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Carolyn Marks, Tier 1 ((Assign a buddy or partner) - Increases student…
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Tier 1
(Assign a buddy or partner) - Increases student responsibility and accountability. Also helps students to focus and stay on task.
(Praise when on task) - Provides encouragement and also boosts confidence, self-concept, and self-esteem. This also helps to instill a desire to succeed and persist.
(Redirection) - Improves students' attention and focus while also prompting or reminding students of instructions, expectations or routines related to the task and classroom rules and norms.
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Tier 2
(Organizational Tools) - Provides increased structure, holds students more accountable and increases student responsibility as well as follow through.
(Self Monitoring) - Increases student productivity, self awareness and reflection. It also promotes independent and responsible behaviors.
(Check In Check Out (CICO)) - Helps students to self monitor and correct. It also increases structure for the students and allows teacher support and feedback daily.
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Tier 3
(Teach Relaxation Techniques) - Helps to refocus and refresh students. Also improves student attention and instruction time for both teachers and students.
(Reward System) - Helps to reinforce positive expectations and behaviors. It also can improve academics and allows teachers to provide positive feedback to students.
(Peer Tutoring) - Helps students to build trusting relationships with their peers. It also increases academic support and provides frequent redirection and refocusing routines.
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Tier 1
(Use calm neutral tone) - Keeps teachers in charge and in control of the classroom. This strategy helps to keep the student calm and reduces blow ups and other extreme behaviors.
(Clear, consistent, and predictable consequences) - Helps students to think about their behavior, establishes boundaries and improves the classroom atmosphere.
(Praise when cooperative and well behaved) - Helps students to push through difficulties, and increases their desire to succeed and try.
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Tier 2
(Teach Coping Skills) - Increases instruction time, improves behavior and decreases the time it takes to deal with student meltdowns. Also improves student self-esteem and confidence.
(Teach Relaxation Techniques) - Helps to refocus and refresh students. Also improves student attention and instruction time for both teachers and students.
(Reward System) - Helps to reinforce positive expectations and behaviors. It also can improve academics and allows teachers to provide positive feedback to students.
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Tier 3
(Daily Behavior Form) - Increases student motivation and effort, holds students accountable on a daily basis for their actions, and can also improve school and home communication.
(Structured Time Out) - This strategy is effective in dealing with behavior problems and disruptions. It increases structure and can also be carried over into the home of students as well. This helps to involve parents in the process of improving students' behavior as well.
(Structured Breaks) - Gives students time to calm down, and helps to avoid a power struggle between teachers and students.
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Compare and Contrast
The two challenging and disruptive behaviors discussed on my Coggle are very different. One involves students who tend to have poor quality work, and who rush to turn in assignments that are unorganized and a bit sloppy. The other involves students who are extremely defiant and tend to become aggressive and out of control. Within the first and third tiers of both flowcharts, I noticed that I have strategies for praise, reward systems and relaxation techniques. Both of these behaviors benefit from these strategies as they help to provide ways to improve student behavior and promotes positive reinforcements to help the students refocus and succeed inside and outside of the classroom.
As a Tech Integrator at my school, working with grades from PreK through Grade 5, I often have students exhibiting behaviors such as, tantrums or rushing through work because they want to play games on devices. My Coggle presents strategies within the Three Tiers for each of the two behaviors that can be used to address these behaviors.
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