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24 Effective Behavior Reflection Sheets For Students

August 30, 2023 //  by  Lauren Du Plessis

Crafting a compassionate classroom is about more than managing student behavior, it’s about fostering an environment where your students can learn from their actions, embrace responsibility, and cultivate emotional intelligence. Ultimately, this journey begins with understanding and reflection. Dive into our collection of meticulously curated behavior reflection sheets, each designed to empower your students to think, feel, and make choices that contribute positively to your classroom environment and beyond. Get ready to transform your teaching approach and inspire your students on their path to self-improvement with these resources!

1. What Happened Reflection Sheet

Let’s unlock the doors to understanding! Guide your students in pondering their actions and reactions. What led them down a certain path? This reflection sheet brings empathy and responsibility to life- culminating in a transformative journey that takes place within the very heart of your classroom.

Learn More: Pinterest

2. “Feelings Map” Reflection

Feelings, feelings everywhere! Help your students navigate their emotions  after any event by having them draw a map of their feelings. Let them get creative with this visual project, which will help them increase emotional literacy and regulation.

Learn More: Reward Charts

3. Behavior Consequences Sheet

Have you ever considered the impact of your actions? Ask your students to dig deep into their behaviours and think about how what they do affects themselves and others. 

Learn More: Laura Candler

4. My Behavior Plan Worksheet

Time to shape future success! With this worksheet, encourage your students to outline a robust behaviour improvement plan. To do so, have them write down concrete goals to improve their future actions. This activity is more than just planning; it’s about taking ownership and making a genuine commitment to positive change. 

Learn More: Have Fun Teaching

5. Behavior Journal Reflection

Open the doors to daily discovery! This behaviour journal reflection invites your students to engage in a self-dialogue. Have them check in with themselves as a good daily kick-off to your lessons by encouraging them to explore a variety of topics, ranging from their emotional well-being to their openness. The options are endless!

Learn More: Twinkl

6. Self-Evaluation Reflection Sheet

Guide your students in evaluating their behavior by taking a good look at who they are. Pondering, exploring, and growing – that’s what this activity is all about! Watch them bloom and flourish as they take stock of their lives in uncharted ways. 

Learn More: Squarehead Teachers

7. Peer Impact Reflection Sheet

Encourage your learners to be a positive addition to your classroom community by reviewing their impact with a peer impact reflection sheet. This sheet will help them see how their actions affect others and consider ways in which they can be more empathetic in the classroom. 

8. Goal Setting Reflection

Goals: Whether big or small, we all need them! With this tool, your students can set, strive, and achieve. Ask them to write down specific goals and detail how they plan to accomplish them.

Learn More: TPT

9. Time-Out Reflection Sheet

Time-outs aren’t just for toddlers or sports teams – a pause for personal growth can be beneficial to your students as well!! Encourage them to reflect and grow by taking a moment or two to sit in solitude.

10. Behavior Chain Sheet

Invite your learners to dive into the causes of their behavior by completing a behavior chain sheet. With this exercise, they’re offered an opportunity to deeply explore their triggers and reactions. Be sure to encourage them to be understanding and compassionate with themselves and others as they take time to reflect.  

11. Teacher-Student Conference Sheet

Bridging gaps and building connections is what this sheet is all about! Foster dialogue between yourself and your students to nurture trust and rapport. Ask your students to reflect on their interactions with you, and how both of you can be more understanding of one another moving forward. 

Learn More: Ninja Plans

12. Making Amends Reflection Sheet

Apologies can heal, and so can forgiveness. This reflection sheet helps your students make amends and embrace reconciliation. Ask them to put themselves in their peers’ shoes to understand why their classmates may have acted in a certain way. Empathy, humanity, and compassion take center stage here!

Learn More: Kid Pointz

13. Behavior Reflection Using Painting

Art and emotions blend in this colorful approach to understanding behavior. Break out your art supplies and have your students craft a painting that reflects how they felt or what they did in a specific scenario. Then, have everyone share their pieces! This creative approach may help reluctant students express feelings they otherwise might not have known how to express! 

Learn More: Kinder Art

14. Positive Behavior Reflection

Shine a light on positivity with this thought-provoking task! Celebrate and encourage the good things that your students do by asking them to spend time reflecting on them. If they struggle, step in to help them recognize the good and build on it; encouraging a culture of positive actions amongst your learners. 

Learn More: Social Emotional Workshop

15. My Behavior and Learning Sheet

With this sheet, your students can explore how learning and behavior influence each other. Encourage them to think of behaviors that positively impact their ability to learn and behaviors that could still use some improvement. Connecting life and learning in a harmonious dance, this activity acts as a delightful classroom tool that’s sure to have a tangible impact on your lessons. 

Learn More: Laugh Eat Learn

16. Respect Reflection Sheet

Honor and respect are two important foundational elements of any classroom environment.  Engage your students in understanding respect’s true meaning by asking them to reflect on what it means to them, and how they use it in their day-to-day lives. This sheet is perfect for nurturing self-esteem and encouraging your kiddos to consider their values. 

Learn More: Printable Word Searches

17. Behavior and Emotions Sheet

Unlock the world of feelings by bringing in a sheet that connects emotions with actions; shaping emotionally intelligent students. As your learners embark on a journey that’s sure to bring them closer to themselves, prompt them to consider how their emotions influence their day-to-day decision-making. 

18. My Impulse Control Sheet

Teaching mindfulness has never been easier! Guide your students to take a moment to pause before they react using this impulse control sheet. Have them practice staying calm and collected by considering their options before taking action. Their future selves will thank you!

19. Learning from Mistakes Reflection

Mistakes are meant to be embraced! Help your kiddos transform their errors into milestones by asking them to reflect on the mistakes they’ve made, and considering how they can ensure that they don’t happen again. Make sure to include themes of resilience in this activity, and let them know that with experience comes wisdom! 

Learn More: TeacherVision

20. Taking Responsibility Reflection

Accountability is the main focus of this reflective tool. Lead your students towards responsible learning by encouraging them to consider how their actions have direct consequences. 

21. Calm Down Reflection Sheet

In a world that is increasingly stressful, it’s important to have the ability to stay calm! Help your students learn this skill with a sheet that has them reflect on ways to relax during high-stress situations. Encourage mindfulness, breathing exercises, and self-reflection to help them explore and manage these feelings.  

22. Behavior Change Contract

Take your goal-setting sheet one step further and create a behavior change contract for your students. Let them commit to betterment by signing a piece of paper detailing what they will do to improve themselves within your classroom. Ensure they’re active participants in creating the contracts, and join them on the journey by signing it as well! 

Learn More: Scribd

23. My Choices Reflection Sheet

Choose your own adventure! With a choices reflection sheet, you can walk your kiddos through a series of decisions and detail how they often lead to different end results. Provide them with intriguing paths, full of twists and turns, and see how they start to connect the dots of their own choice patterns! 

24. Weekly Behavior Reflection Sheet

Encourage Your students to celebrate their improvements on a longer time scale by taking time to reflect on their weekly behavior. Point out patterns, and foster interest in their continual growth by using this exercise as a chronicle of your students’ improvement, and as a roadmap to their future success. Feel free to share with their parents at the end of the year! 

How to Write Behavior Goals that Work: Dealing With Challenges + Free Reward Cards

Embarking on the journey of education is an adventure filled with challenges, triumphs, and the ever-evolving landscape of student behavior. This post is a complete guide on how to write behavior goals .

Whether you’re a seasoned educator or a fresh face in the world of teaching, the ability to navigate and address behavior is a crucial skill. In this post, we’ll be your guide through the intricacies of “How to Write Behavior Goals” – a skill that can truly transform the classroom experience for both educators and students alike.

So, buckle up as we explore the why, what, and how of crafting behavior goals that not only target specific behaviors but also pave the way for a positive and successful learning environment.

From personal anecdotes to step-by-step strategies, let’s dive into the art and science of writing behavior goals that truly make a difference.

We’ve all been there – that moment when you find yourself wondering, “How can I address this challenging behavior in my students?” Whether you’re a seasoned educator or a new teacher navigating the ins and outs of the classroom, behavior goals can be your secret weapon.

In this article, we’ll explore what behavior goals are, why they are crucial in an educational setting, and how you can identify and write them effectively.

