Although the crux of the concept Ross Greene explains in his book seems intuitive and almost like common sense for teachers and parents, I found this novel to be eye-opening and quite beneficial. It’s an easy read with short chapters and lots of specific examples. The story of a school using his Plan B weaves together the book and different ideas suggested within. As my son is often described as a challenging student, I found this book to hit very close to home. I “saw” him in many of the descriptions I read about difficult students in school and it made me realize that even though the method of supporting and helping challenging students is good teaching, very few of my son’s teachers have utilized this approach to helping him. So, I send out a plea to all teachers, if you haven’t yet read this book, please do so and utilize Plan B when working with all students as we don’t want to create apathy and anger within our students. Let’s get comfortable giving up control in order to foster an atmosphere of caring and collaboration in the classroom.
- I sometimes find myself treating difficult students as if they are being defiant and challenging on purpose. I then try to inflict my will upon them as a way to control the situation and the student. Not only does this not work, it creates anger and frustration within the students. They learn to dislike school because they are not being supported or cared for. The author explains how as teachers and caregivers, we need to change the way we think about difficult kids. Challenging students are challenging not as a way to be purposefully defiant but because they have developmental delays regarding thinking and learning skills. These difficult students are challenging because they don’t know how to do what they are being asked to do. If they knew how, they would clearly do it. This idea really made me question how I have dealt with difficult students in the past. I believe that I usually assume challenging students are purposefully acting out as a way to be defiant. Boy was I ever wrong. This new way of thinking will help me better support challenging students in my class come September.
- Greene proposes that teachers collaborate with students to solve problems and address challenging and difficult behavior. For many educators, this will be hard to swallow as we often want to be in control of our class. “How can we possibly allow the students to help us solve their problems. They have no idea what they need. They need to be disciplined and receive consequences for their poor choices.” This fixed mindset is what has caused students like my son to hate school and struggle greatly. As teachers, we need to realize that we are in this amazing journey, often called education, together with our students. It is not us vs. them; instead, we need to be one big community and family of learners. Families do things together and so the same needs to apply in the classroom. Students know themselves and what they need way better than we do. Sure, we might not always like their ideas, and that’s okay, but we do need to respect what our students have to say and how they feel. Students need to be validated if progress is to be made. The author’s Plan B is all about validating the feelings of our students and then working together with our students to help address these issues that are rearing their head as challenging behaviors in the classroom.
- Greene’s Plan B approach to solving behavioral problems in the classroom contains three steps:
- Step 1: Validate the feelings of the student by showing apathy. “I’ve noticed that it’s been difficult for you to complete your homework on a daily basis. What’s up with that?” This step begins the conversation and allows you to determine is going on with the student. Why is he or she exhibiting this difficult behavior? This is the most important step in the process as it builds trust and care between the teacher and the student. While the student may not give up the goods right away, if you keep digging and probing through empathetic questions and active listening, you will eventually figure out what is causing the student to act they way they are acting in the classroom.
- Step 2: Explain your concern with the student’s behavior. “My concern is that by not doing your homework, you are unable to practice the skills introduced in class and then seem very confused when we build upon the skills learned.” This step is obviously the shortest and must be free of judgment and explanation. Don’t try to assume why the student is acting a certain way, simply state your concern with their behavior.
- Step 3: Invite the student into the conversation once again by asking for their suggestions on how to solve the problem or address the behavior being exhibited. “I wonder if there is a way we can help you complete your homework on a daily a basis. Do you have any ideas?” This step may take the longest to complete as the student may have lots of ideas that won’t be mutually agreed upon by both the teacher and the student; however, it’s important that we show the student that we value their input. We want them to be a part of the problem solving process. If a student doesn’t have any ideas, propose your own. While the student may not like any of your ideas, he or she might be prompted to provide some of their own once they have had time to process what is being asked of them. Difficult students often lack executive functioning skills and need more time to process and think before responding.
- After reading through the three parts of Plan B, I began to wonder, am I already doing a form of Plan B in the classroom at times? I do find that I sometimes begin conversations regarding a student’s behavior with empathy before getting into my concern with their choices. However, that is usually where I stop. I don’t usually allow the student to add their ideas and suggestions to the conversation. So, what I thought was Plan B is actually Plan A. I am doling out consequences as a way to control the student and my classroom. Because I’m not making the problem solving process collaborative, the students become disengaged in the process and no genuine progress is made, which is why I often see these same difficult behaviors repeated throughout the year. I need to be sure I allow the students to add their thoughts and concerns to our discussions as collaboration is crucial to making real progress.
- The author helps educators think about the Plan B model of collaborative problem solving by comparing it to differentiating academic instruction in the classroom. Teachers wouldn’t expect every student to be able to comprehend every aspect of a single novel read without support and scaffolding; therefore, we shouldn’t assume that every student has the ability to transition from playtime to class time without help and support too. Some students need help from us, their teachers, to learn how to solve problems, transition, etc. and Plan B is a differentiated approach to doing this. If we differentiate the academic instruction for our students, then we need to do the same for behavior and the social aspects of school too. I liked this analogy as I see how important differentiation is for academic instruction. If I put as much time and energy into helping all students address their behavioral issues as I do creating scaffolded learning opportunities for my students, then I would see the frequency of challenging behaviors in my classroom decrease.
- Plan B isn’t simply an individual approach to problem solving; it can be used for a whole class or small groups as well. The same three steps are used. The only difference is that more students are involved. You will need to set ground rules for how these conversations proceed, but they are vital to fostering a strong sense of community and compassion within the classroom. Although I do try to address big issues with my entire class, I do so in a very controlled manner without allowing the students to add their insight to the discussion. I want to work on this for the new academic year. I’m thinking that maybe having one community meeting a week to address behavioral issues or concerns might help to create a sense of family and caring within the classroom. I want to run this by my co-teacher to get her thoughts on the issue. I’m excited about this as I think it will make a big difference in the classroom.
- The author suggested a cool idea that could easily be incorporated into these whole class Plan B discussions: Have students share gifts or personal qualities and attributes they have that could help their classmates. This would help the students learn more about their classmates while also helping them all learn who could help them within their class. This kind of activity could do wonders for building a strong sense of community within the classroom. I love it and will use it as an icebreaker activity at the start of the year. I might also revisit this activity throughout the year when issues arise.
Although my feedback and takeaways can’t possibly do justice to how great and wonderful this book is, I feel as though I encapsulated the best and most important ideas of the text. I love this book and feel as though the ideas presented will help me continue to grow and develop as a teacher. I can’t wait for September so that I can try Plan B. Heck, I’m going to try it with my son this summer. Bring on the challenging behavior!