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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.
Fidget tools encompass a wide variety of objects. For the purposes of this resource page, fidget tools are considered to be self-regulation tools to help with focus, attention, calming, and active listening. They could be, but are not limited to, stress balls, tangles, seat disks, Velcro® on a desk, pipe cleaners, kinetic sand, etc.
Why should I do it:
Why should I do it:
Some people require the need for outside stimulus to help them maintain focus
Promotes tactile or sensory input with limited disruption
Can increase work production, comprehension, and problem-solving
Can improve effort, motivation, and productivity
Can have a calming effect on students
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 has difficulty staying in seat or is fidgety
When a student has trouble sustaining attention and focus due to high activity levels
After high-energy times in the school day when a student needs to reengage with a calm, learning time
How do I do it:
How do I do it:
Identify the fidget tool(s) appropriate for your students and that meets the needs of your classroom (the school counselor or Learning Center teacher may be a good resource if you'd like a thought partner)
Explain to the student that the fidget is a tool, designed to help them stay focused in class
Consider keeping the fidget(s) in a specific spot and teach students to retrieve and return them to this spot when they need them
Consider having a check in/out sheet by the fidgets to keep track of them
Example: place Velcro® hook and loop fasteners on top of the desk or under the desk to allow them to stimulate senses while they are working and without disturbing the class.
Resource Links:
Resource Links:
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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