What are Behavior Goals?

Behavior goals are like roadmaps for students, guiding them toward positive outcomes in terms of their behavior. These goals help identify and target specific behaviors that need improvement or reinforcement. They are a cornerstone of effective behavior management, providing a clear direction for both educators and students.

In my early teaching days, I had a student, let’s call him Alex, who struggled with staying focused during independent tasks.

He would often resort to task avoidance, leading to incomplete assignments and a frustrated teacher (me). It was clear we needed behavior goals to tackle this challenge head-on.

Why Do We Need to Target Behavior Goals in Education?

Picture this: a classroom where students exhibit positive social skills, regulate their behaviors, and engage effectively with the learning process. Sounds like a dream, right? Well, behavior goals make this dream a reality.

In the hustle and bustle of the school year, having behavior goals in place helps create a positive learning environment. It’s not just about addressing problem behavior; it’s about fostering a culture of self-regulation, personal responsibility, and positive social interactions.

Take my experience with Alex, for instance. By setting behavior goals, we were not just fixing a momentary issue; we were laying the groundwork for his long-term success by developing self-regulation skills and promoting a calm body during independent tasks.

Examples of Negative Student Behavior

Being Mean to the Teacher:

• Example: Sarah interrupts the teacher by saying mean things about what we’re learning. This makes the class feel not nice, and it’s not okay.

Calling Names and Hurting Feelings:

• Example: Jason calls a friend mean names that hurt their feelings. This makes the friend sad, and it’s not nice to do.

Making Fun of Friends:

• Example: Emma always makes fun of her friends in class. This makes everyone feel bad and stops us from working together.

Using Bad Words:

• Example: Michael uses bad words when talking to friends and the teacher. This makes the class feel uncomfortable, and it’s not the right way to talk.

Talking Bad About Classmates:

• Example: Alex says mean things about a friend’s work in front of everyone. This makes the class feel not good, and it’s not how we should treat each other.

Teasing During Group Work:

• Example: Sarah teases her friends when they work together. This makes it hard for everyone to get along and do their best.

Not Being Nice About Lessons:

• Example: Jason always says bad things about what we’re learning. This makes the class feel not good, and it’s not how we should talk about our lessons.

Ignoring Other People’s Ideas:

• Example: Emma always ignores what her friends say in class. This makes it hard for everyone to work together and feel included.

Not Listening to the Teacher:

• Example: Michael doesn’t listen when the teacher talks. He says mean things and makes the class feel not okay.

Saying Mean Things About How Someone Looks:

Example: Alex says mean things about a friend’s looks. This makes the class feel uncomfortable, and it’s not how we should treat each other.

Be Honest with Your Students

When it comes to fostering positive behavior in the classroom, one of my go-to strategies is to be honest and open with my students. It’s like laying the foundation for a trustworthy relationship where everyone feels seen and heard. So, here’s the deal – I’ve found that when I share my expectations transparently and let the students in on the “why” behind certain rules or behavior goals, it creates a sense of camaraderie.

You see, honesty is a two-way street. When I’m open about what I expect from them, I encourage them to be open with me. It’s like saying, “Hey, we’re all in this together, and I’ve got your back.” I remember a time when I had a particularly challenging class, and I decided to sit down with them and have an honest conversation about our classroom dynamics.

I told them about my expectations, why certain behaviors were disruptive, and how we could work together to make our learning environment the best it could be. The response was surprising – the students appreciated the honesty. They felt respected because I treated them like partners in this educational journey, not just recipients of rules.

So, when it comes to behavior goals, especially the social ones, being honest and open with your students is not just a strategy; it’s a mindset. It’s about building a community where everyone feels comfortable expressing themselves, and that, my friend, is a game-changer in the world of education.

How to Identify Behavior Goals

Identifying behavior goals might seem daunting, but fear not – it’s like detective work with a sprinkle of educational magic.

The best practice involves collecting baseline data to understand the student’s behavior before diving into goal-setting. This data might include observing the student in various situations, noting triggers for undesired behavior, and identifying patterns.

Let’s go back to Alex. Through careful observation and data collection, I noticed that his task avoidance tendencies increased when faced with an independent assignment. Armed with this information, I could now craft specific behavior goals tailored to his needs.

Start a Rewards System

Now, let’s talk about something that never fails to bring a smile to my students’ faces – starting a rewards system. Yep, you heard it right – a little positive reinforcement can go a long way in shaping those behavior goals. Trust me, it’s like adding a dash of excitement to the learning mix.

So, here’s the lowdown from my experience. When I began implementing a rewards system, I noticed an immediate shift in the classroom vibe.

It’s not just about stickers or small treats; it’s about acknowledging the efforts and achievements of each student. I remember a time when I started a “Star of the Week” program where one student was recognized for their outstanding behavior or effort.

The impact was incredible. Students were not only motivated to meet behavior goals, but they were also cheering each other on. It became a positive cycle of encouragement.

The key, I’ve found, is to make the rewards system inclusive and personalized. It’s not always about grand gestures; sometimes, a simple note of appreciation or extra recess time can work wonders.

Now, I’ll admit, I was a bit skeptical at first. I mean, would a rewards system really make a difference in behavior? But let me tell you, the transformation was remarkable. It’s like the classroom became a stage for showcasing positive behavior, and the students were the stars of the show.

So, if you’re diving into the world of behavior goals, don’t underestimate the power of a well-crafted rewards system.

It’s not just about stickers and treats; it’s about creating an environment where positive behavior is celebrated, and every student gets their moment in the spotlight.

And trust me, there’s nothing more rewarding than seeing those smiles and a classroom buzzing with positive energy.

Dinosaur Rewards Cards (hole Punch)

Are you ready to add a touch of Jurassic fun to your classroom or parenting toolbox?

Introducing our free printable Dinosaur Rewards Cards with a hole punch twist! These cards bring a roar-some approach to positive reinforcement. Each card features adorable dinosaur illustrations, making the reward experience both engaging and visually exciting for kids.

The best part? You can customize these cards with a hole punch system, allowing children to collect them and trade them in for special rewards or privileges.

It’s a fantastic way to motivate and celebrate small victories in a dino-mite style.

Download your free printable Dinosaur Rewards Cards now and embark on a journey of positive reinforcement that’s as exciting as a prehistoric adventure!

How to Write Behavior Goals Step by Step

Now, let’s get down to the nitty-gritty of writing behavior goals. Follow these steps to ensure you’re on the path to success:

1. Gather Baseline Data

Before you start writing behavior goals, collect data to understand the student’s current behavior. This could involve observing them in different situations, noting when problem behavior occurs, and identifying any patterns.

2. Define the Target Behavior

Be specific about the behavior you want to address. Instead of a vague goal like “improve focus,” try something more concrete like “complete independent assignments without task avoidance.”

3. Make Goals Measurable

Ensure your goals are measurable. This might involve tracking the frequency, duration, or intensity of the behavior. For Alex, it meant noting how often he engaged in task avoidance during independent tasks.

4. Use the SMART Goals Framework

SMART goals are Specific, Measurable, Achievable, Relevant, and Time-Bound. Applying this framework ensures your goals are clear and attainable. For example, “Alex will complete independent assignments without task avoidance in 90% of tasks over the next six weeks.”

5. Consider Replacement Behaviors

Identify replacement behaviors that can replace the undesired behavior. In Alex’s case, we introduced the use of an appropriate fidget during independent tasks as a replacement for task avoidance.

6. Involve the IEP Team

For students with Individualized Education Programs (IEPs), collaborate with the IEP team. Their insights and expertise can enhance the effectiveness of the behavior plan.

7. Plan for Data Collection

Establish a system for data collection to track progress. This could involve daily observations, weekly check-ins, or the use of a behavior chart.

8. Implement Positive Reinforcement

Reward positive behavior to reinforce the desired change. Positive reinforcement can take various forms, from verbal praise to tangible rewards. Find what works best for the individual student.

9. Be Flexible and Adjust as Needed

Not all plans go off without a hitch. Be flexible and ready to adjust the goals based on the student’s progress. Remember, it’s a journey, not a sprint.

10. Celebrate Successes

Finally, celebrate successes along the way. Small victories add up to significant changes. Acknowledge and celebrate the positive changes in the student’s behavior.

