You’ve attended the workshops…

You know relationships matter. You know behaviour is communication. You’ve tried choices, visual schedules, rewards, consequences, movement breaks, calm voices, ignoring, redirecting – and probably more strategies than you can count.

And yet…

• There’s still the student who refuses every transition.
• The child whose behaviour escalates the moment you place a demand.
• The student who seems to need your attention constantly.
• The behaviour that derails the entire class while 20-something other children wait.
• Or the same power struggle you somehow find yourself having again and again – even though you know it isn’t working.

The problem usually isn’t that you need more strategies.

You need to understand why the behaviour is happening, what may be keeping it going, and what to do differently.

That’s what we’ll do together.

This isn’t another classroom-management workshop.

You won’t spend six weeks listening to me talk while you collect another binder full of ideas to try someday.

Bring me your classroom.

• Bring the student you can’t quite figure out.
• Bring the transition that falls apart every day.
• Bring the behaviour that keeps escalating.
• Bring the strategy that worked for three days and then stopped.
• Bring the moment when you’ve tried everything you can think of and genuinely don’t know what to do next.

We’ll use the behavioural science – but we’ll apply it to what’s actually happening in your classroom.

Each week, you’ll learn a focused set of evidence-based behavioural principles and practical tools. Then we’ll apply them to real situations, develop a plan, test it in your classroom, and come back together to figure out what happened.

Because information alone doesn’t change behaviour. Implementation does.

What We’ll Be Working on Together

Over six weeks, you’ll learn how to stop simply reacting to behaviour and start looking at it systematically.

We’ll work through questions like:

• What’s actually driving this behaviour?
• What happens immediately before it – and what happens afterward?
• Could something we’re doing unintentionally be making the behaviour more likely to happen again?
• Why do some interactions turn into the same power struggle over and over?
• What behaviour do I want the student to do instead?
• How do I teach and strengthen that behaviour?
• How can I give directions that make cooperation more likely?
• When should I ignore, redirect, reinforce, set a boundary or follow through?
• What do I do when something works for one student but not another?
• How do I know whether my plan is actually working?
• And when it isn’t working, what do I change?

The goal isn’t to give you a script for every behaviour you’ll ever encounter.

It’s to teach you a way of thinking about behaviour that allows you to make better decisions long after our six weeks together are over.

Your Six Week Overview

Week 1: Define the Change

We start with your classroom.

What’s working? What isn’t? Which behaviours are consuming the most time and energy? Where do you feel stuck?

We’ll identify the changes that would make the biggest difference in your classroom and establish clear, observable goals so we know exactly what we’re working toward.

Week 2: Understand the Behaviour

Before we try to change behaviour, we need to understand it.

You’ll learn how to identify antecedents, consequences, patterns and behavioural functions—and begin looking beyond what a student is doing to understand why that behaviour keeps happening.

You’ll choose a real behaviour from your classroom to observe and track.

Week 3: Break the Cycle

Sometimes the way adults naturally respond to difficult behaviour unintentionally helps keep the pattern going.

We’ll examine how coercive cycles develop between students and adults and use the Classroom Coercive Cycle Disruption Blueprint to map a real interaction from your classroom.

Then we’ll identify where you can interrupt the cycle.

Week 4: Teach What You Want to See

Stopping unwanted behaviour is only half the job.

What should the student do instead?

We’ll focus on intentionally teaching and strengthening the behaviours you want to see through reinforcement, differential attention, positive opposites, modelling, practice, routines, pre-correction, and environmental changes.

Week 5: Lead With Clarity + Follow Through

We’ll focus on what to do when cooperation doesn’t happen.

You’ll learn how to give clearer directions, establish expectations and boundaries, reduce repeated instructions and negotiations, and respond to noncompliance with greater consistency – without getting pulled into unnecessary power struggles.

Week 6: Build Your Classroom Behaviour Transformation Plan

Now we put everything together.

You’ll build a practical behaviour plan for your classroom that identifies:

What you’re targeting → why it’s happening → what you’ll change beforehand → what you’ll teach instead → what you’ll reinforce → how you’ll respond when the behaviour occurs → what you’ll track → when you’ll reassess.

And we’ll return to the goals you established in Week 1 to look at what’s changed, what still needs work, and what comes next.