Low Self-Esteem
Jake 7 years old
Tier 1
Call parents or send a positive note home: Helps establish and maintain behavioral limits that are consistent
between school and home
Some kids respond very well to calls home
Boosts student self esteem and self confidence
Do this when a student is exhibiting a chronic habitual behavior problem, when you need more support in addressing a behavior or as a reward when a student has done well on an academic task
Data tracking system: Behavior mentoring
Assign a classroom job: Helps students to build self-confidence and purpose
Creates a sense of ownership in students
Helps kids with behavior problems and attention seeking behaviors receive
positive feedback and attention
Do this when a student seems withdrawn or isolated, if a student has poor self-concept, self-confidence, and/or self-esteem or when a student has trouble with academics
Alternative modes to completing assignments: All learners will have better opportunities to understand and correctly
complete expectations
Students learn in various ways and modes
Students will become more engaged
Alternative modes of completing assignments should be regularly used in all classes and students given the choice as to which method they will use
Tier 2
Mentoring: Helps student to feel like someone “has their back”
Source of accountability, encouragement, support, and advocacy
Increases student morale
Do this when a student is unsuccessful academically or behaviorally, when a student is having significant issues getting along with others or when a student does not seem to have any significant connections to learning, academics, behaviors, etc
Data tracking system: PBISworld.com behavior and intervention tracking form
Teach coping skills : Improves kids self-confidence and self-esteem
Improves students’ independence
Improves student problem solving
Helps to empower students
Do this when a student frequently has melt downs, falls apart, cries, experiences anxiety, has issues with friends or when a student seems to have trouble handling criticism, failure, disappointment, conflict, decision-making, etc
Behavior Intervention Plan: Provides an individualized plan for success
Involves teachers, support staff, the student, and parents
actively
Provides more intensive intervention and monitoring
Do this when a student exhibits consistent and significant behavior problems that interfere with their learning and/or others in the class or when a student demonstrates significant emotional difficulties that interfere with learning and/or others, including frustration, anxiety, depression, fear, etc
Tier 3
Peer tutoring : Allows students more opportunities for assistance
: Helps students to get to know other students and make friends and trusted
relationships
:Increases student trust and rapport
Do this when a student gets overwhelmed and frustrated, when a student needs frequent one on one help or when a student asks frequent questions and needs frequent clarification
Counselor referral: Provides students with more one on one help, support, and intervention
Reduces anxiety and pressure on student
Makes student feel secure
Do this when a student needs more specific and individualized help, solutions, and plans to address issues or when a student needs more privacy than a teacher can provide in the classroom
Behavior meetings : Keeps home and school on the same page
: Helps provide valuable data and information on updating behavior plans, functional behavior
assessments, and other behavior modifications and interventions
When a student is at Tier III, regular and consistent behavior meetings are absolutely essential and necessary
Data tracking system : PBISworld.com behavior and intervention tracking form
Data tracking system
Jake is very self-conscious and has a poor self-esteem. Therefore, I will not use a public data tracking system like a reward chart, but I will keep it private. I will monitor his behavior and keep track of it by using a simple ‘Behavior Documentation” form. I will use this to communicate with parents and maybe later to a school counselor (when needed in tier 2 or 3. When we get to tier two and three, I will make use of the PBISworld.com behavior and intervention tracking form to keep more detailed data. This will all be private and shall only be used when communicating with parents and school counselors.
Jake was overweight and had been retained once in the past, so he was one year older and much taller than others. He was used to failure and often told me, “I’m no good.” He was disrespectful and taken to muttering in the background, counteracting any instructions I gave to the class.
Betsy, Elementary Classroom Discipline Case Studies, Retrieved from www.classroomcaboodle.com/teacher-resource/classroom-discipline-case-studies/