CLASSROOM PROFILING LESSON FLOW SHEET CLASSROOM PROFILING LESSON FREQUENCY SHEET

© Education Queensland 1996 created by Mark Davidson 1996 ……… Updated May 2011

Lesson : ___________________

B

No. of kids : G______Total________

Teacher : __________________________ Year : __________

Date : _______________________ Time : Start: _______ Finish: _______

student entry Y / NA teacher instruction / in own time with / without appropriate behaviour

late students

response :

Y / N no response :

negative student outcome / positive student outcome

negative student outcome / positive student outcome

greeting Y / N / NA

whole group / individual other friendly, relaxed discussion

activity details name 1. 2. 3. 4.

instruction time ESCM 2

concepts/instructions clear

Start: ____________

Finish: ____________

Y / N

Start: ________ ___

Finish: ____________

Y / N

Start: ________ ____

Finish: ____________

Y / N

Start: ________ ____

Finish: ____________

Y / N

explicit curriculum

expectations

ESCM 1 behaviour

what / why / how

what / why / how

what / why / how

what / why / how

what / why / how

what / why / how

what / why / how

what / why / how

strategies for transition

previous lesson reviewed

students working from routine

use of time encouragers

use of other encourager

01

Y / N / NA

Y / N / NA

Y / N / NA

Y / N / NA

12

Y / N / NA

Y / N / NA

Y / N / NA

Y / N / NA

23

Y / N / NA

Y / N / NA

Y / N / NA

Y / N / NA

34

Y / N / NA

Y / N / NA

Y / N / NA

Y / N / NA

summation at end of activity /

period

at end of activity /

period

at end of activity /

period

at end of activity /

period

re : curriculum /

behaviour /neither

re : curriculum /

behaviour /neither

re : curriculum /

behaviour /neither

re : curriculum /

behaviour /neither

move about to students working

individually or in groups teacher initiated student initiated Student moves to

teacher

BOY

GIRL

GROUP

teacher movement about the room

low________________medium_______________high_______________

assistant/aide/parent/other teacher Y / N

engaged purposefully low___________medium___________high

use of voice / tone calm firm friendly measured

post lesson discussions for behaviour

yes / no / unnecessary / na

enter secondary behaviour comments

yes / no

BEHAVIOUR EXPECTATIONS ESCM1

yes no

yes no

yes / unnecessary no

yes no

yes / unnecessary no

clear

displayed

referred to

consequences displayed

consequences applied

student exit during lesson Y / N

teacher instruction

in own time

student exit Y / NA

end of lesson

teacher instruction / in own time with / without appropriate behaviour

parting formalities Y / N / NA

whole group / individual other friendly, relaxed discussion

Year level:

_____

B= BOY & G= GIRL

Lesson : _____________ Date:___________

NAME:______________ TIME:______________

TEACHER STRATEGIES FREQUENCY

Positive

Feedback

(verbal &

non-verbal)

individually ESCM 5 Behaviour Curriculum

whole class

group

Instruction

Giving

ESCM 2

non-verbal directional action eg clapping

oral directional phrase eg “Stop look listen”

waiting and scanning/take up time ESCM 3

Top

5

descriptive encouraging ESCM 6

Positive

Supportive

Strategies

cueing with parallel acknowledgement V or NV ESCM 4

description of reality

verbal redirecting to learning ESCM 8

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 ESCM 7

Non-verbal

Redirecting

to Learning

Lea

st to m

ost in

trusive

non-verbal redirection ESCM 8

proximity ESCM 8

pause in talk ESCM 8

Oral

Redirections

questioning to redirect

humour to manage behaviour

call student’s name

redirection given

Enforcing

Expectations

give choice/warning ESCM 9

follow through ESCM 10

TIME-OUT in/out/other/room

Emotive

strategies

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

Verbal &

Non-verbal

Aggression

cursing/swearing

inappropriate action (aggressive)

talking back to teacher

teasing

threating

Disruptive

Behaviour

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

Positive

Student

Behaviours

raise hand to talk or non-verbal action

addressed by adult

non-disruptive questioning

peer assistance

move about room without disruption