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Taylor: pulling others off task :silhouettes: diagnosed ADHD that was un…
Taylor: pulling others off task
:silhouettes:
diagnosed ADHD that was un-medicated
constantly out of his chair
off task and pulling others off task 90% of the time
First tier responses
As a first response, I would always contact the parents but the parents were not any help in this particular case
Avoid Power Struggles
Why I should do it?
It keeps you in control
Prevents students from feeding off of the attention of the class or others
Breaks the cycle of escalation, tension, intensity, etc
Reduces the likelihood of further physical, verbal, and other conflict
Establishes your position as being outside of the student’s tactics and usual attempts to get what they want
Helps teach students that engaging in power struggles is futile and will not get them what/where they want
Helps you, the adult, remain calm, clear headed, and more able to make good decisions and actions
It is a quick method to de-escalate a student
When I should do it?
When a student is trying to verbally engage you in an argument
When a student becomes very insistent, argumentative, and will not drop the point
When a student becomes agitated, raises their voice, becomes physically or verbally aggressive or threatening, or becomes threatening in any other way
When the issue the student is arguing about is not essential, important, or crucial (choose your battles wisely)
When a student can’t seem to drop it
When it seems the student is no longer interested in solving a problem, but provoking and being right
When a student just wants to be correct, right, or win
When a student seems to be taking it personally and cannot handle the issue, topic, etc
When giving directives, directions, corrections, or reprimands
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.
Try multiple interventions
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
Second Tier responses
Behavior Intervention Plan (BIP)
Why I should do it?
Provides more intensive intervention and monitoring
Increases support around student
Provides an individualized plan for success
Addresses specific issues in a specific manner
Involves teachers, support staff, the student, and parents actively
Helps teachers to address behaviors and issues consistently across subjects, rooms, sessions, etc
When should I do it?
When students exhibit consistent and significant behavior problems that interfere with their learning and/or others in the class
When students demonstrate significant emotional difficulties that interfere with learning and/or others, including frustration, anxiety, depression, fear, etc
When students demonstrate significant difficulties with organization, motivation, work completion, etc
When you have parents that cause children to be consistently late, tardy, or who don’t help or enforce homework routines, etc
When students demonstrate any other significant and consistent issues that affect their school experience and learning
When students’ parents cause the student any other significant and consistent issues in school or related to school, like academic support, reinforcing good behaviors, etc
Alternatives To Suspension
In these cases where the child is displaying disruptive behaviour , finding an alternative to suspension and reverting back to some more Tier one methods is preferred
Why Should I do it?
Suspending kids is very unproductive for academics
Some kids get suspended on purpose to get out of work or away from something they do not want to cope or deal with
Suspensions are not an effective deterrent for many kids, who do not see it as a significant consequence or negative stimulus
Providing alternatives to suspensions can be much more effective in getting students’ behavior to change
There are many alternatives that motivate students better than suspending them
When should I do it?
When a student gets into trouble and suspended frequently
When a student is trying to get suspended on purpose or to get out of something
When students really need the instruction but a consequence or discipline is warranted
When suspensions do not seem to be doing anything and are ineffective
Non-Verbal Cues & Signals
Why I should do it?
Creates a working relationship with student without calling attention to the student in a negative manner
Is discrete and quick
Saves class and instruction time
Makes students more comfortable and likely to participate and be involved
Easy to do and effective
Improves and builds student confidence and self-esteem
When I should do it?
When a student is losing attention and focus during times of instruction or independent work
As a form of redirection from misbehavior, talking, off task behaviors, etc
When a student has problems talking in front of the class
When a student does not participate or volunteer
When a student is not following classroom/school procedures
When a student does something good, correct, successfully, etc
Third Tier responses
Daily Behavior Form
Why I should do it?
Provides students with more one on one help, support, and intervention
Holds students accountable on a daily basis
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
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
When students exhibit persistent emotional difficulties, like frustration, anxiety, etc.
When students are defiant and oppositional
Organizational Tools
Why I should do it?
Provides increased order for the student mentally and logistically
Improves student awareness of belongings, papers, supplies, etc
Increases student success and morale
Improves work completion and returning or handing in of work
Provides increased structure
Helps to develop and establish routines, schedules, etc
Increases student responsibility and follow through
Holds students more accountable
Improves student self-confidence
Decreases missing and lost assignments
Improves time management
Increases attending behaviors
When I should do it
When students exhibit poor organization
When students chronically loose, misplace, and fail to turn in work
When students have trouble following the school/class procedures, schedules, and/or routines
When a students locker/desk is very messy and disorganized
When a student looses work, materials, and supplies in their locker/desk
When a student hoards work in their locker/desk
How will I keep track of Taylor'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