A misbehaving child is completely different than a child in stress mode. A child cannot learn when they are dysregulated plain and simple. This means that being proactive with our students is the best way to create opportunities for learning. Being proactive as an educator working with our students means it is imperative to understand the difference between a misbehaviour and a stress behaviour. A misbehaviour can be thought of as behaviours that students can control. A stress behaviour is a result of the student's stress load being too much and results in behaviours that are uncontrollable. These behaviours in our students often are called meltdowns. It can look differently for different students. However, in being proactive we teach students to make a mind-body connection to their emotions and how to reduce their stress loads through communication. These are the most important skills that we can teach all of our students.
Things that can add to a student's stress load are illness, lack of sleep, hunger, thirst, difficult expectations, maladaptive coping skills, loud noises and strong smells. These will differ with each child.
Stress behaviours can look like: screaming, throwing items, crying, trembling, self-harm, shutting down, freezing, running and laughing uncontrollably. Again, these can differ with each child.
We use the Zones of Regulation to develop the language in students that they need to communicate how they are feeling and what they can do with those feelings. It also includes individualized strategies that are taught to students in being proactive.
Mrs. Perrotta has also completed two courses through the Mehrit Centre under Stuart Shanker and Susan Hopkins in the Self-Regulations Foundation Program and Early Childhood Development Program. The Shanker Method is used in the classroom as a proactive strategy.
We use the Shanker Method in understanding student behaviour.
1. Reframe the behaviour (misbehaviour vs stress behaviour)
2. Recognize Stressors
3. Reduce the Stressors
4. Reflect: Enhance Stress Awareness
5. Respond: Develop Personal Strategies to promote restoration and resilience.