Description
Book SynopsisReframing behaviors for competence, confidence, and successful outcomes
With dysregulation and neurodevelopmental diagnoses on the rise, classrooms are more diverse than ever. Despite efforts to support each student's needs and sensitivities, educators are often left frustrated and unsupported when strategies for managing all kinds of behaviors, from anxiety to acting out, prove ineffective, short-lived, or even detrimental to the students' and teachers' happiness and progress.
Through a reflective lens, this book equips teachers and support staff to help all students thrive by identifying and fostering each teacher's and child's individual differences and unique strengths. Written in an accessible, conversational style, this book will help educators:
- Build confidence in identifying and addressing behaviors in order to support student growth and brain development
- Learn about an interdisciplinary approach that combines education, occupational therapy, and psychology to better understand and navigate brain-based regulation, relationships, and behaviors in the classroom
- Use relevant research, illustrations, and strategies for reflective and experiential moments
- Discover strategies to facilitate co-regulation, establish positive classroom relationships, address sensory needs, communicate with parents, and practice self-care
This reflective, insightful book provides workable strategies to help all students, as well as those who care for them, feel more competent, confident, and successful.
Trade Review"
This book provides practical, realistic, and useful guidance to Pre K-5 teachers everywhere. The authors effectively convey the key aspects of brain and bodily functioning that impact on student behavior and the reflections and interactive scenarios help the read put theory into practice. " -- Kellee Oliver
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This manuscript digs deeper than the usual classroom behavior books do. With it′s deep dive into brain research, it helps the reader better understand the why behind so many of the behaviors that are seen in the classroom today. I was able to implement many of the strategies immediately into my own classroom. "
-- Hope Edlin
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With the pressure of test scores, the "why" helps us to address and help students become successful. This book will be very beneficial for teachers to use." -- Stephanie L. Turner
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Educators are always asking why students do what they do. We need to ask why. This book will provide practical, realistic and useful guidance for educators. It will allow students to develop progress academically and emotionally in a positive supportive environment. "
-- Tamara Daugherty,
"Searching for the Why
is highly useful, and needed for teachers. The current brain -based research, clear writing style that makes it easy to understand, good real life examples of typical misbehaviors, charts for diagnosing one’s own students, and very good advice on preparing for meetings with parents and special education staff is essential for educators in the field."
Searching for the Why -- Marcia LeCompte
Table of ContentsForeword Preface Acknowledgments About the Authors Chapter 1: Searching for the “Why?” A Brief Introduction to Interpersonal Neurobiology Applying a Brain-Based, Relational Lens to the Educational Setting Chapter 2: Regulation as the Foundation for Learning What Is “Regulation”? Reframing the Developmental Expectations of Regulation Developmental Milestones in Regulation Promoting Regulation in the Classroom Chapter 3: The Teacher-Student Dyad and Classroom Community Understanding the Teacher-Student Dyad and Regulation-Response Cycle The Power of Mirror Neurons Harnessing the Positive Power of Mirror Neurons Rupture and Repair Facilitating the Continued Development of a Teacher-Student Dyad Chapter 4: Foundations of Sensory Processing for Regulated Learning Foundations of Sensory Processing in the Classroom Teacher-Student Dyad and Sensory Processing Sensory Systems and Their Impact on Learning Facilitating Sensory Integration for More Engaged Learning Chapter 5: Building a Sensory Smart Classroom Sensory Preferences and Sensory Processing Disorder—What’s the Difference? Recognizing Different School-Based Sensory Needs Chapter 6: Developing an Awareness of Individual Differences and Promoting Integration Recognizing Individual Differences Moving Toward Integrated Learning Teaching Students to Search for the Why Language-Based Learning Disabilities Nonverbal Learning Challenges Giftedness and 2E Other Common Diagnoses That Impact Learning Common Misconceptions Regarding Learning Disabilities The Power of Early Intervention Supporting Integration of Students With Individual Differences Chapter 7: Handwriting That Promotes Integrated Learning Developmental and Sensorimotor Facets of Handwriting Writing as an Integrated Brain Activity Regulation and Handwriting Facilitating Improved Handwriting Chapter 8: Considerations for Specialty Teachers A Note about Relationships and Regulation in Specialty Classes Sensorimotor Factors in Specialty Classes Learning Differences Unique to Specialty Classes Boosting Regulation and Participation in Specialty Classes Chapter 9: Redefining Behavior Plans A Note About Behavior Plans Structure, Appropriate Boundaries, and Clear Expectations Natural Versus Punitive Consequences The Power and Peril of Praise The Lifespan of a Meltdown and In-The-Moment Strategies Putting It All Together: A Newly Defined Behavior Plan Chapter 10: Supporting Students Who Need Additional Help Understanding Supports Within Your School Accessing External Supports Establishing a Teacher-Parent Dyad Preparing for a Parent Meeting References Index
