Embedded Files
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:
Provides powerful instances to teach alternative behaviors and expectations
Provides opportunity for practice by imitating positive models
Teaches students alternative words to those that may be unexpected in school or hurtful to others
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 teaching any routine/procedure for the first time
Ongoing and throughout the day, at any point in the school year
When a student uses unexpected language or exhibits unexpected behaviors anywhere in school
How do I do it:
How do I do it:
You might have individual students stop to "try it again," or the entire class might need to redo a procedure, depending on the situation
Stop a student (or the class) when they have done a routine/procedure incorrectly. Have them try it again, exhibiting behaviors aligned with your classroom expectations.
Keep it positive - frame "trying it again" as an opportunity to succeed, rather than a consequence
Regularly model expected words, phrases, and behaviors
Consider collaborating a list of appropriate words and phrases to post in the classroom
Utilize role play for practice
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.
Page updated
Report abuse