Audience: K–12 teachers, Instructional coaches, School leaders
Dates: October 27, November 3, November 10
Times: 4:30 to 5:30 US Central time
Presenter: Jacky Williams from Northshore Consulting

Purpose: This three-part virtual webinar series is designed to strengthen classroom-level practices so teachers can respond to student behavior with clarity, consistency, and confidence. Grounded in neuroscience, relationships, and practical systems, these sessions focus on helping educators understand why behavior happens and what to do in the moment—without relying on reactive discipline. Each session builds on the previous one, moving from understanding behavior →proactive classroom systems → real-time response strategies.

Outcomes (Participants will leave with):

• Increased confidence in managing classroom behavior
• Clear understanding of what can be handled within the classroom
• More consistent and predictable classroom environments
• Reduced time spent on repeated disruptions
• Stronger alignment between teacher actions and student needs

Session 1: Understanding Why Behavior Happens (Foundational Principles for Classroom-Level Support)
Participants will:

• Understand the functions of behavior (why students act the way they do)
• Recognize the role of brain science, regulation, and stress responses in behavior
• Identify what can be addressed at the classroom level vs. intervention level vs. highest level of need
• Shift from reactive discipline to predictable, proactive responses

Session 2: Building Classroom Systems that Prevent Behavior (Making Behavior Predictable—and Instruction Possible Again)
Participants will:

• Create clear routines, expectations, and consistency across the day
• Use active monitoring and in-the-moment feedback to prevent escalation
• Design environments that support engagement, independence, and regulation
• Strengthen relationships that drive behavior and learning

Session 3: Responding to Behavior in the Moment (Practical Strategies for Real Classrooms)
Participants will:

• Apply calm, consistent response strategies that de-escalate situations
• Differentiate between low-level, repeated disruptions and higher-intensity behaviors
• Use language and presence to maintain authority while preserving student dignity
• Implement clear next steps when behavior moves beyond classroom-level support

REGISTER HERE