In Alex’s case, after implementing behavior goals and consistently tracking progress over a six-week period, we observed a significant reduction in task avoidance during independent tasks. Celebrations were in order!

Some Examples of Behavior Goals

Now that we’ve covered the basics of behavior goal setting, let’s delve into some real-world examples. Keep in mind that behavior goals should be tailored to individual students and their unique needs. Here are a few examples that showcase the variety of ways behavior goals can be crafted:

1. Personal Space and Social Interactions:

   – *Objective:* Sarah will demonstrate improved personal space awareness during social interactions.

   – *Replacement Behavior:* Sarah will maintain a distance of at least one arm’s length during conversations.

2. Positive Self-Talk and Coping Strategies:

   – *Objective:* Jason will develop positive self-talk and appropriate coping strategies to manage stress.

   – *Replacement Behavior:* Jason will practice positive affirmations and deep-breathing exercises when faced with stressful situations.

3. Task Avoidance and Independent Assignments:

   – *Objective:* Emma will reduce task avoidance during independent assignments.

   – *Replacement Behavior:* Emma will use a designated quiet space break, equipped with sensory tools, when feeling overwhelmed.

4. Undesired Peer Behavior and Social Skills:

   – *Objective:* Alex will improve social skills by decreasing undesired peer behaviors.

   – *Replacement Behavior:* Alex will initiate positive interactions and seek guidance from the teacher when conflicts arise.

5. Unexpected Behavior in General Education Setting:

   – *Objective:* Michael will decrease unexpected behaviors in the general education setting.

   – *Replacement Behavior:* Michael will utilize sticky notes to set reminders for tasks and follow a visual schedule to enhance predictability.

These examples highlight the versatility of behavior goals, targeting specific behaviors while providing replacement actions to guide students toward positive change.

Writing Behavior Goals When You Don’t Know the Skills that Need Targeting

Addressing behavior change can be challenging, especially when you’re unsure about the specific skills that need targeting. In such cases, a systematic approach can be immensely helpful. Here’s a step-by-step guide to writing behavior goals in these situations:

1. Observe and Document Behavior

Start by closely observing the student’s behavior in various settings. Note any patterns, triggers, or situations where the undesired behavior tends to occur. This observational phase helps gather valuable baseline data.

2. Collaborate with the School Team

Engage with the school team, including colleagues, special education professionals, and support staff. Their insights can provide a broader perspective on the student’s behavior and potential areas for improvement.

3. Utilize the PENT Website and Blog Posts

The PENT (Positive Environments, Network of Trainers) website is a fantastic resource for behavior intervention strategies. Explore their library of resources, including articles and blog posts, to gain insights into evidence-based practices for behavior change.

4. Focus on General Positive Behavior

While you may not pinpoint specific skills initially, start by setting goals that promote general positive behavior. Emphasize actions that contribute to a positive and inclusive classroom environment, such as respecting others, following class rules, and participating in group activities.

5. Set Time-Bound Consecutive School Week Goals

Establish short-term goals that span consecutive school weeks. This time-bound approach allows for consistent monitoring and evaluation of the student’s progress. Celebrate small victories along the way to maintain motivation.

6. Address Unexpected Behaviors

If the undesired behavior includes unexpected actions, work on goals that enhance predictability and routine. Implement visual schedules, cue cards, or other tools to provide structure and reduce anxiety.

7. Gradually Introduce Self-Regulation Strategies

Encourage the use of self-regulation strategies even if the specific skills are unclear initially. Activities like movement breaks, deep-breathing exercises, or incorporating heavy work activities can contribute to overall self-regulation.

8. Evaluate and Adjust

Regularly assess the effectiveness of the behavior goals. If progress is slow or new insights emerge, be ready to adjust the goals accordingly. Flexibility is key in addressing behavior change.

9. Consider Age-Appropriate Strategies for Older Students

For older students, incorporate age-appropriate strategies. This might include journaling for self-reflection, goal-setting exercises, or involving them in the process of choosing coping mechanisms that resonate with their preferences.

10. Seek Continuous Feedback

Maintain open communication with the student, the school team, and parents. Seek continuous feedback on the effectiveness of the behavior goals and make collaborative adjustments as needed.

In the dynamic landscape of behavior intervention, the key is to be adaptable, patient, and persistent. By following these steps and leveraging available resources, you can lay the foundation for positive behavior change, even when the specific skills needing targeting are not immediately apparent.

In the dynamic world of education, behavior goals are the compass that keeps us headed in the right direction. They transform classrooms into spaces where students develop self-regulation skills, engage positively with their peers, and thrive academically.

10 Social Behavior Goal Examples

• Goal: Sarah will improve her communication skills by actively participating in class discussions and expressing her thoughts clearly.
• Target Behavior: Sarah will raise her hand and contribute at least two meaningful points during each class discussion.
• Goal: Jason will enhance his active listening skills to better engage with peers and teachers during instructional periods.
• Target Behavior: Jason will maintain eye contact, refrain from interrupting, and summarize key points after listening to instructions or conversations.
• Goal: Emma will develop collaborative skills by working effectively with peers on group projects and assignments.
• Target Behavior: Emma will actively contribute to group discussions, share responsibilities, and provide constructive feedback to team members.
• Goal: Michael will cultivate empathy by demonstrating understanding and consideration towards the feelings and perspectives of classmates.
• Target Behavior: Michael will engage in at least one empathetic interaction per week, such as offering support during challenging moments or acknowledging others’ achievements.
• Goal: Alex will improve his awareness of personal space in social interactions to create a more comfortable environment for peers.
• Target Behavior: Alex will maintain a distance of at least one arm’s length during conversations and respect others’ personal space boundaries.
• Goal: Sarah will develop effective conflict resolution skills to address interpersonal issues in a positive manner.
• Target Behavior: Sarah will use “I” statements to express her feelings, actively listen to the concerns of others, and work towards mutually acceptable solutions.
• Goal: Jason will enhance his self-advocacy skills by expressing his needs and preferences in a positive and assertive manner.
• Target Behavior: Jason will articulate his learning preferences, ask for clarification when needed, and advocate for accommodations during appropriate situations.
• Goal: Emma will refine her use of humor to foster positive social interactions and avoid unintended negative consequences.
• Target Behavior: Emma will gauge the appropriateness of jokes, avoiding humor that may be offensive or hurtful to others.
• Goal: Michael will improve his ability to take turns during conversations and group activities.
• Target Behavior: Michael will wait for others to finish speaking before contributing to the conversation, fostering a more inclusive and respectful dialogue.
• Timely Arrival and Departure:
• Goal: Alex will develop punctuality habits to ensure timely arrival and departure from scheduled activities.
• Target Behavior: Alex will arrive at class or social events on time and depart without causing disruptions, promoting a smoother flow of activities.

These social behavior goals address a range of skills essential for positive social interactions, teamwork, and personal growth, providing a holistic approach to fostering a positive and inclusive learning environment.

Remember, the journey to behavioral change is unique for each student. By understanding the power of behavior goals, gathering baseline data, and following a step-by-step process, you’re not just addressing problem behavior – you’re shaping the future success of your students in a positive and impactful way. 

In conclusion, mastering the art of writing behavior goals is akin to unlocking a powerful tool for fostering positive change in our classrooms. By understanding the unique needs of individual students, employing effective strategies, and embracing a collaborative approach, educators can shape environments where positive behavior flourishes. 

Remember, behavior goals are not just about addressing challenges; they are about cultivating self-regulation, social skills, and a love for learning.

So, as you embark on this journey, armed with insights and practical tips, may your classrooms be spaces where behavior goals pave the way for a brighter and more successful educational experience for every student. Happy goal-setting!

Happy goal-setting!

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Excellent Resource! Writing behavior goals can be difficult and this information is beneficial with assisting.

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Behavior Writing Prompts: Reflect on Actions and Consequences

My name is Debbie, and I am passionate about developing a love for the written word and planting a seed that will grow into a powerful voice that can inspire many.

Reflecting on Past Actions: An Essential Tool for Personal Growth

Understanding the link between behavior and ‍consequences, exploring behavior writing prompts: unleashing self-discovery, writing ⁤to heal: the therapeutic power of reflective writing, identifying patterns​ and⁢ changing habits: a guide through behavior writing prompts, developing empathy and understanding: the role of reflective writing, moving forward: utilizing ⁢behavior writing prompts for positive change, frequently asked questions, to conclude.

