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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 to rejuvenate student energy
Provides students with a cool down time
Allows students time away from a stressful or potentially stressful situation
Allows students to “reset” and refocus on the task at hand
Helps break up long or non-preferred tasks, assignments or activities
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’s energy level seems low and they appear sluggish
When a student demonstrates off task behavior and/or is beginning to be disruptive
When a student is slowing down on the task at hand and shows signs of losing interest/motivation
When student seems fidgety, moves a lot, struggles to sit still, or has difficulty sustaining attention
When student shows signs of frustration or agitation with the task at hand
When a student seems to be getting bored, distracted or sleepy
When a student would benefit from support in deescalating emotions and/or behaviors
When a task or assignment extends over a lengthy period
When the class needs to be re-energized
When the class needs a moment to be social
How do I do it:
How do I do it:
Identify the student(s) in need of the break or have the whole class participate
Invite the students to stop what they are doing, get out or retrieve a snack, and sit and eat for a moment
Determine and teach whether or not students may socialize during snack breaks
Students may continue working while snacking, a “working snack break”
Students may provide their own snacks or the teacher may provide them
You might encourage students to bring a healthy snack, like carrots, fruit, crackers, etc.
You may set a timer during the snack break
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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