As a rookie high-school science teacher in Detroit, I quickly learned that behavior management was one of my most glaring weaknesses. I struggled to act effectively in the brief period of time when normal behavior escalates to jump-out-the-window type behavior (luckily, I was on the first floor). Unsurprisingly, my mentor quickly suggested I observe some more experienced teachers. Through these observations I became more and more impressed with the nuances of classroom management; I saw how things like engaging lessons, classroom layout, voice tonality, physical proximity, and meaningful relationships can all positively impact behavior and classroom culture. I worked hard to implement these changes in my own classroom and over time they started to pay off. Major incidents became fewer and further in-between, but I continued to struggle with specific students. I found that there were times when I was unable to give the individual attention required by the students who needed it most without risking the whole class getting off track.
When in-class behaviors escalate to the point that they are disrupting the learning of others (and teachers have repeatedly tried interventions), schools need to provide timely and effective support. Equally as important, the students exhibiting the behaviors need individual support and attention. This is the intention behind Seneca’s Reset Counselor position in Seattle schools. Reset Counselors partner with teachers to effectively address student behaviors, and to create consistent, reliable supports for students who are struggling. Over time Reset Counselors build relationships with both teachers and individual students, oftentimes playing a key role in behavior plans, academic interventions, family engagement, and building of whole-class structures.
I find one of the most important parts of the Reset Counselor’s role to be their involvement with school-wide strategy. Reset Counselors are vital members of Multi-Tiered Systems of Support (MTSS) teams, PBIS teams, and school-wide social-emotional initiatives. These platforms offer excellent opportunities for Seneca staff to introduce components of the UE model, nudging schools towards functional systems that address the needs of all students unconditionally.
Most importantly, I want to acknowledge the amazing staff that Seneca are filling Reset Counselor positions across Seattle (I really don’t know how we found them!). The work wouldn’t be possible without the compassion, love, joy, respect, curiosity, courage and joy that they bring every day.
When in-class behaviors escalate to the point that they are disrupting the learning of others (and teachers have repeatedly tried interventions), schools need to provide timely and effective support. Equally as important, the students exhibiting the behaviors need individual support and attention. This is the intention behind Seneca’s Reset Counselor position in Seattle schools. Reset Counselors partner with teachers to effectively address student behaviors, and to create consistent, reliable supports for students who are struggling. Over time Reset Counselors build relationships with both teachers and individual students, oftentimes playing a key role in behavior plans, academic interventions, family engagement, and building of whole-class structures.
I find one of the most important parts of the Reset Counselor’s role to be their involvement with school-wide strategy. Reset Counselors are vital members of Multi-Tiered Systems of Support (MTSS) teams, PBIS teams, and school-wide social-emotional initiatives. These platforms offer excellent opportunities for Seneca staff to introduce components of the UE model, nudging schools towards functional systems that address the needs of all students unconditionally.
Most importantly, I want to acknowledge the amazing staff that Seneca are filling Reset Counselor positions across Seattle (I really don’t know how we found them!). The work wouldn’t be possible without the compassion, love, joy, respect, curiosity, courage and joy that they bring every day.
Blog Post Written by:
Adam Campbell, Assistant Director of Implementation and Evaluation
Adam Campbell, Assistant Director of Implementation and Evaluation
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