Before learning can happen, students must be free of anxiety and stress in a protective environment.

Intentions are hidden from teachers yet are often assigned negatively to misbehavior. It's better to presume positive intent.

Teachers have control over the atmosphere in their room. By choosing positivity, they choose the context very every interaction that occurs.

If students don't have a clear purpose for coming to school each day, chaos will most likely reign. Make learning and cooperation explicit.

Purpose is the fuel for life. As a teacher, do you know what your purpose is? How does that energize you?

Teachers can help children reintegrate into the classroom by embracing them after a behavioral episode. Isolation breeds disconnection.

When students fear that any mistake they make will cause irreparable damage, they live in fear and anxiety, both of which impair learning.

Before helping students through disciplinary situations, teachers should first take care of their own needs through self-regulation.

Teachers are triggered when they assume intent, magnify problems, or label students. They can remain calm by turning down the shark music.

Composure is key to entering disciplinary situations. Emotions are contagious and teachers want students to "catch" their calmness.

Emotions are the backbone of cognition and memory. Teachers should cultivate positive emotions and attend to the distress of their students.

Students' misbehavior drops when they actively do learning rather than receiving it. They also need a chance to process new information.

Teachers can plug students into learning by utilizing the five facets of student motivation into their instructional design.

Rather than focusing on everything that went wrong, reflection can be improved by focusing on the bright spots and expanding on those.

Through planned instances or peer observations, reflections are a powerful tool to increase our efficiency in the classroom.

Teachers can pivot in stressful situations by acknowledging student intentions, clarifying missing skills, and taking time to practice.

When teachers ascribe positive intentions to misbehavior and focus on solutions (not problems), they help move students toward a resolution.

Misbehavior can be perceived from different perspectives. A healthy viewpoint would be to see the situations as opportunities for growth.

The intentions teachers have when entering disciplinary situations precede them like a bow wave, setting the tone for everything to follow.

Mindfulness allows us to accept each moment without judgment and quiet the storm that threatens to blow us away in hectic situations.