issues under control. If students acted out in class, teachers sent them to an in-school detention, where they waited for disciplinary action. Pretty soon, any kid who struggled with a lesson was trying to get sent to detention, thus avoiding challenging work that might be embarrassing. Essien could see too many kids were not learning in this dysfunctional system.\u003c/p>\n\u003cp>In his first few years, Essien tried everything he could think of, including training teachers to deal with disruptions more effectively in the classroom, but nothing seemed to work. He quickly found that this “restorative” approach to classroom management was too much for individual teachers to handle on their own.\u003c/p>\n\u003cp>“Teachers are actually paid to teach and the behaviors were happening so frequent, if we’re expecting teachers to hold restorative conversations that means they’re not teaching,” Essien said.\u003c/p>\n\u003cp>That’s when Essien had an “ah ha” moment that is helping to turn this school around. Listen to the first episode of the MindShift podcast’s new season, “A Whole School Approach to Behavior Issues,” to learn how Essien and his staff are leveraging the relationship building expertise of support staff to support teachers in the classroom. Listen on \u003ca href=\"https://podcasts.apple.com/us/podcast/a-whole-school-approach-to-behavior-issues/id1078765985?i=1000391590697\">\u003cstrong>Apple Podcasts\u003c/strong>\u003c/a>, \u003cstrong>\u003ca href=\"https://play.google.com/music/m/Drlb2qbaj3fmll7zlzpciyxf2ou?t=A_Whole_School_Approach_to_Behavior_Issues-MindShift_Podcast\">Google Play\u003c/a>\u003c/strong>, \u003cstrong>\u003ca href=\"https://open.spotify.com/episode/3C9hlRLcvFw2aQAr7uLzQ1\">Spotify\u003c/a>, \u003ca href=\"https://one.npr.org/i/546984001:546984003\">NPR One,\u003c/a> \u003ca href=\"https://www.stitcher.com/s?eid=51390752&autoplay=1\">Stitcher\u003c/a>\u003c/strong> or wherever you get your podcasts.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49123/a-whole-school-approach-to-behavior-issues","authors":["234"],"programs":["mindshift_21847"],"categories":["mindshift_21130","mindshift_21848"],"tags":["mindshift_698","mindshift_1041","mindshift_20952","mindshift_21132","mindshift_943"],"featImg":"mindshift_49128","label":"mindshift_21847"},"mindshift_47954":{"type":"posts","id":"mindshift_47954","meta":{"index":"posts_1591205157","site":"mindshift","id":"47954","score":null,"sort":[1493037777000]},"guestAuthors":[],"slug":"a-mindset-shift-to-continue-supporting-the-most-frustrating-kids","title":"A Mindset Shift to Continue Supporting the Most Frustrating Kids","publishDate":1493037777,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>On my best day as a teacher, I will talk passionately about progressive pedagogy, empathy as the core of a classroom and diverse student needs. I will say I care about every child, the whole child, and am committed to their growth.\u003c/p>\n\u003cp>And then there are those bad days. The days where within the first two hours of my morning, I’m called a b*** three times. The ones where my perfectly planned learning activity falls flat because my brilliant student just refuses to pick her head up off the desk. The days when the differentiated lesson I designed just for that one student goes on perfectly but that one student’s chair is empty, missing school again. These are the days that push on my best intentions and idealistic visions. These are the days when reality and philosophy collide, and it feels like my challenging students are behind the steering wheel and I’m just along for the ride.\u003c/p>\n\u003cp>\u003cstrong>WHAT'S THE ACTUAL CHALLENGE HERE?\u003c/strong>\u003c/p>\n\u003cp>Challenging students aren’t that way because they are inherently bad kids or intentionally creating difficulties in the classroom. To borrow a phrase from Ross Greene, “kids do well if they can,” and if they aren’t doing well, it’s because there’s something getting in the way. When I step back and consider the obstacles in my students’ lives -- poverty, trauma, chronic stress -- it makes total sense that they are struggling to communicate, regulate their emotions and make progress on learning.\u003c/p>\n\u003cp>To me, the challenge about challenging kids is the way that I feel working with them. Interacting with these students can bring up all kinds of emotions: sadness because of their pain, defensiveness if a student is criticizing or attacking me, protectiveness over the other students being disrupted, and even annoyance that my day didn’t go as I planned. All this is made more challenging by the fast pace of the day, and the fact that even on a good day it can be hard to find time to take care of my own needs. But I know that how I react to students, and my ability to manage my emotions, colors every interaction I have. \u003ca href=\"http://www.livesinthebalance.org/\" target=\"_blank\" rel=\"noopener\">Left unexamined, these strong emotions can lead to burnout\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>How do we really feel about our most challenging students? Most of us will say “frustrated” as a first reaction. But after we dig a little bit under the layer of frustration, what’s the next emotion, the truer emotion? I asked a room of educators this question at the \u003ca href=\"http://2017.educon.org/conversations?slot=Conversations:Session_4\">Educon conference\u003c/a> earlier this year. I heard: Worried. Hopeless. Lost. Powerless. Stuck. Many of us feel a deep sense of responsibility and care for “our kids.” When we see a student struggling and believe that we can’t help, the powerlessness can feel overwhelming. If we don’t do the work to transform that emotion in a healthy way, it can instead become frustration and irritation, and begin to chip away at our empathy.\u003c/p>\n\u003cp>This frustration infuses all our interactions with and about that student, which in turn communicates a lack of care to the student and family, heightening what may have already felt like an insurmountable wall. We say we believe in every child, care for every child, support every child -- but when we let our challenging emotions fester, we struggle to communicate that to others -- or even believe it ourselves.\u003c/p>\n\u003cp>I’ve gotten stuck in this trap more than once. It was my student who jolted me out of this cycle when she said, “You don’t really care about kids, you’re just here for the money.” My instinct was to laugh, but I quickly realized that what my student was trying to tell me was that she didn’t feel like I cared about her. I was able to use that moment to let her know that I did indeed care, and we were able to have a great conversation about how teachers can feel frustrated sometimes and how we’re all human. That conversation ended up strengthening our relationship and my work with her.\u003c/p>\n\u003cp>My most challenging student is not inherently challenging as a human being -- but I need to own that it’s challenging for me to work with them. Once I take responsibility for my own emotions, I am now in a position to transform them.\u003c/p>\n\u003cp>\u003cstrong>WHAT CAN I DO TO CHANGE THIS?\u003c/strong>\u003c/p>\n\u003cp>It’s not about not feeling hopeless, defeated and powerless in the face of challenging student behaviors. These are normal responses we can expect to have as humans in relationship with other humans who are struggling. Instead, we need to own the emotions and work to make meaning of them. This means taking the time to dig into questions like:\u003c/p>\n\u003cul>\n\u003cli>Why am I feeling this way?\u003c/li>\n\u003cli>Could this feeling give me insight into how my student is feeling?\u003c/li>\n\u003cli>What does it mean about me that I feel so frustrated, lost or hopeless? Does it change my conception of myself as a teacher, as a person?\u003c/li>\n\u003cli>What do my students’ challenges bring up for me? How does my own history influence my responses?\u003c/li>\n\u003c/ul>\n\u003cp>What is the venue for these questions? In an ideal world, teachers would make space for grappling with these questions as part of their scheduled job responsibilities. At my school, we take time formally and informally to delve into our own emotional response to the work, to gain perspective, to check our assumptions and stay grounded.\u003c/p>\n\u003cp>Informally, this looks like maintaining a school culture where the students’ strengths are at the center. We have an informal “no venting” policy, preferring instead to problem-solve. It’s common to find teachers in each other’s classrooms at the end of the day comparing notes and talking through a challenging situation: “Hey, was he upset in your class today, too? What did you do about it? Do you have any sense of what’s going on for him?” We encourage this peer consultation and make time for it.\u003c/p>\n\u003cp>Formally, we have several mandatory and optional group opportunities for staff to focus on \u003ca href=\"https://shevrin.wordpress.com/2017/03/12/wellness-a-guide-for-teachers/\" target=\"_blank\" rel=\"noopener\">wellness and making meaning\u003c/a> of the work. Once a month we have wellness groups where staff choose a personal wellness goal for the year and use the group to stay on track and get ideas. We also do periodic case conferences, focusing on one particular student, where we walk through what behaviors are coming up, what we understand to be at the root of those behaviors, how we’re feeling working with that student, and what we should do going forward. We make the choice to invest our time as a school doing this rather than focusing staff meetings on other topics, and we see the benefit for students when teachers are on the same page about supporting them.\u003c/p>\n\u003cp>\u003cstrong>WHAT'S NEXT?\u003c/strong>\u003c/p>\n\u003cp>We will never lose the need for meaning-making, because working with humans will always be inherently complex and bring up emotions. However, there are some proactive things we can do to smooth the path for ourselves.\u003c/p>\n\u003cul>\n\u003cli>Proactively plan for being a person with emotions. Expect that the work will be challenging and that sometimes you will feel awful, and accept that this is a normal part of a human-centered job. What are some ways you do this?\u003c/li>\n\u003cli>Build in support systems. Find the people, groups or strategies that will proactively support you and will respond to you with kindness and understanding when the going gets rough. This might be nurturing your personal friendships or relationships, strengthening connections with co-workers, my supervisor or other folks at work, or going to my own counselor or therapist. If I’m worried about respecting my students’ confidentiality, I remind myself to turn my focus back to my own emotions: I don’t need to share my students’ names or stories in order to talk about how frustrated or hopeless I’m feeling, and work through those emotions.\u003c/li>\n\u003cli>Develop understanding. We can better make meaning when we better understand the underlying issues at stake. Seek out \u003ca href=\"http://www.nctsn.org/resources/audiences/school-personnel\" target=\"_blank\" rel=\"noopener\">information about trauma\u003c/a>, chronic stress, the impacts of racism and discrimination, and other systems at play with your particular population. I incorporate these topics into my school’s ongoing professional development (which staff design and facilitate), and also use my own personal learning community online to find these resources.