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Behavior is communication. Unexpected behavior tells us that the classroom conditions are not yet aligned with the student's needs. Tier I supports are intended to create the conditions needed for each student to feel a sense of belonging, agency and identity so that they will thrive in the classroom setting. Punitive responses to behavior are misaligned with this goal. Tier I supports are asset-based and intended to support students in gaining strategies that they can generalize across the school setting to positively impact their experience when needed.
Why should I do it?
Why should I do it?
Empowers students
Prevents power struggles
Engages students in the decision-making process
Encourages students to take ownership of their learning
Provides entry points to engage in an undesired task
Builds rapport between teacher and students
When should I do it?
When should I do it?
Adult Considerations
When I have reflected on the following questions and have modified my own behavior/expectations when needed:
Is the behavior that I'm seeing developmentally appropriate, even if misaligned with the expectations?
Were our classroom expectations created in community? Do they reflect the values of the students and their families?
Is my personal bias impacting the way that I view this behavior?
Am I regulated and able to respond to the student in a calm, supportive manner?
Student Considerations
When engaging with students throughout the day: offering choices should be a consistent part of Tier I classroom practice
When redirecting student behavior or recognizing positive behavior
When you observe that a student appears to be:
reluctant to do something
stuck on making a decision
How do I do it?
How do I do it?
Speak in a calm, neutral tone, using direct eye contact, a positive demeanor, an open body position, and get to the level of the student if possible
Provide the student with two or more choices that you will fully accept, for example, “would you prefer to do your work sitting at your desk or sitting at the table?”
Set a time limit for making the choice
Present the entire class or group with choices when assigning work, for example, “Students, you can either do the odds or evens, you choose”
Give choices when rewarding, for example, “Do you want computer time or a fancy pencil?”
Footnote:
The content from this page originated on PBISWorld.org. It has been modified and added to by our team to more align with PPS' asset-based, culturally responsive practices.
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