Jace is a 7-year-old, 2nd grade student. His behavior is best described as aggressive/bullying and disruptive. He often says very unkind things to his classmates about their character and abilities. He is also very quick to get angry and will hold grudges against students for disagreements that are very minor. When talking through a conflict with another student with teacher guidance, he shows no understanding for the other student's point of view. When peers communicate to him that he hurt their feelings with his comments, he shows no remorse and blames the other student for feeling that way. He takes no ownership over the way he makes others feel. He also often calls out his thoughts out of turn, and will not raise his hand even after reminders are given. He talks nonstop to his peers during independent working time and will most often be off task unless a teacher is right next to him keeping him focused.

If an incident occurs between Jace and another student where he says something unkind and does not accept responsibility for his actions, I will write his parents an email about it or give them a phone call to explain what happened. I will let them know that he was unable to show remorse and apologize and ask them to talk to him about it at home. As teachers we need to be teammates with parents in instilling the message in our students that our words are powerful and being unkind will not be tolerated.

For Jace, I would implement a behavior chart that focuses on the two areas where he struggles: using kind words/being respectful to others and following expectations without needing multiple reminders. A chart like this is what I would use for him: link to www.jackson.k12.ms.us

When I observe or hear about Jace exhibiting bullying behavior towards other students, I will talk to him privately about why this is unacceptable and how his actions affect others. Taking the time to have a meaningful and private conversation with him will communicate the seriousness of his actions and the importance of being extremely mindful of what we say to other people.

When Jace has a conflict with another student, I will help them talk through it so that they both can learn how problems can be resolved through constructive communication. Second grade students need a lot of teacher support to have these conversations because they do not yet know how to solve conflicts on their own. They need to be guided through the steps of having each student state the facts of what happened, how they feel, and what they need from the other person in order to be able to move forward positively with their relationship.

If my conversations with Jace, as well as verbally acknowledging his positive behavior and implementing a behavior chart are not enough to improve his behavior, I will allow him to earn rewards when he I see him following expectations. If he meets his behavior chart goal for the day, he will be given a reward, which is something that is highly motivating for young children. I will allow him to help choose the reward so that he will be more likely to try his best to earn it.

If Jace is not motivated to earn the reward I have come up with for him and still will not follow behavior expectations, I will give him a forced choice reinforcement survey. This will help me to see what types of rewards he will work hard to earn. The survey would look like this: https://pbisworld.com/wp-content/uploads/Forced-Choice-Reinforcement-Menu.pdf

If Jace's behavior persists and continues to be concerning, I would fill out a behavior specialist referral form, At this point, I would need outside help in order to address his behavior because it would likely be very negatively affecting other students' school experience. The specialist would have ideas and expertise that I do not about plans to put in place that will be effective. The referral form would be this one: https://www.pbisworld.com/wp-content/uploads/Behavior-Specialist-Referral-Form.pdf