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Challenging 5th Grade behavior: Unmotivated (resources (positive praise:…
Challenging 5th Grade behavior: Unmotivated
pier 1 interventions
stop, walk, talk techniques
why
To promote a more self-reliant, responsible, and safe climate and atmosphere
To remove barriers that interfere with positive peer interactions and academics
To create a positive school climate
how
The program consists of teaching students to use 3 simple and progressive steps: Indicating through words and gesture to stop, walking away if the problem continues, and finally talking to an adult if the issue is still not resolved.
when
This strategy is best utilized and taught school-wide as part of the regular rules and procedures
Teach this strategy to students several times throughout the year
When you witness or are informed of any situations that students feel bullied, annoyed, offended
break down assignment
why
Some students get overwhelmed by too much information on a page
Students who are dealing with ADD/ADHD tend to have difficulties with breaking up assignments
Provides student with small, frequent, attainable goals
Makes larger tasks look more manageable and feasible
when
When a student is reluctant to begin, sustain, or complete work
When an assignment is longer, larger, more complex, or has many parts or sections
When an assignment will span across days, weeks, or any other prolonged period
When a student doesn’t know where to start
how
Take a blank sheet of paper and cover up every item other than what you want the student to complete. After they complete that, teach them to move the sheet down
Determine what might be hardest/easiest for student. Have them do the easy items or the hard items first, which ever they prefer
Allow a break after student completes a portion of the work
explain assignments or directions
why
It provides you with reassurance the student understands what you are saying
Increases students confidence
Reduces off task behavior, work avoidance, and disruptions
when
When students often say they don’t understand the work
When students don’t start on the assignment immediately or significantly under the pace of the majority of the class
When students are goofing around, horse playing, off task, or exhibiting behavior issues
how
Explain the assignment/directions to student using eye contact and getting down to student’s level
For students that may feel embarrassed, timid, or shy, you may speak in a quiet tone and possibly have the student come up to the teachers desk
Have student repeat the directions to you
Watch the student do the first portion to help problem solve
Positive praise
why
Some students need outward motivators
It helps keep students engaged
Provides encouragement
Boosts confidence, self-concept, and self-esteem
how
Praise, according to research, should be given in a ratio of at least 4 praises to 1 criticism
When students display positive or productive behaviors, actions, skills, characteristics, etc, or appear to need some encouragement, etc, verbally praise the student and/or give them a high-five, pat on the back, clap, exclamation, cheer, hop, etc
Praise can be done either quietly or if the student is motivated by peer approval, can be done in front of the class
Praise can be verbal or physical (like pat on the back, fist pump, head nod, hop, jump, etc)
when
Positive praise, according to research, should always be done with every student at a ratio of at least 4 positive praises to 1 criticism
When students are stuck, frustrated, getting bogged down, etc
When students exhibit good behavior, expectations, help others, show generosity, share, etc
data tracking
Daily Positive Behavior Tracking Form
Simple Behavior Charts
Self Monitoring Assignment Sheet
resources
positive praise:
http://www.pbisworld.com/tier-1/positive-praise/
explain assignments or directions
http://www.pbisworld.com/tier-1/explain-assignment-or-directions/
break down assignment:
http://www.pbisworld.com/tier-1/break-down-assignment/
mentoring:
http://www.pbisworld.com/tier-2/mentoring/
organization tools:
http://www.pbisworld.com/tier-2/organizational-tools/
self monitoring:
http://www.pbisworld.com/tier-2/self-monitoring/
no passing time:
http://www.pbisworld.com/tier-3/no-passing-time/
teach relaxation techniques
http://www.pbisworld.com/tier-3/teach-relaxation-techniques/
pier 2 interventions
mentoring
why
Improves student motivation
Source of accountability, encouragement, support, and advocacy
Helps student to perceive school, teachers, work in a more positive light
when
When other intervention seem to fail
When a student is having significant issues getting along with others
When students exhibit very little motivation and effort or just do not seem to care about work and/or behavior
how
Mentors should try to do something fun or engaging with the student, like shooting a basketball, playing cards, or talking about a common topic of interest
Mentors should listen, listen, listen! Use active listening with students
Mentors should help students to set goals, plans, and solutions
Mentors only need meet with a student once a week for 15 or so minutes
organizational tools
why
Provides increased structure
Helps to develop and establish routines, schedules, etc
Increases student responsibility and follow through
Holds students more accountable
Improves student self-confidence
when
When students exhibit poor organization
When students chronically loose, misplace, and fail to turn in work
When students have trouble following the school/class procedures, schedules, and/or routines
how
Checklists
Daily schedules
Keeping things in a crate and out of the desk or locker
Organizational folders with a “to do” and “done” side
Visual schedule
self monitoring
why
Promotes independent and responsible behaviors
Promotes independence and self esteem
Increases coping ability
when
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
how
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
Students may look for triggers that cause the behaviors, avoiding these triggers or being aware they are present
data tracking
PBISWorld.com Behavior & Intervention Tracking Form
Self Monitoring Assignment Sheet
Parent Questionnaire
pier 3 interventions
daily behavior form
why
Provides structure, routine, consistency, and organization
Promotes self responsibility
Improves students’ grades and accountability
Improves student buy-in
Increases student motivation and effort
when
When students exhibit persistent behavior problems
When students are very unorganized
When students consistently fail to compete daily class/school requirements
how
Utilize a daily behavior form, chart, or report card
Decide on the main problem behaviors and put these on the chart
Explain the procedure with the student
Rate the student for each period, hour, etc in the areas you decide to put on the form or chart
no passing time
why
Prevents conflicts, fights, etc
Easy to implement
Increases student compliance and motivation to improve
when
When a student cannot follow passing time rules and expectations
When a student is wandering around and frequently coming to classes late
When a student has high numbers of tardies
how
The student may be accompanied by an adult, like a parapro, if needed
The student will have 5 minutes to go to their locker, get their things, use the restroom, and go to their next class
If the student takes longer than 5 minutes to get to their next class, they will receive a tardy
teach relaxation techniques
why
Everyone needs a break every once in a while
Provides students a way to manage their own feelings and emotions
Increases instructional time when students can calm themselves and utilize coping skills, like relaxation
when
When a student appears, tense, uptight, anxious
When a student is having a “bad day”
When a student appears uncomfortable
When a student has become unfocused and off task
how
Deep Breathing
Count to 10
Write in a journal
Draw
Color
Scribble
Read
Visualization
Listen to music or nature sounds
Take a break
data tracking
PBISWorld.com Behavior & Intervention Tracking Form
Self Monitoring Assignment
Problem Behavior Survey