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Rushing Through Work image (Tier 1 Interventions: (2) Praise when…
Rushing Through Work 
Case Study:
Student attempts to finish written work as quickly as possible. Student rushes to the teacher's desk when worksheet is finished, having not put in most possible effort and having made multiple errors throughout. When artistic elements are connected to the writing task (Eg. Draw a picture of the story you wrote), student will draw a low-quality sketch using only pencil and not use much detail to make the picture look nice. When encouraged to apply more effort, pupil dismisses the idea and asks if they can read a book. Student frequently asks when is break time.
Tier 1 Interventions:
2) Praise when cooperative and well behaved- Good learning practices should be outlined by the teacher when followed by the student. This positive reinforcement will boost the student's desire to follow the positive learning practices in the future. This reinforcement can be given as direct feedback when the good behaviour is demonstrated (Good job on taking your time to complete this work, Tom) or when ongoing when work is being completed in a "commentary" format (Tom is taking his time to complete his work to the highest level he can. Good job, Tom!)
1) Assign a buddy or partner- Having a partner encourage the fast-working student to slow down can help. The partner does not want to submit work that is not well-completed. Therefore, they will ensure that the fast worker is not sacrificing quality for time.
3) Frequent home contact- Ensuring that the same practices are being carried out at home and in school to slow down work can benefit the student. In this way, parents and teacher are on the same page and can enforce the same methods, building consistency to the student's approach to completing work at an appropriate pace.
Tier 2 Interventions
1) Daily Behavior Form- Teacher fills out a daily assessment of how much the student is attempting to fix the pace at which they complete work. This information is shared with the student and, in some cases, with the parent.
2) Self Monitoring- The student is instructed to review work independently and decide if they have rushed it. They can be given specific success criteria and a rubric to follow in order to help with their self-evaluation.
Tier 3 Interventions:
1) Teacher-Parent-Student Meetings- Teacher, parents and student come together at set intervals to discuss areas of improvement and areas still to be improved by student.
2) Referral to consellor- If student continues to display rushed work, they can be referred to a counsellor for an assessment to determine if an underlying emotional condition is causing the negative behaviour.
Data Tracking
Daily Behavioural Documentation:
Student rates their ability to pace their work and their ability to review completed activities throughout the day.
Teacher completes the same documentation every week. Data should be compared to check for improvements or decreases in the student's pacing of work.
Poor Coping Skills
Case Study:
Student displays heavy emotions when being reminded of behavioural expectations. Student becomes inconsolable when they are upset. Student loses emotional control and begins to hyperventilate due to very minor stimuli. Student has difficulty expressing & communicating feelings. Student easily loses temper when agitated by other pupils.Student will often tattle on others.
Tier 1 Interventions
2) Teach social skills If social skills are taught to the pupil, they will understand the importance and benefits of expressing their feelings to others in a calm manner. Instead of having an outburst of anger and building negative tension, the pupil will then be able to communicate to their peers when they are feeling agitated in a peaceful way.
3) Encourage interaction with a more self confident student Giving students a figure in the class by who they can model their own behaviour can be beneficial to building emotional control. Have a discussion with the pupil on areas where they would like to improve emotionally. Then have them try to identify how their model student deals with those areas of emotion.
1) Instruct Breathing Exercises: Teaching the student the effects of breathing and breath-loss can help the pupil to understand why they feel so negatively stimulated when they become upset. In turn, the student should be taught breathing techniques to help them control this stimulation and get their agitation under control.
Tier 2 Interventions
3) Inroduce Sensory Tools: Many coping issues arise from an overload of a pupil's senses. Tools can be used to lessen the effect of these senses. Earphones which play relaxing music can be provided to pupils in order to lessen their auditory input. Dimmer lighting can be used to lessen visual input. Weighted objects can be used to increase physical stimulation.
2) Structured Breaks: Ensuring that pupils are in a safe learning environment is crucial in teaching. This is moreso the case for students that have special emotional requirements. Assuring the student that their emotional needs will be looked after relaxes the pupil. This can be done by providing ample opportunity for breaks to the student. The pupil becomes aware that they are never too far away from giving their mind a break and this awareness calms them, leading to better emotional control.
1) Check In Check Out (CICO): Using check in check out sheets builds student emotional mindfulness. These sheets give the teacher an insight into how the student is feeling and this better understanding helps the instructor understand if there are improvements or declines in their emotional wellbeing.
Tier 3 Interventions
Referral to Counsellor: If student continues to high stress levels and if no signs of improvement are shown, they can be referred to a counsellor for an assessment to determine if an underlying emotional condition is causing the issue.
Frequent Teacher-Parent Meetings: Keeping close contact with parents and working together to implement the same intervention strategies can lead to more consistent and effective emotional development.
Data Tracking
Frequent Self Assessments by Student on Emotional Wellbeing:
Have student rate their own feelings on charts. These charts should be assessed frequently to identify improvements or decreases in pupil's emotional wellbeing.