Ava failed the math test. Ms. Polk noticed that Ava was feeling discouraged, this is the 2nd test she has failed. Typically, Ava does well in class but the new unit poses is challenging. Ms. Polk checks in with Ava before she enters class to set her up for success and show concern. She asks Ava what happened, how she feels, and if there is anything she can do to help. She actively listens. As a saving face she tells Ava she can do extra credit.
Ava is able to enter class and begin working on a positive note. There is a do now on the board and Ms. Polk checks in with all students including Ava. She points out that Ava did a particularly good job on several of the problems and asks her to volunteer to show the class on the board. Ava agrees as she is happy about the positive attention and feedback Ms. Polk provided.
Ava goes up to the board to do number 2 from the do now. Due to Ms. Polk's positive praise Ava is confident in her work and willing to show the class. Ms. Polk was able to prevent Ava from going into disruptive behavior by intervening before her failure became a issue. By checking in with Ava Ms. Polk showed care, the positive attention and way out gave Ava the encouragement to stay on track.