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Poor Self-Esteem (If this describes your student, try multiple Tier I…
Poor Self-Esteem
If this describes your student, try multiple Tier I Interventions. Each intervention should be tried for a minimum of 4 weeks, and more than 1 intervention may be used at the same time. Collect specific data on each intervention. Use LiveSchool to track your data.
Praise student frequently: the ratio should be 4 praises to 1 criticism; the teacher in the case study made sure to let this student know what he was doing well; she also used his height, which he was self-conscious about, as an advantage and would ask him to reach things or move heavy items that required a “big man”; this helped him feel better about his height and gain confidence
Proximity to students: move student closer to the teacher; because the student in the case study wasn’t following the rules and disrupting the class, he was moved to a location away from the other students and closer to the teacher’s desk; he was no longer able to distract students at his table and paid more attention to the teacher
Assign a buddy or partner: pair the student with another student who can serve as a good role model; this is a little different, but the teacher in the case study noticed that the student was able to explain math concepts in a different way than she could, so the student was paired with other students to help explain it his way; his math scores improved because he realized he was good at this and began to put in more effort
If your data shows no progress after 6 months, you can move onto Tier II Interventions. Try a few of them out, just like you did for the Tier I Interventions. Use the Behavior Specialist Referral Form to track data.
Non-verbal cues & signals: meet with the student to create non-verbal cues and signals such as thumbs up, smiling, or shaking head in order to create a working relationship with them without calling attention to the student in a negative manner and in front of their classmates
If your data still isn't showing progress after 6 more months, you can move onto Tier III Interventions. The Tier II and III Interventions are very similar, so try a few more out, but make them more specialized for your student. Use the Behavior Specialist Referral Form to track data.
Alternatives to suspension: suspending students is often unproductive for academics and is not as effective in changing student behavior as other alternatives can be; find alternatives to suspension such as in-school suspension, lunch clean-up, or time out to motivate students to change their behavior
Self monitoring: sit down with the student to implement a system by which they can track their own behavior; you can use pictures and gestures to remind them to address their behavior, as well as checklists and charts for them to keep track of their progress
The praise game: use the praise game to promote consistency throughout the whole class and support the special needs of your tier III students without singling them out
Behavior contract: use a daily behavior form, card, or chart to hold students accountable and increase their motivation and effort
Reward system: use a reward system to track student behavior;reinforces positive behavior because students can earn rewards such as praise, positive notes sent home, free time, or privileges
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Saying they cannot do things, are incapable, or are not good enough
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Tantrums/Out of Control
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If this describes your student, try multiple Tier I Interventions. Each intervention should be tried for a minimum of 4 weeks, and more than 1 intervention may be used at the same time. Collect specific data on each intervention. Use LiveSchool to track your data
If your data shows no progress after 6 months, you can move onto Tier II Interventions. Try a few of them out, just like you did for the Tier I Interventions. Use the Behavior Specialist Referral Form to track data.
Breaks: give students a timer with it set at no more than 5 minutes and allow them to go to a safe and non-disruptive area to calm down; thank them when they return
If your data still isn't showing progress after 6 more months, you can move onto Tier III Interventions. The Tier II and III Interventions are very similar, so try a few more out, but make them more specialized for your student. Use the Behavior Specialist Referral Form to track data.
Alternatives to suspension: suspending students is often unproductive for academics and is not as effective in changing student behavior as other alternatives can be; find alternatives to suspension such as in-school suspension, lunch clean-up, or time out to motivate students to change their behavior
Self monitoring: sit down with the student to implement a system by which they can track their own behavior; you can use pictures and gestures to remind them to address their behavior, as well as checklists and charts for them to keep track of their progress
The praise game: use the praise game to promote consistency throughout the whole class and support the special needs of your tier III students without singling them out
Behavior contract: use a daily behavior form, card, or chart to hold students accountable and increase their motivation and effort
Teach relaxation techniques: teach the student or entire class different techniques such as deep breathing, counting to ten, or writing in a journal to manage their stress/frustration/anger
Reassurance: normalize the feeling and let the student know you understand their frustration so they know you care and are invested in them; the teacher in the case study reassured the student that she genuinely cared about his well-being, and because of his rough upbringing, it took some time for him to finally trust her
Give choices: provide the student with two or more choices that you will accept in order to empower the student and avoid a power struggle; the teacher in the case study learned that by providing the student with two choices each time he acted up, he began to calm down
Remove from room: send the student to the front office or let them take a few minutes to calm down in the hallway so that they don’t make a scene in front of their classmates; this was one of the options the teacher used in the case study to help calm the student down