When it comes‌ to personal growth, one of the most crucial tools is reflecting​ on past actions. This introspective process allows individuals to gain valuable insights, learn from‌ their mistakes, ​and make positive changes in their lives. Reflecting on past actions helps us develop a deeper ​understanding ⁤of ourselves, our behaviors, and the impact‌ they have ⁢on our own well-being and the people around us.

Benefits of Reflecting on Past Actions:

• Self-awareness: Taking time to reflect enables us to become more conscious of our thoughts, emotions,⁢ and actions. ‍By examining our past choices,⁤ we gain a clearer understanding of our strengths, weaknesses, ‌and patterns of behavior.
• Insights and growth: Reflecting allows‍ us to uncover valuable insights ‍and identify areas ⁤for improvement. By analyzing past actions, ⁣we can learn from our experiences and develop strategies for personal growth and development.
• Decision-making: ⁣Through reflection, we can assess the impact of‍ our past decisions and how they have shaped our lives. This awareness ‍empowers us to make more informed and conscious choices ⁣in​ the ⁤present and future.

The link ⁣between behavior and consequences is a fundamental concept in understanding how our actions shape our lives.‍ It is important to recognize that every ⁤behavior we engage in has a corresponding consequence, whether positive‍ or negative. By understanding this link, we can become more aware of the choices⁣ we make and how they impact our lives and the lives of ​those⁢ around⁣ us.

One ‌key aspect of is recognizing the‍ role of cause and effect. Every action we⁣ take has⁤ a ripple effect that extends beyond the immediate moment. By acknowledging ‌this, we can start to take responsibility for our actions and make more intentional choices. It is also essential to remember that ‌consequences can vary widely depending on the​ behavior. Some actions may lead to immediate consequences,⁣ while others may have long-term effects that are not ⁣immediately apparent.

• Positive consequences can reinforce and ‍encourage desirable ‍behaviors. They⁢ can include rewards, recognition, and personal fulfillment.
• Negative consequences can discourage and⁣ deter⁤ undesirable behaviors. ​They can include punishment, loss of privileges, and⁢ damage to relationships.
• The consistency and predictability‌ of consequences can help shape behavior patterns and facilitate learning. By establishing ​clear ​expectations and consequences, individuals are more likely to understand ‍the connection between their ‌actions and the outcomes.

In conclusion, empowers us to be⁣ more conscious of our choices and ‍their potential impact. It ‌allows us to make informed decisions, modify our ‍behavior, and shape ‌our⁢ lives in ‌a more intentional and fulfilling​ way. By recognizing that ⁣our​ actions ‍have ⁤consequences, we can take responsibility for our‌ behavior and strive ‍for positive outcomes in our personal and professional lives.

Behavior writing prompts are a valuable tool for ⁢self-discovery ⁤and personal development. ⁢They provide a space for exploring our actions, thoughts, and emotions,⁤ unveiling hidden aspects of our behavior and helping us gain deeper insights into ourselves. These prompts are designed to⁤ challenge us, encourage​ self-reflection, and unleash the power of introspection. By engaging with these prompts, we can uncover patterns, identify‌ areas for growth, and ultimately foster positive change in our lives.

Whether you are looking to better understand your ‌behavior, delve into your motivations, or‍ work on specific aspects ⁤of your ⁤personality, ‍behavior⁤ writing prompts can assist⁣ you in your journey. They offer ⁣a structured ⁤and guided approach to ⁢self-exploration, allowing you to dive⁢ into various areas‍ of your life‌ and examine them‌ with honesty and curiosity. The open-ended ⁢nature‍ of these prompts encourages free expression and invites‍ you ⁣to ponder⁢ deeply, encouraging ‌a ‌process of self-discovery that is both ⁣insightful and transformative.

• Reflect ‌on a recent situation where you felt overwhelmed. What behaviors or habits contributed to this feeling?
• Write about a time ​when you faced a‍ difficult decision. What internal struggles did ‌you experience and how did they influence your choice?
• Describe a recurring⁣ challenge in​ your life. How have your reactions to this challenge evolved over time?
• Explore​ a situation where ⁤you felt‍ truly proud‌ of your behavior. What values or principles did you demonstrate in ⁤that moment?
• Think about a time when you failed to communicate effectively. What were the underlying reasons for⁤ your communication breakdown?

These‌ behavior writing​ prompts act as windows into our inner world, helping us understand why we behave in certain⁢ ways and providing opportunities for‌ growth and self-improvement. They provide a ‌safe and confidential platform for honest reflection, enabling us to become more self-aware and ⁣empowering us to make conscious⁢ choices ​that align with our true desires and values.

Reflective writing ​is a ⁣powerful tool that ⁣can help individuals heal from emotional pain ⁢and trauma. It offers a safe and​ private space for ‍self-expression, allowing ‌one to explore their thoughts and emotions⁢ in a non-judgmental way. Whether it’s through journaling, poetry, or⁢ simply putting ‍words on paper, this form of ‌writing⁣ has been proven to have therapeutic benefits.

• Emotional Release: Reflective writing provides an outlet for suppressed emotions, allowing individuals to release their ⁢innermost feelings. By putting words to their experiences,‌ they give voice to their pain and gain a sense of relief. This process not only helps in acknowledging and processing difficult emotions ‍but also⁣ facilitates emotional healing.
• Self-Reflection: Engaging in reflective writing⁣ encourages individuals to introspect and gain insights into ⁤their own⁢ growth and development. It enables them to analyze their experiences, identify patterns, and ⁣understand the root causes of any emotional challenges they may be facing. Through this process, they can gain‍ a deeper understanding of⁣ themselves ⁤and improve⁣ their emotional well-being.
• Stress Reduction: Writing has a calming effect on the mind and body. The ​act of ​writing itself can be a meditative practice, providing individuals with a⁤ sense of ​peace and tranquility. By⁢ expressing‍ their thoughts and emotions on paper, they can reduce stress levels , enhance self-awareness, and promote overall mental well-being.

Reflective‌ writing can be a transformative experience for individuals seeking emotional healing. ⁣It allows them to process their ⁤emotions, gain valuable insights, and ultimately find solace ⁤within⁢ themselves. So, grab a pen ​and paper, and embark on a journey of self-discovery and ⁤healing through the therapeutic power of reflective writing.

Changing our habits and behaviors can be a challenging journey,⁣ but it is crucial for personal growth and self-improvement. One effective way to embark on this transformative⁤ journey ​is‌ through behavior writing prompts. These prompts serve‌ as powerful tools in identifying patterns in our ‍behavior and paving the way for positive changes. By digging deep into‍ our thoughts and actions, we can gain valuable insights and take proactive steps towards ⁢personal development.

Behavior writing prompts ‍help us become more self-aware by ⁣encouraging us to ⁤reflect on our actions, emotions,​ and thought processes. They provide‌ a ​structured framework to explore the reasons behind our behaviors and reveal patterns that might‍ have gone unnoticed before. Through thoughtful⁤ introspection, we can ‍identify triggers, recurring themes, and areas that require⁢ improvement. By capturing our thoughts on paper, we ‍externalize ‍our internal world, making it easier ​to analyze and ‍understand. This process of self-discovery ⁣empowers​ us to break free from unhealthy habits and make conscious choices towards⁣ positive change.

Reflective writing is‍ a powerful tool that helps individuals develop empathy and gain ⁤a deeper understanding of themselves and others. Through this form of self-expression, people are able to explore their thoughts, emotions, and experiences in a structured and introspective​ manner. By engaging in reflective​ writing, individuals can cultivate empathy and understanding ⁤in the⁤ following ways:

• Enhancing self-awareness: ⁢ Reflective writing⁢ encourages individuals to delve into their own thoughts and emotions, allowing for ​a ⁤greater understanding of their own experiences and perspectives. This heightened self-awareness enables individuals to⁢ better empathize with the thoughts and feelings of others, as they can recognize the complexities of their own inner⁢ world.
• Developing active listening skills: Through ‌reflective writing, individuals learn to actively listen to their own‌ thoughts and ‍feelings. This practice of deep listening can then be extended to the interactions ‍with others, as individuals become more attuned ⁣to the nuances of communication. By honing active listening skills, individuals can truly understand⁣ and empathize with the experiences and perspectives shared by others.

