Let’s waste no time and jump right in to part 2 of Ty’s story.
[Click here to go back and catch up on part 1]
The behaviors were comin’ in hot
Ty’s classroom behaviors are getting more intense and frequent by the week. Initially, his behaviors were only showing up in the afternoon, almost like he was able to hold it together all morning only to unravel as the day wore on. But as the school year was progressing, Ty’s parents were receiving more notes home.
He was being sent to the principal’s office daily.
His teachers were keeping a behavior log, and it was becoming increasingly discouraging for his parents.
“When we read every single thing he did wrong and it's like, oh my gosh, it's just it's so negative”
The school admin and teachers seemed genuinely interested in finding ways to accommodate him, but also felt so incapable of making any impact on his behavior that they resorted to sending him to the principal’s office and using reward charts.
“They give points for like behavior and I'm like, he's not motivated by rewards or punishment, like those two things don't make him behave. He needs to feel confident. He needs to feel valued.”
Ty’s parents just get it. Now we just needed to help his teachers get it. But first, let’s hear Ty’s perspective.
His parents asked him the magic wand question and it actually gave us a lot of clues and confirmation of our hypothesis.
