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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:
Validates students' emotions by showing that you are interested and concerned
Reduces students’ anxiety that their issue and thoughts will not be addressed
Addresses the student and potential disruption immediately
Provides an opportunity for students to experience delayed gratification
Saves class time and prevents disruptions
Provides structure, predictability, and consistency
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 a strong desire to share things with you, but struggles to wait to share
When a student interrupts frequently, asks questions at unexpected times, or struggles with delaying gratification
When a student is agitated, angry, and wants to resolve their personal issues immediately
How do I do it:
How do I do it:
Create a procedure for how the teacher or students will fill out the talk ticket. Explicitly teach the procedure to students, model the steps yourself, and have specific students model how to appropriately fill out the Talk Ticket.
Have a conversation with students that explains the idea that some problems cannot be solved immediately by the teacher and they might need to wait until a later time to talk it over. The Talk Ticket guarantees that an adult will problem-solve with them in the near future.
Components of the Talk Ticket strategy:
Identify a place in your classroom where Talk Tickets can be kept and where students will turn them in once completed.
When a student feels upset or has a problem they'd like to solve, they can fill out a Talk Ticket independently (if age appropriate) and hand it in to you. Whenever you have a minute or two, you can set a date/time that works with your schedule to problem-solve with the student. Give the Talk Ticket back to the student to "redeem" at the planned date/time.
Be sure to follow-through with the problem-solving conversation at the designated time. This strategy works best, of course, with consistency and follow-through.
Consider having the school counselor or another school adult (perhaps a few school adults) be an additional option for the Talk Ticket conversation. Students can choose which adult they'd like to talk to and you can help facilitate the timing.
Resource Links:
Resource Links:
Intervention Central: Talk Ticket
Forms for Talk Ticket Intervention
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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