The Kid Whisperer Podcast Featuring Scott Ervin and Pat Kiely: Episode 25
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Topics in this episode include:
I've heard you say in trainings that you should notice kids once every 90 seconds, and I do that. My question is: How much noticing is too much noticing? Does noticing kids this often train them to need constant noticing in order to continue using positive behaviors? Does it become less effective over time (i.e. can kids become "desensitized" to noticing)?
Another teacher at my school recently loaned me a copy of The Classroom Behavior Manual. Wow! I just read through the entire book yesterday! This book is speaking directly about my school's student population. I teach at the middle school in our city with the lowest socioeconomic demographic and the highest numbers of students with trauma experiences--not to mention homelessness, foster care, youth homes, etc. My question is: Can I try to implement this structure in my classes mid-year? Is it nearly impossible to try to turn the ship at this point, and should I just limp to the end of the year? Or do I try to put Behavioral Leadership into place cold turkey--starting with class names, team names, etc.?
I am a substitute teacher looking to obtain my Special Education teaching license, and I am reading your book. Given the practical tools you offer work well with the most challenging students, does this also include Special Ed students with behavioral challenges, including autistic students?