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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:
Shows students you care and are invested
Builds relationships and sense of community
Promotes a growth mindset
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 student demonstrates signs of:
self-criticizing
struggling
becoming upset
agitation
giving up
insecurity
How do I do it:
How do I do it:
After hearing from the student about how they are feeling, validate what a student is experiencing: “I know you are frustrated because you feel that this assignment is too hard”
Be sure not to assume you know how the student is feeling prior to them sharing.
If the student has not shared how they are feeling, and you believe they would benefit from a rapid reset, share with them what you see. For example, "Mathew, I see that you are pacing and your brows are furrowed, how are you feeling right now?"
After they've shared, normalize the feeling, if authentic: “I get frustrated when I think something is hard and so do other students”
Identify a time when the student has felt this way and overcame the challenge/obstacle, if relevant: “Remember when we did that math sheet and you felt you couldn’t do it, but then you persevered and completed it?"
Instill confidence in student: “You can do this and I'm here to support you!"
Refrain from going straight to problem solving. Give the student a choice and ask, "Do you need to be heard, hugged or helped?"
Follow up and provide additional supports, if needed
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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