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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:
To avoid reinforcing unexpected attention-seeking behaviors
Reduces off-task behaviors and/or disruptions
Increases instruction time
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 students engage in unexpected attention-seeking behavior (An attention-seeking misbehavior is a mild, recurring behavior that a student knows is unacceptable, but engages in as a way to get teacher or peer attention. Examples might include, talking out of turn or making unexpected noises.)
How do I do it:
How do I do it:
Choose one or two attention-seeking behaviors and explicitly teach a replacement behavior
Ignore unexpected attention-seeking behavior while maintaining a calm, neutral stance and continue instruction without stopping or giving any special attention to the behavior
Give specific praise/acknowledgement when the student shows the expected replacement behavior
Expect that the attention-seeking misbehavior may initially intensify
Provide positive attention when student demonstrates expected behavior
Give first attention to best conduct to intentionally provide positive feedback to other students demonstrating expected behaviors. (ex: Julian, you're sitting quietly at the carpet which is helping yourself and others learn)
Resource Links:
Resource Links:
Strategy: Using Planned Ignoring with planning worksheets
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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