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Rolando: angry and explosive child :warning: Wild temper Throwing…
Rolando: angry and explosive child
:warning:
Wild temper
Throwing chairs
Homeless
Isolating behaviour
First Tier responses
: The initial responses to bad behaviour, giving the students the chance to change their behaviour before moving on to harsher consequences.
Call Parent Or Note Home
Why should I do it:
Provides parents with direct & accurate info on child’s school behaviors
Helps to keep issues, situations, and circumstances clarified
Builds rapport, trust, and open dialogue between school and home
Helps establish and maintain behavioral limits that are consistent between school and home
Some kids respond very well to calls home
Gives parents power to enforce and follow through with limits and consequences
Avoids situations where kids can use misinformation to pit teachers against parents and manipulate the situation to avoid taking responsibility for their actions
Encourages some students behavior positively
Can take a small behavioral or academic gain and create more significant momentum
Can create parent “buy in” or establish of improve rapport with parents
Boosts student self esteem and self confidence
When should I do it?
As a consequence
When a student breaks a rule or whose actions are disruptive enough to require a formal consequence
When a child is exhibiting a chronic habitual behavior problem
When you need more support in addressing a behavior
When the behavior appears to be stemming from something in the home
When you suspect a child’s behaviors are due to environmental circumstance, like a family death, illness, etc.
When the student does not seem to respond to your authority
When there does not appear to be home consequences for poor behavior in school
As a reward
When a student has been well behaved
When a student has done well on an academic task
When a student has been helpful
When a student meets a daily, weekly, monthly goal, either academic or behavioral
When a student needs to be encouraged to do something
When a student is a significant behavioral or academic problem and does ANYTHING remotely positive or productive
Praise
Acknowledging Positive Behavior
.
Why should I do it:
Recognizing students for following rules, directives, directions, participating, etc, is one of the most effective tools for managing, promoting, and correcting undesired behaviors. Children respond far much better typically to positive reinforcement then negative. Numerous studies continue to support and validate this social dynamic
When should I do it?
For the big and very small things students do correctly/appropriately.
When students are exhibiting appropriate behaviors, following rules, are on task, using materials properly, utilizing their time well, are organized and prepared, do something nice for another, pay attention, etc.
As frequently as possible.
Before moving on to second tier responses:
Try multiple 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
If your data indicates no progress after a minimum of 6 months, you may consider moving to tier 2 interventions
Second Tier Responses
Behavior Contract
When should I do it:
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.
When students are defiant and oppositional
Why I should do it?
Provides students with more one on one help, support, and intervention
Holds students accountable
Provides structure, routine, consistency, and organization
Promotes self responsibility
Improves students’ grades and accountability
Improves student buy-in
Increases student motivation and effort
Improves school/home communication
Mentoring
Why I should do it?
Provides a student with a personal connection and buy-in
Helps student to feel like someone “has their back”
Increases student morale
Improves student motivation
Source of accountability, encouragement, support, and advocacy
Helps student to perceive school, teachers, work in a more positive light
When I should do it?
When students are unsuccessful academically or behaviorally
When other intervention seem to fail
When a student is having significant issues getting along with others
When students exhibit very little motivation and effort or just do not seem to care about work and/or behavior
When students seem to have little guidance and/or support in the home
When a student seems suspicious of the school and staff
For those kids that always seem to get a bad bream and are perpetually in trouble and/or failing
When a student is frequently suspended and/or is in danger of expulsion
When a student does not seem to respond to anything else
When a student does not seem to have any significant connections to learning, academics, behaviors, etc
Third tier responses
Behavior Meetings
Why I should do it?
Provides constant, updated, and relevant information for managing behaviors in school and at home
Helps provide valuable data and information on updating behavior plans, functional behavior assessments, and other behavior modifications and interventions
Keeps home and school on the same page
Prevents students from telling their parents one thing and the school another, pitting the two against one another
Forces disengaged and inactive parents into the behavior planning and intervention process and helps make parents more responsible for addressing the student’s behavior(s), including following through with consequences and rewards
When students are age appropriate and involved in meetings, they tend to take interventions more seriously, feel included, and are held directly responsible from the parties involved
When students are age appropriate and involved in meetings, they cannot spin stories, lie, or pit school and home against one another as easily
Provides immediate or real-time feedback and plan development or alteration
Everyone involved tends to feel more responsible for implementing interventions when it is discussed in person with school and home parties at the table
Avoids confusion, misunderstandings, conflicts, etc
When I should do it?
When a student is at Tier III, regular and consistent behavior meetings are absolutely essential and necessary
Behavior meetings should be considered strongly for Tier II students as well
Teach Conflict Resolution Skills
Why I should do it?
Many students lack basic skills necessary for solving and resolving daily conflicts with other students, adults, authority figures, etc
Enables and empowers students to be more independent and highly functioning
Reduces teacher’s time “putting out fires”
Increases instructional time
Promotes maturity
Improves self confidence
Reduces tattling, bickering, and disruptions
When should I do it?
Conflict resolution skills are good to teach all kids in your classes at the beginning of the year and then again once a month to keep the strategies fresh in kids minds
When students bicker, argue, and fight a lot
When you lose time due to student conflicts and disagreements
When a student is being suspended a lot due to fighting and conflicts with students and adults
When students have trouble compromising, taking turns, sharing, et
At the Tier 3 level, think of customizing specific conflict resolution lessons and interventions for specific students
How will I keep track of Rolando's progress and my efforts?
Northcote Primary has an internal online profile system, called 'Compass', for each individual student which is only visible to teaching staff. Progress is noted on this system so all teachers can see what the problem areas are and appropriate action taken.
An in class behaviour chart can be beneficial for students of this grade. They inherently want to be good and want to be rewarded for their efforts so this can be a very effective tool