There’s a reason kindergarten is represented by a letter and not a number- it’s a whole different world. Spend a day in a kindergarten classroom, and I’d bet money you’d experience a few of these things: kids with no impulse control, loud meltdowns, kids yelling “no,” students rolling around on the carpet, and someone eating a glue stick.
(Is this happening in your classroom? Click here to download the guide, 3 Simple Steps to Change Any Behavior)
Sure, you’ll see some of these things in other grades too, but there’s a unique thing about kindergarten. The students are 4, 5, and 6 years old, and some of them have never had formal school experience before. They’re brand spankin’ new to the world of “follow my directions,” and it doesn’t just show, it screams.
So, how do you manage even the toughest kindergarteners and resist the urge to run to the door with your cold cup of coffee in hand? It’s all about behavior management.
What is behavior?
Let’s be clear, challenging behavior in your classroom is stressful. But it’s not what you think.
A student who displays challenging behavior is NOT manipulative, attention-seeking, unmotivated, stubborn, controlling, out of control, or defiant. (Though this is a common thought.)
Behavior is communication of a need. Your students are engaging in challenging behaviors because they’re trying to get a need met, and they lack the skills to meet that need in any other way besides displaying the challenging behavior.
They’re lacking skills like flexibility, adaptability, frustration tolerance, and problem solving.
Think about it: complying with directions, interacting cooperatively with others, handling disagreements, completing difficult work, and dealing with a change in schedule all require one of those skills.
The characteristics of behavior
So, what do we know about behavior?
- Behavior is learned and can be taught- students learn to display a behavior when it works for them, so they can also learn NEW behaviors.
- It’s observable and measurable- you can see it and describe it. (ex. He was pushing and kicking.)
- Behavior is affected by environmental factors- stressors in the environment, demands that exist, and also organization and structure all influence behavior.
- Behavior is lawful or predictable- behaviors that are followed by a positive experience are more likely to occur again, and behaviors that are followed by a negative experience are less likely to occur again.
- All behavior serves a purpose, it isn’t random- there is a “why” behind every behavior.
Behavior Management Strategies that Don’t Work
In order to change behavior, you need to figure out the “why” behind it. There are so many strategies and interventions out there that don’t work for the simple fact that they’re behavior-focused. They’re focused on the behavior itself (ex. the student is hitting), and not the “why” behind the behavior. They focus solely on stopping the behavior from occurring, and not teaching the skills that the student is lacking.
(If you’re ready for strategies that DO work, download this free guide.)
The real magic happens when you take a function-focused approach (“function” is a fancy word for “why”) and zero in on the “why” behind the behavior.
By doing this, you’ll uncover the need that the student is trying to communicate to you through the challenging behavior, and teach them a more appropriate way to get that need met.
How to Find the Why Behind a Behavior
Finding the “why” behind a behavior isn’t always a piece of cake. However, here’s a quick exercise you can do to get your gears turning about the function of a specific behavior.
Grab a post-it and make 3 columns. Label them “right before,” “behavior,” and “right after” (in that order).
When a challenging behavior occurs, immediately write it down under “behavior.” Then, take a second to quickly jot down what happened right before the behavior. A few minutes later, jot down what happened right after.
Once you have your chart filled out, take a look at the “flow.” Were you talking with another student right before the behavior? It could signal that the “why” is access to connection. Did you give a math worksheet? That might signal the “why” is escape from a non-preferred activity.
To get really clear on the “why,” repeat this activity each time you observe the same behavior over several days. When you look back at your post-its, you’ll start noticing some patterns and be able to figure out the “why.”
Become a Behavior Management Expert
Now you know what behavior is and how to find the “why” behind a behavior. You’re ready to start changing behavior in your classroom- not just managing it!
Click here to download the guide, 3 Simple Steps to Change Any Behavior. This free guide will walk you through the 3 types of strategies you need to start changing any behavior in your classroom.
Click here to download it now!
