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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:
Improves student/teacher rapport
Encourages students to become more involved
Improves students’ self-confidence and self-esteem
Improves performance, participation, attention, and focus
Decreases unexpected behavior, distractions, off-task behaviors, and interruptions
Helps student obtain focus at the beginning of the day
Helps student process the events of the day at the end
Makes space for students to ask questions about assignments
Supports work completion and accountability
Helps reassure students there is help when they need it
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
Ongoing and throughout the day
When you notice signs of:
limited participation
unexpected or off-task behavior
confusion about the task
pattern of incomplete work
When a student needs reassurance
When a student's stamina is slowing down or they stop working
How do I do it:
How do I do it:
At the beginning of the day, utilize calm, neutral tone and enthusiasm about having a good day. Discuss the expectations of the day and the schedule of the day. Focus on the good, encourage students that today is a new day and you have confidence in their abilities
During assignments, activities, or other tasks, walk around the room and stop to touch base with the students that need it, kneeling down and quietly asking how they are doing, if they need help, or asking about a problem on their assignment page
Stopping by a student's desk asking if they are all set in a quiet voice
Establish expectations for asking for help
Ask about the students interests
At the end of the day, utilize calm, neutral tone, regardless of the sort of day the student has had. Help student identify areas of improvement and provide positive feedback for expected behavior.
Resources:
Resources:
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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