Internalizing

When faced with a child who misbehaves, I usually work with the homeroom teacher to try to determine what may be causing or reinforcing the behavior. Standard procedure, I know. But when developing a plan to help manage the child’s behavior, one thing I usually say first of all is, “We can’t ‘make’ a child behave in an appropriate way. What we have to do is take what we have learned about the child and create an environment that compels the child to make the right decisions with regard to his behavior.”

I’ve always thought that was a rather accurate and wise way to put it, if I don’t say so myself. I’ve been explaining it that way to general classroom teachers for over a decade. But I recently went to a conference on PBS, positive behavior supports, and was privileged to hear one of my old grad school professors, Dr. Tim Lewis deliver the keynote address. As he went through his speech which sounded so familiar, I had to chuckle when I heard him say this:

I’ve always been quick to internalize things that work, without attribution. Isn’t it amazing the impact a good teacher can have on students, even when the student is a teacher, too?

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