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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:
Minimizes distractions and unexpected behaviors
Improves attention and focus
Keeps the class on track
Maintains focus on expected behaviors
Provides clarification on assignment/task expectations
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 off-task or unexpected behaviors during the middle of instruction, activities, or discussion
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
Provide student or students with a quick reminder of what they should be doing, where they should be, what the expectations are, the class rules, routines, etc.
Be clear and concise with redirection statements and keep them short (one to two sentences)
Give your redirection and keep going on with what your were doing
Redirection can also be non-verbal, such as eye contact or proximity
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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