Supporting Behavior Feedback Form

Supporting Behavior Feedback Form Class: Lesson/Content:

Date: Teachers: 1.

Time:

2.

Reinforcement

Classroom Removal

Communicative Nature of Behavior

Other adults present:

Look for:

Evidence:

Descriptions:

Teachers make attempts to understand what behavior is communicating.

   

Not evident Emerging Evident Much evidence

Do teachers ask students what they need?

Students are provided with an efficient communication system.

   

Not evident Emerging Evident Much evidence

In what ways do students communicate in the classroom?

Teachers do not remove students from the classroom in response to behavior.

   

Not evident Emerging Evident Much evidence

How do the teachers respond?

Students are encouraged to work through their problems with peers or adults.

   

Not evident Emerging Evident Much evidence

What strategies do teachers employ to promote student independence?

Teachers use reinforcements that are personally and socially valued and meaningful.

   

Not evident Emerging Evident Much evidence

What reinforcements are used?

Students have choice with their reinforcement.

   

Not evident Emerging Evident Much evidence

How do students respond to reinforcements?

Preventing Behavior Building Relationships Meeting Students’ Instructional Needs Additional Considerations

Teachers focus on preventing behaviors rather than reacting to them.

 Not evident  Emerging  Evident  Much evidence

What strategies do teachers use to prevent behavior?

Students are taught new behaviors.

   

Not evident Emerging Evident Much evidence

What replacement behaviors are being taught?

Teachers have rapport with students.

   

Not evident Emerging Evident Much evidence

Do teachers listen to students and do they have empathy?

Students have friendships within the class and feel a sense of belonging.

   

Not evident Emerging Evident Much evidence

What friendships exist and with whom do students interact?

Teachers use Multiple Intelligence theory in their instruction.

   

Not evident Emerging Evident Much evidence

How are multiple intelligences reflected in instruction and assessment?

Student interests and strengths are highlighted in instruction.

   

Not evident Emerging Evident Much evidence

Are students involved in meaningful and interesting instruction that challenges them?

How do teachers attempt to understand what their students need (i.e., Do students need more joy in their school day? Do they need more choices and control? Do students need relationships? A sense of belonging? More autonomy? Access to communication?)

In what ways does the classroom environment promote positive behavior (i.e., student interaction, seating arrangements, structure through agendas, student work on walls, etc.)?

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