Module 8B – Conscious Discipline Discussion 1

How the Article Explains Problem Behavior as a Form of Communication

The article explains that problem behaviour is a form of communication, suggesting that it is often a child’s way of expressing the need for new coping strategies to handle emotions like disappointment and frustration safely (Bailey, 2014). If a child cannot deal with such emotions, their behaviour will suggest the lack of these skills, and help may be needed. It also states that instead of perceiving problem behaviour as something that must be ‘disciplined,’ educators should use a new skill deficit lens in the same way academic difficulties are approached. This perception makes it possible for training instead of punishment to teach the child new stress management strategies.

A Scenario (In Your Life Or Classroom) When a Child’s Behavior was Misinterpreted as Intentional Rather than a Call for Help

I have encountered situations where a child made it difficult for everyone. For example, a student in my class would frequently walk around during lessons, which initially seemed like he was intentionally ignoring instructions. I noticed that he had difficulty staying in his seat because of his anxiety, which was not diagnosable at a casual glance. This changed my work and how I handle students—I used shorter intervals, allowed the child to stand and stretch, minimized disruptive behavior, and helped the child relax in class.

How Recognizing the Problem Behavior as a Skill Deficit would Change the Response to the Behavior

Recognizing problem behaviour as a skill deficit allows us to shift our responses from punishment to teaching. By approaching the behavior as a sign of a missing skill, educators can focus on supporting and teaching the child rather than assuming they misbehave intentionally. This shift in mindset also encourages teachers to find constructive ways to help the child manage their emotions, which can lead to long-term improvements in behavior and emotional regulation.

Labeling Children as “Bad”

Avoiding labels like “bad” for children is crucial because such labels can reinforce a negative self-image, leading to a self-fulfilling prophecy. When children are labelled as bad, they may accept that label and begin acting consistently, under the impression that they are inherently negative. Nonetheless, focusing on the behaviour without scolding the child enables them to keep their sense of self-worth and determine whether the conduct may be improved.

Steps Teachers Can Take to Ensure their Responses to Behaviors are Empathetic and Focused on Teaching Rather than Punishing

Teachers can ensure their responses to behaviours are empathetic by first understanding the underlying cause of the behaviour. Incorporating practices such as pre-teaching and role-playing can prepare students with strategies to handle difficult emotions in non-conflict times (Brown & Chidume, 2023). Regular opportunities to practice these coping skills, like during morning meetings, allow students to retain the skills better and apply them later. When conflict arises, teachers can coach the students through the moment, offering reminders of the coping strategies practised earlier. This approach supports the child and builds their capacity to handle emotions independently.

References

Bailey, R. A. (2014). Conscious Discipline®: Building Resilient Classrooms. Loving Guidance.

Brown, L. G., & Chidume, T. (2023). Don’t forget about role play: An enduring active teaching strategy. Teaching and Learning in Nursing, 18(1), 238-241. https://www.sciencedirect.com/science/article/abs/pii/S1557308722001019

ORDER A PLAGIARISM-FREE PAPER HERE

We’ll write everything from scratch

---

Discussion Instructions for CHAPTER 1-2-3 in your Conscious Discipline Textbook Conscious Displine building Resilient classrooms by Dr. Becky A. Bailey and Workbook.

Read Chapters 1, 2, 3 and complete the corresponding workbook entries.

This article is from the Conscious Discipline Website and corresponds with the first three chapters. Links to an external site.

Problem behavior is always a call for help. It is the child’s attempt to express the need to be taught new coping strategies to handle upset or disappointment safely. However, we often see the problem behavior as intentional and something that can be controlled.

This judgment interferes with seeing the behavior as a skill deficit like we see math and reading struggles. Judging the behavior prevents us from identifying the “root cause” of the problem so that we can find an intervention that teaches a missing skill or a replacement behavior.

We must understand how the brain operates in times of stress so we can soothe the lower centers of the brain (using rituals, breathing, and movement). This understanding must happen before providing an intervention strategy. Ignoring the problem behavior will only increase the likelihood that it will continue or increase in severity. Using strategies to soothe the lower centers of the brain will provide a way for the child to calm down and learn new strategies that will help them become consciously aware of the behavior and how to do it differently next time.

“What we have to teach in the curriculum is NOT more important than listening to what the brain NEEDS to be able to learn the curriculum.” ~ Jenny Barkac

When viewing academic challenges, educators consider the lack of academic skills a skill deficit that may need intervention or extra time to practice a certain concept. It is a missing skill that may need a differentiated approach to meet the need of the student. It is not dealt with using punishment or frustration but with empathy for the student’s struggling while learning the missing skills. Teaching these missing academic skills can take time and may require an intervention to teach the missing skill.   Educators view this as an opportunity to support students with missing skills and an acceptable way to meet individual needs. The child may remain in an intervention all year. As long as individual progress is being intervened is viewed as successful. For example: If a child is struggling reading fluently it is important to provide an intervention that will support that specific deficit and build the missing skill for increased fluency. Knowing the specific skill that is missing is important for understanding how to support the student and increase proficiency. Frequent practice time is offered to this student to improve understanding on how to apply the new skill.

