Introduction
In this course, we explore how Sapience tutors can effectively support positive behavior and address challenges during one-on-one and small-group tutoring sessions. Even in a focused tutoring environment, K–12 students may exhibit off-task behavior, defiance, or emotional outbursts. Rather than seeing misbehavior as a roadblock, skilled tutors view it as an opportunity to apply supportive strategies. This module introduces an integrated approach drawn from research-based methods – including Positive Behavioral Interventions and Supports (PBIS), trauma-informed care, and restorative practices – to prevent and manage behavioral issues. We will emphasize creating a safe, respectful learning space and responding to problems in ways that teach and restore, rather than punish. By the end of this self-paced module (designed to be completed in under an hour), you will have practical techniques to maintain a positive learning climate in your tutoring sessions, even with students of varying ages and needs.
Objectives
By completing Module 5, Sapience tutors will be able to:
- Identify and explain key behavior support frameworks (PBIS, trauma-informed care, restorative practices) and their relevance in K–12 tutoring contexts (pmc.ncbi.nlm.nih.gov and learningpolicyinstitute.org).
- Implement proactive strategies to prevent misbehavior, such as establishing clear expectations and using positive reinforcement, tailored to individual or small-group tutoring sessions (insightstobehavior.com).
- Apply trauma-informed principles (safety, trust, empathy) to recognize underlying causes of behavior and respond supportively, thereby reducing re-traumatization of vulnerable students (pmc.ncbi.nlm.nih.gov and researchgate.net).
- Utilize restorative practices to address conflicts or misconduct by encouraging reflection, accountability, and repairing of relationships (e.g. through constructive conversations), instead of relying on punitive measures (learningpolicyinstitute.org and rand.org).
- Differentiate behavior management techniques for various age groups – adapting approaches for early elementary vs. middle vs. high school students – while maintaining consistent core principles across K–12.
- Employ effective feedback and evaluation methods, such as behavior-specific praise and collaborative goal-setting, to monitor student progress and reinforce improvement in behavior (iris.peabody.vanderbilt.edu).
- Reflect on personal practice and develop a plan for ongoing self-improvement in managing student behavior with professionalism and compassion.