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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:
Helps students to feel they have been heard, understood, and validated
Increases motivation and participation
Improves student/teacher rapport
Provides positive attention
Promotes clear communication
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 student shows signs of frustration or anger and wants to tell you about it
When a student shows signs of anxiety or distress
When engaging with students, caregivers and colleagues throughout the day
How do I do it:
How do I do it:
Listen to what someone says and repeat it back to them so they know you heard and understood them
"What I'm hearing you say is..."
"It sounds like you're saying..."
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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