Responding vs. Reacting in MTSS Work

In this episode, Larissa discusses the critical difference between reacting and responding in school leadership, emphasizing the importance of proactive strategies in behavior management. She explores the neuroscience behind these reactions, particularly the roles of the amygdala and prefrontal cortex, and provides practical strategies for shifting from a reactive to a responsive school environment. The episode concludes with a challenge for school leaders to implement one proactive strategy to address recurring behavior challenges.

Resources:

Article: How To Utilize Behavior Staff Effectively in MTSS/PBIS

Article: 5 Tips for De-Escalation and Building Strong Relationships with Students

Webinar: Enhancing School Safety Through Restorative Practices and MTSS

Tier 3 Behavior Guide

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Takeaways:

1. The difference between reacting and responding is crucial in school leadership.
2. Our brains influence our responses to crises in school settings.
3. The amygdala drives reactive responses, while the prefrontal cortex enables thoughtful responses.
4. Proactive planning is essential for effective behavior management.
5. MTSS serves as a framework for building a responsive school culture.
6. Behavior staff should focus on prevention, not just reaction.
7. Empowering teachers can reduce the need for referrals.
8. Restorative practices promote learning and community repair.
9. School leaders set the emotional tone for their environment.
10. Shifting to a responsive model takes time and persistence.

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