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The One with: Poor Self Esteem (Tier #1 ((Create a REWARD System:, Why:…

- - - - When: When student is stuck or frustrated. When showing positive behavior. It also helps when the student takes a risk by stepping out of their comfort zone, they may be embarrassed.
      - How: According to Researches, praises should be in a ratio of 4 to 1 criticism. praising can be by physical gestures (patting on the shoulder, Thumbs UP, "Clap", etc...), or verbal (GOOD JOB!, Excellent work!, etc...). when delivering a praise, use direct eye contact, open body posture, smiling face, positive attitude, get in the level of the student if possible too.
      - Why: Most importantly, it will boost the students' confidence, it will help create sense of encouragement, security, and trust!
      - Praise the student FREQUENTLY:
- - - - When: When the students may appear inattentive and unfocused. possibly not feeling comfortable asking for clarification or help in front of the class. when they're having hard time getting their work done on their own.
        
        How: It may be done as a classroom routine, where it happens daily or frequently. peer tutors shouldn't do all the work for the student, but only guide them. The peer tutors should be able to do their work themselves in order to be able to tutor others. they should be able to focus on the task and help their peers get it done. Peer tutors could be assigned or chosen by the students.
        
        Why: It will create a less embarrassing less intimidating climate for the student. they'll feel safer and more comfortable engaging one on one rather in front of the whole class. also, it will increase their sense of trust and rapport.
        
        Peer/Group Tutoring:
    - - Non-Verbal Cues & Signals:
      - Why: It creates a healthy, safe classroom environment where it doesn't call attention to the student in a negative manner. it helps boost the students confidence and self esteem. Makes students feel comfortable and more likely to participate and be involved.
      - How: Have the student pick the sign they'd like to use. Speak with the student individually to address how they'd like to communicate in a special way. Use cues like smiles or thumbs up to encourage students to speak in front of the class, or shaking head "no" or hand gestures like "One minute" to communicate directions.
      - When: When students are keeping to themselves, not participating or volunteering. When students have a problem talking in front of the class.
    - - Counselor Referral:
      - Why: It provides the student with more one on one help and support. It creates privacy for the student. makes the student feel secure and safe. gives the student an undivided attention by one adult. Provides the student with a tailored intervention to support them only.
      - When: When the student need more privacy than they have in the classroom. when they need more specialized help than the teacher can provide. when the student need more attention and support to solve the problems they're facing.
      - How: Counselors visits can be planned or spontaneous, depending on the situation. The student may pick a day and a time of the week to attend those sessions, or they may occur due to an incident in the classroom and so they get sent down to the office with a note explaining the situation.
- - - - When: When students seem to have trouble handling criticism, failure, disappointment, conflict, decision-making, etc. When you are having to frequently stop to console, and encourage.
      - How: Always try to use active listening, use a calm tone, and be firm when necessary. Use specific lesson plans, ideas, strategies, and skills depending on the situation with the student and what kind of difficulty they're facing. depending on the situation, need, and child there will be a lot of ways to teach students coping skills.
      - Why: It improves the students self confidence, self esteem, and Independence. It empowers students. provides them with good life long skills. P.S. In Tier#3 This Strategy would be customized with specific coping lessons for a specific student.
      - Teach Coping Skills:
  - - - Why: It provides students with more one on one help, support, intervention; as well as, structure routine, consistency, and organization. it also promotes self responsibility, and increases their motivation and effort. In addition, it improves students buy-in, grades, accountability, and school/home communication.
      - When: When students consistently fail to compete daily class/school requirements (work, behavior expectations, peer interactions, lunch, etc). also when students exhibit persistent behavior problems.
      - Behavior Contract:
      - How: Utilize a daily behavior form, chart, or report card. Explain the procedure with the student. Rate the student for each of the areas you decide to put on the form or chart. Send a copy of the chart or form home for the parent to sign and review with the student periodically. Discuss the progress with the student and talk about what could be improved the following day.