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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:
Redirects in a subtle manner
Allows the teacher to continue with instruction; minimal time is spent on redirection
Communicates teacher awareness, care and concern
Creates a working relationship with student without calling attention to the student in a negative manner
Allows you to potentially have 1:1 private conversations with a student, if needed
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 observing mild off-task behavior
To proactively support focus and attention
How do I do it:
How do I do it:
As you circulate and scan, acknowledge students and groups who are engaged in the expected behaviors while keeping a 5:1 ratio of acknowledgements to corrections
Circulate slowly around the classroom as you speak and facilitate your lesson, so that you have proximity to students exhibiting off-task behavior
If you see students off-task, head in that direction first
Keep your movements natural and slow enough that they do not distract from what you are saying
When giving directions, maintain proximity to students showing signs of off-task behavior
Be thoughtful about where you stand as you teach. Consider standing in the back of the room or circulating as you project a visual on the front board and teach from it.
Strategically seat students near your primary teaching space who may benefit from this support
When setting up the classroom, consider a layout that ensures your ability to move between desks with ease
Resource Link:
Resource Link:
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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