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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 maintain a student's dignity, despite their engagement in unexpected behavior
To avoid other students in class from labeling any child as one who is "always in trouble"
To protect students’ safety and privacy
Reduces stress and disruptions for other students
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 specific student has a tendency to be embarrassed or get angry when "called out" in front of their peers
When the behavior is disruptive to instruction (you may consider having a private conversation with the student mid-lesson if this is the case)
When the behavior is not necessarily disruptive to learning in the moment, but ultimately should be addressed (you may consider having a private conversation with the student at another time if this is the case)
How do I do it:
How do I do it:
Be explicit and descriptive with your directions, using a calm, neutral, non-threatening tone
Keep your voice volume low to maintain privacy and discretion
You can give the student two acceptable choices
If you want to have a 1:1 conversation mid-lesson:
Consider giving the whole class a brief partner activity/turn and talk.
While students are talking, lean down to have a quick, private, 1:1 conversation with a student exhibiting undesirable behaviors to reset expectations
If you want to have a 1:1 conversation after a lesson, choose an appropriate time and a location where you can have a quiet conversation
How do I do it:
How do I do it:
Maintain a calm, neutral stance and demeanor. Your correction should never be longer or louder than the behavior you're responding to
30-Second Intervention
State the behavior that was observed and its releation to the expectations, class agreements, or school core values
Remind the student of athe behavior you want to see or a time when they did engage in the expected behavior
Thank the student for listening and walk away
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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