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Out of Seat (Tier 1 (Classroom Engagement (Interventions
Assign a…
Out of Seat
Tier 1
Classroom Engagement
Interventions
- Assign a classroom job so that the student feels a sense a responsibility and can focus their energy in completing this task
- Speak with student on a one-on-one basis and go over rules about times the student is able to get out of their seat, when they are expected to stay seated, and bathroom breaks, sharpening pencils, etc.
- Make it clear that unfinished work will be completed during playtime, or sent home as extra homework
The first step would be to get the parents involved. I would keep an open line of communication to have the parents aware of this student's classroom behavior. The goal would be to acknowledge the situation, and move forward to come up with solutions. This would also help with the parents being able to talk with the student at home to explain why it is important for the student to stay seated and focused.
Tier 2
In-Class Techniques
Interventions
- Incorporate a system of non-verbal signals. Let the student choose specific signals for reasons to get out of their seat such as bathroom, pencil sharpening, grabbing items out of their cubby, etc.
- Teach the student relaxation techniques such as deep breathing, coloring, or reading. Assure the student that everyone gets restless, frustrated, and stressed. The teacher can even teach these practices to the entire class, so that the student doesn't feel singled out and is beneficial for everyone.
- When the student is seemingly making excuses to get out of their seat and not completing their assignments, have the student use their "BREAK" card where they can quietly sit in a non-disruptive area to collect themselves. Have the student sit in this area for no longer than five minutes and the student may return after the timer goes off. Practice this "BREAK" time and clearly explain to the student that this is their time to refocus themselves and that they are to complete the classwork when they return.
The second step would be to send weekly reports home to the parents so that they are actively aware of their student's behavior on a more frequent basis. This will also allow the parents to write back any comments or concerns to the teacher.
Tier 3
Student Conduct Review
Interventions
- Assign a peer tutor to the student. The student will work with this peer tutor to complete in class assignments. They can start off by picking their first peer tutor, then the teacher can switch out the partner as frequently as they see necessary.
- Utilize the Check In, Check Out form. The student will check in with the teacher at the beginning of the class day and will receive stamps on this form as they complete each item. The form can include items such as classwork for each class, behavioral conduct, etc. At the end of the day, the student will review the form with the teacher and take it home for the parents to sign.
- Provide a student behavior contract. The teacher will go over this contract with the student on an one-on-one basis. It will include specific items pertaining to their behavioral challenges. The teacher can make a new behavior contract every month. The student will take them home for the parents to go over and sign.
The last step would be to refer the student to the school counselor. If all prior interventions have not been successful, the teacher can speak with the parents to gain their permission to have the student speak to the school counselor. The student may feel more comfortable speaking with another adult outside of the classroom. Then, a proposed meeting between the counselor, teacher, and parents can be set.
Unfocused/Inattentive
Tier 2
Parent Involvement
Interventions
- Provide an individual and visual schedule for the student to be able to refer to if they are having troubles completing work. The student will be able to gauge their time until the next break or class.
- Assign a partner for the student. This will allow the student to be more engaged in the work while developing their social skills. The teacher may incorporate more group activities and partner work into the curriculum.
- Give daily checklists to the student. The student can check off completed work and can be rewarded at the end of the day if all tasks have been completed.
Tier 3
Counselor Referral
Interventions
- Introduce the daily behavior form. Speak with the student independently to go over the form and its objectives. The student will receive stamps on this form as tasks are completed and will review them at the end of the day with the teacher. This form will be sent home to parents for them to sign.
- If work is consistently not being completed, the teacher can have the student use their free time or send extra work home. The teacher should explain this clearly to the student so that they understand why they have this extra work.
- Assign a classroom job so that the student feels a sense a responsibility and can focus their energy in completing this task
Tier 1
In-Class Techniques
Interventions
- Introduce a reward system. Give students incentives for completing their work and for good behavior. The teacher can have visible stamp sheets in class for the students to earn stamps.
- Incorporate breaks into the class schedule. Have the students do a simple activity to refocus their energy into the work. The teacher can have the students do stretching exercises out of their seats, or have a quick snack break.
- If the student is really struggling with their focus, have the student take a short break from the classwork. This could be as simple as taking 30 seconds to count birds outside, or playing the I Spy game.
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At this stage, I would try these in-class techniques first before contacting the parents. Students being unfocused or inattentive is not an uncommon issue. I would work and speak with the student independently to have a better understanding of their challenges in class.
The teacher can reach out to the parents to discuss their student's challenges with staying on task in class. This would promote transparancy and an open line of communication. The teacher and the parents can focus on solutions rather than the issue itself.
The teacher can ask to have a meeting with the parents and principal. A recommendation for the student to be referred to the school counselor can be made. If the student has ADD or ADHD, we would want to confirm this by a professional and can focus on solutions after it has been determined. The teacher can discuss the student's progress and work together on ways for the student to obtain the accommodations they need to progress in their studies.