I believe in a student-centred approach to behaviour management, an approach in which getting to know my students and providing them with opportunities to better understand themselves is at its core. Knowing my students and understanding their struggles and motivators allows me to develop effective and personalized management approaches. Teaching students the tools they need to self-regulate their behaviours and emotions provides them with a sense of independence and allows them to be proactive in their learning. 

 

The language we use shapes our responses; one of the greatest disservices we can do for our students is to use the wrong language when attempting to help them manage their behaviours. Rather than labelling behaviours as attention-seeking, I like to view these behaviours as connection-seeking and aim to be there for my students as a supportive adult in their lives. Rather than being quick to label students' behaviours as acting out, I will take a moment to remind myself that children often do not have the language to describe their needs and feelings. I strive to understand what they are trying to act out when they don't have words to speak up.