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Positive Behavior Intervention supports (Grade 7 and 8) (Comparing and…

- - - - Ilgar needs constant positive reinforcement. Children react much better to positive praise than negative reinforcement which in my opinion, make the child dig much deeper into the trenches of his or her habits
        
        Every time Ilgar does something correctly, no matter how small. I would give him public praise. Example: Thank you Ilgar for having for books on your desk and opened or excellent Ilgar for remembering to raise your hand.
        
        Tier 2 and 3 Forced choice reinforcement survey and reward system would work well here for Ilgar and most students in this age range. In my experience, most disruptive students crave attention and structure. Finding what reward best suits them and rewarding them for subsequent positive behavior will lower the disruptions.
      - Avoid Power struggles
        
        I think a mistake most teachers make when dealing with a disruptive student is engaging in a power struggle. For Ilgar, this was this perfect platform to air out all of his grievance against anything. A teacher with a calming voice and a simple but firm I will speak with you about this later if you would like diffuses a potential 10 minute argument that only escalates and is productive for no one.
        
        If Ilgar wants to begin an argument with the teacher in class, he will always "press the buttons" sure to upset the teacher. It it here that a teacher should remain calm. Thank the student for their opinion, smile, and say I would love to discuss this with you after class.
        
        Tier 2 and 3 There are some occasions when things that you have tried to no work and the student becomes more disruptive and up to challenging the authority of the teacher. In these instance, I would have a behavioral contract with a student. This is always a last resort in my opinion. This serves as an agreement between the teacher and the student and the consequences of breaking it are explained in detail.
      - Speaking with a student in the hallway
        
        If there is one thing Ilgar hated was to be embarrassed in front of his peers. That only led to escalation. In this case, I would have students to continue what they were doing and speaking with him in the hall.
        
        A good teacher knows when they are being baited into an argument or potential escalation. It is usually at this point, where I ask Ilgar to step out into the hall. I ask if everything is all right. What is wrong? Can I do anything to help. (I have done this multiple times and it usually has something to do with what happened at home or earlier in the day)
        
        Tier 2 and 3 I think that the measures like a reward system, Forced choice reinforcement, and as a last resort a behavior plan would work here. If nothing works, the I would refer the student to the counselor
- - - - Deep Breathing
        
        A student like NurJahan can benifit from deep breathing exercises. Not only her, but the entire class can.
        
        This relaxation technique would be taught to the entire class, and when they get too stressed or feel overworked, they can calmly breathe deeply over and over to "reset themselves" I like this technique because it doesn't target on specific student but is beneficial for all
      - Encourage interaction with a more confident student
        
        NurJahan used to sit by herself. She seemed to prefer being alone rather than in a group. Her classmate Sarah was a bundle of energy. I felt that the pairing of these two students would be beneficial for both of them.
        
        When NurJahan is by herself, she seems to be more anxious. I paired her up with Sarah. NurJahan was not happy with this pairing at first, but it has made her more confident, she smiles more, and is participating more. There is the added benefit of reigning Sarah in a bit. Sometimes students with anxiety need a buddy. Someone that will let them know its ok to be wrong, and that they will be there with them
      - NurJahan can often become self defeating in class. I think one of the ways to help NurJaahn with her anxiety in class is to offer reassurance.
        
        Anytime she gets down or anxious, I would calmly remind her of her past successes. I would tell her of the time I get frustrated. I think that a lot times, students want to know that the teacher actually cares for their well being and sometimes students with anxiety need those gentle reminders.
        
        Tier 2 and 3 I think that students in NurJahan's case, that if things you tried aren't working then you try things such as giving structured breaks, teach relaxation techniques, and develop non-verbal cues and signals.
        
        Structured breaks help a student dealing with anxiety to kind of "get away form the action" for a bit when it becomes to much.
        
        Relaxation techniques can be taught to the whole class. It doesn't single anyone out. I have found that a structured break with an activity like coloring relieves the anxiousness
        
        Non-Verbal Cues and Signals: I think It is vital for a student who has progressed beyond a Tier 1 intervention with Anxiety to develop non-verbal cues with the teacher when something has become too much and a break is needed for that student