Sometimes, I Feel Like A Chained Dog: Behavior and Instruction

It is disheartening to see low-performing, struggling readers repeatedly sent home or placed in alternative schools due to poor behavior. Instead of addressing the root causes of these challenges, many students are labeled and removed, effectively shutting the door on their potential. It is time we change this narrative by understanding the deep connection between behavior and instruction. By embracing this understanding, we can transform classrooms into inclusive, engaging spaces that give every student an opportunity to succeed.

The relationship between behavior and instruction is at the heart of effective teaching. A positive classroom environment not only facilitates learning but also minimizes behavioral challenges. Understanding how behavior and instructional strategies are interconnected allows educators to create classrooms where students are engaged, empowered, and ultimately successful. In this article, we explore the powerful synergy between instruction and student behavior, offering insights into how teachers can transform classrooms into positive, effective learning environments.

Impact of Instruction on Behavior

Instructional approaches significantly influence student behavior. Engaging, interactive lessons can motivate students and reduce disruptive tendencies. However, lessons that lack differentiation or are poorly structured often lead to disinterest, which in turn leads to behavioral problems. When teachers employ differentiated instruction—adapting the content, process, or product based on the diverse needs of students—students are more engaged and invested in the learning process. This engagement inherently reduces negative behaviors as students find meaningful roles in the lesson.

For instance, giving students choice in how they demonstrate their learning, such as through projects, presentations, or written assignments, can reduce frustration and promote a sense of agency, thereby diminishing behavior issues. Differentiated instruction allows every student to feel included and capable of succeeding, leading to improved behavior outcomes.

Proactive Classroom Management Strategies

Behavioral issues often arise when expectations are unclear or students do not feel supported. Proactive classroom management strategies, such as establishing clear routines, reinforcing positive behavior, and setting consistent expectations, are crucial for creating a classroom environment that prevents issues before they arise. When instruction is coupled with proactive management, students understand what is expected and feel secure, which helps minimize the likelihood of disruptive behavior.

Teachers can use positive reinforcement to reward desired behaviors, which encourages students to meet behavioral and academic expectations. Visual aids, clear instructions, and scaffolding help students understand and participate effectively, leading to a classroom environment that fosters both learning and behavioral success.

Integrating SEL (Social and Emotional Learning)

Social and Emotional Learning (SEL) is key to managing behavior while enhancing instruction. In my experience, integrating SEL into my reading activities had a profound impact on shifting struggling readers toward proficiency. At the beginning, 3/4 of my third graders were low-performing readers, and a significant percentage had been retained in the previous year. To initiate a shift toward literacy proficiency, I began reading the book "Just Juice" by Karen Hesse.

The book is about a little girl who was retained in third grade, much like many of my students, which made it immediately relatable. There were major themes we explored throughout the story, but a pivotal moment came when the narrative revealed that Juice's father struggled to keep a job and was, in fact, illiterate. At one point, the father expressed his frustration by saying, "Sometimes, I feel like a chained DOG!" This raw, emotional statement opened the door for deep reflection.

I quickly asked my students, "Is there anyone in your life who feels like a chained dog? Why? Have you ever felt like a chained dog?" The response was immediate and powerful. During our reading sessions, we used Reciprocal Teaching—a strategy that encourages dialogue through questioning, summarizing, clarifying, and predicting.

The classroom was flooded with responses as students began sharing their thoughts and making connections to their own lives. This led to meaningful discussions that helped them process their emotions and experiences.

From that moment on, I noticed a remarkable shift. Every day, students were making steady improvements in their reading skills. They were not just learning to read—they were also learning about themselves, finding strength in their own stories. By the end of the year, 95% of the students were reading at grade-level proficiency. This success story did not end there—I followed that class through to high school, and we saw more students from that group in high school honors classes and several ranking in the top ten of their graduating class.

Integrating SEL into reading activities helped these students build empathy, emotional regulation, and resilience, which ultimately translated into academic growth. By connecting their own lives to Juice's story, they became not just readers, but thoughtful individuals who understood the power of perseverance and personal growth.

The Neuroscience of Engagement and Emotional Regulation

Recent advances in neuroscience have demonstrated that positive emotional states play a crucial role in enhancing brain plasticity, which directly impacts learning outcomes. When students feel supported, safe, and engaged, their brains are better able to form and strengthen neural connections, which facilitates improved comprehension and retention. Culturally responsive teaching, by validating and celebrating a student’s identity, promotes these positive emotional states, creating optimal conditions for learning.

Moreover, emotional regulation, a key component of SEL, has been linked to improved cognitive functions such as attention, memory, and decision-making. When teachers help students manage their emotions effectively, they are not just reducing behavioral issues—they are also fostering an environment in which students are neurologically primed to learn. This deeper understanding of how emotional health impacts learning provides educators with a scientific rationale for integrating SEL into everyday instruction.

Individualized Behavioral Supports

Behavioral challenges are not one-size-fits-all, and neither is instruction. Personalized instructional supports are essential for students with behavioral needs. By aligning individualized behavior plans with academic goals, teachers can address both areas simultaneously. Behavioral contracts, personalized reinforcement plans, and tailored academic interventions provide the scaffolding that many students need to succeed both academically and behaviorally.

