Embedded Files
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:
Helps direct students to start and stop activities
Is a crucial tool for classroom management
Serves as a visual and auditory cue to transition, follow through, and meet behavioral expectations
Establishes a consistent classroom management pattern that students recognize and adhere to
Provides increased classroom structure
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 beginning a new subject
During transitions, lining up, moving to a new area in the classroom, etc.
When initiating students to begin working
As a call to attention
Before delivering directions, directives, or explanations
Near the end of a work period, test, or timed activity
At the start and end of the day, tasks, activities, etc
When needing to gather the class
When reminding students of school core values, classroom agreements, and expectations
How do I do it:
How do I do it:
An effective attention signal has three essential qualities: it must be visual, audible and portable:
Sweep your arm at a diagonal while saying, "Eyes on the speaker in 5, 4, 3, 2, 1" while praising students/groups who are engaging the expected behavior
Call and response: As a class, decide what the teacher calls out and the students' response. Keep it fresh and change according to popular culture, academic subject, school values, etc.
The attention signal reminds students of the expectation. It is framed briefly, positively and is inclusive of all students in the classroom
When you have the students' attention, give an clear starting direction:
When we walk to the carpet, we always keep our hands to ourselves
When everyone has their reading book we will be ready to begin
Before we can head outside, we each need to have our chairs pushed in and our jackets on
Please join me on page 54 in your text
Follow up to the attention signal and make small adjustments as needed:
As soon as it is voice level 0 we can line up
We will be ready to go when everyone is facing forward with voice level 0
We will begin as soon as everyone is seated
I'll know you're ready when your pencil is at the top of your desk
In our class, we sharpen pencils during independent work time
You can show me you're ready by turning your paper over
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.
Page updated
Report abuse