If you have a disruptive child you have to show your administrator that you are intervening to prevent the behaviors from occurring. Often times, you are asked by a school counselor about the patterns of behavior that a child is displaying. You have to understand what is happening before the behaviors are displayed and how you as a teacher are handling them. There is no better way that back to the basics: A, B, C.
A- Antecedent- what happened before (which could lead to the problem)?
B- Behavior- what behaviors are being displayed?
C- Consequences- what did the teacher do in response to the behaviors?
These documents could support your claims in Response-to-Intervention meetings as a child enters Tier-II or as you are describing the incidents to the school counselor, principal, or other professional.
This is a great pre-cursor to the Functional Behavior Assessment that most school perform before referring a child for assessment by a school psychologist.
Even if you do not think behaviors are escalating, it is always best to document them. You never, never know!
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