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Challenging 7th Grade Behavior: Unfocused/ Inattentive (Tier 1 Strategies,…

- - - - Provides student time away from situation
      - Provides student exercise and a release of tension
      - Allows student to feel needed and important
    - - When two or more students are engaged in conflict, argument, or are just getting annoyed with one another
      - When a student seems to be getting bored, sleepy, or their eyes are glazing over
      - When a student’s emotions and/or behaviors need to be deescalated
      - When a student has poor self-esteem and poor self concept
    - - Examples of errands include erasing the board, taking out the garbage, helping in the office or lunch room, writing on the board, cleaning, organizing, assisting, helping, taking a note to another teacher, walking somewhere to retrieve or drop something off, opening the windows, making or reading announcements, etc
      - Errands can just be random or part of a more formal classroom system whereby when a student is called on to run an errand, they choose from a list of errands that need to be done
  - - - Keeps the teacher in a position of authority and control
      - Prevents students from turning staff against one another or creating ancillary conflicts and tensions
      - Prevents students from causing a “scene” and gaining the attention of others
      - Prevents students from playing on the emotions of the teacher
    - - When students raise their voices, scream, yell, etc
      - When students become defiant and oppositional
      - When students are very upset
    - - This technique takes a lot of patience, support, self-control and self-talk
      - Be aware of your own physiological cues to getting angry, annoyed, offended, disrespected and frustrated
      - When you have those feelings/thoughts, say to yourself talk yourself out of losing your temper
      - Use “I” statements, ie: “I would like for you to make a choice between doing your work at your desk or at another desk” Rather than “you need to make a choice now about where you are going to do your work”
  - - - This intervention supports the special needs of Tier II and Tier III students in your class by protecting their self-esteem and avoiding singling them out.
      - Classroom misbehavior can reduce time on task and student learning. This intervention can help reinforce positive behaviors
    - - The Praise Game should be played for the whole class period. Ideally, you should play the Praise Game every day to promote consistency with your students.
    - - Separate your students into “Teams” (i.e. by table groups). Write each table name on the board.
      - Teach your students no more than 3 key classroom expectations. Good examples are Follow Instructions, Ignore Distractions, and Participation
      - Set a timer to go off every 3-5 minutes. Whenever the timer goes off, praise and award a point on the board to each team/table that has met all expectations.
      - Note that it is “all or nothing” for each team/table. If one student was missing an expectation, the team/table does not receive the point. They can try again in just a few minutes!
      - At the end of the period, each team that receives at least 80% of the possible points receives a prize (ie pull from a treasure box). If applicable, you can award points/tickets in your school-wide token economy as the prize.
  - - - Keeps students on their toes
      - Encourages students to be more attentive and focused
      - Provides off task, disruptive, inattentive, and other students with a non-verbal cue to stop what they are doing and get back on task
    - - When a student seems sleepy or tired
      - When a student is misbehaving, off task, inattentive, talking out of turn, disrupting, not following classroom procedure, etc
    - - You may look at a student until they look at you, then change your expression, such as raising your eyebrows, tilting your head, shaking your head “no” or “yes”, motioning with your eyes, etc
      - You may look at a student without changing expressions until they look at you
      - If a student does not react right away, you may need to stop instruction and give the student a “look” again to make it more pronounced
  - - - Themed Behavior Charts
      - Simple Behavior Charts
      - Behavior Charts
- - - - Some kids get suspended on purpose to get out of work or away from something they do not want to cope or deal with
      - Suspensions are not an effective deterrent for many kids, who do not see it as a significant consequence or negative stimulus
    - - When a student is trying to get suspended on purpose or to get out of something
      - When a student gets into trouble and suspended frequently
    - - Always use a neutral tone and do not allow yourself to be drawn into power struggles.
      - school service (for example, assisting custodial staff with after school clean-up, lunch clean-up, etc)
      - mini course
      - parent supervision
  - - - When students exhibit persistent behavior problems
      - When students are very unorganized
      - When students consistently fail to compete daily class/school requirements (work, behavior expectations, peer interactions, lunch, etc)
    - - Provides structure, routine, consistency, and organization
      - Promotes self responsibility
      - Improves students’ grades and accountability
    - - howDepending on the form you use, you may give the student a new form each day or the form may have space to rate the student for the week or month, etc.
      - Review the student’s daily behavior and marks with them in a productive manner, discussing how they felt they did, why, and what to change or do differently the next day, etc.
