For the "Some"

 

"If you want to go fast, go alone. If you want to go far, go together." - African Proverb

Most of our teaching careers are done alone. As teachers we often say "my students" and "my classrooms" when discussing the people and place within the four walls that we hold the most leadership in. For many aspects of teaching, that perception works. 

In regards to the qoute. When I want to get my students attention quickly, my personal call backs/attention getters work. When I want my students to be rewarded, my DoJo points are quick. When I need to communicate something to parents, a message or the newsletter is quick and easy for me. Some students however, won't flourish with "fast" and you will find yourself working for the "long run" with them regarding their behaviors. 

I ascribe to the belief put forth by Conscious Discipline that all behaviors are communication. Recently, I've had to come to accept that one of my fifth grade students needs more than "tier 1" support. This student isn't motivated by the rewards in our class, he doesn't respond to my proximity for redirection, and these behaviors are taking away energy that the whole classroom needs. 

It is part of my leadership role to recognize when I need help. I believe that we have to move into the Tier 2 model of Positive Behavioral Interventions and Supports (PBIS) with this student. I have reached out to the school counselor and principal and we have come up with a check in system that provides the kind of attention and support this student needs. With the help of the school counselor, the family and studen have chosen some rewards that will motivate him through out the day. The student has a check in/ check out sheet. They earn a 2 for "Great Job" a 1 for "Ok" and a "0" for "needs work." This student in particular needs the most support with "Treating adults with respect" and "Staying on task." The day is broken down into segments -- from Morning meeting to lunch to specials and everythign in between. The data will help us pinpoint the areas of the day that the student struggles with, and give us the opportunity to recognize when he is doing well and meeting those goals. 

I feel empowered by this process and this support and I believe the student and family also feels empowered and supported. This fifth grader needs a little more support before heading off to middle school and I think our plan is setting him up for successs.