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:
Provides an easy and quick break in place
Easy to do anywhere at any time
Quiet and non-disruptive
Easy to perform and learn at any age
Can be done for short or long periods
Can be done individually or as a group
Produces relaxed state of being
Increases oxygen to the brain, muscles, and body, which improves thinking, reaction time, and decision making
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 is involved in a mild confrontation with another student
When a student’s emotions or mood appear escalated or anxious
When students need to focus and attend
After students have been working for a long time
Before stressful events or activities
How do I do it:
How do I do it:
Teach the technique to the entire class and practice it
Teach students what feelings to be aware of and what they feel like, which can be addressed through deep breathing
Assure student that everyone gets stressed/frustrated/worried/ overwhelmed and using relaxation strategies is normal
Teach students to know to recognize their physical response (indicators or antecedents) when they are stressed/frustrated/worried/overwhelmed (some common answers are: clench fists, breathe heavily, cry, sweat)
Teach students that when they demonstrate the above behaviors, to stop and take five or more deep breathes
Additional Considerations:
Students may count while they exhale
List the strategy on a poster with several other relaxation techniques, and post this in the class where all can see
Teach your class to cover their ears with their hands and imagine that each inhale is a wave rolling up the shore of a tropical beach, and each exhale is the wave rolling back out
Make a plan with the student for where they can sit in your classroom and practice their breathing
Resource Links:
Resource Links:
Circle Breathing for older students
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