1-Take a snack break: I noticed at the beginning of the year that whenever Mohammed Amine goes to lunch and eats he become so calm and he starts laughing with others which is something I rarely see in the classroom. So I decided to add a snack time in the classroom.
2-Praise when cooperative and well behaved: When Amine tries to show signs on independence and self start I start praising him and encourage him to keep going, I like to use physical contact (pat in the back, fist pump, high five...) because I believe with Amine it is very efficient.
3- Natural consequence: I usually speak with Amine when he starts throwing tantrums with a calm and neutral voice, asking questions like is acting like this is going to solve the problem, how can we solve the problem, and does the solution better than throwing tantrums

1-Teach relaxation techniques: these techniques can help Amine to calm down and go back to his senses. The ones that he usually chooses from the list of relaxation techniques are listening to calm music and draw.
2-Sensory tools: Providing students with the sensory stimulation they need results in increased work production, on-task behavior, improved focus and attention, and a happier more content student Using these tools has helped greatly with calming Amine and stop throwing a fit frequently. What I usually use are headphones that will allow Amine to listen to calm music and focus on his drawing, and I also use fidget toys.

3-Mentoring: Choosing a Mentor for Amine will help him by going over the calming strategies, what he is supposed to do if something is not going his own way or when he is just frustrated. mentoring sessions happen only once a week for about 15 minutes.

1-Behavior meetings: By setting these kinds of meeting where all staff who are involved with Amine in any way ( teacher, social worker, counselor, administrator, parent, guardian, etc) will get to know more about his situation and will know how to deal with it. Consistency from everyone will help and at the same time will create unified rules and norms that will make Amine understands that it's not only happening in his classroom. And have all relevant documents ready with a copy for each person at the meeting, like behavior plans, student contracts, functional behavior assessments, data tracking forms these documents are evidence and at the same time tools to help improve the support that is being given to Amine.
2-Collaboration With Student’s Physician And/Or Mental Health Provider: Because Amine is a student with autism it is necessary for us to collaborate with the specialists that he is seeing outside of school. Like I said before consistency from everyone is the key. Also, sometimes it is hard for them or us to notice all the details about amine's behavior, exchanging information will help make our job easier.

3-Alternatives To Suspension: Suspending kids is very unproductive for academics. Providing alternatives to suspensions can be much more effective in getting students’ behavior to change. In Amine's case, community services will help work n his tantrums more by changing the environment and giving him responsibilities, that will make him feel needed and it's going to make his frustration fly away.

1-Send student on an errand: When Malak starts showing signs of frustration, I start sending her on errands whether outside of the classroom or inside just to get her mind off that feeling. Once she is done with that, the outcome given is better productivity.

2- Praise when on task: When Malak displays positive or productive behaviors, actions, skills, characteristics, etc, or appear to need some encouragement, etc, verbally praising her and/or give her a high-five, pat on the back, clap, exclamation, cheer, hop, etc can change how she feels and motivate her to give that extra effort and try.
3-Assign A Buddy Or Partner: Putting students who are emotional with peers can ease up the stress and make them more comfortable towards making mistakes.

1- Reward System: When Malak meets the goals set for the day, she earns the choice of picking one privilege (teacher's chair, teacher's assistant, candy, stickers, eat lunch with the teacher, etc...). After all, students respond to positive reinforcement the best.

2-Teach Relaxation Techniques: Malak gets overwhelmed easily, so I usually give her a practical relaxation techniques list and each time she chooses a different one ( Take a break, read, deep breathing, write in a journal...).

3-Mentoring: Malak meets with an adult once a week to talk about things that are bothering her, play games, learn skills... This will help her vent all what's inside and get rid of the frustration.

1- Meeting with parents: Parents should know about the emotions their kids have. When the kid s always frustrated the cause can be academic but also personal. This meeting can help both sides know what's going on and decide on how to proceed to get satisfying results.
2-Alternatives to suspension: My favorite strategy that uses with Malak is "Think Walk", instead of going to lunch recess to play she is supposed to do laps around the field while she is doing what she is supposed to think about what she did wrong and how can she prevent that from happening again. Then she writes a summary explaining what she thought about and what she came up with.
3- Send to neighbors: This strategy I use it when there is a dead end. I send Malak to another classroom(same grade level or higher) where she is supposed to do her work on her own.

For tier 3 I follow almost the same strategies. I ask to meet the parents to talk about what is going on in the classroom and home. I request all people involved with both of my students to be there, this way when we come up with solutions and strategies everybody will follow the same script which will create a consistency that is compulsory in both Amine's and Malak's cases. I also use Alternatives to suspension because I believe that suspending kids is unproductive and doesn't lead to any effective solutions. There is a slight difference in what kind of Alternatives I use with both kids. For Amine asking him to do community service work where he can help others in any kind of work, will make him feel unstressed, useful and calm. For Malak, she kind of gets disrespectful when she is frustrated so I ask her to do laps in our school's soccer field. While she is doing that I ask to think about what she did wrong and how can she make better decisions in the future. She needs to provide me with a reflection at the end of the day. There are also two different strategies that I use that are necessary when dealing with my kids. The first one is meeting or talking to Amine's mental health providers. Like I've mentioned before Amine is a student with autism so it is necessary for both sides to communicate and keep each other updated for better outcomes. And the other strategy is when dealing with Malak's frustration where I have to send her to another grade level (same or higher) if things escalate to a very disruptive level.