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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 more complex tasks, assignments, or activities
Improves motivation and effort
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 a student demonstrates off task behavior
When a student shows signs of frustration or agitation with the task at hand
When students are engaged in conflict, argument, or are frustrated with one another
When a student would benefit from support in deescalating emotions or behaviors
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
Choose a break option. Some ideas for breaks you might offer are:
Doodle for one minute on a sketch pad
Look out the window while seated for 30 seconds
Take off their shoes, and wiggle their toes for 20 seconds
Practice deep breathing for a selected time
Allow the student to sit in a selected spot in the classroom and use a fidget
Additional Considerations
Privately offer the student(s) a break if they do not select it on their own
Offer breaks more frequently during long or difficult assignments
Offer whole class breaks as a regular practice
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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