Elizabeth Cummins "Mrs. C" - Special Education Teacher- Behavior – Mrs. ELIZABETH CUMMINS

Welcome to my teacher homepage!

This classroom is better with you in it!

Here you will find an overview of my personal teaching philosophy and some of my "behaviorisms"-- the words I use with students to build consistency and trust.

Welcome to Behavior; I'm glad you're here!

colorful text graphic which reads: Maslow before Bloom — Students must have their basic human needs met and feel safe, secure, loved, and valued before they can fully engage in learning. You can't learn if your basic needs go unmet.

Coloful text graphic which reads: "All behavior is a form of communication" — Students may communicate through actions which are ineffective, unexpected, or unsafe.

Maslow, Bloom, and what students need to learn

"Maslow before Bloom" is an educational principle suggesting that students' basic needs must be met before they can fully engage in higher-level learning, reflecting the order of their respective psychological theories. Abraham Maslow's Hierarchy of Needs outlines foundational survival needs (like food and safety) that motivate individuals, while Benjamin Bloom's Taxonomy categorizes the cognitive levels of learning, from basic remembering to complex creation.

The "Maslow before Bloom" philosophy asserts that a hungry or unsafe student cannot effectively utilize Bloom's cognitive processes.

Maslow's Hierarchy of Needs

Developed in the 1940s, Maslow's theory proposes that human needs are arranged in a pyramid. People are motivated to fulfill these needs, moving from the bottom up:

Physiological Needs: Basic survival needs like food, water, warmth, and shelter.
Safety Needs: Security, stability, and protection from harm.
Love and Belongingness Needs: Intimate relationships, friendship, and a sense of connection.
Esteem Needs: Prestige, a sense of accomplishment, and respect from others.
Self-Actualization: Achieving one's full potential and purpose.

Bloom's Taxonomy

Developed in the 1950s, Bloom's Taxonomy provides a framework for classifying educational learning objectives and skills. It moves from lower-order to higher-order thinking:

Remembering: Recalling facts and basic concepts.
Understanding: Explaining ideas or concepts.
Applying: Using information in new situations.
Analyzing: Drawing connections among ideas.
Evaluating: Justifying a stand or decision.
Creating: Producing new or original work

Why the Order Matters

The phrase "Maslow before Bloom" emphasizes that a student's ability to reach the higher-level cognitive skills described by Bloom depends on having their basic needs met according to Maslow. A child who is hungry or feels unsafe, unloved, or disrespected, will likely struggle to concentrate, remember, or create in the classroom. Educators who apply this principle focus on creating supportive environments and addressing students' foundational needs before delving into complex academic instruction.

Behavior is Communication

The assertion that "all behavior is a form of communication" suggests that even seemingly negative or non-verbal behaviors can convey underlying needs, feelings, or intentions. A child who is fidgeting and refusing to sit still might be signaling a need for a break, not just being defiant. A child who shoves or hits another student might be unable to express their frustration or disappointment in expected ways, not being aggressive. A child who "acts out" in class may be feeling neglected or unimportant, not seeking to disrupt instruction. A child who flips desks, throws books, and rips up other students' work might be experiencing feelings of inadequacy or powerlessness, and isn't wantonly destructive, no matter how big of a mess they make.

Supporting the principle:

It provides a framework for understanding others

by shifting the perspective from viewing a behavior as "disrespect" to seeing it as a message.

- It encourages empathetic responses,
  
  as educators or parents can ask, "What is this behavior telling me?" rather than immediately reacting negatively.

- It helps identify underlying needs
  
  such as a desire for attention, a need for a sensory break, or an attempt to avoid an unpleasant situation.

Some students only know how to communicate an unmet need, a frustration, or a feeling of overwhelm through unexpected behavior.

My goal is to teach my students how to express themselves in safe and expected ways to communicate their needs and feelings.

"Behaviorisms"

Mrs. C 's "Behaviorisms"

The difference between an ordeal and an adventure is attitude.

Join me on the adventure!

Choose to Include

: ) : you decide

keep go;ng

classroom norms

Follow directions. Even if you don't want to. Do it anyway.

The soft space is a safe place.

If you don't put it away when the timer rings, next time you won't get to play with the fun things.

Regulation before expectation.

guiding principles

Inhale hold Exhale repeat

reACT vs. resPOND(ER); think before you do

Take a breath, think it through. The best thing to do is ...

You are so much more than a test score

If they don't learn the way you teach, teach the way they learn. If they don't listen when you speak, speak in a way they can understand. And if they don't act the way you expect, accept their behavior as communicative and communicate safety, empathy, respect, and understanding back to them.

Tolerance is not the goal. Acceptance is the expectation. Inclusion is the way forward.

Love is the answer.

Seven people in matching shirts which read "Behavior Squad" smiling together in a classroom setting. — Ms. Lauren, Mrs. Shannon, Mrs. Lindsey, Mrs. C, Mr. Ryan, Mr. Piaz, Mr. Fischer Behavior Squad 2025-2026