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Classroom Teacher/Student Behavior Observations

5 Observed PBIS Strategies


Strategy Result Strategy Result
Displays, teaches, Asks what or how
models rules and questions ("How
procedures already in might you solve that
place math problem)
Creates opportunities Removes
for student to feel distractions,
capable, connected, reinforcement
and contributing
Refers to, cites and Gives student
reteaches choices when setting
rules/expected limits
behavior
Positions self in Looks to
room to provide develop/connect/mai
visibility, proximity, ntain relationship
and mobility with student
Verbalizes positive Promotes student to
reinforcement and self-regulate (when
encouragement appropriate)
Identifies, labels, and 4:1 positive verbal
acknowledges feeling feedback on student
behavior choices
Uses name in Precorrects expected
addressing student behaviors before
with positive tone specific situations
Uses non-verbal Classroom rules
communication aligned with
effectively instead of schoolwide
verbal expectations are
created and posted
Briefly touches Demonstrates calm,
students shoulder or consistent, brief,
elbow if appropriate immediate and
(trauma aware) respectful error
corrections using
professional teaching
tone and demeanor
Uses voice and/or Regularly utilizes
vocal intonation to wait time to increase
model student self- student opportunity
regulation for metacognition.
Moves closer to Uses clarification,
student to interact redirection
(trauma aware)
Offers multiple Gives specific
opportunities/modal positive behavior
ities for student
feedback
response

Semi-Random Observation Notes

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