From WHAT to WHY: Managing student behaviors
When a teacher focuses on WHAT a student is doing
Is this scenario familiar to you?
A student named Sarah is repeatedly tapping her pencil on her desk during a quiet independent work time. The teacher notices the tapping and immediately intervenes by saying, "Sarah, stop tapping your pencil on the desk. It's disruptive to the class."
In this scenario, the teacher's focus is primarily on the observable behavior (tapping the pencil) without delving deeper into the underlying reasons behind Sarah's actions. As a result, the teacher has missed opportunities to build a connection with the student, which leads to decreased engagement from the student and increased frustration. Most importantly, what is the teacher modeling for the entire class when it comes to behavior? The teacher is taking control and probably believes this is a way to keep a safe learning environment for the other students. However, this is why teachers are tired of doing all the work. Instead of being responsible for everyone's behavior, what can teachers do to model self-regulation habits so students can learn how to regulate their own behavior?
3 Benefits to Shift to the WHY behind the behavior
Taking a moment to foster a deeper understanding and address potential emotional needs or triggers in Sarah’s behavior can provide several benefits:
Enhanced Relationship Building: By demonstrating empathy and understanding, the teacher strengthens their relationship with Sarah. This fosters trust and creates a supportive classroom environment where Sarah feels valued and understood.
Promotion of Emotional Regulation: By addressing Sarah's emotional needs, the teacher helps her develop skills for emotional regulation. Sarah learns to recognize and manage her emotions in a constructive way, leading to improved self-control and resilience.
Effective Problem Solving: By understanding the underlying reasons for Sarah's behavior, the teacher can collaboratively problem-solve with her to address any challenges or concerns. This empowers Sarah to develop strategies for managing similar situations in the future and promotes her overall well-being and academic success.
How to shift from WHAT to WHY
As educators, our ultimate goal isn't just to manage behavior but to understand and support the underlying emotions driving those behaviors. That's where Becky Bailey's Brain State Model and the DNA technique come into play, offering a powerful framework for promoting self-regulation and fostering a positive learning environment.
At the heart of Bailey's Brain State Model is the recognition that our emotional state deeply influences our behavior. By understanding the brain states of survival, emotional, and executive functioning, educators can not only regulate their own emotions but also model these skills for their students. When teachers make self-regulation a habit, students are more likely to internalize these practices and create a harmonious classroom environment.
So, how does the DNA technique fit into this equation? DNA stands for Describe, Notice, and Affirm—an approach that encourages educators to shift from simply reacting to student behavior to understanding the underlying reasons behind it. Instead of solely focusing on what a child is doing, the DNA technique prompts teachers to delve deeper into why the child is behaving that way.
Through the DNA technique, teachers learn to notice subtle cues and patterns in student behavior, identifying the underlying emotions driving those behaviors. By describing what they observe, acknowledging the emotions at play, and affirming the student's experience, teachers create a safe space for students to recognize and regulate their own emotions.
DNA Technique as a Behavior Regulation Technique
In the scenario with Sarah tapping her pencil, a teacher using the DNA technique might approach the situation differently:
Teacher: "Sarah, I notice you're tapping your pencil on the desk. (Describe)"
Sarah stops and looks up at the teacher.
The teacher takes a breath to think about how Sarah might be feeling and says: "Okay, you seem to be a bit anxious. (Name the feeling)"
Teacher: "It is ok to be anxious, you must want to make sure you understand what you are reading. (Affirm).
In this example, the teacher uses the DNA technique to acknowledge Sarah's behavior (Describe), create a pause for reflection (Pause), then identify the feeling (Name), and validate the emotions behind her actions (Affirm). By engaging in this dialogue, the teacher not only addresses Sarah's immediate behavior but also fosters a deeper understanding of her emotions and provides support accordingly.
When supporting students' social-emotional development, it is essential to shift our focus from the surface-level behaviors to the underlying emotions driving those actions. The DNA technique, encompassing Describe, Notice, and Affirm, offers a powerful framework for educators to make this shift, allowing them to delve deeper into understanding the "why" behind student behavior rather than solely reacting to the "what." Here are different examples teachers can practice. It will take practice to move from our habit of redirecting behaviors to modeling behavior regulation.
*Click on this chart to access a video by Dr. Becky Bailey modeling the DNA technique.
The Power of WHY
But the power of DNA doesn't stop there. By connecting with students on a deeper level and helping them understand the "why" behind their behavior, teachers empower students to make positive choices and shift their behavior towards more expected outcomes. It's a collaborative process where both teacher and student work together to create a supportive learning environment.
By shifting our focus from what students are doing to why they're doing it, we create a more empathetic and understanding classroom culture. Through the DNA technique, we can foster self-awareness, emotional regulation, and ultimately, a community where everyone feels seen, heard, and valued.