\u003c/li>\n\u003cli>Forgive yourself: Above all, we need to be gentle with ourselves. This self-forgiveness serves to remind us that we also must be gentle with our students, offering a fresh start each day and providing opportunities to repair and rebuild our relationships after conflict\u003c/li>\n\u003c/ul>\n\u003cp>When I feel like I just don’t have time to slow down and do this emotional work, I remind myself that an investment in this work pays off tenfold in my ability to stay grounded, not to get so stressed out, and most importantly, to be a better help to my students who need it most.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Alex Shevrin Venet is a teacher/leader at an alternative therapeutic school in Vermont and an instructor at Community College of Vermont. She also writes about her work at \u003ca href=\"https://shevrin.wordpress.com/\">Unconditional\u003c/a>. You can follower her on Twitter at \u003cspan class=\"username u-dir\" dir=\"ltr\">\u003ca class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https://twitter.com/alexsvenet?lang=en\" target=\"_blank\" rel=\"noopener\">@AlexSVenet\u003c/a>.\u003c/span> \u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Some students can feel so difficult to work with that the challenge begins to strain a teacher's empathy. Alex Shevrin offers some tips for how she shifts her mindset when this happens and proactively practices self-care. ","status":"publish","parent":0,"modified":1553998514,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1583},"headData":{"title":"A Mindset Shift to Continue Supporting the Most Frustrating Kids | KQED","description":"Some students can feel so difficult to work with that the challenge begins to strain a teacher's empathy. Alex Shevrin offers some tips for how she shifts her mindset when this happens and proactively practices self-care. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"A Mindset Shift to Continue Supporting the Most Frustrating Kids","datePublished":"2017-04-24T12:42:57.000Z","dateModified":"2019-03-31T02:15:14.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"47954 https://ww2.kqed.org/mindshift/?p=47954","disqusUrl":"https://ww2.kqed.org/mindshift/2017/04/24/a-mindset-shift-to-continue-supporting-the-most-frustrating-kids/","disqusTitle":"A Mindset Shift to Continue Supporting the Most Frustrating Kids","nprByline":"\u003ca href=\"https://shevrin.wordpress.com/\">Alex Shevrin Venet\u003c/a>","path":"/mindshift/47954/a-mindset-shift-to-continue-supporting-the-most-frustrating-kids","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>On my best day as a teacher, I will talk passionately about progressive pedagogy, empathy as the core of a classroom and diverse student needs. I will say I care about every child, the whole child, and am committed to their growth.\u003c/p>\n\u003cp>And then there are those bad days. The days where within the first two hours of my morning, I’m called a b*** three times. The ones where my perfectly planned learning activity falls flat because my brilliant student just refuses to pick her head up off the desk. The days when the differentiated lesson I designed just for that one student goes on perfectly but that one student’s chair is empty, missing school again. These are the days that push on my best intentions and idealistic visions. These are the days when reality and philosophy collide, and it feels like my challenging students are behind the steering wheel and I’m just along for the ride.\u003c/p>\n\u003cp>\u003cstrong>WHAT'S THE ACTUAL CHALLENGE HERE?\u003c/strong>\u003c/p>\n\u003cp>Challenging students aren’t that way because they are inherently bad kids or intentionally creating difficulties in the classroom. To borrow a phrase from Ross Greene, “kids do well if they can,” and if they aren’t doing well, it’s because there’s something getting in the way. When I step back and consider the obstacles in my students’ lives -- poverty, trauma, chronic stress -- it makes total sense that they are struggling to communicate, regulate their emotions and make progress on learning.\u003c/p>\n\u003cp>To me, the challenge about challenging kids is the way that I feel working with them. Interacting with these students can bring up all kinds of emotions: sadness because of their pain, defensiveness if a student is criticizing or attacking me, protectiveness over the other students being disrupted, and even annoyance that my day didn’t go as I planned. All this is made more challenging by the fast pace of the day, and the fact that even on a good day it can be hard to find time to take care of my own needs. But I know that how I react to students, and my ability to manage my emotions, colors every interaction I have. \u003ca href=\"http://www.livesinthebalance.org/\" target=\"_blank\" rel=\"noopener\">Left unexamined, these strong emotions can lead to burnout\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>How do we really feel about our most challenging students? Most of us will say “frustrated” as a first reaction. But after we dig a little bit under the layer of frustration, what’s the next emotion, the truer emotion? I asked a room of educators this question at the \u003ca href=\"http://2017.educon.org/conversations?slot=Conversations:Session_4\">Educon conference\u003c/a> earlier this year. I heard: Worried. Hopeless. Lost. Powerless. Stuck. Many of us feel a deep sense of responsibility and care for “our kids.” When we see a student struggling and believe that we can’t help, the powerlessness can feel overwhelming. If we don’t do the work to transform that emotion in a healthy way, it can instead become frustration and irritation, and begin to chip away at our empathy.\u003c/p>\n\u003cp>This frustration infuses all our interactions with and about that student, which in turn communicates a lack of care to the student and family, heightening what may have already felt like an insurmountable wall. We say we believe in every child, care for every child, support every child -- but when we let our challenging emotions fester, we struggle to communicate that to others -- or even believe it ourselves.\u003c/p>\n\u003cp>I’ve gotten stuck in this trap more than once. It was my student who jolted me out of this cycle when she said, “You don’t really care about kids, you’re just here for the money.” My instinct was to laugh, but I quickly realized that what my student was trying to tell me was that she didn’t feel like I cared about her. I was able to use that moment to let her know that I did indeed care, and we were able to have a great conversation about how teachers can feel frustrated sometimes and how we’re all human. That conversation ended up strengthening our relationship and my work with her.\u003c/p>\n\u003cp>My most challenging student is not inherently challenging as a human being -- but I need to own that it’s challenging for me to work with them. Once I take responsibility for my own emotions, I am now in a position to transform them.\u003c/p>\n\u003cp>\u003cstrong>WHAT CAN I DO TO CHANGE THIS?\u003c/strong>\u003c/p>\n\u003cp>It’s not about not feeling hopeless, defeated and powerless in the face of challenging student behaviors. These are normal responses we can expect to have as humans in relationship with other humans who are struggling. Instead, we need to own the emotions and work to make meaning of them. This means taking the time to dig into questions like:\u003c/p>\n\u003cul>\n\u003cli>Why am I feeling this way?\u003c/li>\n\u003cli>Could this feeling give me insight into how my student is feeling?\u003c/li>\n\u003cli>What does it mean about me that I feel so frustrated, lost or hopeless? Does it change my conception of myself as a teacher, as a person?\u003c/li>\n\u003cli>What do my students’ challenges bring up for me? How does my own history influence my responses?\u003c/li>\n\u003c/ul>\n\u003cp>What is the venue for these questions? In an ideal world, teachers would make space for grappling with these questions as part of their scheduled job responsibilities. At my school, we take time formally and informally to delve into our own emotional response to the work, to gain perspective, to check our assumptions and stay grounded.\u003c/p>\n\u003cp>Informally, this looks like maintaining a school culture where the students’ strengths are at the center. We have an informal “no venting” policy, preferring instead to problem-solve. It’s common to find teachers in each other’s classrooms at the end of the day comparing notes and talking through a challenging situation: “Hey, was he upset in your class today, too? What did you do about it? Do you have any sense of what’s going on for him?” We encourage this peer consultation and make time for it.\u003c/p>\n\u003cp>Formally, we have several mandatory and optional group opportunities for staff to focus on \u003ca href=\"https://shevrin.wordpress.com/2017/03/12/wellness-a-guide-for-teachers/\" target=\"_blank\" rel=\"noopener\">wellness and making meaning\u003c/a> of the work. Once a month we have wellness groups where staff choose a personal wellness goal for the year and use the group to stay on track and get ideas. We also do periodic case conferences, focusing on one particular student, where we walk through what behaviors are coming up, what we understand to be at the root of those behaviors, how we’re feeling working with that student, and what we should do going forward. We make the choice to invest our time as a school doing this rather than focusing staff meetings on other topics, and we see the benefit for students when teachers are on the same page about supporting them.\u003c/p>\n\u003cp>\u003cstrong>WHAT'S NEXT?\u003c/strong>\u003c/p>\n\u003cp>We will never lose the need for meaning-making, because working with humans will always be inherently complex and bring up emotions. However, there are some proactive things we can do to smooth the path for ourselves.\u003c/p>\n\u003cul>\n\u003cli>Proactively plan for being a person with emotions. Expect that the work will be challenging and that sometimes you will feel awful, and accept that this is a normal part of a human-centered job. What are some ways you do this?\u003c/li>\n\u003cli>Build in support systems. Find the people, groups or strategies that will proactively support you and will respond to you with kindness and understanding when the going gets rough. This might be nurturing your personal friendships or relationships, strengthening connections with co-workers, my supervisor or other folks at work, or going to my own counselor or therapist. If I’m worried about respecting my students’ confidentiality, I remind myself to turn my focus back to my own emotions: I don’t need to share my students’ names or stories in order to talk about how frustrated or hopeless I’m feeling, and work through those emotions.\u003c/li>\n\u003cli>Develop understanding. We can better make meaning when we better understand the underlying issues at stake. Seek out \u003ca href=\"http://www.nctsn.org/resources/audiences/school-personnel\" target=\"_blank\" rel=\"noopener\">information about trauma\u003c/a>, chronic stress, the impacts of racism and discrimination, and other systems at play with your particular population. I incorporate these topics into my school’s ongoing professional development (which staff design and facilitate), and also use my own personal learning community online to find these resources.