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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:
Increases students’ attention and focus
Supports ability to stay on-task
Boosts some students' confidence
Reduces talking and off task behaviors
Supports an increase in student’s connection to the topic or task at hand
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 class, group of students, or an individual student particularly enjoys verbal engagement (either on- or off-task)
When a student is reluctant to raise their hand but would like to participate
When a student calls out frequently (demonstrating a desire to share with the class)
When a student struggles to attend, focus, and remain on task
When a student seems disengaged or disinterested
How do I do it:
How do I do it:
Talk with the student(s) privately before introducing this support to determine if frequent invitations to participate are desired
Frequently call on students or groups of students that need the above support. You may choose to use a system, like names in a hat, sticks with names, etc, or randomly call on students
Refrain from calling on students who may be withdrawn or isolated due to anxiety about being called on or pointed out in front of the class without setting up a plan with that student first. With such students, you may
set up a cue the student can give you when they want to be called on to answer a question
cue the teacher will give prior to calling on them so they can prepare their response
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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