When one or two children refuse to: participate, transition to another activity, follow directions, fuss, complain, or tantrum, we look at the children individually to figure out what the problem is and how to resolve it (see “What Do I Do When. . . ?”).

But, when half or more of your children display these behaviors, on a weekly or daily basis, Captain, My Captain, It’s You.

What Do I Do? – Take a good look at the three aspects of your classroom environment.

Physical Environment

• Cleanliness – organized chaos is fine; chaotic organization is not
• Good Lighting, Air & Temperature – physically comfortable?
• Space – too many kids for a too tight space? 35 square ft. per child!
• Safety – arrangement of furniture; traffic patterns; too much stuff?

Emotional Environment

• You – warm, friendly, smiling, laughing, listening, making eye contact, playing, respectful, know & say their names correctly, respect families & culture
• Your “Rules” – Values of good health & nonviolence; Modeling of behaviors; Appropriate expectations and consequences; Noticing ‘good’ more than ‘bad’ ( see the VMAN system of behavior management in past blogs)
• Your Team – a sense of community (Mrs. B.’s Bees) including parents, children, & you; a warm, polite, professional sharing aura among coworkers; OPEN COMMUNICATION

Educational Environment

• DAP     DAP     DAP     DAP     DAP   in every aspect of work & play with children
• Process Over Product and Pressure – it is ALWAYS the learning process and NEVER the test score, big red X on the worksheet, color-in-the-lines art, “right” answer, or cross-cross applesauce sitting that is important in your classroom
• Practice Over Purchase – it is more important to spend time interacting with your children than spending money on cute, pretty, post-on-Pinterest provocation products
• Is It Fun to Come Here? – and if it’s not always “fun”, is it interesting, stimulating, exciting, safe, and comfortable?
• Work – does every child have a job every day so he feels part of the community?
• Learning Methods – do the children learn by Moving; Exploring with their Senses; Manipulating Materials; Constructing, Destructing & Reconstructing; Role Playing; and Expressing themselves through facial expression & gesture, spoken word, art, music, drama, dictation, and written word (when ready)?
• SARA – are there daily opportunities for child Selection of work/play/materials; a schedule that allows plenty of time for hands-on, gross and fine motor Action; moments and ways to Reflect and recall and reinforce learning; and opportunities for Application of the learning to repeated or brand new use? 

If your physical, emotional, and educational environments are in order, you will have fewer moments of rough waters, more smooth sailing, and you might even find some hidden treasure mongst yer swabbies!