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:
Encourages students to be attentive and focused
Provides a non-verbal cue to interrupt unexpected behavior
Addresses behaviors without drawing a lot of attention
Easy and efficient redirection
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 off-task and/or unexpected behavior that doesn't require extensive verbal directions to redirect
In times when you do not want to disrupt the entire class to redirect the behavior of one/a few students (ex: in the middle of a lesson, when you are leading Tier II academic interventions for a small group and the rest of class is working independently)
How do I do it:
How do I do it:
Utilize teacher eye contact or hand signals as a non-verbal cue to redirect behavior.
You may pause your speaking and make eye contact with one student to get their attention before giving a nonverbal redirect. Be aware of cultural context in this scenario.
For example, get the students attention by making eye contact. Then, tap your watch twice, a designated non-verbal cue that there are only a few minutes left to work.
Try to make the action smooth; try not to stop your instruction to give the cue
Use cues like smiles, thumbs up, shaking head “yes”, etc to praise students for expected behaviors, participation, volunteering, etc, or to reassure them and encourage them
Use simple cues like shaking head “no”, raising eyebrows, giving a “one minute” finger signal, etc to redirect students, give directives, etc
Create visuals
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.
Page updated
Report abuse