Decoding Behavior Reflection Journal Teaching Assistant Professional Development
Decoding Behavior
Based on Jim Harris's powerful presentation "What's Wrong with Kids These Days?"
Name:
Date:
"When we ask 'What's wrong with kids these days?', we are diagnosing. When we ask 'What are they communicating?', we are connecting. Behavior is not the problem—it is the symptom of an unmet need."
— Jim Harris Summary
1. Key Takeaways from Jim Harris
While watching the presentation, capture key insights and reflections under each of these core concepts.
Concept 1
Shifting the Core Question
What happens when we stop asking "What is wrong with you?" and start asking "What happened to you?"
Concept 2
Behavior as Communication
What are some common "misbehaviors" in your classroom, and what might they actually be trying to communicate?
Concept 3
The State of the Adult
Why does Harris emphasize that a "regulated adult" is the ultimate classroom management tool?
Concept 4
Brain-State & Safety
Why can't a child who feels emotionally unsafe or highly stressed access their "thinking/learning brain"?
2. My Behavioral Response Inventory
Reflect honestly on your automatic responses to student behavioral escalation. Rate how frequently you practice these core co-regulation skills:
I stay calm, lower my voice, and slow down my movements when a student becomes defensive or loud.
Rarely Sometimes Daily
I focus on co-regulating the student's emotional state before attempting to correct or lecture them.
Rarely Sometimes Daily
I separate the child from the behavior, ensuring they know I support them even when their behavior is unsafe.
Rarely Sometimes Daily
Decoding Behavior: Self-Guided PD Page 1 of 2
Decoding in Action
Looking beneath the surface of student actions
Iceberg Mapping
3. Shifting My Perspective
PROMPT A: Think of a student you support who frequently exhibits challenging or disruptive behaviors. Describe their outward behaviors below. Then, list 3 potential underlying factors (such as fatigue, learning gaps, home environment, or anxiety) that could be driving those behaviors.
PROMPT B: Jim Harris argues that when we match a student's emotional escalation with our own anger or volume, we are attempting to "fight fire with gasoline." How can you model "emotional thermostat" behavior to help cool down a tense classroom moment?
4. My "Decoder Action Plan"
Select one student who is currently struggling with emotional regulation or compliance. Draft an intentional decoding strategy to use with them this week.
Student (Initials only):
Visible Escalation Triggers (Transitions, reading aloud, etc.):
What they are communicating (Fear, frustration, attention, etc.):
Emotional Safety Response (What will you say/do first?):
Repair & Connect (How will you build trust after the moment passes?):
The Co-Regulation Pledge
I pledge to stop diagnosing children by their behavior alone. I commit to staying regulated in moments of crisis, decoding their communication with empathy, and co-creating a space of emotional safety.
Teaching Assistant Signature
Decoding Behavior: Self-Guided PD Page 2 of 2
Decoding Behavior Facilitator Guide Facilitator Guide & Workshop Blueprint
Decoding Behavior
Empowering Support Staff through Jim Harris's "What's Wrong with Kids These Days?"
Leader Guide
Recommended Duration 45 - 60 Minutes
Target Audience TAs / Paraeducators
Delivery Format Blended or Independent
Primary Video Link Jim Harris Talk
Session Overview & Core Objectives
This session explores a crucial paradigm shift: looking past a child's behavior to decode their underlying emotional and developmental needs. Designed for Teaching Assistants who navigate behavioral escalation daily, this workshop focuses on removing student-blame, introducing brain-state science, and highlighting the vital power of co-regulation.
Facilitation Timeline
10 Min
Hook & Welcome: The "Diagnosis vs. Need" Discussion
Open by writing "What's wrong with kids these days?" on a whiteboard. Prompt TAs to call out the typical answers they hear from frustrated adults. Introduce Jim Harris's central paradigm: the shift from viewing behaviors as chronic deficits to seeing them as adaptive distress communication.
10 Min
Screen the Video: Jim Harris's Talk
Stream the presentation (YouTube ID: 5EPxwJwUPs4 ) or have independent learners view it. TAs should use Section 1 of the Decoding Behavior Reflection Journal to capture notes under the four active concepts.
15 Min
Self-Reflection & Iceberg Mapping
Allow quiet, independent time for TAs to fill out Section 2 (Response Assessment) and Section 3 (Perspectives). Remind them that honesty is crucial here and that their self-assessments are strictly confidential to encourage genuine reflection.
