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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:
Provides the opportunity to build self-confidence and a sense of purpose
Provides the opportunity to experience responsibility
Supports a sense of ownership/belonging in the classroom
Creates opportunities for students to receive positive feedback and attention
Gives opportunities for students with high energy reserves to move
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
At the beginning of the school year when creating your classroom routines; maintaining throughout the year
When you'd like to create more classroom unity and ownership/belonging
When you'd like to provide opportunities for positive attention for students
How do I do it:
How do I do it:
Identify a variety of classroom jobs that must be done regularly each day or week.
Develop a procedure for the completion of each job, including details about duration and frequency of the task.
Explicitly teach students the procedures for each job, emphasizing the importance of their participation to keep the classroom running.
Additional Considerations:
Use jobs as an opportunity to give positive praise and attention
Give the student choices of their job, presenting them with several jobs to choose from. Consider switching the jobs weekly or monthly, depending on the needs of your students. Ex: Label Popsicle sticks with each student's name. Students choose a job in the order that you pull their name. Do this bimonthly to keep jobs fresh.
You may consider setting up a system where all students in class receive jobs in order to build class cohesiveness, unity, pride, and rapport
Resource Links:
Resource Links:
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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