Positive Behavior Support
I believe strongly in the concepts behind positive behavior support, including PBIS/SWPBIS and Restorative Practices.
Central to my philosophy is my belief that behavioral expectations and norms need to be taught in just the same manner as any other core academic subject (Positive Behavioral Interventions & Supports - OSEP), as well as the importance of being proactive, balancing positive feedback with corrective or otherwise negative feedback on a ratio of at least 4:1, strong documentation, communication with the student, parents, and teachers, and valuing student feedback.
Unacceptable behavior on the part of students is not inherently a personal offense against the teachers, the school, or the system--although it undoubtedly has an effect on each. Misbehavior results in broken relationships, violates trust, and destroys healthy relationships. The appropriate response to student misbehavior is to restore relationships and foster healthy, trusting, respectful relationships. The most effective means to achieve healthy relationships, whether they are student-student, teacher-student, or adult-adult, is to proactively foster and cultivate an environment of respect.
Additionally, I believe supporting students in their positive behavior is a multi-layered endeavor. Depending on student need, more focused support for some students will be necessary for schools to provide. This is best achieved using SWPBIS and MTSS tiered supports.