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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:
Empowers the student to make amends
Prevents a power struggle
Teaches expected behaviors
Teaches student problem-solving skills
Teaches empathy and compassion
Provides an alternative to punitive consequences
Benefits and validates both parties
Provides resolution to student conflicts
Teaches students how to interact and socialize in community-building ways
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 has exhibited behaviors that have caused harm to another student (hurt feelings, damage to property, etc.) and repair must happen before the students can move on with their day
When a student has caused harm and needs support in taking ownership of their behavior
When a student has caused harm and needs support in understanding the impact of their behavior on the community or individual
How do I do it:
How do I do it:
Speak in calm, neutral tone
Talk with each student involved, either together or separately, depending on the situation. If together, ensure that each has a turn to share their perspective
Listen for the perspective of each student
Validate the feelings of each student
Be curious: what is at the root of the interaction?
If you spoke with the students separately, ask if they are ready to talk about this together. If they are ready, great. If not, don't force it.
Facilitate the five Restorative Justice questions
1. What happened?
2. Who was affected/impacted?
3. What can be done to make things better?
4. What will keep things better?
5. How can others support you?
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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