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Disruptive Behaviour ((SCENARIO: Grade 8. He tells you that he can’t take…

- - - - Teach Relationship Skills- Interpersonal skills are an important part of students’ development, Increases student buy-in. However much the student might test and question authority it is important that you establish what you as a teacher are doing and what your expectations of the student are within classroom norms.
        
        In Tier One in both cases make sure that you keep communication lines open with the student. Make sure that you have a clear and structured way for the behavior to improve. Always find out what lead to the kind of reaction.
      - Take Away privileges. When this is done, the teacher will give fair warning by talking to the student in private, with clear consequences when norms are not followed.
      - Talk one on One with the student- Address what he just said and what is expected on classroom respect for each other and ourselves. The expectations of the learner and the commitment we make when we come to school. Remain cool, calm, collected, and use a neutral tone when students are oppositional, defiant, aggressive, agitated, etc. Keep responses brief, succinct, and to the point
      - Tier Two Intervention
        
        Teach Relationship Skills-Interpersonal skills are an important part of students’ development.Reduces conflicts, arguing, and fighting.Teaches students important life skills for dealing with others. The intervention has to do with the idea that the student understands that in a learning environment there is a back and forth of respect and learning.
        
        Organizational Tools- Provides increased order for the student mentally and logistically.improves work completion and returning or handing in of work. Come up with a time sheet with the student that will allow for him to complete the work and hand it in on time. Allow for the student to give his best work and effort in.
        
        Peer Tutoring- Creates a safer and less embarrassing and intimidating setting and climate for students to ask questions, express misunderstandings. Provides frequent and constant redirection and refocusing
        
        In Tier Two- There is a certain involvement of the peers and the teacher to get the student into the prevalent classroom culture. There is also a certain degree of the student to take ownership of his own behaviour to rectify it with clear and structured solutions.
        
        Tier Three Intervention
        
        Non-Verbal Cues & Signals-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.
        
        Behavior Meetings-Provides constant, updated, and relevant information for managing behaviors in school and at home.elps provide valuable data and information on updating behavior plans, functional behavior assessments, and other behavior modifications and interventions.
        
        Mentoring-Provides a student with a personal connection and buy-in.mproves student motivation
        
        Tier Three- Students are at this point in referral with school management and counselor and the parent so that everyone is aware of what expectations and goals have been achieved. It is also important to have peers help in the process of correction.