Before you call it a behavior problem… can I gently challenge you for a second? Because what’s showing up in your classroom might not actually be behavior at all. I know what it feels like… the constant redirecting, repeating directions, trying to keep things moving. It’s exhausting. And the instinct is to add more… more structure, more systems, more control. I’ve been there too. But sometimes the shift isn’t adding more. It’s looking at what students are actually experiencing. Are they clear on the target? Do they know exactly what to do? Are they actively involved… or just watching? Because when those pieces aren’t solid, what looks like “behavior” is often confusion or disengagement. And yes… sometimes that means there’s something in our instruction that needs to shift. That’s not blame. That’s a signal. A signal that something needs to change… because what once worked might not be working anymore. And that’s not a bad thing. That’s growth. Comment TIER 1, and I’ll send ...