Embedded Files
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 minimal outside sound, noise, and distractions to focus and be productive
Some students work better with music or white sound, like rain, water, etc.
Some students benefit from additional stimulus
Some students’ hearing is sensitive
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 you observe that a student appears to be:
having trouble working while others are talking or making noise
unfocused and inattentive
sensitive to loud sound and noise
in need of a quieter work space
How do I do it:
How do I do it:
Use media center headphones or have students provide their own to play white noise or music
Provide sound blocking headphones
Invite student to wear the headphones during individual work time
Invite student to wear the headphones when the class or room is noisy, distracting, etc
Students may also cover their ears or plug them with their fingers if only temporary silence is needed, like during a noisy transition or walking down an loud hall, etc
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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