Lost at School: Why Our Kids with Behavioral Challenges are Falling Through the Cracks and How We Can Help Them
Format: PDF / Kindle (mobi) / ePub
From the renowned authority on education and parenting, “an in-depth approach to aid parents and teachers to work together with behaviorally challenging students” (Publishers Weekly)—now revised and updated.
School discipline is broken. Too often, the kids who need our help the most are viewed as disrespectful, out of control, and beyond help, and are often the recipients of our most ineffective, most punitive interventions. These students—and their parents, teachers, and administrators—are frustrated and desperate for answers.
Dr. Ross W. Greene, author of the acclaimed book The Explosive Child, offers educators and parents a different framework for understanding challenging behavior. Dr. Greene’s Collaborative & Proactive Solutions (CPS) approach helps adults focus on the true factors contributing to challenging classroom behaviors, empowering educators to address these factors and create helping relationships with their most at-risk kids.
This revised and updated edition of Lost at School contains the latest refinements to Dr. Greene’s CPS model, including enhanced methods for solving problems collaboratively, improving communication, and building relationships with kids.
Dr. Greene’s lively, compelling narrative includes:
• Tools to identify the problems and lagging skills causing challenging behavior
• Explicit guidance on how to radically improve interactions with challenging kids and reduce challenging episodes—along with many examples showing how it’s done
• Practical guidance for successful planning and collaboration among educators, parents, and kids
Backed by years of experience and research and written with a powerful sense of hope and achievable change, Lost at School gives teachers and parents the realistic strategies and information to impact the classroom experience of every challenging kid (and their classmates).
kid to stop badgering. The teacher would be using Plan A if she said, “Rodney, go stand in the hallway now! Come back when you’re ready to treat people kindly.” Or if a kid says, “I’m not doing this assignment unless I can work with my friend,” and the teacher has already made it clear that he expects the kid to partner with a different student, then a potential Plan A response would be “Elena, you’re not working with Hector. Let me know if a detention is necessary to help you understand that.”
Westbrook hurried into the principal’s office and told Mrs. Galvin, the school principal, that Joey had just run out of the building with Mr. Middleton in his wake. Mrs. Galvin bolted out of her office to assist in the chase. Mr. Sizemore, one of the physical education instructors, heard the commotion from the copy room and sprinted after Joey as well. Mr. Middleton and Mr. Sizemore found Joey hiding behind a car in the school parking lot and forcibly escorted him back into the school. The two
about his concerns, that you feel his concerns are legitimate. He realizes that you’re going to listen to him, try to understand him, and make sure that his concerns are addressed. He knows you’re not mad, that he’s not in trouble, that you’re not going to tell him what to do. He begins to trust you, to rely on you … as a helper. Let’s start with the basics of Plan B and go into more detail as we move along. There are three steps for doing Plan B, and they are the same whether you’re doing
(“Stop hitting, now!” or “Kelvin, out in the hall, now!”) is also an option at the moment a problem arises in the classroom, but Plan A does carry the risk of making the situation much worse. On problems that “suddenly” come to the fore that do not involve safety (“I’m not doing this assignment!”), Plan C could also be a viable option (“Richie, can you hang tight for a few minutes so I can make sure everyone else is set?”), so long as it’s understood that the issue will need to be addressed with
better, most mental health professionals don’t have training in Collaborative Problem Solving, either. Question: It seems like you think teachers should be all things to all kids. Answer: Not so, but this is a group of kids you could really help. Question: Are you telling me I have to adjust what I’m doing for every kid I teach? Answer: Not every kid—just the ones who are having trouble meeting your expectations. The Story Continues … “Is he here yet?” Mrs. Franco stuck her head inside Mrs.