In summary, reflective writing plays a crucial role in developing empathy and understanding. Through the process of self-reflection, individuals gain a​ deeper ⁤understanding of themselves, fostering empathy towards others. Furthermore,​ this ​practice allows individuals to develop⁢ active listening skills , facilitating a‌ greater comprehension of the ⁢experiences and perspectives of those around ​them. By embracing reflective writing, individuals can cultivate connections, bridge gaps, ⁣and ‍foster a more empathetic ⁣and understanding society.

Behavior‍ writing prompts ⁢can​ be powerful tools for fostering positive⁢ change and personal‍ growth. By encouraging self-reflection and introspection, ‌these prompts can⁢ help individuals identify and understand their thoughts, emotions, and actions more clearly. They provide a‌ structured framework‍ for self-expression and can lead ⁤to increased self-awareness and improved decision-making.

One way⁤ to utilize behavior ‌writing‌ prompts is to use them as​ a daily practice. Setting ​aside a few minutes each day to reflect on a prompt can⁤ provide an‍ opportunity for⁤ individuals to explore their behaviors, ⁤habits, and patterns more deeply. It can help them identify areas for improvement and develop strategies‍ for positive change. By consistently engaging with these prompts,‍ individuals can make progress towards their goals and create a sense of accountability​ for their actions.

Another approach⁢ is to use ‍behavior writing⁣ prompts in a group setting. This can be particularly helpful in educational or‍ therapeutic ⁢settings, where individuals can benefit⁤ from sharing their experiences and insights with others. Group ⁤discussions can provide additional perspectives and support, creating ​a sense of empathy ⁢and community. Additionally, writing prompts can be used as a starting point for further‍ exploration, such as group activities, role-playing exercises, or personal goal setting.

When utilizing⁣ behavior writing‍ prompts, it’s important to create ‍a safe and non-judgmental ‍environment that encourages honest and authentic self-reflection. Encourage participants to write freely and without fear of criticism. Emphasize that⁢ the goal is not perfection, but personal growth and learning. By embracing the power of behavior writing prompts, individuals can take small steps towards positive change and create a path towards⁣ a healthier, ‍more fulfilling life.

Q: What are behavior writing prompts? A: Behavior‍ writing prompts are tools that encourage individuals to reflect ⁤on their actions ‍and the⁣ consequences ⁤that follow. These prompts prompt self-analysis and help individuals evaluate their ⁣behaviors,‍ attitudes, and choices.

Q: Why are behavior writing prompts important? A: ⁣Behavior writing prompts provide a valuable opportunity for self-reflection and personal growth. By examining our actions and their consequences, we can gain a deeper understanding of ⁣ourselves, our relationships, and our impact on the world around us.

Q: How can behavior writing prompts be helpful? A: Behavior writing prompts help ⁤individuals ‌gain clarity on why they behave in certain ways ⁤and the potential outcomes of their actions. They promote self-awareness, encourage personal growth, and assist in developing ⁤healthier habits and thought patterns.

Q: Where can behavior writing prompts be used? A: Behavior writing prompts can be used in various settings, including personal journals, therapy sessions, classrooms, or even workplace training programs. They are versatile tools that can be integrated into different areas of life ‍to foster self-reflection and personal development.

Q: What types of ‌behavior writing prompts exist? A: There is a wide range of behavior ⁤writing prompts available, catering to diverse ​interests and goals. Some prompts focus on reviewing⁣ past actions, while others encourage contemplating different scenarios. Some ⁤may delve deeper into emotions and beliefs, while others prioritize problem-solving and decision-making.

Q: Can you ⁣provide an example of a behavior ⁤writing prompt? A: Certainly! ​Here’s ⁢an‍ example: “Reflect ‌on ‍a time when​ your actions had unexpected consequences.‌ How did you initially perceive‌ the situation, and how did ⁤it turn out? What lessons⁢ did you learn from this experience, and how has it influenced your behavior since then?”

Q: How often should one engage‌ in behavior writing prompts? A: The frequency of engaging in ⁣behavior writing​ prompts is subjective ‌and depends ‍on individual preferences and circumstances. Some may find daily reflection‌ helpful, while ⁤others may prefer a weekly or monthly practice. The key is to ​incorporate it into your routine ⁢consistently‌ to⁣ benefit from the introspective process.

Q: Are behavior writing prompts ⁣suitable for everyone? A: ‌Yes, behavior writing prompts can be beneficial for ‌people of all ages⁣ and backgrounds. Whether you are a student seeking personal ​growth, an employee looking to improve professional relationships, or ‍simply an individual interested in self-reflection, behavior writing prompts can help unlock valuable insights and promote positive change.

Q: Are there any tips for effective engagement ⁢with behavior writing prompts? A: Absolutely! Here are a few tips: 1. Find a quiet and comfortable space to reflect and write. 2. Be ⁤honest and open with⁤ yourself during the process. 3. Focus⁢ on personal growth rather than judgment or criticism. 4. Set realistic goals and expectations for the impact of the‍ writing prompts. 5. Use the prompts to explore different ‌angles and perspectives‍ regarding your actions and consequences.

Q: Can behavior writing prompts replace therapy? A: While behavior writing prompts can aid self-reflection and personal growth, they are not intended⁤ to replace professional therapy. If you are dealing⁣ with significant emotional distress or require professional guidance, it is ⁣crucial to consult with a qualified therapist or counselor who can provide appropriate support and care.

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Teaching with Detention

Introduction

Far too often, students and educators struggle to see eye to eye. Teachers regularly disagree on methods of disciplining their students. Controversy arises, even, with the question of whether or not teachers should apply any discipline to their students, or leave it up to the parents. One of the most common practices in dealing with misbehaving students is holding after school detention. But by keeping students after school hours, are teachers exercising their rights, or going too far? Is detention an effective solution to class disruptions, or would it spur future problems?

Free resources across the internet allow for teachers to weigh detention and all of its possible alternatives.

• Lesson Plan
•   Behavior Worksheets : Here, Worksheet Place provides dozens of worksheets for students that assist them in assessing their behavior and emotions. The worksheets include behavior contracts, bullying analyses, conflict resolutions, goal setting, and more. The page also includes resources for teachers, including classroom management checklists, and class rules that teachers can display on their walls. These tasks can be used as opportunities for reflection in place of punishment or can serve as activities to be completed during detention. These worksheets are mostly intended for younger students and can be completed inside or outside of regular class time.
• Reflection Document : Pivotal Education provides this reflection worksheet to give to detention-serving students. The document is meant to outline an activity more productive than what is normally presented for students, and to prevent further behavior issues in the future. The questions on the worksheet force the student to identify and reflect on the people affected by their actions and ideas for preventing future issues. The open-ended questions within the document allow for flexibility for the worksheet to be used with virtually any age range.
• Discipline Packet : This online packet from Teacher Beacon provides worksheets and for responding to misbehavior. The packet includes printable warning slips, a behavior contract, and a sample letter to parents. Also included are writing assignments to be completed by students who break classroom ground rules. Most of these assignments serve as consequences for minor infringements such as gum-chewing, tardiness, and disruptive behavior. The writing assignments can serve as lesser consequences to stop the behavior before further action becomes necessary. Teachers can utilize items within this packet to establish ground rules and to keep track of recurring offenses.
• Do Detentions and Suspensions Work? : Here. Education World interviewed Annemarie Hillman, a policy fellow at Connecticut Voices for Children, to analyze whether detentions and suspensions prove themselves effective in schools. She classifies suspensions as ineffective since students tend to view them like vacations. Detentions, however, can work “if done right.” They can serve as an incentive to keep students from repeating misbehavior. When students serve detention during lunch, they miss out on a social opportunity and in turn will be less likely to act up in the future. 
• New Direction : James Paterson from District Administration Media examines ways that adults are trying to implement disciplinary action into their schools. The article establishes that African American and special needs students face disproportionate rates of exclusionary punishment. According to a number of cited studies, students who receive detentions are more likely to drop out of school altogether. This article highlights alternatives that teachers have found to the standard sit-silently style of confinement. Allowing students to reflect on their actions and for teachers to coach struggling students proves much more productive. Teachers can read this article to determine improvements for the established practice.
• Student-Run Courts : This article from The Guardian acknowledges the disproportionality of detentions in school systems and outlines a recent alternative to the custom: mock court systems. Rather than serve detention for certain offenses, students are to stand before a committee of their peers, make their case, and ultimately face fair consequences for their actions. The article praises this new approach, arguing that it prevents student-teacher discrimination in disciplinary systems and consequently fights the impelling school-to-prison pipeline.
• Informational Sites
• Defining Detention : Queensland Government provides a foundational understanding of detention and the common practices associated with it. The site outlines parameters for responsible behavior in a linked study, titled “Safe, Supportive and Disciplined School Environment Procedure.” This page can serve helpful for those who may desire a better understanding of what detention is, or for educators unfamiliar with how to lead a session.
• Responding to Bad Behavior : University of Florida’s College of Education lists possible ways in which educators can respond to bad behavior. The items on this list can serve as alternatives to detention, a practice which may be the first thing that comes to mind. The actions can be applied to students of most ages. The approaches range from keeping a behavior log, to requiring a writing assignment, to revoking parking privileges for older students. While detention is one of the listed consequences, teachers can choose from any item on the list to enforce in their own classrooms.
• Task Ideas : Study.com provides this list of tips and ideas for teachers choosing to hold students after school. The goal of the article and the tradition is to provide students with tasks that will prevent future mishaps and improve classroom behavior. The site lists tactics that teachers can employ, such as dialogue journals and reflection sheets, and links supporting articles for each strategy. The site lists four strategies for teachers, all of which can be stretched to fit students of almost any age range.