Consider a student who struggles with focus during group activities. Instead of disciplining the student for their inattentiveness, a teacher can provide a specific role within the group that caters to the student's strengths—perhaps being a note-taker or a discussion leader. This gives the student an opportunity to engage in a meaningful way, reducing negative behavior while promoting positive involvement.

Behavior as a Barrier to Learning

Behavior can often be a significant barrier to learning, especially when it is not addressed effectively. Teachers need to understand that behavior often communicates an underlying need or struggle. A student who constantly disrupts may be seeking attention due to feeling lost in the lesson or may have unmet emotional needs. Instead of punishment, educators should investigate the root cause of the behavior to address both the emotional and academic needs.

Implementing interventions such as small-group instruction for struggling students can also reduce behavioral challenges. If a student is unable to follow whole-group instruction due to skill gaps, personalized, targeted lessons can fill these gaps and reduce the frustration that leads to misbehavior.

Relationship Between Engagement and Behavior

The level of student engagement directly impacts classroom behavior. Engaging lessons reduce boredom and frustration—two major catalysts for disruptive behavior. Instructional techniques that promote active participation, such as cooperative learning, project-based activities, and hands-on experiences, help keep students focused and reduce negative behaviors. Educators can also use questioning techniques to challenge students' thinking, keeping them actively involved in the learning process.

Building student engagement often means making the lesson relevant to their lives. When students see the value in what they are learning, they are more likely to engage positively. Teachers who connect lesson content to students' interests and real-world scenarios see a marked decrease in behavior issues and an increase in learning enthusiasm.

Teacher-Student Relationships and Instruction

Positive teacher-student relationships are crucial for effective behavior management. When students feel understood and respected, they are more likely to respond positively to instruction. Teachers who take time to learn about their students’ interests, backgrounds, and strengths can leverage this information to make lessons more engaging and relevant. This not only promotes learning but also helps students feel seen and valued, reducing negative behaviors.

In a culturally responsive classroom, teachers recognize the diverse backgrounds of their students and incorporate these into instruction. This approach not only enriches the learning experience but also builds trust, which is essential for both academic success and positive behavior.

Role of Classroom Culture

A classroom culture that emphasizes community, respect, and shared goals can have a profound impact on both behavior and instruction. Creating a sense of belonging helps students feel accountable to their peers and motivates them to participate positively in learning. Teachers can foster this culture by encouraging collaborative work, promoting open dialogue, and reinforcing positive interactions.

When students feel like valued members of a learning community, they are less likely to engage in disruptive behavior. By modeling respectful communication and encouraging teamwork, teachers create an environment where students are motivated to succeed both academically and socially.

Adaptive Technology in Behavior and Instruction

The use of adaptive technology in the classroom has opened new avenues for supporting behavior and instruction in real time. Technology such as behavior-monitoring apps and adaptive learning platforms can provide real-time data to help teachers tailor their instructional and behavioral interventions. These tools allow for instant feedback, making it possible to adjust instruction based on individual student needs, thus reducing frustration and improving engagement.

For instance, behavior-monitoring apps can track a student’s triggers and responses, providing valuable insights into the patterns behind challenging behaviors. With this data, teachers can make informed adjustments to their strategies—whether that means altering the instructional approach, providing breaks, or offering different forms of academic support. This technology-driven, individualized support further strengthens the connection between effective instruction and positive behavior.

Conclusion

The connection between behavior and instruction is inseparable; effective instruction promotes positive behavior, and positive behavior supports effective learning. By employing proactive management strategies, integrating SEL, providing individualized support, and fostering engagement, teachers can create classrooms where all students are empowered to succeed. Understanding the relationship between behavior and instruction is not just about managing discipline—it’s about unlocking the potential of every learner.

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Conclusion

The connection between behavior and instruction is inseparable; effective instruction promotes positive behavior, and positive behavior supports effective learning. By employing proactive management strategies, integrating SEL, providing individualized support, and fostering engagement, teachers can create classrooms where all students are empowered to succeed. Understanding the relationship between behavior and instruction is not just about managing discipline—it’s about unlocking the potential of every learner.

The way forward involves recognizing that every student’s behavior is a form of communication, and effective instruction must be responsive to those needs. When behavior and instruction are aligned, the classroom becomes a space of learning, growth, and mutual respect. By using adaptive technologies, nurturing positive emotional environments, and ensuring cultural responsiveness, educators can break the chains that have long held students back, leading them toward academic proficiency and personal fulfillment.

Through meaningful engagement and thoughtful support, we can create classrooms where no student feels "chained." Instead, they will see themselves as capable, valued, and ready to thrive, both academically and beyond.

Additional Resources

• "The Power of Our Words" by Paula Denton: A resource on using language to shape positive behavior and foster an inclusive classroom environment.
• "Lost at School" by Dr. Ross Greene: Explores the importance of understanding the reasons behind student behavior and how to use collaborative problem-solving techniques.
• "Teaching with Love and Logic" by Jim Fay and David Funk: Offers strategies for combining empathetic discipline with engaging instruction to promote a positive classroom culture.
• Edutopia - "Proactive Classroom Management Tips": A collection of articles and videos to help educators prevent behavioral issues through proactive teaching techniques.