Three‑Systems Perspective (Levels of Agency)
The Three‑Systems Perspective names the three places where agency lives and where support can reduce cost:
the Student, the Educator, and the System. Each level has its own patterns and pressures.
Clear role‑readings prevent misattribution and keep re‑entry rational and low‑cost.
Student (Micro) — Active Agent
- Role: Moves in and out of flux through observable attempts, pauses, regroupings, and re‑entries.
- Support: Keep entry cheap, name what’s visible, offer tiny next steps, never extract interiors.
Story • Student resisting transition at recess end
Context: Student not ready to transition inside after the bell at end of lunch recess.
Observables: Student in sandpit alone; pacing, crouching, still immersed in play.
Resistance type: Appeared as conflict — the bell opposed what the student was trying to continue.
Move (BRIG): Brush — simple check‑in: “Hey, the bell just rang… everything okay? What’re you up to?”
Shift: Frustration visible but de‑escalating; student named they lost something important in the sand.
Outcome: You offered a choice‑gate (pause vs solve now → help vs solo). Student chose solve‑now with help.
Found the missing rock in 15 seconds; both walked back laughing; back inside within a minute.
Educator (Meso) — Fieldcraft Under Pressure
- Role: Converts error→option, regulates pacing, lowers threat, keeps re‑entry rational.
- Support: Authority without humiliation; posture steady; BRIG sequencing visible and predictable.
Story • SEA supporting a frustrated student while worried about “being disruptive”
Context: SEA supporting a dysregulated student in the Regulation Classroom.
Observables: SEA tense, rigid, reactionary; student escalating over wanting turn on swing.
Resistance type: Conflict — SEA possibly worried their struggle was “disrupting your work.”
Move (BRIG): Brush + Repair + Invite —
“You’re doing great; you’re not disturbing me at all. I trust what you’re doing. If you want help, tell me.”
Shift: SEA visibly relaxed; gratitude expressed; pacing steadied; communication clearer.
Outcome: SEA’s regained energy boosted the student’s readiness; student accepted an activity redirect,
waited successfully; overall flow stabilized.
System (Macro) — Conditions, Timing, Structures
- Role: Sets constraints and friction costs (staffing, timing, routines, ratios, expectations).
- Support: Make conditions predictable, reversible, and cheap for every seat.
Story • Staffing ratio drop during SEA break
Context: SEA going on break → temporary 1:1 coverage gap for ~15 minutes.
Observables: SEA communicated clearly; asked “Will you be okay? Should I check with Resource Teacher?”
Resistance type: Strong constraint — staffing ratio impacted; timing mismatch.
Move (BRIG): Brush — “Okay, we’re down an SEA… what’s coming next, how do we make this work?”
Govern — You set predictable structure: “I’ll station myself outside the classroom in case we need fast support.”
Shift: Classroom teacher pivoted smoothly; plan formed instantly; team moved to “zone defense.”
Outcome: Whole‑class support sustained; zero agitation ripple; pivot became the new successful pattern.