Young people often rave about how educational institutions take up so much of their time and teach them no real-life skills. They are, after all, full-time students by the age of six. Perhaps by making the time spent with students, detention included, more productive, teachers can allow students to further appreciate their education and apply themselves more in the future. Educators should make sure that any disciplinary measures they take have the students’ best interests in mind. Schools should weigh circumstances to decide what method of discipline would be most fair for the students’ and teacher’s time.

Additional Resources

• Middle-School : This neaToday article criticizes forms of discipline for middle-school-aged children. Author Sabrina Holcomb references the school-to-prison pipeline, a theory that correlates higher rates of suspensions and expulsions with a higher likelihood of those same students becoming unemployed and going to prison. When a student’s learning is interrupted by such punitive measures, they are more likely to drop out of school and rely mainly on government-provided welfare programs. Holcomb acknowledges that the issue is not the fault of the teachers, but rather that of the broader school disciplinary system.
•   Detention Is Not The Answer : This literature review by Stephanie McCann from Northwestern College examines practices of institutional discipline, especially detention, and attempts to determine the most productive method for everyone involved. In the past, the practice has discriminated harshly against certain students. The author gathers that students for whom detention becomes a pattern experience major social and emotional consequences that affect them “for the rest of their life.” She acknowledges alternatives for the penalty and suggests that schools find a consensus for what works for their students. 

Example Guidelines : This site lists the guidelines for after-school detention at Lakewood Junior High School in California. The page delineates the school’s specific regulations, including commonly broken rules, expectations for those serving detention, and principles of conduct for future reference. Teachers can utilize this site to gain a better understanding of how one school approaches its academic disciplinary system. Should they choose to administer detentions, educators can look to these clear-cut guidelines when crafting their own system.

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Accountability

Think Sheet: Behavior Reflection Exercise

A great tool for having students reflect on inappropriate behavior is a Think Sheet. You can use it when a student breaks a classroom rule or doesn’t meet expectations for good behavior.

And an even better use is in the context of Restorative Practices when one student does something that causes emotional harm to someone else. In that case, you may also want to have the student write an apology to the student they hurt.

We recommend that you move the student to area away from the larger group, so you may want to use this think sheet in conjunction with our free, digital Cool Down Corner .

Recommended Grade Level : Elementary

SEL Skill(s) : Emotion Regulation

Duration: 30 minutes

• A copy of the worksheet
• An area of the room away from other students
• Optional: A timer

Think Sheet Instructions

• Print out a copy of the worksheet for the student or provide a laminated copy with an appropriate pen.
• Ask the student to meet you at the Cool Down Corner or an area away from the other students in order to avoid distractions.
• Explain to the student the specifics of the behavior or problem and why they need to complete the worksheet in order to rejoin the other students.
• You may give the student a fixed amount of time to complete the worksheet.
• After the time ends and/or the student completes the worksheet, you should review what the student wrote.
• Depending on the behavior, you may want to have the student apologize.

Additional Resources

• Hacking School Discipline by Nathan Maynard and Brad Weinstein
• Lost at School by Ross Greene
• Implementing Restorative Practice in Schools by Margaret Thorsborne

Related Lessons and Programs

• Think Before You Speak
• Classroom Managment Plan
• Cool Down Corner

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Student Opinion

Over 1,000 Writing Prompts for Students

Compiled by Michael Gonchar

• April 12, 2018

Note: We have 300 new argumentative writing prompts to add to this list.

Sign up for our free Learning Network newsletter. Receive new writing prompts in your inbox every week.

Of all the resources we publish on The Learning Network, perhaps it’s our vast collection of writing prompts that is our most widely used resource for teaching and learning with The Times.

We’ve published iterations of this post in the past — 200 , 401 and even 650 prompts — but never before have we gathered all our prompts, for both personal and argument writing, into one categorized list.

Admittedly, the list is huge. In fact, there are 1,219 questions below on everything from video games and fashion to smartphones and parenting, and each prompt links to a Times article as well as to additional subquestions that can encourage deeper thinking.

To help you navigate this page, here’s an index of topics:

Technology (1-74): Social Media • Smartphones • Internet & Tech Arts & Entertainment (75-248): Music • Television • Video Games • Movies & Theater • Books & Reading • Writing • The Arts • Language & Speech School & Career (249-449): School • Learning & Studying • Education Tech • Teachers & Grading • School Rules & Student Life • College • Work & Careers Identity & Family (450-828): Parenting • Family • Childhood Memories • Growing Up • Overcoming Adversity • Your Personality • Religion & Morality • Role Models • Gender • Race & Ethnicity • Neighborhood & Home • Money & Social Class • What If... Social Life & Leisure Time (829-1,059): Friendship • Dating & Sex • Looks & Fashion • Food • Sports & Games • Travel • Holidays & Seasons • Shopping & Cars Science & Health (1,060-1,140): Science & Environment • Animals & Pets • Exercise & Health Civics & History (1,141-1,219): Guns & the Justice System • Government Policy • History & News

So dive into the hundreds of writing prompts below — and let us know in the comments how you might use them in your classroom.

Social Media

1. Is Social Media Making Us More Narcissistic? 2. Are You the Same Person on Social Media as You Are in Real Life? 3. How Young Is Too Young to Use Social Media? 4. What Advice Do You Have for Younger Kids About Navigating Social Media? 5. How Do You Use Facebook? 6. What Is Your Facebook Persona? 7. How Real Are You on Social Media? 8. What Memorable Experiences Have You Had on Facebook? 9. Does Facebook Ever Make You Feel Bad? 10. Does Facebook Need a ‘Dislike’ Button? 11. Has Facebook Lost Its Edge? 12. Would You Consider Deleting Your Facebook Account? 13. Would You Quit Social Media? 14. Do You Have ‘Instagram Envy’? 15. Who Is Your Favorite Social Media Star? 16. What’s So Great About YouTube? 17. What Has YouTube Taught You? 18. What Are Your Favorite Viral Videos? 19. What Are Your Favorite Internet Spoofs? 20. What Would You Teach the World in an Online Video? 21. Do You Ever Seek Advice on the Internet? 22. Would You Share an Embarrassing Story Online? 23. Do You Use Twitter? 24. Is Snapchat a Revolutionary Form of Social Media? 25. Why Do You Share Photos? 26. How Do You Archive Your Life? 27. What Ordinary Moments Would You Include in a Video About Your Life? 28. Are Digital Photographs Too Plentiful to Be Meaningful? 29. Do You Worry We Are Filming Too Much? 30. Have You Ever Posted, Emailed or Texted Something You Wish You Could Take Back? 31. Would You Want Your Photo or Video to Go Viral? 32. Do You Worry Colleges or Employers Might Read Your Social Media Posts Someday? 33. Will Social Media Help or Hurt Your College and Career Goals? 34. Should What You Say on Facebook Be Grounds for Getting Fired? 35. Are Anonymous Social Media Networks Dangerous? 36. Should People Be Allowed to Obscure Their Identities Online? 37. Are Parents Violating Their Children’s Privacy When They Share Photos and Videos of Them Online? 38. Would You Mind if Your Parents Blogged About You?

