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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:
Helps students gain confidence and reassurance
Improves students’ perceptions of the work and assignments
Increases engagement, effort, and focus
Helps students to fully grasp the directions, where to start and how to start
Supports students who would benefit from additional structure and organizational strategies
Provides a model for students to work independently
Increases teaching and learning relationship
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 being overwhelmed, anxious, unfocused, disorganized, lost, or unmotivated
When students would benefit from additional structure and/or organizational support
When a student is reluctant to begin, sustain, or complete work
When an assignment is longer, more complex, or has many parts or sections
When students struggle to organize their thoughts
How do I do it:
How do I do it:
Explain to the student you will do the first several problems with them, then they will need to complete the assignment on their own
Have the student read and explain the directions, then move on to the first item
Have the student talk through what they are thinking and doing to solve the problem, assisting and giving explanations and hints as needed
Model a method, order, and strategy for doing the problems
After several problems, encourage the student that they can do the next items on their own
Additional Considerations:
Try creating a mnemonic device, song, or rap to go along with how to break down certain tasks or how to approach certain problems
Consider completing the first few problems of the assignment on the board with the entire class, asking the students questions about what to do, how to do it, and why
Give students the option to start the assignment with teacher guidance in a small group at an established work area in your classroom
For assignments with multiple sections that focus on different skills, do one or two items from each section to model each skill and problem-solving methodology
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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