The REACH (Reaching to Educate All Children for Heaven) initiative provides teachers with resources, training, and ongoing support.
| Attention Seeking Student |
| Shows off |
| Cries easily/often |
| Speaks loudly |
| Uses charm |
| Keeps teacher busy |
| Constantly asks questions |
| Over dramatizes |
| Stops when asked but resumes behavior |
| Power Seeking Student |
| Is stubborn |
| Is argumentative |
| Lies |
| Cheats |
| Must win |
| Must be in charge of every situation |
| Is disobedient |
| Refuses to conform to classroom rules |
| If asked to stop defies, resists, or escalates the behavior |
| Revenge Seeking Student |
| Has a history of behaviors listed above |
| Feels unfairly treated |
| Feels others are out to get him |
| Feels better after accomplishing revenge |
| Lies |
| Steals |
| Hurts others physically or emotionally |
| Destroys property |
| Blames others for perceived unfair treatment |
| If asked to stop, retaliates |
| Adequacy Seeking Student |
| Has a history of behaviors listed above |
| Wants to be left alone |
| Has feelings of despair |
| Feels worthless |
| Is quiet and withdrawn |
| Gives up easily |
| Won’t attempt a task |
| Places unrealistic expectations on themselves |
| Pessimistic |
| More information | |
|---|---|
| General Behavioral Strategies | |
| Create classroom/behavior management system | |
| Explicitly teach classroom procedures |
|
| Help students make and maintain an organizational system | |
| Provide extra supplies (paper, pens, pencils) for students to use | |
| Create and teach transition procedures and strategies | |
| Use desk dividers and head phones to minimize distractions | |
| Use assignment notebooks to communicate between school and home | |
| Use timers and visual timers to help students with time pacing | |
| Use alternative types of seats | |
| Use preferential seating - e.g.: close to teacher or study peer |
|
| Use add-ons to seating so students can move and wiggle while seated | |
| Use fidgit toys and sensory manipulatives for self-calming | |
| Send a duplicate set of textbooks home to use | |
| Create a classroom "escape" place for calm-down |
|
| Explicitly teach self-regulation skills |
|
| Explicitly teach social skills |
|
| Attention Seeking | |
| Arrange one-on-one time during non-instructional activities (recess, lunch, etc.) |
|
| Greet student warmly upon arrival |
|
| Engage in small talk |
|
| Offer positions of responsibilities | |
| Show personal interest | |
| Affirm appropriate behaviors |
|
| Ignore inappropriate behaviors |
|
| Power Seeking | |
| Avoid power struggles through humor or distractions | |
| Give student some control by offering choices | |
| Empower students; give positions of responsibility |
|
| Assign classroom jobs on a rotating basis |
|
| Affirm privately rather than publicly |
|
| Acknowledge student’s feelings | |
| Revenge Seeking | |
| Conduct small group pro-social skills lessons when student is calm | |
| Establish a mutual contract with goal being to get along with others |
|
| Teach self-monitoring |
|
| Be calm and matter-of-fact when issuing consequences | |
| Catch student being good and praise privately | |
| Treat each day as a fresh start |
|
| Adequacy Seeking | |
| Ensure success when introducing new skills |
|
| Prepare student in advance for public demonstration of skills |
|
| Offer opportunity to observe rather than participate in group activities |
|
| Use cooperative learning with supportive peers | |
| Identify opportunities for student to showcase strengths |
|