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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:
Some students get overwhelmed by multi-step directions
Some students have difficulties with understanding, breaking up, and digesting directions
Helps students focus on specific parts of a task
Increases comprehension of words/concepts and follow-through
Serves as a check for understanding as to whether the student understands what to do, where to start, what process they will use to complete work, 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
Having students repeat directions back is an effective classroom practice and should always be done with students as a part of your regular teaching strategies
When students would benefit from more structure or organizational supports
When a student shows signs of reluctance to begin work
When a student makes frequent mistakes in their process
When students may have missed the directions
How do I do it:
How do I do it:
Use clear, concise and simple language when giving directions. If possible, give directions as a short series of steps.
Consider using visual or tactile cues for the different steps in the directions.
For extensive and multi-part directions, re-read the directions to the student one part, section, or task at a time
After explaining one part or re-reading one section of the directions, ask for a student to repeat your directions in a new way. Encourage other students to look and listen to the student speaking.
Additional Considerations:
You might have multiple students "tag team" repeating the directions. For example, "Alyssa, tell us about Step 1... Dante, tell us Step 2..."
You may have multiple students repeat the same direction in different ways. For example, "Hank, tell us what you'll do first... Shawna, tell us what Hank just said in a new way."
Post visuals of directions on the board so that students who forget can recall them independently and silently
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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