\u003c/li>\n\u003cli>Forgive yourself: Above all, we need to be gentle with ourselves. This self-forgiveness serves to remind us that we also must be gentle with our students, offering a fresh start each day and providing opportunities to repair and rebuild our relationships after conflict\u003c/li>\n\u003c/ul>\n\u003cp>When I feel like I just don’t have time to slow down and do this emotional work, I remind myself that an investment in this work pays off tenfold in my ability to stay grounded, not to get so stressed out, and most importantly, to be a better help to my students who need it most.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Alex Shevrin Venet is a teacher/leader at an alternative therapeutic school in Vermont and an instructor at Community College of Vermont. She also writes about her work at \u003ca href=\"https://shevrin.wordpress.com/\">Unconditional\u003c/a>. You can follower her on Twitter at \u003cspan class=\"username u-dir\" dir=\"ltr\">\u003ca class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https://twitter.com/alexsvenet?lang=en\" target=\"_blank\" rel=\"noopener\">@AlexSVenet\u003c/a>.\u003c/span> \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/47954/a-mindset-shift-to-continue-supporting-the-most-frustrating-kids","authors":["byline_mindshift_47954"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_20952","mindshift_20999"],"featImg":"mindshift_48008","label":"mindshift"},"mindshift_43049":{"type":"posts","id":"mindshift_43049","meta":{"index":"posts_1591205157","site":"mindshift","id":"43049","score":null,"sort":[1461226353000]},"guestAuthors":[],"slug":"20-tips-to-help-de-escalate-interactions-with-anxious-or-defiant-students","title":"20 Tips to Help De-escalate Interactions With Anxious or Defiant Students","publishDate":1461226353,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Students’ behavior is a form of communication and when it’s negative it almost always stems from an underlying cause. There are many reasons kids might be acting out, which makes it difficult for a teacher in a crowded classroom to figure out the root cause. But even if there was time and space to do so, most teachers receive very little training in behavior during their credentialing programs. On average, teacher training programs mandate zero to one classes on behavior and zero to one courses on mental health. Teacher training programs mostly assume that kids in public schools will be “typical,” but that assumption can handicap teachers when they get into real classrooms.\u003c/p>\n\u003cp>A National Institute of Health study found that \u003ca href=\"http://www.nimh.nih.gov/health/statistics/prevalence/any-anxiety-disorder-among-children.shtml\" target=\"_blank\">25.1 percent \u003c/a>of kids 13-18 in the US have been diagnosed with anxiety disorders. No one knows how many more haven’t been diagnosed. Additionally between \u003ca href=\"http://www.education.com/reference/article/prevalence-learning-disabilities/\" target=\"_blank\">eight and 15 percent of the school-aged population\u003c/a> has learning disabilities (there is a range because there's no standard definition of what constitutes a learning disability). \u003ca href=\"http://www.nimh.nih.gov/health/statistics/prevalence/attention-deficit-hyperactivity-disorder-among-children.shtml\" target=\"_blank\">Nine percent \u003c/a>of 13-18 year-olds have been diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) (although the number one misdiagnoses of anxiety is ADHD), and \u003ca href=\"http://www.nimh.nih.gov/health/statistics/prevalence/dysthymic-disorder-among-children.shtml\" target=\"_blank\">11.2 percent\u003c/a> suffer from depression.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We are 50% of every interaction with a child, so we have a lot of control over that interaction.'\u003c/aside>\n\u003cp>“So basically we have this gap in teacher education,” said \u003ca href=\"http://jessicaminahan.com/\" target=\"_blank\">Jessica Minahan\u003c/a>, a certified behavior analyst, special educator, and co-author of \u003ca href=\"http://www.childmind.org/en/posts/articles/2012-5-18-breaking-behavior-code-disruptive-students\" target=\"_blank\">\u003cem>The Behavior Code: A Practical Guide to Understanding and Teaching the Most Challenging Students\u003c/em>\u003c/a>. She spoke to educators gathered at a \u003ca href=\"http://www.learningandthebrain.com/\" target=\"_blank\">Learning and the Brain conference\u003c/a> about strategies that work with oppositional students.\u003c/p>\n\u003cp>Minahan is usually called into schools to help with the most challenging behavior. She finds that often teachers are trying typical behavioral strategies for a group of kids for whom those strategies don't work. However, she says after teachers learn more about why kids are behaving badly there are some simple strategies to approach defiant behavior like avoiding work, fighting, and causing problems during transitions with more empathy.\u003c/p>\n\u003cp>\u003cstrong>ANXIETY\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Anxiety is a huge barrier to learning and very difficult for educators to identify. “When anxiety is fueling the behavior, it’s the most confusing and complicated to figure out,” Minahan said. That’s because a student isn’t always anxious; it tends to come and go based on events in their lives, so their difficulties aren’t consistent. When we are anxious our working memory tanks, making it very difficult to recall any salient information.\u003c/p>\n\u003cp>Researchers surveyed a \u003ca href=\"https://www.researchgate.net/publication/15236317_The_significance_of_self-reported_anxious_symptoms_in_first-grade_children\" target=\"_blank\">group of first graders\u003c/a> none of whom had any reading or math disabilities. Those who had been diagnosed with an anxiety disorder were eight times more likely to be in the lowest achieving group in reading, and two-point-five times more likely to be in the lowest quartile in math achievement by the spring.\u003c/p>\n\u003cp>“Anxiety is a learning disability; it inhibits your ability to learn,” Minahan said. But it isn’t usually recognized as a learning disability and there is almost never a plan for how to address it in the classroom. “For kids with anxiety, the ‘can’ts fluctuate,” Minahan said. “When they’re calm they can. When they’re anxious they can’t. And that’s very deceiving.”\u003c/p>\n\u003cp>Anxiety isn’t about ability, it’s about interference, which means that traditional rewards and consequences don’t often work with this group of learners.\u003c/p>\n\u003cp>“Rewards and consequences are super helpful to increase motivation for something I’m able to do,” Minahan said. But an anxious person’s brain has shut down and they aren’t able in that moment to complete the task being asked of them. The best way to combat this tricky problem is to try to prevent anxiety triggers and build up students’ social and emotional skills to cope with the moments when anxiety sets in.\u003c/p>\n\u003cp>When kids are in the throes of bad behavior they have poor self-regulation skills, often get into negative thinking cycles that they can’t stop, have poor executive functioning, become inflexible thinkers and lose social skills like the ability to think about another person’s perspective. That’s why kids can seem so unempathetic when teachers ask, “how do you think that made Sam feel?” At that moment, the student acting out has no ability to take Sam’s perspective, but a few hours later or the next day, he might be able to show the remorse educators want to see.\u003cbr>\n\u003cstrong>\u003cbr>\nALL BEHAVIOR HAS A FUNCTION\u003c/strong>\u003c/p>\n\u003cp>Bad behavior is often connected to seeking attention, and when kids act out, they can see the results.* “Negative attention is way easier to get and hands down easier to understand,” Minahan said. “It’s much more efficient.” Adults tend to be unpredictable with attention when a student is doing what she is supposed to do, but as soon as there’s a dramatic, obvious tantrum, the student has the teacher’s attention. And negative attention is powerful -- one student can hijack a whole classroom.\u003c/p>\n\u003cp>A common teacher response to low-level negative attention seeking is to ignore the student. The teacher doesn’t want to reward bad behavior. “I want to caution you about ignoring someone with anxiety because their anxiety goes up,” Minahan said. Ignoring an already anxious student can accidentally convey the message that the teacher doesn’t care about the student, and worse might escalate the situation. Perhaps a teacher can ignore a student tapping his pencil or banging on his desk, but threatening behavior can’t be ignored. And the student learns exactly what level of behavior he must exhibit to get attention.\u003c/p>\n\u003cp>\u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">\u003cimg class=\"alignright size-full wp-image-45053\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/01/Podcast-e1515628002599.jpg\" alt=\"Podcast-Square\" width=\"250\" height=\"227\">\u003c/a>\u003cstrong>TIP 1: \u003c/strong>Instead, “what you need to do is make positive attention compete better,” Minahan said. She often suggests that teachers actively engage the most difficult student at the beginning of class saying something like, “I can’t wait to see what you think of this assignment. I’m going to check on you in 5 minutes.” When the teacher actually comes back in five minutes, validates the student’s progress, and tells her another check-in is coming in ten minutes it sets up a pattern of predictable attention for positive behavior. And while it might seem unfair to take that extra time and care with one student, it ultimately saves instruction time when a teacher doesn’t have to deal with a tantrum that sends the student out of the room.\u003c/p>\n\u003cp>\u003cstrong>TIP 2:\u003c/strong> Often in an attempt to form a positive relationship with a student teachers will publicly praise positive behavior. That can backfire, especially with anxious kids who don’t want any extra attention from peers. Private or non-verbal praise is often better. Minahan recommends pulling students aside at the beginning of the year to ask how teachers can best tell them they’re proud. “It’s a gift to your February self if you can figure out a system now, otherwise you’ll get stuck on the negative attention scale,” Minahan said.\u003c/p>\n\u003cp>\u003cstrong>Tip 2.1:\u003c/strong> She also recommends fact-based praise as opposed to general praise. Vague praise is easy to dismiss.\u003c/p>\n\u003cp>\u003cstrong>ANTECEDENTS TO BAD BEHAVIOR\u003c/strong>\u003c/p>\n\u003cp>Many kids have predictable anxiety triggers like unstructured time, transitions, writing tasks, social demands or any unexpected change. Similarly the antecedents of negative behavior are fairly predictable: unfacilitated social interactions, interaction with an authoritative adult, being asked to wait, when demands are placed, being told no, writing, and transitions.**\u003c/p>\n\u003cp>\u003cstrong>Tip 3:\u003c/strong> “Teach waiting now,” Minahan said. “When you are anxious, despite your age, it’s very hard to wait.” She was asked to observe a boy who constantly disrupted class. Minahan soon noticed the boy often did his work, but if he finished early or there was downtime in the class, he would start causing trouble. When Minahan pointed this out to him he had no idea what “wait time” was. She had to spell out to him that when he finished a task he should apply a strategy, like turning over the paper and doodling appropriately on the back. After this small intervention the student’s behavior was so improved that his teacher thought he’d gone on medication.