Tiered Interventions (Student 1: Nick 10th grade (TIER 2 ( Not concerned…
Student 1: Nick 10th grade
Unmotivated / Apathetic / Unfocused / Inattentive / Sense of Entitlement and Mildly disrespectful.
Does almost nothing in class
Frequently off Task
Feels like school is a waste of time because he is rich
Experiences little to no repercussions for bad behavior in school at home
- Send student on an errand (to retrieve copies from the library or to pick up more detention slips) the latter provides an added incentive because the slips are in the VP office. Why? it gives student time away from the task and helps them reset.
– Explain the situation the student has put themselves in by opting to remain apathetic and unmotivated. Reason with them by presenting them with choices (including incentives for making the right choice). Appeal to their interests and Show empathy. Explain the consequences of each of the choices I have given to them clearly.
– Develop a growth mindset by praising them for improved effort and display of motivation. Welcome them back to the fold.
.Assign a budd
y or partner or alternatively re-assign them to a different seating arrangement. (these options can work as incentives or deterrents depending on the student.
Not concerned about grades
Lack of participation in groups
Appears disappointed - Doesn't respect the teacher - Ignore others
.If progress hasn't occurred after tier 1 strategies have been employed, I will introduce a system of structured breaks into my individual procedures for this student since is likely Nick has ADD. Unfortunately, it is all but impossible to know for sure because we have no special education specifications or evaluation procedures at my school and no support even if we had.
.Design with / Provide student with a daily organizational planner which I will check at the end of class daily.
.Forced Choice Reinforcement Survey – Take a more proactive approach to student apathy by letting them chose their own rewards system
Had so be reminded to stay on task
Doesn't seem to be listening when spoken to directly
Expects to get whatever he wants regardless of his grades
(the old standby, not very effective as a deterrent, but it sends a clear message)
2.Design a daily behavior
form and set up procedures to administer checks based on a consensus of student and teacher expectations for following norms in the classroom.
3.Draft a behavioral contract with the student with clearly stated short and long-term goals with rewards incentives. Send a copy of this contract home for the parents to sign.
4.Vice Principal and or Principa
l (or their assistants) call the parents and notify them that their son has breached his contract with the teacher and a new form is being sent home which requires their signature.
5.Community /School service
(Gardening and Grounds Keeping)
Data Tracking tool :
I would use Classdojo or LiveSchool.
Student 2 : Tommy 5th Grade
Have low motivation / Energy
Exhibit immature or inappropriate play or interactions
Display inappropriate behavior
The student and other students may benefit
of doing social skills lessons and interventions for the whole class or groups
-Acknowledging positive behavior :develop a growth mindset by praising them for improved effort and display of motivation. Welcome them back to the fold.
When the student experiences low energy, trying to do some warm up to increase motivation.
have the students move to another seat in the classroom if he is too distracted by window or door.
Breaks may be as simple as a student moving to another spot in the classroom
Constantly out of seat walking around, sharpening pencil, going to the bathroom, etc
Has difficultly finishing tasks
Structured breaks :
Tommy needs to remember when to come back from a bathroom break. therefor handing him a timer so that he remembers when to come back, and if he keeps abusing the breaks, then just set limits on the frequency of use.
to keep him from moving around the classroom.Since student like to play with his school supplies and most of the time looses his papers, it;s suggested to have parents involved, using organizational folders with a "to do" and "done" side. Providing the student with a visual schedule will help him remember the tasks as well.
Address behavioral issues
by giving correct instructions of what we should be doing such as : Being polite / Being respectful / use appropriate words / sharing / being considerate.
Make a laminated card with the word “BREAK” on it, Thank the student for leaving and returning so cooperatively. Give encouragement to student upon return.
Use of simple cues
like smiles, thumbs up, shaking head “yes”, etc to praise students for correct behaviors, participation, volunteering, etc, or to reassure them and encourage them
Structured time out
Provide rules for taking a time out, like no talking, bothering others, standing, making noises, what happens if they cannot appropriately complete a time out, etc
Explain to the student what they will receive a time out for.
Data Tracking tool:
We are currently an app called Bloomz, which has some classroom management tools. However I mainly use it to communicate and share directly the students work.