As far as behavior management goes, I believe in employing restorative strategies that ensure equity for all parties involved in a behavioral incident. This involves making sure that all students have the opportunity to communicate the details of what has occurred, considering who has been affected, examining solutions moving forward, and solidifying whether or not a student needs additional support to be successful in an educational setting. 

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Luckily, my curricular and choice-based philosophies around art education also complement my strategies for behavior management.   When students are unable to regulate their emotions, are overstimulated by their environment, or require additional support, I am able to conference with them on a 1:1 level and assess their needs in order to be successful artists and students.

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When I provide my students with lots of choices, whether it be open-ended prompts or a diverse collection of mediums, I am creating space for students to have autonomy over their work. When students feel in control over their art, they also tend to feel motivated and tenacious. Eventually, the growth mindset is developed and continues to foster. I have found that providing students with choice allows me to differentiate and accommodate students' mental, behavioral, and physical needs. In many cases, when students learn to work in a choice-based, student-centered format, they tend to work on both individual and collaborative projects and ideas. Since this does not require whole-group instruction, it allows me, the teacher, to move around the classroom working with and making accommodations for students' ideas