What's the need?
Maya keeps trying to show her drawing to the teacher while the teacher is helping someone else. What might Maya need?
Attention/recognition.
She wants someone to notice her work.
You want to tell your friend about a game during a lesson. What should you do?
Wait for an appropriate time to socialize
You want to shout out an answer before the teacher finishes asking. What should you do?
Stop, think, raise your hand, and wait to be called on.
Show how you would ask a teacher to explain confusing directions again.
Student appropriately requests clarification, such as "Can you explain that again?"
A student says, "I know what the teacher wants me to do, but I can't figure out how to do it."
Does the student need HELP or CLARIFICATION?
Help. The student understands the directions but needs assistance completing the task.
After working quietly for a while, Leo starts shifting around and bouncing his legs. What might he need?
Movement.
He may need an appropriate movement break.
You did not understand what the teacher asked the class to do. What could you say?
"Can you explain the directions again?"
You see a classmate's interesting toy on their desk. What should you do?
Keep your hands to yourself, ask permission, and respect the answer.
Pretend you want your friend to notice you during class. Show a respectful way to get attention.
Student waits or uses an appropriate signal instead of interrupting.
A student says, "I can do the work, but I didn't understand what the teacher said to do."
Does the student need HELP or CLARIFICATION?
Clarification. The student needs the directions explained.
Nina knows what her assignment is, but she cannot figure out the first problem. What might she need?
Help.
She can try one step and ask for assistance.
You feel restless after sitting for a long time. What is an appropriate response?
Ask for a movement break or use permitted quiet movement.
A problem looks hard, and you want to put your head down. What should you try first?
Attempt a manageable first step, then ask for help if needed.
Pretend your work is difficult. Show how you would try first and then ask for help.
Student attempts a first step and appropriately requests help.
Two students keep interrupting the teacher. One wants to show the teacher a drawing. The other doesn't understand the assignment.
Do they have the same need? Explain.
No. The first may need attention/recognition; the second needs clarification or help.
Marcus starts making funny noises whenever his friends are nearby. He looks at them to see if they laugh. What might Marcus be wanting or needing?
Attention or socializing. He wants his friends to notice or interact with him.
You're having trouble with a math problem. You know the directions, but the problem is difficult. You want to put your head down. What are two better choices?
Try a manageable first step and ask the teacher for help if needed.
You ask to borrow a classmate's pencil, but they say no. You feel annoyed and still want to take it. Explain how you would use Stop–Think–Choose.
Stop: Don't grab it.
Think: It belongs to someone else, and they said no.
Choose: Respect the answer and use another pencil or ask the teacher.
Pretend you see something interesting on another student's desk. Ask to touch it. The student says, "No." Show how you would respond.
Student asks permission, accepts no, and leaves the object alone.
A student asks for a break every time math becomes difficult.
Sometimes breaks are helpful, but what else should the student consider before asking?
Whether they need help or clarification. If they are able to begin, they should attempt a manageable step and ask for assistance. A break may still be appropriate if they are overwhelmed.
Jayden keeps looking around while everyone else begins their assignment. He tells the teacher, "I heard you say to start, but I don't know what we're supposed to write." What does Jayden need, and how do you know?
Clarification. He heard the instruction to begin but doesn't understand what he is supposed to write.
You're bored during a lesson and want your friend to laugh, so you feel like making a funny noise. Identify what you might need and give TWO appropriate ways to handle it.
Possible needs: attention, socializing, or stimulation.
Responses: Wait until an appropriate time to talk; request movement if needed; use an approved quiet fidget.
You're excited because you see your counselor at the classroom door. You want to jump out of your seat and run over. Explain how to use all three steps before leaving class.
Stop: Stay in your assigned area.
Think: I need to follow classroom directions.
Choose: Wait for permission, then leave appropriately.
Pretend you're bored and want attention from your classmates. Show the impulsive choice first, then rewind and act out TWO appropriate alternatives.
Student briefly models an interruption or noise, then demonstrates alternatives such as waiting to socialize, raising a hand, or requesting an appropriate movement break.
During independent work, a student starts tapping loudly, making jokes, and trying to get classmates to look at him. Identify TWO possible needs, explain one clue for each, and give an appropriate response for each need.
Attention/socializing: He is trying to get classmates to look or laugh; wait for an appropriate time to interact.
Movement/stimulation: Repeated tapping may reflect restlessness; request movement or use an approved quiet fidget.