Page 45 Behavior Management Observation Form Technique Result Technique Comments Displays, teaches, Asks another models rules and student to explain procedures already expectations and in place directions Creates Uses clarification, opportunities for redirection student to feel capable, connected, and contributing Refers to, and Asks what or how reteaches rules and questions (“How procedures already might you solve in place that math problem”) Positions self in Removes room to provide distractions, visibility, proximity, reinforcement and mobility Verbalizes Gives choices positive reinforcement and encouragement Identifies, labels, Whispers in and acknowledges student’s ear feeling Uses name in lesson Gives gentle reprimand Uses the Uses voice “look” Asks question to Takes student student near aside inappropriate behaving student Moves closer to Turns lights off student Briefly touches consequences student’s shoulder or elbow Uses dues, voice, Uses school intonation to foster school/district student selfregulation behavior plan Uses non-verbal Removes student signals from room Places notes on Moves student to desk another part of room Uses wait time Uses daily contract, notes, and/or phone call to parents
Page 45 Behavior Management Observation Form Technique Result Technique Comments Displays, teaches, models rules and procedures already in place Asks another student to explain expectations and directions Creates opportunities for student to feel capable, connected, and contributing Uses clarification, redirection Refers to, and reteaches rules and procedures already in place Asks what or how questions (“How might you solve that math problem”) Positions self in room to provide visibility, proximity, and mobility Removes distractions, reinforcement Verbalizes positive reinforcement and encouragement Gives choices Identifies, labels, and acknowledges feeling Whispers in student’s ear Uses name in lesson Gives gentle reprimand Uses the “look” Uses voice Asks question to student near inappropriate behaving student Takes student aside Moves closer to student Turns lights off Briefly touches student’s shoulder or elbow consequences Uses dues, voice, intonation to foster student selfregulation Uses school school/district behavior plan Uses non-verbal signals Removes student from room Places notes on desk Moves student to another part of room Uses wait time Uses daily contract, notes, and/or phone call to parents
2017-18UpdatedInternshipGuide.docx