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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:
Increases student understanding of task
Reduces off task behavior, work avoidance, and disruptions
Improves work completion and comprehension
Can provide clarification for all 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 students don’t understand the work
When students are working significantly under the pace of the majority of the class (Working at a slower pace as compared to peers is not, inherently, a concern. Students should not be expected to process/product at the same rate as others. If the pace is related to being unsure of what to do, however, then this support is needed.)
When a student is reluctant to begin, sustain, or complete work
When a student exhibits off-task behaviors
When students exhibit work avoidance
How do I do it:
How do I do it:
Encourage students to ask for clarification or repetition of assignments and directions frequently
Explain the assignment/directions to student using eye contact and getting down on the student’s level
Have student repeat the directions to you
Watch the student do the first portion to help problem solve
Check in periodically with the student, provide positive feedback
Additional considerations:
For students that may feel embarrassed, timid, or shy, speak in a quiet tone and ask them in what manner they would like to receive input
For students who are culturally or linguistically diverse, use visuals and/or find translations of home language
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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