  - - - When there is a student, several students or a groups of students that are not responding to typical classroom management strategies
      - When a group of kids is especially challenging to manage
    - - Classroom management techniques are numerous and the techniques utilized in classes will vary to a degree depending on the class dynamics
      - Classroom management techniques should be introduced to a class on day one when possible and reviewed frequently
      - Common classroom techniques include active supervision, clear, consistent, and predictable consequences and rewards, use of various teaching strategies, active listening, setting and teaching positive behavior expectations, establishing and reviewing classroom schedule, routines, and rules, etc
    - - Helps address individual and groups of students that present more significant behavioral, academic, and other issues
      - While classroom management is more of a Tier 1 intervention, sometimes implementing more stringent and structured classroom management strategies can help address difficult groups of students, while still benefitting even the students that do not need the extra support
  - - - Saves class and instruction time
      - Makes students more comfortable and likely to participate and be involved
      - Easy to do and effective
      - Improves and builds student confidence and self-esteem
    - - When a student has problems talking in front of the class
      - When a student does not participate or volunteer
      - When a student is not following classroom/school procedures
      - When a student does something good, correct, successfully, etc
    - - Practice with the student and explain when you notice they might need some re-focus, you will show them the sign
      - Set up a cue with a student for when they would like to participate, volunteer, or when they will be called on to do so or speak or read in front of the class
      - Use cues like smiles, thumbs up, shaking head “yes”, etc to praise students for correct behaviors, participation, volunteering, etc, or to reassure them and encourage them
      - Use simple cues like shaking head “no”, raising eyebrows, giving a “one minute” finger signal, etc to redirect students, give directives, etc
- - - - Set up a cue with a student for when they would like to participate, volunteer, or when they will be called on to do so or speak or read in front of the class
      - Use cues like smiles, thumbs up, shaking head “yes”, etc to praise students for correct behaviors, participation, volunteering, etc, or to reassure them and encourage them
      - Use simple cues like shaking head “no”, raising eyebrows, giving a “one minute” finger signal, etc to redirect students, give directives, etc
    - - When a student has problems talking in front of the class
      - When a student does not participate or volunteer
      - When a student is not following classroom/school procedures
      - When a student does something good, correct, successfully, etc
    - - Saves class and instruction time
      - Makes students more comfortable and likely to participate and be involved
      - Easy to do and effective
      - Improves and builds student confidence and self-esteem
  - - - Classroom misbehavior can reduce time on task and student learning. This intervention can help reinforce positive behaviors.
      - This intervention supports the special needs of Tier II and Tier III students in your class by protecting their self-esteem and avoiding singling them out.
    - - The Praise Game should be played for the whole class period. Ideally, you should play the Praise Game every day to promote consistency with your students.
    - - Separate your students into “Teams” (i.e. by table groups). Write each table name on the board.
      - Teach your students no more than 3 key classroom expectations. Good examples are Follow Instructions, Ignore Distractions, and Participation
      - Set a timer to go off every 3-5 minutes. Whenever the timer goes off, praise and award a point on the board to each team/table that has met all expectations.
      - Note that it is “all or nothing” for each team/table. If one student was missing an expectation, the team/table does not receive the point. They can try again in just a few minutes!
      - At the end of the period, each team that receives at least 80% of the possible points receives a prize (ie pull from a treasure box). If applicable, you can award points/tickets in your school-wide token economy as the prize.
  - - - Depending on the situation, need, and child, there are numerous ways to teach kids coping skills
      - Always try to use active listening skills
      - Use a clam tone
      - Be firm when necessary and set boundaries
      - Use support and resources below for specific lesson plans, ideas, strategies, and skills
    - - All students should be taught coping skills and they should regularly be modeled for all students
      - When a student frequently has melt downs, falls apart, cries, experiences anxiety, has issues with friends
      - When students seem to have trouble handling criticism, failure, disappointment, conflict, decision-making, etc
    - - Improves kids self-confidence and self-esteem
      - Increases instruction time
      - Improves students’ independence
      - Helps students to be more assertive
  - - - Parent Questionnaire
      - Checklist
      - Student Self Evaluation
      - Student Progress Self-Evaluation
      - Student Self-Assessment
  - - - Promotes independent and responsible behaviors
      - Promotes independence and self esteem
    - - When students have poor attention, focus, and impulse control
      - When students are disorganized, scattered, etc
      - When students have trouble being prepared, forgetting materials, homework, etc
    - - The self monitoring interventions may include visual cues, like pictures, gestures, etc by which the student may be reminded to address the behavior indicated for intervention
      - Checklists and charts may be used by students to keep track of their behaviors
      - Indicators, where the student, when they see or hear something, know they need to address the behavior
      - Student may create notes to themselves