Please enable JavaScript.
Coggle requires JavaScript to display documents.
Positive Behaviour Interventions (Tearful Timmy gets upset very easily,…
-
Both students are similar in age; Timmy is in Grade 1 and Lily is in Grade 2 and both are emotionally less mature than their peers. The both need to be taught coping skills, which will help create independence and problem solving skills on their own. They both require positivity and encouragement, but Timmy will need a more arms length approach and Lily will need a more involved approach based on the lack of coping skills they display and what they need to acquire.
For Lily I would like to try these 3 approaches with the whole class:
1) Positive Note/Call home - boosts self confidence and self esteem, can create momentum and encourages parent buy in
2) Simple Rewards & Incentive Systems - provides encouragement, keeps the student engaged and increased motivation
3) Teach coping skills - improves independence, become more assertive and improves students problem solving skills
Data Tracking Tools: 1) Behavior Chart - creates accountability and positive reinforcement 2) Rewards System - creates incentive for engagement
If the 3 strategies I have been working on as a class are not showing effectiveness after 4-6 weeks I will begin working with a smaller group of 5-6 students to improve their coping skills and build onto the problem solving and assertive skills we have been working on as a class. At this point I will reach out to the parents to initiate an open relationship to make connections with any changes that happen at home or emotionally and track them against the developments/regressions observed at school on a daily tracking sheet, which I can share with the parents, principal and possibly the school counselor if the parents agree.
-
-
Both students will be more closey monitored and data tracked on a smaller scale within a group. For both students working on building their coping skills at this point and building a close relationship with the student would be the most effective strategy.
Both students will receive individualized interventions at this point, so that specific coping skills can be worked on that have been identified during Tier 1 and Tier 2. At this point both students parents will need to get more involved by sharing history, behavioral patterns and emotional changes so that I can work with the school counselor (with permission) to develop their necessary coping skills and processing of emotions. Lily need to learn to express and communicate her emotions and Timmy need to learn to control them.
-
If the 3 strategies that I have been working on with the class are not working for Timmy I will create a smaller group to continue teaching coping skills by building on their problem solving and assertive skills. I will create a Mentor group which will help improve student morale and help these students to perceive school, teachers and work in a more positive light.
At this point I will need to involve the parents, principal and school counselor so that I can get permission to work with Timmy on an individual basis to further develop the coping skills we have identified that need improving. We will continue with our journal as a way to express emotions we don't understand by drawing and writing. I will continue to build a close relationship with Timmy and his parents so that I can make and document connections on behavior and emotions on a Daily Behavior Tracker, which I can share with the School Counselor for guidance.
-
At this point I will need to get permission from the parents to work with Lily on an individual basis. I will use the Rewards System to motivate Lily to complete tasks and build her self confidence. We will work on her specific coping skills that are lacking, based on our findings from the group work. I will suggest a family meeting with the school counselor to delve into suspected issues of acceptance and comparison to her older sister.