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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:
Links directly to culturally responsive practices
Improves performance, participation, attention, and focus
Helps increase student sense of belonging
Improves student/teacher rapport
Encourages students to be more engaged
Improves students’ self confidence and self esteem
Decreases behavior problems, distractions, off task behaviors, and interruptions
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
Ongoing and throughout the day, all year long
With all of your students, particularly with new students in your classroom
When students have difficulty with attention and focus
When you notice signs of:
limited participation
unexpected or off-task behavior
need for increased peer and teacher rapport
How do I do it:
How do I do it:
When engaging students before or after instructional time, you can be more personable and less formal; talk to the student about their interests, family, concerns, friends, etc.
During instructional time, engage the student by calling on them and asking them what they think. Involve their interests in assignments and topics, etc.
With students who experience anxiety about being called on or pointed out in front of the class, consider setting up a cue with the student where the student and/or teacher may use the cue to signify when the student would like to be called on, asked a question, or engaged in other ways.
Greet the student by name first thing in the morning and be sure to say goodbye at the end of the session/day
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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