Please enable JavaScript.
Coggle requires JavaScript to display documents.
Poor Self Esteem:Jake: self-labeling as a failure (Tier 1 (Assign a…
Poor Self Esteem:Jake: self-labeling as a failure
Tier 1
Assign a classroom job
Reflective listening
Move to a new location in the classroom
Keep several empty seats at tables or desks around the room, allowing students who need to, the option to relocate themselves as needed
Sometimes having a seat or desk in the hall by the door where there are fewer distractions can be a good option for distractible kids
Small changes in position, view, and location can freshen a student’s resolve, energy level, interest, and motivation
Increases focus, attention, and effort
Helps “reset” some students
Simply stated, reflective listening is when you listen to what someone says and repeat it back to them so they know you heard and understood them
Builds student/teacher rapport
Helps students feel validated
Speak with the student(s) you want to assign jobs to and emphasize how important the job is and their participation
Use jobs as an opportunity to give a lot of positive praise and attention
Give the student choices, presenting them with several jobs to choose from
Tier 2
Individual & Visual Schedules
Sit down and explain the schedule to the student and how they will use it, where they will put it, etc.
You might tape it to the student’s desk or in their planner or folder
Laminating the schedule can allow the student to make marks next to items as they complete them and then wipe it clean for the next day
Non-Verbal Cues & Signals
Use cues like smiles, thumbs up, shaking head “yes”, etc to praise students for correct behaviors, participation, volunteering, etc, or to reassure them and encourage them
Breaks
Make a laminated card with the word “BREAK” on it
Provide student with hand held timer setting the timer for no longer than five minutes
Identify a safe and non-disruptive area to go (by or in office works)
Student returns when timer goes off
Thank the student for leaving and returning so cooperatively. Give encouragement to student upon return.
Tier 3
Behavior Intervention Plan (BIP)
Addresses specific issues in a specific manner
Meet with the student, teachers, parent, and support staff to review the behavior plan, giving copies to everyone and having everyone sign the plan
Daily Positive Behavior Tracking form
Before you start, a few important points:
If your data indicates no progress after a minimum of 6 months, you may consider moving to tier 2 interventions
Each intervention should be tried for a minimum of 4 weeks, & more than 1 intervention may be implemented at the same time
Collect and track specific data on each intervention tried & its effect
Try multiple interventions