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'You can have really bright, able children whose anxiety is interfering so much.'\u003c/aside>\n\u003cp>For kids with anxiety, there are a number of strategies teachers can employ. The first is not to take any student behavior personally. The student isn’t trying to manipulate or torture the teacher, his behavior is reflecting something going on internally. Often a short movement break can help relieve anxiety, but not the way they are commonly given.\u003c/p>\n\u003cp>Minahan described a seventh grade girl who was recovering from an eating disorder. The girl was scraping her arms so badly they would bleed. After lunch, predictably, the behavior was worse, so her teachers were letting her color and draw to relieve her anxiety. Another common break is to tell a student to go get a drink of water down the hall. The coloring break wasn’t working for this seventh grader and Minahan soon figured out why. “We accidentally left her alone to fester in her anxious thoughts,” she said.\u003c/p>\n\u003cp>\u003cstrong>Tip 4:\u003c/strong> Leaving class doesn’t give the student a break from internal negative thoughts like “I’m fat,” or “I’m not smart enough,” which paralyze thinking. But a break paired with a cognitive distraction does offer respite from the “all or nothing” thinking that’s so common with anxious students. An older student might take a break and record herself reading a book out loud for a younger student with dyslexia. It’s impossible to read out loud and think another thought. Other distractions could include sports trivia, sudoku or crossword puzzles. Little kids might do a Where’s Waldo or look through a Highlight magazine for the hidden picture.\u003c/p>\n\u003cp>\u003cstrong>Tip 5:\u003c/strong> When teachers want to wrap up a task they often use a countdown. “Silent reading time is going to be over in five minutes.” But counting down doesn’t support a high achieving anxious child who feels she must finish. And it takes a lot of executive function skills and cognitive flexibility to fight the urge to keep going after the time is up. So instead of counting down, a teacher might walk over to that student and say, let’s find a good stopping point. She may stop a minute later than the rest of the class when she reaches the designated point, but it won’t escalate into a tug-of-war.\u003c/p>\n\u003cp>Transitions are another common time for kids to act out. Younger students often don’t want to come in from recess, for example. But when a teacher says, “Line up. Recess is over. It’s time for your spelling quiz,” it’s no wonder the student doesn’t want to go from something he loves to something he hates.\u003c/p>\n\u003cp>\u003cstrong>Tip 6: \u003c/strong>The teacher can give students an in-between step to make the transition more palatable. Go from recess, to two minutes of coloring, to the spelling quiz. The intermediary step gives that non-compliant student behavioral momentum. He’s already sitting down, quiet, with pen in hand, so the jump to spelling isn’t as jarring.\u003c/p>\n\u003cp>For middle and high school students, school is all about being social, but the only times students get to see their friends are in the two to five minute passing periods between classes. Again, the transition is from something they love to something they hate, so don’t make that transition extra hard by collecting homework as they come in the door. The toughest kids are probably already not doing well in the class, and a reminder of the homework exacerbates feelings of inadequacy.\u003c/p>\n\u003cp>\u003cstrong>Tip 7:\u003c/strong> One high school geometry teacher started playing two minute YouTube videos about geometry as students came into class. It got students from the hallway into the classroom without thinking negatively and her class started to run more smoothly. She didn’t have the same interruptions she used to, which made the lost two minutes seem worth it.\u003c/p>\n\u003cp>\u003cstrong>Tip 8:\u003c/strong> Minahan also likes some of the biofeedback tools that are now available, like the \u003ca href=\"http://www.heartmath.com/emwave-technology/\" target=\"_blank\">EmWave\u003c/a>. A wound up student puts a sensor on his finger and calming down becomes a game. He might start out with a picture of a black and white forest, but as he calms down (and the sensor monitors his heart rate) the colors start to pop in. It can take as little as two to five minutes to completely calm a kid down when they can see the feedback so clearly.\u003c/p>\n\u003cp>“I like it because it’s so concrete,” Minahan said. A student with high functioning autism might not even know what a teacher means by “calm down,” but with the biofeedback device she can see what it means.\u003c/p>\n\u003cp>\u003cstrong>WORK AVOIDANCE\u003cbr>\n\u003c/strong>\u003cbr>\nMinahan says it’s very common for students to have trouble initiating work, persisting through work and asking for help, but there are strategies to help kids build the skills to get better in these areas.\u003c/p>\n\u003cp>“You can have really bright, able children whose anxiety is interfering so much,” Minahan said. The anxiety isn’t coming from nowhere; it’s coming from prior experiences of feeling frozen and stupid. In that moment the child’s working memory isn’t working, so teachers need to find ways to bypass it until the anxiety passes.\u003c/p>\n\u003cp>\u003cstrong>Tip 9:\u003c/strong> One way is to let students preview the work for the day. In the morning, an elementary school teacher might work on the first few problems with the anxious child so she knows she can do it. Then, when it’s time for that work later in the day, that child receives the sheet she’s already started and can go from there.\u003c/p>\n\u003cp>\u003cstrong>Tip 9.1:\u003c/strong> In high school, teachers can give students with trouble initiating the preview as homework. Students can start at home without any pressure and continue at school. “Fight or flight is the worst when they first see it,” Minahan said, so try to bypass that moment and prevent a breakdown.\u003c/p>\n\u003cp>\u003cstrong>Tip 10:\u003c/strong> At the same time, when the teacher names the strategies a student is employing, he is helping the student build a toolbox that can be used independently. Strategies might include, asking a teacher to help her start when she feels frozen, or asking to preview the homework. For perfectionist students, difficulty starting can stem from a fear of messing up. Give those students dry erase boards, where the mess ups can be easily erased. It helps when teachers treat the difficulty starting as a small problem and say something like, “Looks like you’re not initiating. What strategy are you going to use?”\u003c/p>\n\u003caside class=\"pullquote alignright\">'When I shift the reinforcement to skills, I've noticed the skills go up and that's what makes the difference for the kids who have mental health difficulties.'\u003c/aside>\n\u003cp>\u003cstrong>Tip 11:\u003c/strong> Some strategies to build persistence include skipping the hard ones and doing the ones a student knows first, working with a buddy, and double checking work on problems that have been completed.\u003c/p>\n\u003cp>Giving help in class is often a tricky balance, especially if a student is too embarrassed to ask vocally. Instead of acting out because she can’t do the work, the student might raise her hand, pass the teacher a note or make eye contact. Then the teacher has to be careful not to give too much help. “We accidentally create dependency because we help so much,” Minahan said.\u003c/p>\n\u003cp>That goes for academics as well as behavior. Often a teacher will notice a student becoming agitated and dysregulated and tell him to take a short walk. But ultimately the student will be better served if he can learn to monitor himself and implement strategies when he notices early signs of agitation. “Kids have to learn how to catch themselves on the way up and calm down there,” Minahan said, because that’s when the strategies work. But kids need to be taught how to recognize the signs.\u003c/p>\n\u003cp>\u003cstrong>Tip 12:\u003c/strong> Teach kids how to do a body check. With younger students a teacher can describe the signs of agitation as they are happening so the student starts to recognize them. With older students, ask them where in their body they feel anxious, for example, “in your belly?” “Give them the data every day,” Minahan said. “This is your body on the way up.” After the groundwork has been laid, a teacher can just say “body check, please” to let a student know it’s time to check in with themselves and start using a strategy.\u003c/p>\n\u003cp>But what can you do when a kid is already exploding? Minahan says, not much because the child will have a very hard time reacting in a reasonable way once he or she is riled up.\u003c/p>\n\u003cp>\u003cstrong>Tip 13: \u003c/strong>What educators can do is anticipate those moments and rehearse self-calming strategies when the child is calm.\u003c/p>\n\u003cp>In one case, Minahan knew an elementary student she was working with was going to have a traumatic change in her life. The child’s mom was giving her up to foster care and the date had been set. To prepare for what would undoubtedly be a moment when the student couldn’t control herself, Minahan had her practice self-calming in the social worker’s office, where she would probably go on the day. Twice a day for five minutes she rehearsed a self-calming routine when she was already calm so her working memory was available and she was learning the strategies.\u003c/p>\n\u003cp>\u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">\u003cimg class=\"alignright size-full wp-image-45053\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/01/Podcast-e1515628002599.jpg\" alt=\"Podcast-Square\" width=\"250\" height=\"227\">\u003c/a>When the day came and the child did freak out, Minahan quickly got her into the office with very little touching or verbal interaction which might further set her off. Once there, the girl got into her routine, and started singing to herself as a cognitive distraction. “The rehearsal allowed for automaticity and did not require cognition or working memory in that moment,” Minahan said.\u003c/p>\n\u003cp>\u003cstrong>Tip 14:\u003c/strong> Rehearse replies to confrontations. Minahan worked with a high school student who constantly got in fights. If he felt disrespected he’d start swinging. Together they rehearsed over and over him saying, “I don’t have time for this,” and walking away. During the rehearsals, Minahan gave him something to hold in his hands as he said this. And soon, he stopped getting in fights. It gave him the moment he needed to make a decision not to use his fists and a go-to automatic reply.\u003c/p>\n\u003cp>\u003cstrong>Tip 15:\u003c/strong> Use data to disprove negative thinking. Writing is a common barrier for kids with anxiety, Minahan said. But one way to begin getting students past this hurdle is to ask them how hard a task will be before they start and again after they’ve completed it. Almost always the perception of the task is worse than the actual task. With several weeks of data you can show students the pattern in their responses.