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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:
Establishes boundaries and motivation
Provides effective logical consequence (eg: cause & effect)
Motivates students to persevere and take responsibility for work completion
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 a student was unable to complete their work due to off-task behavior
When a student exhibits chronic off-task behavior and does not complete work
How do I do it:
How do I do it:
Give students a reminder prior to implementing this intervention
Establish a structured consistent routine and write it on a poster for how, where, and when students will complete unfinished work
State expectations in a calm neutral tone and walk away to avoid a power struggle
Communicate with caregivers when using this strategy frequently
Chunk assignments so that students have a true opportunity to complete them in a reasonable amount of time
NOTE: Students must have the opportunity to engage in recess. Missing or unfinished assignments do not preclude students from joining recess.
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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