15 Min
Team Debrief Protocols
Assemble table groups or a circle. Guide discussion using the debrief questions below. Emphasize validating how difficult it is to remain regulated when students are escalated, and honor their daily co-regulation efforts.
10 Min
Action Plan & The Co-Regulation Pledge
Have TAs complete their "Decoder Action Plan" for a student they currently support. Close the workshop by having all participants read the Co-Regulation Pledge aloud together. Sign the pledge in their journals.
Powerful Discussion Prompts
Under the Iceberg: "What makes it hard to remember to ask 'What do they need?' when a student is screaming or aggressive?"Adult Emotional Regulation: "Why does Jim Harris say the regulated adult is the most powerful intervention in a crisis?"
Champion Connections Slides Teaching Assistant PD
Professional Development
Decoding Behavior
Shifting from Diagnosis to Understanding in Student Support
Based on the presentation by Jim Harris
Please open your
Reflection Journal
A Common Question
Connect First
"What's wrong with kids these days?"
When adults in a school ask this question about a struggling student, what answers or solutions are they typically expecting to find?
How does this question focus entirely on the student's chronic deficits while ignoring the environment and underlying triggers?
Let's explore how shifting our basic question from "What's wrong?" to "What is being communicated?" changes everything.
The Core Paradigm
"Behavior is not a diagnosis. It is a symptom. It is adaptive response seeking emotional safety."
Decoding Behavior PD Slide 2 of 5
Screening & Note-Taking
Active Listening
"What's Wrong with Kids These Days?"
As you watch Jim Harris's powerful presentation, pay close attention to his model of behavior and adult response.
Watch & Record
Use Section 1 of your Reflection Journal to capture key ideas under each of the four conceptual blocks.
Embedded media
Decoding Behavior PD Slide 3 of 5
The Behavior Iceberg
Key Insights
Insight 1
Behavior as a Symptom
Aggression, shutting down, compliance refusal—these are visible above-water symptoms. The trigger or unmet need lies below.
Insight 2
The Power of Co-Regulation
"The regulated adult is the most powerful tool in the room." A highly escalated child cannot learn logical consequences.
Insight 3
Emotional Safety First
The nervous system prioritizes safety above all else. Learning and logic are completely locked out when a child is in survival mode.
Insight 4
Thermostats, Not Thermometers
Educators must regulate the room's temperature (thermostat) rather than simply reflecting the heat of the child's anger (thermometer).
Decoding Behavior PD Slide 4 of 5
Reflection & Action Plan
Co-Regulation
Decoding Challenge
Please transition to Page 2 of your
Decoding Behavior Digital Form Guide Leader Utility & Companion Guide
Digital Form Builder Guide
Quick setup guide to digitize the Decoding Behavior Journal on Google Forms
Setup Blueprint
How to Use This Blueprint: To support TAs who prefer a paperless option or are completing this PD remotely, you can recreate the reflection journal as a digital survey. Use the exact questions, section breaks, and field settings below to build your Google Form or Microsoft Form in under 5 minutes.
Google Forms Structure & Field Settings
Section 1 Form Basics & Demographics
Form Title: Decoding Behavior Reflection JournalForm Description: Complete this reflection as you watch Jim Harris's "What's Wrong with Kids These Days?" presentation.Question 1: Participant First & Last Name [Short Answer - Required]Question 2: Date of Completion [Date - Required]
Section 2 Key Concept Notes (Harris Video)
Use "Add Section" in Google Forms to create a separate page for video reflections.
Question 3: Shifting the Core Question: What happens when we ask "What happened to you?" instead of "What is wrong with you?" [Paragraph - Required]Question 4: Behavior as Communication: Choose a common misbehavior you see. What is that student communicating? [Paragraph - Required]Question 5: Brain-State & Safety: Why can't a child in survival brain learn? [Paragraph - Required]
Section 3 Response Inventory (Self-Assessment Grid)
Choose the "Multiple Choice Grid" question type in Google Forms for this section.
Columns: Column 1: Rarely | Column 2: Sometimes | Column 3: DailyRow 1: I stay calm, lower my voice, and slow my movements during student defense.Row 2: I focus on co-regulating a student's emotional state before correcting them.Row 3: I separate the child from their unsafe or challenging behaviors.
Section 4 Co-Regulation Action Plan & Pledge
Question 6: Student Focus (Initials only for student privacy) [Short Answer]Question 7: What are their visible behavioral triggers? [Paragraph]Question 8: My Emotional Safety Response: What is my plan to co-regulate with this student when they escalate? [Paragraph]