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Teaching Kids to Accept Responsibility for their Choices

When it comes to classroom management, dealing with small disruptions is probably more important than trying to tackle the big stuff. Those little things we might be tempted to ignore can quickly escalate into BIG problems and hours of lost instructional time.

That’s why you need an easy strategy for dealing with frequent student misbehavior! The best strategies also help kids understand how their choices impact others. This Behavior Reflections graphic organizer is the perfect tool for doing just that!

Years ago when I was trained in Thinking Maps , I was introduced to the Multi-flow Map for exploring causes and effects. Right then, I had an “ah-ha” moment about how to improve student behavior. I realized that most students who were engaging in distracting behaviors had never thought about why they were behaving in a certain way. They also didn’t think about how their actions might affect others. So I created the Behavior Reflections cause and effect graphic organizer to help students understand why they made certain choices in the past and make better choices in the future.

How I Introduced this Graphic Organizer to My Class

• We started by writing a short description of the undesirable behavior in the middle of the form. For example, “Repeatedly blurting out answers.”
• Then they tried to figure out the causes, or why someone might engage in that behavior. Those items were listed on the left. Answers might include, “I wanted the teacher to know that I knew the answer,” “It’s a bad habit,” or “I got excited and wanted to tell my answer.” Sometimes this step takes a bit of coaching because most kids have never tried to figure out why they do the things they do.
• In the three boxes on the right side, they wrote out the effects, or consequences of their behavior, including how their behavior affected others. They may never have realized that when they blurt out answers, they are depriving other students of the opportunity to think through a problem and answer on their own.
• Finally, the student writes out a short plan for improvement which I have to approve before the paper goes home for a parent signature.

How and When I Used It

After I introduced the Behavior Reflections form to the class, I began having students complete it when they engaged in a distracting, annoying, or disrespectful behavior. I did not use this form for violent incidents or for serious infractions, and it never took precedence over established school policies. It was simply a tool to get kids to understand why they were behaving in a certain way and how their behaviors affected others.

What Happened

The Behavior Reflections form turned out to be even more powerful than I had anticipated. Misbehaving students stopped seeing me as someone who would punish them arbitrarily for something they didn’t think was wrong. As a result, they began to accept more responsibility for their actions. Sometimes additional steps were needed such as short-term behavior contracts, but this form was a great place to start.

Inspired by Thinking Maps

The folks at Thinking Maps liked my form so much that they asked permission to use it in their training materials as an example of how a Multi-flow Map could be used! If you’d like a copy, click here to download it now. If you use it, I hope you find the Behavior Reflections form to be effective in your classroom, too!

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Need Behaviour Assignments for Consequences

Discussion in ' Behavior Management Archives ' started by dannyteach , Dec 6, 2010 .

dannyteach New Member

Dec 6, 2010

I'm looking for some help! I am in my 7th year of teaching and have a little guy in my grade 7 class this year. I taught him last year and was blessed with his sweet return to my class list this year. He is the most disruptive, disrespectful, high energy child I have yet to come across. am usually the teacher who invites challenges like this into my class...however this littleguy has got me, my principal, the admin beat! I am looking for support and help in ways to deal with him when he gets into his distructive states. I would like to come up with assignments for him to do that address his poor behaviour choices in class / on the playground. For example, if he swears at a teacher or pretends to shoot his classmates consistantly, having him write a journal entry from his teacher's perspective or classmates on what they may be feeling. Having him do a behavioural report when sent out of the classroom to reflect on his behaviours. I would like to come up with 10 or so behavior related assignments for him to do in the office when he is not ready to be in class. These can be kept with the principal and he must complete one before being permitted to return to class. Any ideas for assignments? reports? projects? readings? etc. It would be very much appreciated! I need to somehow survive this child this year and it is only December!!! Thanks! Danielle  

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StellatheSub Rookie

Dec 8, 2010

Age 7 or grade 7?  

Aliceacc Multitudinous

Hi Danielle, and welcome! I'm guessing 7th grade. And I've got to be honest and admit that I'm in a bit over my head; my typical "not bad enough for detention" assignment is to multiply your phone number by your zip code. The next time you stay after, you have to check it by long division. I tend not to have too many repeat offenders. How about an essay on the meaning of "respect", starting with a dictionary definition? Likewise "Civility" and "Cooperation"???  

Cerek Aficionado

The writing assignments sound like a good idea, because it will force him to actually THINK about what he is doing and how it affects other people. Having him describe his actions from the other person's POV might make him think about the impact his actions are having. I also like Alice's idea of writing a short paper on respect, civility, cooperation, etc by beginning with the dictionary definition. Other ideas for writing assignments could be: 1) Describe a typical school day from the time you wake up till you go to bed that night. Write about the things that happen on a normal day for you. (This might provide some insight from HIS POV about why he is so out of control. What is triggering all of that anger and disruption?) 2) List the name of 10 classmates and write one good quality or positive comment about each one. How does the person display this quality? What is unique about him/her? What affect (if any) does this quality or attribute have on other classmates? (Perhaps if he lists positive qualities of others and how it affects the classroom environment, he will begin to think about how some of those qualities or behaviors would work for him. You could also do this assignment several times, making him list 10 different classmates each time until he has eventually written one positive comment about each of them). 3) What do you want to do when you are grown and out of school? What kind of job do you think you would like to have? (hopefully, this will make him think about future goals and help him start focusing on what he needs to do to reach them). 4) If you had 1 day to do whatever you wanted, what would you do? (if he writes something like "play video games all day" or "sit around the house", then future assignments can focus more on describing a favorite hobby or activity OTHER than video games. Try to make him think of something that requires some energy and thought and describe what he enjoys most about that activity) 5) Imagine YOU are a middle school teacher. Describe what you think a normal day of school would be like for you then. What subject would you teach? What kind of lessons would you do? How would you make the lessons interesting for all the students? How much time do you think it would take to grade all the papers from every class you have? Those are some ideas off the top of my head. I'm not sure how much success you will actually have getting him to do any of these, but once he is removed from the situation that is upsetting him and has some time to calm down, maybe he will begin to reflect on these ideas and how he can use them to change his behavior. If he DOES complete the assignments, he will have been forced to think about his actions (and their impact) a little more deeply and will also provide insight to you about what is triggering these reactions and things he wishes were different about his environment.  

teacher12345 Cohort

Some other assignment ideas: 1. Writing a letter of apology to the teacher stating what he did, why it was not acceptable, how his actions impacted others, others point of view and what others think of him when he acts this way, how it makes his teacher feel when he acts this way, and what he could do next time instead. 2. Comparing and Contrasting his behavior with that of other students in his grade or class: IE: Other 7th graders treat their teachers with respect and use respectful words when talking with them, and I sweared at my teacher and then stating what other people may think of him if he keeps doing this behavior, ie: dissruptive, obnoxious, rude, don't want to be around him, direspectful, disobedient, defient, weird, goofs off alot, can't listen and follow directions, annoying to be around etc. 3. Write the following words and their defenitions from the dictionary 3 times each and use them in a sentence; cooperative/cooperate/cooperating, respectful, responsible, polite, curtious, rude, defient, and obnoxious. 4. Make a list of why his behavior was not appropriate: EX: it was disruptive, rude, not respecting teacher or peers trying to learn/teach, spoke out of turn, bad language, others were mad, etc. 5. Cause and Effect note cards: given a situation or behavior he will write down the effect 6. he will write a poem about how his behavior effected others/other people's point of view, teacher's point of view 7. He will write a diary entry as if he was the teacher and had a disrespectful, rude, uncooperative student in his classroom, stating why it was annoying, what the student did, why it made it hard for him to teach etc. 8. Write a diary entry as if he was a classmate of a student who acted like he did, disrespectful, rude, etc.  

paperheart Groupie

Dec 11, 2010

Name 50 careers that require a college education. Name 50 reasons that explain why you are bright, beautiful and just plain awesome. Imagine you are a superhero. Name 50 super powers you would like to have. Now describe 10 qualities you do have that can lead to good.  

