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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:
Allows students time away from a stressful or potentially stressful situation
Helps break up monotonous tasks, assignments, or activities,
Helps to rejuvenate student energy and enthusiasm
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 the student demonstrates one or more of the following behaviors with a possible goal of avoiding a task or experience.
When a student shows signs of frustration or agitation with the task at hand
When two or more students are engaged in conflict, argument, or are frustrated with one another
When a student would benefit from support in emotional regulation
When a task or assignment extends over a lengthy period
How do I do it:
How do I do it:
Teach the student(s) the procedure for taking a break
Create a visual cue (hand signal, colored card, etc.) that the student may use when asking for a break
Practice the cue
Determine which movement break may work best for student and class:
Some ideas for movement breaks you might offer to a student are below:
Stand up and do 10 jumping jacks
Stretch their arms and legs, neck and hands
Jog in place or dance for 10 secs
Walk quietly to get a drink
Push against the wall for 10 seconds and release, repeat 3 times
If appropriate, designate a space in the room where movement activities may take place and provide visuals in that space
Additional Considerations
When activities are longer in duration or non-preferred, have students stop and do a break or activity every 30 minutes
Privately offer the student(s) in need a break if they do not select it on their own
Offer whole class breaks as a regular practice to guide how to take a break
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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