[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-591545-105":59,"doc-detail-591545-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","its-about-relationships-creating-positive-school-climates","It’s About Relationships - Creating Positive School Climates","","Article examines how teachers should respond to challenging student behaviors in ways that protect instruction and avoid escalation. It argues that punitive discipline worsens underlying issues and that outcomes depend on school culture, communication, family collaboration, cultural awareness, and professional development. It presents examples of first-year and experienced teachers and proposes a multitiered schoolwide approach that activates positive behavioral supports for both students and educators. It also describes the Positive Learning Collaborative and related initiatives supporting educators.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/its-about-relationships-creating-positive-school-climates/591545/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/its-about-relationships-creating-positive-school-climates/591545.png","ImageObject",300,407,{"name":92,"@type":93},"supergirl","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does punitive discipline not solve challenging student behavior problems?","Question",{"text":112,"@type":113},"Punitive discipline does not solve the problem—it exacerbates it, worsening the behavior and the underlying issues students bring to school.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What factors influence whether teacher responses work?",{"text":117,"@type":113},"Effectiveness depends not only on individuals, but also on whether school cultures build relationships, support open communication, enable school-family collaboration, promote cultural awareness, and provide professional development to help manage stress.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the role of a multitiered schoolwide approach in behavioral interventions?",{"text":121,"@type":113},"A multitiered approach prepares and activates existing positive support systems when behavioral challenges arise, making thoughtful interventions more sustainable over time.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591545,1792832168,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":52,"preview_page_count":4},962088121634,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","It’s About Relationships  \nCreating Positive School Climates  \nBy Dana M. Ashley  \nI  \nmagine this scenario: A first-year teacher escorts her thirdgraders from the school cafeteria to the classroom. She then asks them to join a reading circle in the front of the room—something they’ve practiced alot. Jeremy, once again, refuses  \nto come over. As a teacher, does she call him out? Offer him a reward for joining? Threaten consequences when he doesn’t? Thirty students are ready to move on with their lessons and are waiting for a response from the teacher, but Jeremy is holding up the class. What should she do?  \nNow take a more seasoned teacher, his ethnicity and social class different from those of the students he teaches. A female student just said “F  you!” and approaches him in a belligerent manner in the hallway. As a teacher, he does not want to just let  \nDana M. Ashley is the director of the Positive Learning Collaborative, jointly run by the New York City Department of Education and the United Federation of Teachers. A social worker and behavioral specialist, she has worked with educators for more than a decade.  \nthis go, but he also knows that he needs to be careful not to escalate the situation or allow other students to think this behavior is appropriate. What should he do?  \nWhen teachers wonder “What should I do?” in response to challenging student behaviors, the answers are not as simple as they might seem. Although an individual teacher asks the question, the response must be nuanced enough to take into account the specific school and community. As in any field—not just in education—context is key.  \nEducators ask me all the time:“What doI do about the students in my class who just won’t behave?” There’s often a sense of urgency in their voice and a sense of desperation. I get it; these situations are uncomfortable, they’re filled with emotions, and they detract from instruction. What we do know is that punitive discipline does not solve the problem—it exacerbates it.  \nBecause of all sorts of challenges, many schools, particularly those in high-poverty districts, operate in a crisis management mode. Often our students display anger, frustration, and hurt in ways that feel (and often are)“defiant” or “disrespectful” to educators. There’s no magic bullet, I tell them. The effectiveness of responses  \nILLUSTRATIONS BY LIZA FLORES  \nAMERICAN EDUCATOR | WINTER 2015–2016 13  \nhinges not solely on individuals, but also on whether school cultures facilitate relationships between students and educators, open communication, provide opportunities for school-family collaboration, promote cultural awareness, and offer professional development to help teachers manage stress. In other words, we cannot place systemic responsibilities on the shoulders of individual educators.  \nWhat teachers can do also depends, at least in part, on external demands (e.g., discipline codes, principal expectations, time pressures on teaching content and testing) that can either facilitate or thwart positive resolutions of conflicts. For example, do school policies have some flexibility to account for the context of a situation and students’ experiences? Are the expectations of a firstyear teacher with less or no training in de-escalating student behavior the same asthe expectations of a more seasoned teacher who has more experience and training with tough situations?  \nPerhaps, the real question in most cases is what are we or what is this system prepared to do? Framed differently, we can do a lot within a multitiered schoolwide approach in which behavioral challenges activate an existing system of positive support for both students and teachers. Over time, a disciplined, thoughtful approach to behavioral interventions can become sustainable despite individual strengths and weaknesses.  \nEmpowering Educators  \nPrior to the birth of New York City’s Positive Learning Collaborative, I spent nine years as a social worker and behavior specialist in Di","cbCaiqoFMvK5OhOp","https://ap.wps.com/l/cbCaiqoFMvK5OhOp","pdf",153574,"English","# Imagine the scenario\n## Context matters in teacher decisions\n# Punitive discipline and crisis management\n## Systemic responsibilities vs individual burden\n# External demands and policy flexibility\n## Multitiered schoolwide support","[{\"question\":\"Why does punitive discipline not solve challenging student behavior problems?\",\"answer\":\"Punitive discipline does not solve the problem—it exacerbates it, worsening the behavior and the underlying issues students bring to school.\"},{\"question\":\"What factors influence whether teacher responses work?\",\"answer\":\"Effectiveness depends not only on individuals, but also on whether school cultures build relationships, support open communication, enable school-family collaboration, promote cultural awareness, and provide professional development to help manage stress.\"},{\"question\":\"What is the role of a multitiered schoolwide approach in behavioral interventions?\",\"answer\":\"A multitiered approach prepares and activates existing positive support systems when behavioral challenges arise, making thoughtful interventions more sustainable over time.\"}]","It’s About Relationships - Creating Positive School Climates | PDF",1792072697]