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Tardiness (Before you start (Each intervention should be tried for a…

- - - - Students feel you are engaged in their achievements
        Helps student obtain focus at the beginning of the day
        Helps students ask questions about work they might not ask on their own
        Keeps students moving forward, motivated, and progressin
        Builds rapport, trust, and confidence
    - - When a student has difficulty following through, staying on task or is easily distracted
        When a student clowns around a lot
        When a student has academic struggles
        When a student has a learning or other disability
        When a student has low self confidence or little self motivation
        When a student is insecure about their work
    - - At the beginning of the day, utilize calm, neutral tone and enthusiasm about having a good day, discussing the expectations of the day
        Focus on the good, encourage students that today is a new day and you have confidence in their abilities
        Call a student up to your desk and quietly ask if they are getting through the assignment okay or if they need any help
        Stopping by a students desk and whispering, asking if they are all set
  - - - Write your schedule on the board daily, crossing off events as they occur
        provide the student with an individual schedule on their desk daily, having them cross off events as they occur
        Engage students in keeping track of where they and the class are in the daily routine
        Ask students what is next in the routine and remind them when a period is ending soon
    - - When a student gets off task easily, is easily frustrated, or is anxious about the school day
        When a student is disorganized, scattered, etc
        When students have low motivation, poor effort, and low participation
        When a student has poor attention and focus
    - - Provides students with predictability decreasing anxiety, frustration, and worry
        Provides a regular schedule and point by point map to follow
        Helps with oppositional and defiant students
        Increases work production, compliance, and engagement
        Improves academic performance
        Improves focus and attention
        Teacher students how to manage time and resources
        Improves organization
- - - - Improves compliance, instruction time, student success, etc
        Helps to make the room, routines, and schedule run more smoothly
        Provides increased structure and clarifies expectations
        Provides consistent rewards and consequences
    - - When a group of kids is especially challenging to manage
        When several students, acting together and working one another up, cause greater than average class disruptions
        With especially off task, disruptive, and uncontrollable classes and groups
    - - At the Tier 1 level, classroom management should be a regular part of all classes
        At the Tier 2 level, increasing the intensity and structure of classroom management
        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
  - - - Promotes independent and responsible behaviors
        Promotes independence and self esteem
        Increases productivity
        Improves self awareness and reflection
    - - 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
        When students are overly talkative or social
    - - Student may create notes to themselves
        Students may look for triggers that cause the behaviors, avoiding these triggers or being aware they are present
        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
- - - - Provides students with more one on one help, support, and intervention
        Holds students accountable
        Provides structure, routine, consistency, and organization
        Promotes self responsibility
    - - 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)
        When students exhibit persistent emotional difficulties, like frustration, anxiety, tantrums, etc.
    - - 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
  - - - Provides increased order for the student mentally and logistically
        Improves student awareness of belongings, papers, supplies, etc
        Improves work completion and returning or handing in of work
        Provides increased structure
    - - When students exhibit poor organization
        When students chronically loose, misplace, and fail to turn in work
        When a student looses work, materials, and supplies in their locker/desk
        When a student hoards work in their locker/desk
    - - Keeping things in a crate and out of the desk or locker
        Organizational folders with a “to do” and “done” side
        Parent assistance with daily helping student to organize and sort work, belongings, and materials
        Turning in all complete work to one location and/or person