The "Why" Behind Classroom Behaviors, PreK-5. Jamie Chaves
not that teachers don’t want to discover “why,” because most teachers do want to understand the underlying cause when a child is having a difficult time. It’s that many teachers don’t feel equipped to ask the right questions, don’t know there’s a different way of addressing behaviors, don’t have the resources with over 20 children in the class, or do not know how to work against a system that has been doing the same thing for decades.
There is hope! With the advancements of brain research, we now know more than ever before that the nervous system can be changed over time. We also know more about the interconnectedness of the brain and interconnectedness of people than ever before. This is good news not only for children with learning differences and social-emotional difficulties but also for adults who are learning new ways of interacting with and responding to the needs of all children. Our brains and relationships can change, too. This is due to exciting research about the brain’s neuroplasticity. Neuroplasticity is the brain’s ability to change over time with certain repeated experiences. This concept underlies the statement “neurons that fire together wire together,” which we use frequently throughout this book. This means that the more frequently you practice a certain skill set, the more likely those neuronal connections in the brain will be created and solidified, making it easier for us to do new things over time. We all have certain strengths as well as areas where we struggle. This is likely tied to certain areas in the brain that aren’t fully developed, or integrated, which we will discuss more in Chapter 6.
Neuroplasticity: the brain’s ability to change over time with certain repeated experiences.
Our students do too, and as we will explore throughout this book, children’s disruptive behaviors are what we see on the surface. Underneath those behaviors are likely certain vulnerabilities, possible skill sets that are lagging, or certain areas of the brain that aren’t fully integrated that we need to uncover and better understand. It all starts with slowing down, and asking, “Why?”
Reflective Activity
Asking “why” a student is displaying a certain behavior allows you as a teacher to optimize a learning environment that accommodates all children. As the “why” is uncovered, better supports and systems can be put in place to address the underlying cause. Rather than putting a Band-Aid on the behavioral symptoms, we can address the underlying vulnerability. We know that most teachers want to understand the underlying cause when a child is having a difficult time, but many teachers don’t feel equipped to do so. The National Center for Learning Disabilities (NCLD) estimates one in five children have a learning difference, meaning in a classroom of 30 you are likely to have at least five to six students who require more support. Take a moment to think about those students and start to uncover the “why.”
A Brief Introduction to Interpersonal Neurobiology
Throughout this book, we will discuss some concepts related to brain science that will help us to better understand the “why” underneath children’s (and our own) behaviors. One framework that we, the authors, have valued in our personal and professional lives is interpersonal neurobiology (IPNB). We will use this framework as a starting point, but will also integrate other ideas, research, and theories throughout this book. Some of the other frameworks we used as inspiration to the ideas and activities in this book include the Neurosequential Model of Therapeutics (NMT); Developmental, Individual-Differences, & Relationship-Based Model (DIR); the Neurorelational Framework (NRF); and Ayers Sensory Integration (SI). All of the frameworks we draw on have the theme of supporting brain-based regulation, development, and understanding of behavior through the lens of co-regulating relationships. This means that our brains grow and develop from and through relationships with other people. Through safe co-regulating relationships, we can support the brain development of our students, ultimately allowing for optimal learning environments for all. We aim to give strategies to educators that you can use within your classrooms that are informed by this research.
IPNB is a framework developed by neuropsychiatrist and author Dr. Dan Siegel that serves as a starting point for asking “why” a child is behaving in a certain way and for intervening once the “why” is uncovered. In this book, we will discuss some of the principles of IPNB, and other relational frameworks, and help apply them to the classroom setting.
IPNB posits that human functioning, well-being, and regulation is a product of integration among and within three separate systems.3 This is known as the “triangle of well-being.”
1 The brain/body includes our brain, nervous system, and body functions. If certain aspects of these are not functioning properly then we may see an impact on empathy, insight, resilience, or physical health.
2 Relationships include how we navigate building connections with others as well as how our brain grows through relationships with people in our lives. If we lack the skills to build relationships or do not have safe, trusting relationships with those around us then we may see an impact on communication and social engagement.
3 The mind includes mental processes, thoughts, feelings, and experiences. It is the subjective experience of how we regulate, understand, and organize our physical experiences and our relationships with others. Dr. Seigel describes the mind as “the process that regulates the flow of energy and information.” This flow of information within our bodies and between people actually has the potential to shape and change our minds. He goes on to explain how mindful awareness can help us all live more fulfilling lives, become better teachers, and become more engaged students.
Each of these three systems must be integrated in a way that promotes “linkage” and “differentiation.” “Linkage” refers to the connectedness of areas in our brain, relationships with others, and integration of mental processes. “Differentiation” refers to the unique functions and aspects of our brain, self, and mental processes. In this way, everything has its special role and works together to create something whole. The end result, as Dr. Dan Siegel puts it, is an “integrated brain, empathic relationships, and coherent mind.” If one system is not well integrated, it can result in the feeling of chaos (feeling “out of control” or unstable) or rigidity (being inflexible or controlling). When chaos or rigidity takes over, it becomes difficult to self-regulate, engage in complex thinking, or participate in social activities. Many times, this is what happens with children who are “acting up” or “misbehaving” in school—they are communicating that something is out of balance in their brain, relationships, and/or mind.
Another important aspect of IPNB, as well as other brain-based relational frameworks, explores the organization of the brain and how this relates to our ability to function and engage with the world around us. The brain develops over time and is structured to promote integration, or connectedness. There are many different types of integration, and we will focus on a few in this book. One of the ways integration occurs in the brain is horizontally (i.e., right hemisphere and left hemisphere) and vertically (i.e., top part of the brain and lower part of the brain). Let’s first explore the two hemispheres of the brain—or the “horizontal brain.” The horizontal brain is organized into a right hemisphere and a left hemisphere. Research shows us that each hemisphere is responsible for different functions despite the fact that both hemispheres are in close communication with each other. We need to rely on both hemispheres in order to function in a regulated and integrated way. More research is developed all the time on how interconnected the left and right hemispheres really are and how closely they work together. While this is the case, it is helpful to have a general understanding of the differences between each side of the brain:
The right hemisphere is traditionally recognized as the creative, imaginative, and intuitive hemisphere.4 It detects and makes sense of emotions. A child who has strong right hemisphere