This same concept can be used to support problem behavior. Viewing the behavior deficit as a missing skill and identifying the underdeveloped executive skill will provide strategies for specific interventions. These interventions will teach the student how to change the problem behavior and recognize how to regulate the emotions related to this deficit. This awareness will offer the student an opportunity to learn to manage upset and frustration differently and information on how to get his/her needs met safely.

During behavior struggles the child is using the only coping strategy that they know. It is not our job to get rid of the behavior but to teach them a healthy coping strategy to use to manage upset or handle disappointment that will replace the one that is not safe. This will take time and practice during a “non-conflict time”. A great time to teach coping strategies to the whole class is during morning meeting or circle time. Most students are ready to learn and are willing to practice during this time, or role-play a scenario that may have come up the day before. Teaching and practicing when it is not a stressful moment allows the students to retain the information and store it for later recall. Usually we are trying to teach them what to do differently during the conflict when they are not able to access those reasoning skills. We allow time every day to practice math and reading skills, we need to incorporate conflict resolution skills and discussions of what to do when things don’t go as planned, daily or they won’t be able to access these skills when they need them later.

When deciding how to solve a behavior problem, think about what you would do if it was a math or reading problem. Remember to use the many academic teaching strategies that work such as pre-teach, re-teach, small groups, proximity, and class meetings. Approach the problem behavior the same way with pre-teaching what they may need more of (ex: finding a place at carpet), allow them time to practice the new strategy before they need it, and then coach them as they try to do it with the new skills you have taught them. Remember that the brain seeks patterns so the brain is used to recalling the unsafe behavior first, the child may need help remembering the new skill and positive feedback as they attempt to do it differently. Retraining the brain is a process just like teaching a new academic skill can be a process. Your perception of the behavior will focus your intention during this process so remember to treat this process like any other academic learning opportunity. Notice what the child can do and encourage them, as they want to be successful.

Answer these questions in a discussion post and then respond to 2 peers. Your initial posting should be at least 300 words, and your responses should be in-depth and approximately 150 words.

For full credit, you MUST answer every question in your initial posting.

1. How does the article explain problem behavior as a form of communication?
2. Describe a scenario (in your life or classroom) when a child’s behavior was misinterpreted as intentional rather than a call for help?
3. How could recognizing the problem behavior as a skill deficit change the response to the behavior?
4. Why do we avoid labeling children as bad?
5. What steps can teachers take to ensure their responses to behaviors are empathetic and focused on teaching rather than punishing?

_________________________

After posting your original response, read other postings and post a response to at least two classmates using the following ABC Approach.

Here are some ideas to deepen your responses:

• Expand on a Classmate’s Idea: How might you apply the strategy your classmate mentioned in your own classroom or future teaching environment? Are there additional steps or strategies that could further enhance the approach they described?
• Offer an Alternative Perspective: Your classmate described handling problem behavior by using [specific strategy]. Can you think of another approach that might also be effective in this situation? How does your alternative method compare, and what could be the benefits or challenges of using it?
• Relate Personal Experience: Has there been a time in your own experience (either in the classroom or elsewhere) where you encountered a similar behavior challenge? How did you handle it, and how might you adjust your approach after reading your classmate’s insights?
• Ask for Clarification or More Detail: You mentioned [specific concept or strategy] in your post. Could you elaborate on how you would implement that in practice? What specific steps would you take, and why?
• Connect to Theory or Research: Your post reminded me of a concept we’ve learned from [course material, textbook, research]. How do you think this theory supports or contradicts the ideas presented in your classmate’s post?
• Provide Constructive Feedback: I really appreciated your idea about [specific point]. One potential challenge I see is [specific challenge]. How do you think you could address that if it came up in your classroom?
• Pose a New Question for Reflection: You suggested [specific strategy]. How do you think this approach would work with students of different ages or developmental stages? Would you modify your approach for younger or older students?
• Encourage Critical Thinking: You brought up [specific point about emotional regulation or behavior management]. What do you think are the long-term benefits for students if these strategies are consistently implemented? Are there any possible drawbacks to consider?
  

  Module 8B – Conscious Discipline Discussion 1

Discussion Response Guidelines

• Acknowledge your classmates’ posts.
• Build upon these posts by providing additional details, ideas, and perspectives.
• Conclude with a question or new idea to further stimulate the discussion.

Discussion posts should always be thoughtful, meaningful, and courteous.

We must strive to consistently achieve professionalism, even in discussion posts. For assistance, visit the MUW Writing Center or use apps or tools like Grammarly. As an educator, your grammar, sentence construction, and spelling matter!

Questions about how this will be graded? VIEW THE RUBRIC FOR Discussion Board Assignments!