\u003c/p>\n\u003cp>Minahan worked with a girl who hated writing so much that she was skipping school twice a week. She would often say that writing was torture to her. Minahan broke writing down into component parts with corresponding strategies for getting started on each part. When the student worked on a writing task Minahan would ask her how many strategies she employed. Often the girl didn’t use that many strategies, which didn’t fit with her own conception of herself. “We reframed her whole thinking and she felt more empowered to solve her problems,” Minahan said.\u003c/p>\n\u003cp>\u003cstrong>INTERACTION STRATEGIES\u003cbr>\n\u003c/strong>\u003cbr>\nIn any interaction with students teachers can only control their own behavior, but that’s actually a lot of power. “We are 50% of every interaction with a child,” Minahan said. “We have a lot of control over that interaction.”\u003c/p>\n\u003cp>\u003cstrong>Tip 16:\u003c/strong> If a teacher gets off on the wrong foot with a student early in the year, try randomly being kind to the child, rather than only giving positive attention based on his or her behavior. This kind of noncontingent reinforcement helps the child to see the teacher likes him for who he is, not because he does math well or reads perfectly, Minahan said.\u003c/p>\n\u003cp>\u003cstrong>Tip 17:\u003c/strong> In areas where the difficult student is competent, give her a leadership role. Maybe let her take a younger child to the nurse or start an activity club. This helps change the child’s perception of herself and also her relationship to the teacher.\u003c/p>\n\u003cp>\u003cstrong>Tip 18:\u003c/strong> When demanding something of a student, don’t ask yes or no questions and teach kids not to ask yes or no questions. In that scenario, someone has a 50 percent chance of being disappointed with the answer. By changing the question, the teacher opens the door for the answer to be diffusing, rather than an escalation of defiance. For example, if a student asks, \"Can I work with Jack?\" The teacher can reframe the question: \"Oh, did you want to know when you could work with Jack? You can ask: When can I work with Jack.\" The student might not like the answer, but it likely won't produce the same explosive reaction as getting an outright \"no.\"\u003c/p>\n\u003cp>\u003cstrong>Tip 19:\u003c/strong> Give kids time and space. If a student is prone to arguing, eye contact and physical proximity can escalate potential protests.*** For example, if a kid is humming in an annoying way, a typical teacher move might be to make eye contact with the child and shake your head to get him to stop. But in this situation eye-contact is non-verbally asking the child for a response, which he may be incapable of giving at that moment. Instead, calmly walk over and put a note on his desk that says, “please stop humming.” Then run away and do not make eye contact with that student for a few minutes.\u003c/p>\n\u003cp>“The initial reaction is not pleasant and you have to wait for them to de-escalate before they can comply,” Minahan said. Sometimes the mere presence of the teacher prevents that de-escalation.\u003c/p>\n\u003cp>\u003cstrong>Tip 20:\u003c/strong> Reward practice or strategy use, not performance. “When I shift the reinforcement to skills, I’ve noticed the skills go up and that’s what makes the difference for the kids who have mental health difficulties,” Minahan said. Ultimately, educators are teaching kids the skills and strategies that they can then use throughout their life when they’re anxious, so rewarding practice makes sense.\u003c/p>\n\u003cp>The more teachers can empathize with students, teaching skill building and focus on preventing challenging behavior, the smoother the classroom will run. Often that means learning about the student in order to identify triggers and design new ways of interacting with even the most challenging students.\u003c/p>\n\u003cp>\u003cem>*An earlier version of this post overstated the connection between bad behavior and seeking attention.\u003c/em>\u003cbr>\n\u003cem>**An earlier version of this sentence highlighted only one type of negative behavior -- fighting.\u003c/em>\u003cbr>\n\u003cem>*** This section was updated to include the situations under which eye contact could make a situation worse for a student. We regret these errors. \u003c/em>\u003c/p>\n\u003cp>\u003cimg class=\"alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/01/Podcast-e1515628002599.jpg\" alt=\"\">\u003c/p>\n\u003ch3>\u003ca href=\"https://itunes.apple.com/us/podcast/id1078765985\">Subscribe in iTunes\u003c/a>\u003c/h3>\n\u003cp>Don't miss an episode of the \u003cstrong>\u003cem>MindShift Podcast\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Also available via \u003ca href=\"https://ww2.kqed.org/mindshift/category/stories-teachers-share/feed/\">RSS\u003c/a>.\u003c/p>\n\n\n","blocks":[],"excerpt":"Interventions and strategic behaviors can help teachers manage students who are acting out or missing out on learning because of behavioral issues. ","status":"publish","parent":0,"modified":1515628196,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":59,"wordCount":4063},"headData":{"title":"20 Tips to Help De-escalate Interactions With Anxious or Defiant Students | KQED","description":"Interventions and strategic behaviors can help teachers manage students who are acting out or missing out on learning because of behavioral issues. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"20 Tips to Help De-escalate Interactions With Anxious or Defiant Students","datePublished":"2016-04-21T08:12:33.000Z","dateModified":"2018-01-10T23:49:56.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"43049 http://ww2.kqed.org/mindshift/?p=43049","disqusUrl":"https://ww2.kqed.org/mindshift/2016/04/21/20-tips-to-help-de-escalate-interactions-with-anxious-or-defiant-students/","disqusTitle":"20 Tips to Help De-escalate Interactions With Anxious or Defiant Students","path":"/mindshift/43049/20-tips-to-help-de-escalate-interactions-with-anxious-or-defiant-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Students’ behavior is a form of communication and when it’s negative it almost always stems from an underlying cause. There are many reasons kids might be acting out, which makes it difficult for a teacher in a crowded classroom to figure out the root cause. But even if there was time and space to do so, most teachers receive very little training in behavior during their credentialing programs. On average, teacher training programs mandate zero to one classes on behavior and zero to one courses on mental health. Teacher training programs mostly assume that kids in public schools will be “typical,” but that assumption can handicap teachers when they get into real classrooms.\u003c/p>\n\u003cp>A National Institute of Health study found that \u003ca href=\"http://www.nimh.nih.gov/health/statistics/prevalence/any-anxiety-disorder-among-children.shtml\" target=\"_blank\">25.1 percent \u003c/a>of kids 13-18 in the US have been diagnosed with anxiety disorders. No one knows how many more haven’t been diagnosed. Additionally between \u003ca href=\"http://www.education.com/reference/article/prevalence-learning-disabilities/\" target=\"_blank\">eight and 15 percent of the school-aged population\u003c/a> has learning disabilities (there is a range because there's no standard definition of what constitutes a learning disability). \u003ca href=\"http://www.nimh.nih.gov/health/statistics/prevalence/attention-deficit-hyperactivity-disorder-among-children.shtml\" target=\"_blank\">Nine percent \u003c/a>of 13-18 year-olds have been diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) (although the number one misdiagnoses of anxiety is ADHD), and \u003ca href=\"http://www.nimh.nih.gov/health/statistics/prevalence/dysthymic-disorder-among-children.shtml\" target=\"_blank\">11.2 percent\u003c/a> suffer from depression.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We are 50% of every interaction with a child, so we have a lot of control over that interaction.'\u003c/aside>\n\u003cp>“So basically we have this gap in teacher education,” said \u003ca href=\"http://jessicaminahan.com/\" target=\"_blank\">Jessica Minahan\u003c/a>, a certified behavior analyst, special educator, and co-author of \u003ca href=\"http://www.childmind.org/en/posts/articles/2012-5-18-breaking-behavior-code-disruptive-students\" target=\"_blank\">\u003cem>The Behavior Code: A Practical Guide to Understanding and Teaching the Most Challenging Students\u003c/em>\u003c/a>. She spoke to educators gathered at a \u003ca href=\"http://www.learningandthebrain.com/\" target=\"_blank\">Learning and the Brain conference\u003c/a> about strategies that work with oppositional students.\u003c/p>\n\u003cp>Minahan is usually called into schools to help with the most challenging behavior. She finds that often teachers are trying typical behavioral strategies for a group of kids for whom those strategies don't work. However, she says after teachers learn more about why kids are behaving badly there are some simple strategies to approach defiant behavior like avoiding work, fighting, and causing problems during transitions with more empathy.\u003c/p>\n\u003cp>\u003cstrong>ANXIETY\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Anxiety is a huge barrier to learning and very difficult for educators to identify. “When anxiety is fueling the behavior, it’s the most confusing and complicated to figure out,” Minahan said. That’s because a student isn’t always anxious; it tends to come and go based on events in their lives, so their difficulties aren’t consistent. When we are anxious our working memory tanks, making it very difficult to recall any salient information.\u003c/p>\n\u003cp>Researchers surveyed a \u003ca href=\"https://www.researchgate.net/publication/15236317_The_significance_of_self-reported_anxious_symptoms_in_first-grade_children\" target=\"_blank\">group of first graders\u003c/a> none of whom had any reading or math disabilities. Those who had been diagnosed with an anxiety disorder were eight times more likely to be in the lowest achieving group in reading, and two-point-five times more likely to be in the lowest quartile in math achievement by the spring.\u003c/p>\n\u003cp>“Anxiety is a learning disability; it inhibits your ability to learn,” Minahan said. But it isn’t usually recognized as a learning disability and there is almost never a plan for how to address it in the classroom. “For kids with anxiety, the ‘can’ts fluctuate,” Minahan said. “When they’re calm they can. When they’re anxious they can’t. And that’s very deceiving.”\u003c/p>\n\u003cp>Anxiety isn’t about ability, it’s about interference, which means that traditional rewards and consequences don’t often work with this group of learners.\u003c/p>\n\u003cp>“Rewards and consequences are super helpful to increase motivation for something I’m able to do,” Minahan said. But an anxious person’s brain has shut down and they aren’t able in that moment to complete the task being asked of them. The best way to combat this tricky problem is to try to prevent anxiety triggers and build up students’ social and emotional skills to cope with the moments when anxiety sets in.