Dec 12, 2010

Some of these sound downright fun! Detention in my school involves copying, word for word, a page of typed print. The last time I had detention duty, it concerned Brown vs the Board of Education. It used to be copying a page from the dictionay. Saturday detention is copying the Constitution. As you decide on the assignments, keep in mind: the point is that it's NOT fun. It's something to be avoided.  

Pisces_Fish Fanatic

Aliceacc said: ↑ Some of these sound downright fun! Detention in my school involves copying, word for word, a page of typed print. The last time I had detention duty, it concerned Brown vs the Board of Education. It used to be copying a page from the dictionay. Saturday detention is copying the Constitution. As you decide on the assignments, keep in mind: the point is that it's NOT fun. It's something to be avoided. Click to expand...

swansong1 Virtuoso

Here's my opinion as an ESE teacher: The children that Alice gives detention to are normal children with normal behaviors that have transgressed a little. Therefore, her punishment is absolutely acceptable. This 7th grader exhibits unusual and abnormal behavior ( as in a child with behavioral disabilities). He needs to have behavioral modification strategies to help him learn more acceptable behaviors in school. So, the writing assignments you all have suggested would act as behavioral modification strategies and would be be a good start for him to begin learning ways to change his behavior. I'm guessing he will not find these writing assignments easy. As a matter of fact, the fact that he will have to sit quietly and give some thought to his actions and then compose a response will give him difficulty because he has shown that those types of activities are not something he can handle easily..  

Excellent point swan!  

Teacherella Habitué

Jan 10, 2011

Whatever consequence you decide on, I would make sure that it won't make him hate writing. It would be a shame for him to associate writing as a punishment. I like the idea of him listing 50 positive traits about himself and maybe have him choose one to write about. I'm a firm believer in giving students logical consequences so I think it should directly relate to whatever reason he was send down to the office.  

MamaFisch New Member

Mar 7, 2011

I have several specially selected sections from our student code of conduct. Students have to copy it. If it is a short selection, I have them copy it several times and then I send home the page, with a note from me, to be signed by their parent. On our campus, three minor offenses that are documented and addressed result in a referral, so this also provides documentation and proof of parent notification. I also have students who make messes stay to clean up. Writing on desks and walls means erasing marks in the hallway. Students who run in the hall have to do 20 walking laps from one end of the hallway to the other, etc.  

sidhewing Rookie

Mar 11, 2011

Personal Responsibility Grade I believe in the "personal responsibility grade." I would suggest to give this to the whole class. It's a form that grades students on their behavior and is generally 15-20% of their overall grade. Each week you grades students on tardiness, absences, participation and respectful behavior. Allow yourself 2-3 sentences if they did something really disrespectful like curse, hurt a student etc. AND then allow them a space to "agree" or "disagree" with your grade and a space that allows them to answer: What could I do in the future to improve my grade? I've found that it is surprisingly effective and students sometimes are chillingly honest. If you don't want to do that have you considered a Behavior plan? Where you sit down with the students and together your brain storm was is disruptive/ productive and what the consequences/ rewards are? Or what about a progress chart where it's just between you and the student? So, that the students won't be embarrassed in front of his friends? Good luck!!  

m1trLG2 Companion

Apr 17, 2011

How are mom and dad? Here are some things we did in treatment as well as somethings I have used in the classroom. 1) Have him write a letter home to his parent that gets signed about his behavior. Do this in a guided writing style. "Dear Mom and Dad I was very disrespectful today. I made the choice to _______." Get it signed and returned (more effective if mom and dad are involved though). 2) Do "SODAS" with him as part of his journaling. S- Situation O- Options D- Disadvantages A- Advantages S- Solution Here is what it would look like: S- I want to color instead of do the work I'm supposed to do. O- Do my work or chose to color. D- If I chose to color my teacher will get upset, send a letter home, mom and dad will get upset, I will spend the rest of my day arguing. If I chose to do my work I don't get to do what I want and that upsets me. A- If I chose to do my work, perhaps I will finish early and be allowed to color and have some free time. My parents won't be upset, and my teacher won't get upset. If I chose to color, I get to do what I want. S- I think I will do my work and then color later and that way I don't have to deal with the upset people. This can be something he is allowed to do if he can recognize himself "losing control" it's a "stop and think" method. However it can also be used afterwards and then the solution would be the one he picked but why it didn't work out would be made clear in disadvantages. 3) This isn't a "punishment" but can be effective for helping to change behavior. A lot of behavior kids get overwhelmed very quickly and again need to "stop and think". Have him "take a break". This is good for ALL kids but mostly get utilized by behavioral kids. If he is being crazy and hyper and defiant tell him, "I think you need to take a break, please go have a seat facing the wall in the break chair." Give him 5 minutes and then ask him to join you OR tell him, "when you think you can make better choices let me know and you can join us" but if it's over five minutes have him make up the time during recess or with an assignment or something. This way he doesn't just go back to a corner and play. Sometimes these kids just get stuck in a loop and honestly don't know how to get out. 4) Have him do "self awareness" worksheets. Now, prior to teaching I was a behavioral therapist and I am a supporter of the cognitive behavioral school of thought. So, feel free to disagree I just wanted to say this is from that standpoint. A lot of behavioral kids are unable to put themselves in another person's shoes. This kid may be able to write a great response of how it would "feel" to be a teacher dealing with a kid like him but he doesn't "feel" that. He has observed your behaviors and listened and knows what to say. Giving assignments that require introspection will be more effective at changing his behaviors. Here are a few links. http://www.box.net/shared/fp9tziylhr http://www.stressgroup.com/ABCworksheet.html http://practicegroundprojects.wetpaint.com/page/Handouts,+Protocols+&+Client+Learning+Activities These are all similar to the SODAS approach and designed to have the child look inside to assess behaviors and slow down... again Stop and Think. If you google "Behavioral Therapy Worksheets" you will find lots of things he can work on. Also, ask the school guidance counselor if she/he has anything like these worksheets that he could work on. Lots of times the behavior is impulsive and there is no reason the child did it. So, the solution is learning to recognize impulsive behavior and then be able to stop and take charge of it. Hope some of this helps!  

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5 Ways to Modify Writing Assignments

5 ways teachers can modify writing and note-taking assignments for adhd students..

Completing written work and homework on time is one of the biggest challenges students with attention deficit disorder (ADD ADHD) face. In fact, over 50 percent have difficulty with written expression because of limited working memory, low processing speed, fine motor difficulties, or another problem.

But teachers who are willing to be creative with written assignments and note-taking-without diluting the material-can help students excel. Here are several strategies to consider:

1. Assign fewer problems or questions.

Math homework can be a real challenge. Teachers might modify assignments so that a student is required to do only every second or third problem. In the classroom or for homework, some students may benefit from photocopying math, science, or history pages from their textbooks, and filling in the blanks instead of writing out the whole problems or sentences.

2. Streamline note-taking.

If an ADHD student is distracted by the note-taking process, he’ll have trouble focusing on what is being said in class. One solution is to ask a student who excels in the subject to take notes for the whole class, having him draw stars near the important themes of the lesson. Then make copies for any students who need notes. Another strategy is to provide direction to students who are frantically trying to take down every word you say. Make a point of frequently saying, “Now this is really important-write it down!”

3. Allow dictation.

Researchers have found that the quality and length of reports and essays improved when students spoke them into a tape recorder. Instead of having a student write a paper, allow him to dictate his material to a parent or friend, who can type it up.

4. Get creative with reports.

Develop an assignment “menu” that offers creative, active assignments, not just written ones. One language arts teacher allowed her students to film themselves acting out two or three favorite scenes or baking a cake that was described in the written material. Other creative activities include building a model or calling up an official-at NASA, say-for an opinion on the topic.

5. If students are in a crisis, cut them some slack.

If the child seems to understand the basic concept of the lesson, accept unfinished class work on occasion. Piling work onto an already heavy load of homework assignments can cause a student to under perform-or worse. ADHD students may be so overwhelmed by overdue schoolwork that they give up because they feel they’ll never catch up.

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