How to Respond When Your Students Use Negative Behaviors With Another Teacher
Dear Kid Whisperer,
I am a kindergarten teacher with a challenging class. I have done PD with you, and the strategies and procedures that I have learned have pretty much made it so that I never have to worry about students’ behavior: they will either use positive behaviors or they will learn to use them next time because I use Delayed Learning Opportunities to teach positive behaviors. At my new school my principal gives me the toughest kids, in part because he knows that I have had your training. My question is about when my students cause problems in specials. The art, music, PE, and library teachers have not had your training, so having all of those tough kids results in them essentially “telling on” the students for all of their negative behaviors. These are kids I really never have problems from anymore. What should I do to respond? -Andrea, Ft. Wayne, Indiana
Andrea,
To be sure, eventually, the positive behaviors that are happening in your room will slowly generalize to other locations and situations: specials classes, lunch, recess, dismissal. Unfortunately, this will be slow going. Your kids who have habitually gotten what they wanted through negative behaviors before they came to your classroom will first learn that those negative behaviors don’t get them what they want when you are around. They will then see what they can get away with elsewhere.
So, it is totally normal for kids to do what they are doing: they try to get what they want through negative behaviors in easier environments with teachers who do not have your knowledge of Behavioral Leadership strategies and procedures. Remember, it’s not the fault of these teachers that they have yet to be properly trained. It’s the fault of a university system that does not properly train their student teachers to manage behaviors.
But, I digress.
So, here’s how I would respond to the tattle-tale teacher when I pick my kids up from a special:
Teacher #1: Kid #1 and Kid #2 were out of control in music! They were running around and being bad. Bad, I tell you!
Kid Whisperer: Oh, drat. This stresses me out. Thank you for letting me know!
Once back in the classroom, I do and say nothing about it. Later, I offer Teacher #1 my labor. I let them know that I will help to facilitate a Delayed Learning Opportunity (DLO) by advising on what it looks like, how it can be done, and by taking over the music class for a certain period of time so that Teacher #1 can give the DLO to Kid #1 and Kid #2 during a non-instructional time like lunch or recess (make sure everyone eats, don’t withhold food, of course). If it’s easier, especially with one or a few students, you can help arrange before or after school consequences.
If Teacher #1 is not interested in my help, I may just end my attempts at being helpful. If I am feeling extra helpful, I’ll have the following conversation with the kids in question at a non-instructional time.
Kid Whisperer: Oh, drat. Thanks for staying after school with me, Kid #1 and Kid #2. I’m not sure if your parents told you why you are here, but it’s just that I get so stressed when I hear that you are not making the same good choices in music as you are making in our room. Anyhoo, I’ve been too stressed to clean up our materials, so I’m going to have you do it. I appreciate it. You may stop coming after school once you’ve de-stressed me. If you work hard, you can be done today. Let’s get to it!
Kid Whisperer gets his own work done while Kid #1 and Kid #2 destress him so he can be fresh and ready to teach the next day!