\u003c/p>\n\u003cp>When kids are in the throes of bad behavior they have poor self-regulation skills, often get into negative thinking cycles that they can’t stop, have poor executive functioning, become inflexible thinkers and lose social skills like the ability to think about another person’s perspective. That’s why kids can seem so unempathetic when teachers ask, “how do you think that made Sam feel?” At that moment, the student acting out has no ability to take Sam’s perspective, but a few hours later or the next day, he might be able to show the remorse educators want to see.\u003cbr>\n\u003cstrong>\u003cbr>\nALL BEHAVIOR HAS A FUNCTION\u003c/strong>\u003c/p>\n\u003cp>Bad behavior is often connected to seeking attention, and when kids act out, they can see the results.* “Negative attention is way easier to get and hands down easier to understand,” Minahan said. “It’s much more efficient.” Adults tend to be unpredictable with attention when a student is doing what she is supposed to do, but as soon as there’s a dramatic, obvious tantrum, the student has the teacher’s attention. And negative attention is powerful -- one student can hijack a whole classroom.\u003c/p>\n\u003cp>A common teacher response to low-level negative attention seeking is to ignore the student. The teacher doesn’t want to reward bad behavior. “I want to caution you about ignoring someone with anxiety because their anxiety goes up,” Minahan said. Ignoring an already anxious student can accidentally convey the message that the teacher doesn’t care about the student, and worse might escalate the situation. Perhaps a teacher can ignore a student tapping his pencil or banging on his desk, but threatening behavior can’t be ignored. And the student learns exactly what level of behavior he must exhibit to get attention.\u003c/p>\n\u003cp>\u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">\u003cimg class=\"alignright size-full wp-image-45053\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/01/Podcast-e1515628002599.jpg\" alt=\"Podcast-Square\" width=\"250\" height=\"227\">\u003c/a>\u003cstrong>TIP 1: \u003c/strong>Instead, “what you need to do is make positive attention compete better,” Minahan said. She often suggests that teachers actively engage the most difficult student at the beginning of class saying something like, “I can’t wait to see what you think of this assignment. I’m going to check on you in 5 minutes.” When the teacher actually comes back in five minutes, validates the student’s progress, and tells her another check-in is coming in ten minutes it sets up a pattern of predictable attention for positive behavior. And while it might seem unfair to take that extra time and care with one student, it ultimately saves instruction time when a teacher doesn’t have to deal with a tantrum that sends the student out of the room.\u003c/p>\n\u003cp>\u003cstrong>TIP 2:\u003c/strong> Often in an attempt to form a positive relationship with a student teachers will publicly praise positive behavior. That can backfire, especially with anxious kids who don’t want any extra attention from peers. Private or non-verbal praise is often better. Minahan recommends pulling students aside at the beginning of the year to ask how teachers can best tell them they’re proud. “It’s a gift to your February self if you can figure out a system now, otherwise you’ll get stuck on the negative attention scale,” Minahan said.\u003c/p>\n\u003cp>\u003cstrong>Tip 2.1:\u003c/strong> She also recommends fact-based praise as opposed to general praise. Vague praise is easy to dismiss.\u003c/p>\n\u003cp>\u003cstrong>ANTECEDENTS TO BAD BEHAVIOR\u003c/strong>\u003c/p>\n\u003cp>Many kids have predictable anxiety triggers like unstructured time, transitions, writing tasks, social demands or any unexpected change. Similarly the antecedents of negative behavior are fairly predictable: unfacilitated social interactions, interaction with an authoritative adult, being asked to wait, when demands are placed, being told no, writing, and transitions.**\u003c/p>\n\u003cp>\u003cstrong>Tip 3:\u003c/strong> “Teach waiting now,” Minahan said. “When you are anxious, despite your age, it’s very hard to wait.” She was asked to observe a boy who constantly disrupted class. Minahan soon noticed the boy often did his work, but if he finished early or there was downtime in the class, he would start causing trouble. When Minahan pointed this out to him he had no idea what “wait time” was. She had to spell out to him that when he finished a task he should apply a strategy, like turning over the paper and doodling appropriately on the back. After this small intervention the student’s behavior was so improved that his teacher thought he’d gone on medication.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'You can have really bright, able children whose anxiety is interfering so much.'\u003c/aside>\n\u003cp>For kids with anxiety, there are a number of strategies teachers can employ. The first is not to take any student behavior personally. The student isn’t trying to manipulate or torture the teacher, his behavior is reflecting something going on internally. Often a short movement break can help relieve anxiety, but not the way they are commonly given.\u003c/p>\n\u003cp>Minahan described a seventh grade girl who was recovering from an eating disorder. The girl was scraping her arms so badly they would bleed. After lunch, predictably, the behavior was worse, so her teachers were letting her color and draw to relieve her anxiety. Another common break is to tell a student to go get a drink of water down the hall. The coloring break wasn’t working for this seventh grader and Minahan soon figured out why. “We accidentally left her alone to fester in her anxious thoughts,” she said.\u003c/p>\n\u003cp>\u003cstrong>Tip 4:\u003c/strong> Leaving class doesn’t give the student a break from internal negative thoughts like “I’m fat,” or “I’m not smart enough,” which paralyze thinking. But a break paired with a cognitive distraction does offer respite from the “all or nothing” thinking that’s so common with anxious students. An older student might take a break and record herself reading a book out loud for a younger student with dyslexia. It’s impossible to read out loud and think another thought. Other distractions could include sports trivia, sudoku or crossword puzzles. Little kids might do a Where’s Waldo or look through a Highlight magazine for the hidden picture.\u003c/p>\n\u003cp>\u003cstrong>Tip 5:\u003c/strong> When teachers want to wrap up a task they often use a countdown. “Silent reading time is going to be over in five minutes.” But counting down doesn’t support a high achieving anxious child who feels she must finish. And it takes a lot of executive function skills and cognitive flexibility to fight the urge to keep going after the time is up. So instead of counting down, a teacher might walk over to that student and say, let’s find a good stopping point. She may stop a minute later than the rest of the class when she reaches the designated point, but it won’t escalate into a tug-of-war.\u003c/p>\n\u003cp>Transitions are another common time for kids to act out. Younger students often don’t want to come in from recess, for example. But when a teacher says, “Line up. Recess is over. It’s time for your spelling quiz,” it’s no wonder the student doesn’t want to go from something he loves to something he hates.\u003c/p>\n\u003cp>\u003cstrong>Tip 6: \u003c/strong>The teacher can give students an in-between step to make the transition more palatable. Go from recess, to two minutes of coloring, to the spelling quiz. The intermediary step gives that non-compliant student behavioral momentum. He’s already sitting down, quiet, with pen in hand, so the jump to spelling isn’t as jarring.\u003c/p>\n\u003cp>For middle and high school students, school is all about being social, but the only times students get to see their friends are in the two to five minute passing periods between classes. Again, the transition is from something they love to something they hate, so don’t make that transition extra hard by collecting homework as they come in the door. The toughest kids are probably already not doing well in the class, and a reminder of the homework exacerbates feelings of inadequacy.\u003c/p>\n\u003cp>\u003cstrong>Tip 7:\u003c/strong> One high school geometry teacher started playing two minute YouTube videos about geometry as students came into class. It got students from the hallway into the classroom without thinking negatively and her class started to run more smoothly. She didn’t have the same interruptions she used to, which made the lost two minutes seem worth it.\u003c/p>\n\u003cp>\u003cstrong>Tip 8:\u003c/strong> Minahan also likes some of the biofeedback tools that are now available, like the \u003ca href=\"http://www.heartmath.com/emwave-technology/\" target=\"_blank\">EmWave\u003c/a>. A wound up student puts a sensor on his finger and calming down becomes a game. He might start out with a picture of a black and white forest, but as he calms down (and the sensor monitors his heart rate) the colors start to pop in. It can take as little as two to five minutes to completely calm a kid down when they can see the feedback so clearly.\u003c/p>\n\u003cp>“I like it because it’s so concrete,” Minahan said. A student with high functioning autism might not even know what a teacher means by “calm down,” but with the biofeedback device she can see what it means.\u003c/p>\n\u003cp>\u003cstrong>WORK AVOIDANCE\u003cbr>\n\u003c/strong>\u003cbr>\nMinahan says it’s very common for students to have trouble initiating work, persisting through work and asking for help, but there are strategies to help kids build the skills to get better in these areas.\u003c/p>\n\u003cp>“You can have really bright, able children whose anxiety is interfering so much,” Minahan said. The anxiety isn’t coming from nowhere; it’s coming from prior experiences of feeling frozen and stupid. In that moment the child’s working memory isn’t working, so teachers need to find ways to bypass it until the anxiety passes.\u003c/p>\n\u003cp>\u003cstrong>Tip 9:\u003c/strong> One way is to let students preview the work for the day. In the morning, an elementary school teacher might work on the first few problems with the anxious child so she knows she can do it. Then, when it’s time for that work later in the day, that child receives the sheet she’s already started and can go from there.\u003c/p>\n\u003cp>\u003cstrong>Tip 9.1:\u003c/strong> In high school, teachers can give students with trouble initiating the preview as homework. Students can start at home without any pressure and continue at school. “Fight or flight is the worst when they first see it,” Minahan said, so try to bypass that moment and prevent a breakdown.\u003c/p>\n\u003cp>\u003cstrong>Tip 10:\u003c/strong> At the same time, when the teacher names the strategies a student is employing, he is helping the student build a toolbox that can be used independently. Strategies might include, asking a teacher to help her start when she feels frozen, or asking to preview the homework. For perfectionist students, difficulty starting can stem from a fear of messing up. Give those students dry erase boards, where the mess ups can be easily erased. It helps when teachers treat the difficulty starting as a small problem and say something like, “Looks like you’re not initiating. What strategy are you going to use?”