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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 students with a quick, immediate coping strategy that can be used anywhere at any time
Fast to teach and easy to do
Students can initiate and carry the technique out independently
Can be shortened or lengthened to meet individual student needs
Good for all age ranges
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 shows signs of feeling frustrated, angry, or overwhelmed
When a student shows signs of feeling distressed, stressed, anxious, or nervous
Before or after stressful events and activities
How do I do it:
How do I do it:
You can teach students this technique individually or as a class
Tell students to take 10 deep slow breaths, counting each one until they reach 10
Alternatively, you can have students count backward from 10
Think aloud about how you identify your feelings and how you might use this technique to calm down; model the technique
Have students identify their own feelings, the events that might be causing those feelings, and what it looks like, sounds like, and feels like to be stressed, anxious, or upset
Have students identify what physical effects these feelings and experiences may have, which will help students know when to count to 10, for example, shaking, crying, jittery.
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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