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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 encouragement and boosts confidence, self-concept, and self-esteem
Increases student sense of belonging
Builds rapport and trust
Increases students’ resilience
Helps embed an internal desire to try, succeed, and persist
Helps students to push through difficulty, barriers, blocks, etc.
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
Positive praise, according to research, should always be done with every student at a ratio of at least 5 positive praises to 1 correction
When you observe that students appear to be:
stuck or frustrated
overcoming or persisting through difficult tasks
demonstrating positive and expected behaviors
using productive coping skills, problem solving skills, etc
demonstrating independence and self-reliance
stepping outside their comfort zone, taking a risk, etc
in need of encouragement, having issues, personal difficulties, peer conflict, etc
How do I do it:
How do I do it:
Praise, according to research, should be given in a ratio of at least 5 praises/acknowledgements to 1 correction
Verbally praise the student and/or give them a high-five, pat on the back, clap, exclamation, cheer, etc.
Praise can be done either quietly or if the student is motivated by peer approval, can be done in front of the class
When delivering praise, use direct eye contact if culturally appropriate, positive demeanor, open body position, and get to the level of the student if possible
Make praise specific, personalized, and individualized (eg: "You persevered and completed this assignment by ______" versus a generic "Good job")
Repeat praises if the student is in need of further encouragement
Restate praises in different ways
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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