\u003c/p>\n\u003caside class=\"pullquote alignright\">'When I shift the reinforcement to skills, I've noticed the skills go up and that's what makes the difference for the kids who have mental health difficulties.'\u003c/aside>\n\u003cp>\u003cstrong>Tip 11:\u003c/strong> Some strategies to build persistence include skipping the hard ones and doing the ones a student knows first, working with a buddy, and double checking work on problems that have been completed.\u003c/p>\n\u003cp>Giving help in class is often a tricky balance, especially if a student is too embarrassed to ask vocally. Instead of acting out because she can’t do the work, the student might raise her hand, pass the teacher a note or make eye contact. Then the teacher has to be careful not to give too much help. “We accidentally create dependency because we help so much,” Minahan said.\u003c/p>\n\u003cp>That goes for academics as well as behavior. Often a teacher will notice a student becoming agitated and dysregulated and tell him to take a short walk. But ultimately the student will be better served if he can learn to monitor himself and implement strategies when he notices early signs of agitation. “Kids have to learn how to catch themselves on the way up and calm down there,” Minahan said, because that’s when the strategies work. But kids need to be taught how to recognize the signs.\u003c/p>\n\u003cp>\u003cstrong>Tip 12:\u003c/strong> Teach kids how to do a body check. With younger students a teacher can describe the signs of agitation as they are happening so the student starts to recognize them. With older students, ask them where in their body they feel anxious, for example, “in your belly?” “Give them the data every day,” Minahan said. “This is your body on the way up.” After the groundwork has been laid, a teacher can just say “body check, please” to let a student know it’s time to check in with themselves and start using a strategy.\u003c/p>\n\u003cp>But what can you do when a kid is already exploding? Minahan says, not much because the child will have a very hard time reacting in a reasonable way once he or she is riled up.\u003c/p>\n\u003cp>\u003cstrong>Tip 13: \u003c/strong>What educators can do is anticipate those moments and rehearse self-calming strategies when the child is calm.\u003c/p>\n\u003cp>In one case, Minahan knew an elementary student she was working with was going to have a traumatic change in her life. The child’s mom was giving her up to foster care and the date had been set. To prepare for what would undoubtedly be a moment when the student couldn’t control herself, Minahan had her practice self-calming in the social worker’s office, where she would probably go on the day. Twice a day for five minutes she rehearsed a self-calming routine when she was already calm so her working memory was available and she was learning the strategies.\u003c/p>\n\u003cp>\u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">\u003cimg class=\"alignright size-full wp-image-45053\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/01/Podcast-e1515628002599.jpg\" alt=\"Podcast-Square\" width=\"250\" height=\"227\">\u003c/a>When the day came and the child did freak out, Minahan quickly got her into the office with very little touching or verbal interaction which might further set her off. Once there, the girl got into her routine, and started singing to herself as a cognitive distraction. “The rehearsal allowed for automaticity and did not require cognition or working memory in that moment,” Minahan said.\u003c/p>\n\u003cp>\u003cstrong>Tip 14:\u003c/strong> Rehearse replies to confrontations. Minahan worked with a high school student who constantly got in fights. If he felt disrespected he’d start swinging. Together they rehearsed over and over him saying, “I don’t have time for this,” and walking away. During the rehearsals, Minahan gave him something to hold in his hands as he said this. And soon, he stopped getting in fights. It gave him the moment he needed to make a decision not to use his fists and a go-to automatic reply.\u003c/p>\n\u003cp>\u003cstrong>Tip 15:\u003c/strong> Use data to disprove negative thinking. Writing is a common barrier for kids with anxiety, Minahan said. But one way to begin getting students past this hurdle is to ask them how hard a task will be before they start and again after they’ve completed it. Almost always the perception of the task is worse than the actual task. With several weeks of data you can show students the pattern in their responses.\u003c/p>\n\u003cp>Minahan worked with a girl who hated writing so much that she was skipping school twice a week. She would often say that writing was torture to her. Minahan broke writing down into component parts with corresponding strategies for getting started on each part. When the student worked on a writing task Minahan would ask her how many strategies she employed. Often the girl didn’t use that many strategies, which didn’t fit with her own conception of herself. “We reframed her whole thinking and she felt more empowered to solve her problems,” Minahan said.\u003c/p>\n\u003cp>\u003cstrong>INTERACTION STRATEGIES\u003cbr>\n\u003c/strong>\u003cbr>\nIn any interaction with students teachers can only control their own behavior, but that’s actually a lot of power. “We are 50% of every interaction with a child,” Minahan said. “We have a lot of control over that interaction.”\u003c/p>\n\u003cp>\u003cstrong>Tip 16:\u003c/strong> If a teacher gets off on the wrong foot with a student early in the year, try randomly being kind to the child, rather than only giving positive attention based on his or her behavior. This kind of noncontingent reinforcement helps the child to see the teacher likes him for who he is, not because he does math well or reads perfectly, Minahan said.\u003c/p>\n\u003cp>\u003cstrong>Tip 17:\u003c/strong> In areas where the difficult student is competent, give her a leadership role. Maybe let her take a younger child to the nurse or start an activity club. This helps change the child’s perception of herself and also her relationship to the teacher.\u003c/p>\n\u003cp>\u003cstrong>Tip 18:\u003c/strong> When demanding something of a student, don’t ask yes or no questions and teach kids not to ask yes or no questions. In that scenario, someone has a 50 percent chance of being disappointed with the answer. By changing the question, the teacher opens the door for the answer to be diffusing, rather than an escalation of defiance. For example, if a student asks, \"Can I work with Jack?\" The teacher can reframe the question: \"Oh, did you want to know when you could work with Jack? You can ask: When can I work with Jack.\" The student might not like the answer, but it likely won't produce the same explosive reaction as getting an outright \"no.\"\u003c/p>\n\u003cp>\u003cstrong>Tip 19:\u003c/strong> Give kids time and space. If a student is prone to arguing, eye contact and physical proximity can escalate potential protests.*** For example, if a kid is humming in an annoying way, a typical teacher move might be to make eye contact with the child and shake your head to get him to stop. But in this situation eye-contact is non-verbally asking the child for a response, which he may be incapable of giving at that moment. Instead, calmly walk over and put a note on his desk that says, “please stop humming.” Then run away and do not make eye contact with that student for a few minutes.\u003c/p>\n\u003cp>“The initial reaction is not pleasant and you have to wait for them to de-escalate before they can comply,” Minahan said. Sometimes the mere presence of the teacher prevents that de-escalation.\u003c/p>\n\u003cp>\u003cstrong>Tip 20:\u003c/strong> Reward practice or strategy use, not performance. “When I shift the reinforcement to skills, I’ve noticed the skills go up and that’s what makes the difference for the kids who have mental health difficulties,” Minahan said. Ultimately, educators are teaching kids the skills and strategies that they can then use throughout their life when they’re anxious, so rewarding practice makes sense.\u003c/p>\n\u003cp>The more teachers can empathize with students, teaching skill building and focus on preventing challenging behavior, the smoother the classroom will run. Often that means learning about the student in order to identify triggers and design new ways of interacting with even the most challenging students.\u003c/p>\n\u003cp>\u003cem>*An earlier version of this post overstated the connection between bad behavior and seeking attention.\u003c/em>\u003cbr>\n\u003cem>**An earlier version of this sentence highlighted only one type of negative behavior -- fighting.\u003c/em>\u003cbr>\n\u003cem>*** This section was updated to include the situations under which eye contact could make a situation worse for a student. We regret these errors. \u003c/em>\u003c/p>\n\u003cp>\u003cimg class=\"alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/01/Podcast-e1515628002599.jpg\" alt=\"\">\u003c/p>\n\u003ch3>\u003ca href=\"https://itunes.apple.com/us/podcast/id1078765985\">Subscribe in iTunes\u003c/a>\u003c/h3>\n\u003cp>Don't miss an episode of the \u003cstrong>\u003cem>MindShift Podcast\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Also available via \u003ca href=\"https://ww2.kqed.org/mindshift/category/stories-teachers-share/feed/\">RSS\u003c/a>.\u003c/p>\n\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/43049/20-tips-to-help-de-escalate-interactions-with-anxious-or-defiant-students","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20589","mindshift_20784","mindshift_1040","mindshift_163","mindshift_20952"],"featImg":"mindshift_44766","label":"mindshift"},"mindshift_44318":{"type":"posts","id":"mindshift_44318","meta":{"index":"posts_1591205157","site":"mindshift","id":"44318","score":null,"sort":[1458072490000]},"guestAuthors":[],"slug":"adhd-diagnoses-why-the-youngest-kids-in-class-are-most-affected","title":"ADHD Diagnoses? Why the Youngest Kids in Class Are Most Affected","publishDate":1458072490,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>By the time they're in elementary school, some kids prove to be more troublesome than others. They can't sit still or they're not socializing or they can't focus enough to complete tasks that the other kids are handling well. Sounds like ADHD. But it might be that they're just a little young for their grade.\u003c/p>\n\u003cp>Studies done in several countries including Iceland, \u003ca href=\"http://www.cmaj.ca/content/early/2012/03/05/cmaj.111619\">Canada\u003c/a>, \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1002/pds.3962/abstract;jsessionid=34CD2CCE1D430613A9C3D56977473D1E.f02t04\">Israel\u003c/a>, \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/jcpp.12229/abstract\">Sweden\u003c/a> and Taiwan show children who are at the young end of their grade cohort are more likely to get an ADHD diagnosis than their older classmates.\u003c/p>\n\u003caside class=\"pullquote alignright\">'If you look at the [students' age] just month by month, you'll see that the likelihood increases with each month.'\u003c/aside>\n\u003cp>The youngest students were between 20 percent and 100 percent more likely to get the diagnosis or ADHD medication than were the oldest students in the cohort, says Helga Zoëga, an epidemiologist at the University of Iceland who worked on the Icelandic and Israeli studies.