Student A is texting during a review for an exam.

• Interventions or actions: I would first try to talk to Student A privately to understand why they are texting during the exam review. I would ask them if they are feeling overwhelmed or stressed, or if they are having trouble understanding the material. If Student A is simply bored or distracted, I might suggest that they take a short break or get up and move around. If Student A is struggling with the material, I would offer to provide them with extra help or resources.
• Logical consequences: If Student A continues to text during the exam review, I would confiscate their phone and return it to them after the review is over. I would also talk to them about the importance of being respectful of their classmates and the learning environment.
• Social-Emotional Learning domains: The following SEL domains could be utilized in my instruction to support Student A’s appropriate behavior in the future:
  • Self-awareness: I would help Student A to develop a better understanding of their own emotions and how they can manage them in a healthy way.
  • Self-management: I would help Student A to develop strategies for staying focused and on-task.
  • Relationship skills: I would help Student A to develop better communication and conflict resolution skills.
  • Responsible decision-making: I would help Student A to make better choices about their behavior.
• Relationships: I would build a positive relationship with Student A by being supportive and understanding. I would also communicate regularly with their family members to get their input and support. I would also collaborate with my professional colleagues to share ideas and strategies for addressing Student A’s behavior.

Student B physically intimidates other students.

• Interventions or actions: I would first talk to Student B privately to understand why they are behaving this way. I would ask them if they are feeling angry or frustrated, or if they are being bullied themselves. If Student B is simply being mean-spirited, I would talk to them about the importance of respecting others. If Student B is being bullied, I would offer them support and resources.
• Logical consequences: If Student B continues to physically intimidate other students, I would have to involve the school administration. Student B might be suspended or expelled, depending on the severity of the behavior.
• Social-Emotional Learning domains: The following SEL domains could be utilized in my instruction to support Student B’s appropriate behavior in the future:
  • Self-awareness: I would help Student B to develop a better understanding of their own emotions and how they can manage them in a healthy way.
  • Self-management: I would help Student B to develop strategies for controlling their anger and aggression.
  • Relationship skills: I would help Student B to develop better communication and conflict resolution skills.
  • Responsible decision-making: I would help Student B to make better choices about their behavior.
• Relationships: I would build a positive relationship with Student B by being supportive and understanding. I would also communicate regularly with their family members to get their input and support. I would also collaborate with my professional colleagues to share ideas and strategies for addressing Student B’s behavior.

Student C continually talks during lessons; forgets to bring pencils, books, and paper; refuses to complete work, and reacts rudely when the teacher approaches.

• Interventions or actions: I would first talk to Student C privately to understand why they are behaving this way. I would ask them if they are feeling bored or disengaged, or if they are having trouble understanding the material. If Student C is simply being disruptive, I would talk to them about the importance of respecting the learning environment. If Student C is struggling with the material, I would offer to provide them with extra help or resources.
• Logical consequences: If Student C continues to disrupt the class, I would have to give them a consequence, such as a detention or a phone call home. I would also make sure that Student C is held accountable for their work. If Student C refuses to complete their work, I would not allow them to turn it in.
• Social-Emotional Learning domains: The following SEL domains could be utilized in my instruction to support Student C’s appropriate behavior in the future:
  • Self-awareness: I would help Student C to develop a better understanding of their own emotions and how they can manage them in a healthy way.
  • Self-management: I would help Student C to develop strategies for staying focused and on-task.
  • Motivation: I would help Student C to find the value in learning and to develop a positive attitude towards school