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CLASSROOM PROFILING LESSON FLOW SHEET

Lesson : ___________________ B No. of kids : G______Total________ student entry late students Y/N greeting activity details instruction time response : no response : Y / N / NA name
ESCM

CLASSROOM PROFILING LESSON FREQUENCY SHEET


Year level: _____ B= BOY & G= GIRL Lesson : _____________ Date:___________ TEACHER STRATEGIES individually 5
ESCM

Teacher : __________________________ Year : __________ Date : _______________________ teacher instruction / in own time Time : Start: _______ Finish: _______ with / without appropriate behaviour

NAME:______________ TIME:______________ FREQUENCY


Behaviour Curriculum

Y / NA

Positive Feedback
(verbal & non-verbal)

whole class group


non-verbal directional action eg clapping

negative student outcome / positive student outcome negative student outcome / positive student outcome whole group / individual 1. 2.
Start: ________ ___ Finish: ____________

other friendly, relaxed discussion 3.


Start: ________ ____ Finish: ____________

4.
Start: ________ ____ Finish: ____________

Start: ____________ Finish: ____________

Instruction Giving 2
ESCM

concepts/instructions clear explicit expectations


ESCM

Y/N curriculum what / why / how

Y/N what / why / how what / why / how 12 Y / N / NA Y / N / NA Y / N / NA Y / N / NA

Y/N what / why / how what / why / how 23 Y / N / NA Y / N / NA Y / N / NA Y / N / NA

Y/N what / why / how what / why / how 34 Y / N / NA Y / N / NA Y / N / NA Y / N / NA at end of activity / period re : curriculum / behaviour /neither
Student moves to teacher

Positive

1 behaviour what / why / how strategies for transition 01 previous lesson reviewed Y / N / NA students working from routine Y / N / NA use of time encouragers Y / N / NA use of other encourager Y / N / NA summation

Supportive

Strategies

move about to students working individually or in groups BOY GIRL GROUP teacher movement about the room

at end of activity / at end of activity / at end of activity / period period period re : curriculum / re : curriculum / re : curriculum / behaviour /neither behaviour /neither behaviour /neither student initiated teacher initiated

Non-verbal Redirecting to Learning

oral directional phrase eg Stop look listen waiting and scanning/take up time descriptive encouraging cueing with parallel acknowledgement V or NV description of reality verbal redirecting to learning individual close talk expectation clarified/restated (curriculum) indicate post lesson discussion move student in room peripheral vision while working and time occurred selectively attending/tactical ignoring non-verbal redirection proximity pause in talk questioning to redirect humour to manage behaviour call students name redirection given give choice/warning follow through TIME-OUT in/out/other/room give choices but not follow through give choice (tone/proximity) overlook very inappropriate behaviour put downs / sarcasm raise voice / yelling send to time out with choice / warning you/why statements STUDENT BEHAVIOURS cursing/swearing inappropriate action (aggressive) talking back to teacher teasing threating calling out other calling out teacher inappropriate action (disruptive) making noises moving about / getting out of seat off-task talking / behaviours talking while the teacher is talking raise hand to talk or non-verbal action addressed by adult non-disruptive questioning peer assistance move about room without disruption

ESCM ESCM ESCM

3 6 4 8

Top 5

ESCM

ESCM ESCM ESCM ESCM

7 8 8 8

Least to most intrusive

Oral Redirections

ESCM ESCM

Enforcing Expectations

9
10

low________________medium_______________high_______________ low___________medium___________high measured

Emotive

assistant/aide/parent/other teacher Y / N engaged purposefully use of voice / tone post lesson discussions for behaviour enter secondary behaviour
comments

strategies

calm

firm

friendly

yes / no / unnecessary / na
yes / no

BEHAVIOUR EXPECTATIONS

ESCM

1 yes yes yes / unnecessary yes yes / unnecessary teacher instruction no no no no no

Verbal & Non-verbal Aggression

clear displayed referred to consequences displayed consequences applied student exit during lesson student exit end of lesson parting formalities

Disruptive Behaviour

Y/N Y / NA Y / N / NA in own time teacher instruction / in own time whole group / individual with / without appropriate behaviour other friendly, relaxed discussion Positive Student Behaviours

Education Queensland 1996 created by Mark Davidson 1996 Updated May 2011