\u003c/p>\n\u003cp>The most recent evidence comes from \u003ca href=\"http://www.jpeds.com/article/S0022-3476(16)00160-8/abstract\">Taiwan\u003c/a>, where an analysis showed the youngest students in a grade were roughly 75 percent more likely to get a diagnosis of \u003ca href=\"https://www.nlm.nih.gov/medlineplus/attentiondeficithyperactivitydisorder.html\">attention deficit hyperactivity disorder\u003c/a> than the oldest ones. It was published Thursday in the \u003cem>Journal of Pediatrics\u003c/em>.\u003c/p>\n\u003cp>Kids are generally 6 years old when they start first grade. A scant few months can span a lot of mental growth at this age.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Within that age range there is a huge difference in developmental and social and emotional maturity,\" says \u003ca href=\"http://www.texaschildrens.org/find-a-doctor/adiaha-ia-spinks-franklin-md\">Dr. Adiaha Spinks-Franklin\u003c/a>, a developmental and behavioral pediatrician at Texas Children's Hospital who was not involved in any of the studies. \"A 6-year-old is just not the same as a 7-year-old.\"\u003c/p>\n\u003cp>And yet a first-grader might stand shoulder to shoulder with another student nearly 12 months her elder. \"And the way we diagnose ADHD is we talk to the parent about the child's behavior, and we mail the teacher questionnaires,\" Spinks-Franklin says. \"The teacher will be comparing the child's behavior relative to other children in the class.\"\u003c/p>\n\u003cp>That could lead to a mistaken diagnosis of ADHD. Zoëga says the younger the student, the greater the likelihood that student will receive an ADHD diagnosis or medication. \"If you look at the [students' age] just month by month, you'll see that the likelihood increases with each month,\" she says.\u003c/p>\n\u003cp>Zoëga says the only country studied so far where the relative age of young children doesn't seem to have an effect on ADHD diagnosis is \u003ca href=\"http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4277337/\">Denmark\u003c/a>, where there's more flexibility for when children enter school. So this could be because Danish parents with kids who are born just before the cutoff date for grade school entry choose to hold their offspring back one year.\u003c/p>\n\u003cp>But if you're an American parent with children born in the months of December, November or October, that doesn't mean a child should repeat a grade for the fear their relative youth will handicap them, Spinks-Franklin says. \"There is absolutely no data to support grade repetition for maturity issues. Children who repeat a grade are at a higher risk of dropping out of high school. They are more likely to be bullied.\" If the child does have ADHD or another disorder, she notes, repeating a grade will not fix the disorder.\u003c/p>\n\u003cp>And relatively younger children diagnosed with ADHD might really have ADHD, says Dr. Mu-Hong Chen, a psychiatrist at Taipei Veterans General Hospital. \"There's a potential for the harm of overdiagnosis and overprescription.\" That would unnecessarily subject kids to unwanted side effects of stimulant medication and the stigma of the disorder. But perhaps older, more mature-looking students are just being underdiagnosed and not get help they might need, he says. The studies didn't look into that.\u003c/p>\n\u003cp>The best thing for worried parents to do is just give the kids a chance to grow up, Chen says. In most of the studies done on relative age and ADHD, the difference in diagnosis rates vanished by the time the students reached their teenage years. \"I think we have to wait for a while, he says. \"We have to have more time to evaluate their behavior, attention and brain development.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The data also mean that doctors should take the child's relative age into account when diagnosing ADHD, Zoëga says. \"It has a sensible solution. Just treat the individual according to his or her age.\" \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Youngest+Kids+In+Class+At+Higher+Risk+Of+ADHD+Diagnosis&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Researchers say the youngest kids in a class are more often diagnosed with ADHD, but it may be that psychologists are just reacting to immature behavior.","status":"publish","parent":0,"modified":1458072490,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":763},"headData":{"title":"ADHD Diagnoses? Why the Youngest Kids in Class Are Most Affected | KQED","description":"Researchers say the youngest kids in a class are more often diagnosed with ADHD, but it may be that psychologists are just reacting to immature behavior.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"ADHD Diagnoses? Why the Youngest Kids in Class Are Most Affected","datePublished":"2016-03-15T20:08:10.000Z","dateModified":"2016-03-15T20:08:10.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"44318 http://ww2.kqed.org/mindshift/?p=44318","disqusUrl":"https://ww2.kqed.org/mindshift/2016/03/15/adhd-diagnoses-why-the-youngest-kids-in-class-are-most-affected/","disqusTitle":"ADHD Diagnoses? Why the Youngest Kids in Class Are Most Affected","nprImageCredit":"PeopleImages.com","nprByline":"Angus Chen","nprImageAgency":"Getty Images","nprStoryId":"469929700","nprApiLink":"http://api.npr.org/query?id=469929700&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/health-shots/2016/03/10/469929700/a-late-birth-date-could-boost-the-risk-of-an-adhd-diagnosis?ft=nprml&f=469929700","nprRetrievedStory":"1","nprPubDate":"Thu, 10 Mar 2016 17:00:00 -0500","nprStoryDate":"Thu, 10 Mar 2016 12:00:00 -0500","nprLastModifiedDate":"Thu, 10 Mar 2016 17:00:52 -0500","path":"/mindshift/44318/adhd-diagnoses-why-the-youngest-kids-in-class-are-most-affected","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>By the time they're in elementary school, some kids prove to be more troublesome than others. They can't sit still or they're not socializing or they can't focus enough to complete tasks that the other kids are handling well. Sounds like ADHD. But it might be that they're just a little young for their grade.\u003c/p>\n\u003cp>Studies done in several countries including Iceland, \u003ca href=\"http://www.cmaj.ca/content/early/2012/03/05/cmaj.111619\">Canada\u003c/a>, \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1002/pds.3962/abstract;jsessionid=34CD2CCE1D430613A9C3D56977473D1E.f02t04\">Israel\u003c/a>, \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/jcpp.12229/abstract\">Sweden\u003c/a> and Taiwan show children who are at the young end of their grade cohort are more likely to get an ADHD diagnosis than their older classmates.\u003c/p>\n\u003caside class=\"pullquote alignright\">'If you look at the [students' age] just month by month, you'll see that the likelihood increases with each month.'\u003c/aside>\n\u003cp>The youngest students were between 20 percent and 100 percent more likely to get the diagnosis or ADHD medication than were the oldest students in the cohort, says Helga Zoëga, an epidemiologist at the University of Iceland who worked on the Icelandic and Israeli studies.\u003c/p>\n\u003cp>The most recent evidence comes from \u003ca href=\"http://www.jpeds.com/article/S0022-3476(16)00160-8/abstract\">Taiwan\u003c/a>, where an analysis showed the youngest students in a grade were roughly 75 percent more likely to get a diagnosis of \u003ca href=\"https://www.nlm.nih.gov/medlineplus/attentiondeficithyperactivitydisorder.html\">attention deficit hyperactivity disorder\u003c/a> than the oldest ones. It was published Thursday in the \u003cem>Journal of Pediatrics\u003c/em>.\u003c/p>\n\u003cp>Kids are generally 6 years old when they start first grade. A scant few months can span a lot of mental growth at this age.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Within that age range there is a huge difference in developmental and social and emotional maturity,\" says \u003ca href=\"http://www.texaschildrens.org/find-a-doctor/adiaha-ia-spinks-franklin-md\">Dr. Adiaha Spinks-Franklin\u003c/a>, a developmental and behavioral pediatrician at Texas Children's Hospital who was not involved in any of the studies. \"A 6-year-old is just not the same as a 7-year-old.\"\u003c/p>\n\u003cp>And yet a first-grader might stand shoulder to shoulder with another student nearly 12 months her elder. \"And the way we diagnose ADHD is we talk to the parent about the child's behavior, and we mail the teacher questionnaires,\" Spinks-Franklin says. \"The teacher will be comparing the child's behavior relative to other children in the class.\"\u003c/p>\n\u003cp>That could lead to a mistaken diagnosis of ADHD. Zoëga says the younger the student, the greater the likelihood that student will receive an ADHD diagnosis or medication. \"If you look at the [students' age] just month by month, you'll see that the likelihood increases with each month,\" she says.\u003c/p>\n\u003cp>Zoëga says the only country studied so far where the relative age of young children doesn't seem to have an effect on ADHD diagnosis is \u003ca href=\"http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4277337/\">Denmark\u003c/a>, where there's more flexibility for when children enter school. So this could be because Danish parents with kids who are born just before the cutoff date for grade school entry choose to hold their offspring back one year.\u003c/p>\n\u003cp>But if you're an American parent with children born in the months of December, November or October, that doesn't mean a child should repeat a grade for the fear their relative youth will handicap them, Spinks-Franklin says. \"There is absolutely no data to support grade repetition for maturity issues. Children who repeat a grade are at a higher risk of dropping out of high school. They are more likely to be bullied.\" If the child does have ADHD or another disorder, she notes, repeating a grade will not fix the disorder.\u003c/p>\n\u003cp>And relatively younger children diagnosed with ADHD might really have ADHD, says Dr. Mu-Hong Chen, a psychiatrist at Taipei Veterans General Hospital. \"There's a potential for the harm of overdiagnosis and overprescription.\" That would unnecessarily subject kids to unwanted side effects of stimulant medication and the stigma of the disorder. But perhaps older, more mature-looking students are just being underdiagnosed and not get help they might need, he says. The studies didn't look into that.\u003c/p>\n\u003cp>The best thing for worried parents to do is just give the kids a chance to grow up, Chen says. In most of the studies done on relative age and ADHD, the difference in diagnosis rates vanished by the time the students reached their teenage years. \"I think we have to wait for a while, he says. \"We have to have more time to evaluate their behavior, attention and brain development.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The data also mean that doctors should take the child's relative age into account when diagnosing ADHD, Zoëga says. \"It has a sensible solution. Just treat the individual according to his or her age.\" \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Youngest+Kids+In+Class+At+Higher+Risk+Of+ADHD+Diagnosis&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/44318/adhd-diagnoses-why-the-youngest-kids-in-class-are-most-affected","authors":["byline_mindshift_44318"],"categories":["mindshift_194"],"tags":["mindshift_20862","mindshift_20720","mindshift_20952"],"featImg":"mindshift_44319","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. 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