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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:
Supports students in regulating and keeping track of time
Provides a defined and predictable structure
The timer can provide motivation as the student can try to “beat” the clock
Some students prefer an object setting boundaries over an adult doing so
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 student has difficulty staying on task
When you sense that a student is unmotivated
When a student frequently fails to complete work on time, though they are capable of completion
When a student is reluctant to follow verbal directives, warnings, signals, and indicators
How do I do it:
How do I do it:
Get a small timer and place on student’s desk or within view. Talk with the student about the preferred location
Divide the assignment into sections, giving the student a reasonable number of minutes to complete each section
For students who exhibit defiance, shift the role of "authority" from the teacher to the timer; for example, saying "the timer shows you have 3 minutes left to complete this section," makes the statement more neutral and based on a visual fact.
Additional Considerations:
Consider using a visual timer
Challenge the student to "beat the timer"
If a student begins to exhibit additional stress with the timer in place, seek other supports
Be reflective in the use of this tool to ensure its use as a support (not a punishment)
Resource Link:
Resource Link:
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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