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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 an outlet for their feelings and emotions
Provides students an opportunity to self-reflect and think about problems and solutions
Allows students time to cool down and work through what they are feeling
Allows students time to be alone
Gives students an alternative method of expression when they are reluctant to talk
Helps students feel validated
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’s emotions/feelings appear to be escalating
If a student shares they have anxiety about an upcoming task
Before or after an emotionally difficult time
Regularly as part of your classroom routine to ensure students have an opportunity to express emotions on a regular basis
How do I do it:
How do I do it:
Students should be given the choice to share and explain what they drew or wrote with the teacher
You may provide students with a bound tablet of paper or staple some paper together to make a journal or drawing tablet that students keep in their desks
Set a reliable amount of time for journaling
Additional Considerations:
You could give students a coloring page with shapes to color in
You may suggest topics, subjects, or themes for kids to write or draw about
Try having kids draw or write to music
You may have students journal or draw at their desks or have a specific location in the room where students go to draw and journal
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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