Behavioural Environment Checklist · Web viewSchool ethos Ethos indicators Environmental Behaviour...

Needs Analysis Techniques

School ethos Ethos indicators

Environmental Behaviour environment checklistEnvironment grid

Class teacher views Pupil Enquiry formBehaviour checklistsABC ChartsFactors that influence

Classroom management techniques

Observable behaviour Observation schedulesRating scalesVerbatim observation recordRecord of non verbal communication skills

Pupil views Interview schedules

Parents views Interview schedules

Problem prioritise

List the strengths and weaknessesCreate a menu of options based on the needs analysis

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Behavioural Environment Checklist

Pupil Class Date

Guidelines This checklist is designed to help you look at the environment(s) in which

problem behaviour is occurring (eg classroom, playground etc).

The SENCO/HT will usually complete this checklist, although it may be useful for the whole school to be involved.

You do not have to consider every statement: some may not apply to your situation.

For each relevant statement circle the appropriate number on the scale.

The completed checklist can give the basis for a Behavioural Environment Plan.

Section A: Classroom Organisation disagree agree

1. Equipment is easily accessible 1 2 3

2. Furniture arranged most effectively 1 2 3

3. Appropriate ambient temperature 1 2 3

4. Ventilation sufficient 1 2 3

5. Lighting sufficient 1 2 3

6. No glare 1 2 3

7. Materials and resources well labelled and located 1 2 3

8. Ease of movement in room 1 2 3

9. Appropriate storage of pupils' belongings 1 2 3

10. Pupils are grouped appropriately 1 2 3

11. Pupils are placed with regard to social relationships 1 2 3

12. Room organisation meets differing curriculum demands 1 2 3

13. Good visibility of chalk board and/or white board 1 2 3

14. Furniture suitable 1 2 3

15. Classroom looks like a good work environment 1 2 3

16. Sufficient space 1 2 3

17. Quiet external environment 1 2 3

Other (please specify)1 2 3

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Behavioural Environment Checklist (continued)

Section B: Classroom Management disagree agree

18. Teacher arrives at lesson/classroom before pupils 1 2 3

19. Teacher's voice is clear 1 2 3

20. Instructions are clear 1 2 3

21. Good behaviour is noticed and acknowledged 1 2 3

22. Small achievements are recognised 1 2 3

23. Individuals' good behaviour is named and reflected back 1 2 3

24. The teacher acts as a role model for desired behaviour 1 2 3

25. Materials and equipment are prepared 1 2 3

26. Pupils bring correct equipment 1 2 3

27. Lessons are well prepared 1 2 3

28. Curriculum delivery is varied 1 2 3

29. Curriculum delivery is differentiated 1 2 3

30. Timetable is arranged to best effect 1 2 3

31. Peer support is used where appropriate 1 2 3

32. Adult support is used where appropriate 1 2 3


Section C: Out of Classroom33. Routines for movement around school site are clear 1 2 3

34. Break time rules are understood by pupils 1 2 3

35. Break time systems are adopted by all staff 1 2 3

36. Break time rewards/sanctions system is clear 1 2 3

37. Behavioural policy is adopted by ancillary staff 1 2 3

38. Problem site areas are identified and overcome 1 2 3

39. Suitable activities/equipment are available for break times

1 2 3

40. There is an effective system for resolution of pupil conflicts

1 2 3




Section D: Classroom Rules and Routines disagree agree

Rules …41. are few in number and clearly phrased 1 2 3

42. are negotiated with, and understood by, pupils 1 2 3

43. are regularly referred to and reinforced 1 2 3

44. are positively phrased 1 2 3

45. are clearly displayed in the classroom 1 2 3

46. Behaviour that meets rules is taught 1 2 3

Rewards …47. are valued by pupils 1 2 3

48. are awarded fairly and consistently 1 2 3

49. are clearly related to positive behaviour 1 2 3

50. are small and readily achievable 1 2 3

51. link with school reward system 1 2 3

Sanctions …52. are related to behaviour 1 2 3

53. are administered fairly and consistently 1 2 3

54. are understood by pupils 1 2 3

55. are understood by parents and carers 1 2 3

56. are within a clear hierarchy of severity 1 2 3

Routines are established for …57. entering or leaving the room 1 2 3

58. distribution and collection of materials/equipment 1 2 3

59. gaining teacher's attention and help 1 2 3

60. changing activities 1 2 3

61. gaining quiet/silence/attention 1 2 3

62. clearing up 1 2 3




Section E: Whole School Policies disagree agree

Rules and implications63. A behaviour policy exists and is effective 1 2 3

64. Staff have clear understanding of the policy 1 2 3

65. Rules are communicated frequently and effectively to pupils, staff (including non-teaching), parents and governors

1 2 3

66. Staff know the range of rewards that are available to pupils

1 2 3

67. Staff know the range of sanctions that can be used 1 2 3

68. Staff are aware of a good range of techniques that can be used to deal with behaviour problems

1 2 3

69. Pupils, as far as they are able, know the reasons for rules

1 2 3

70. Behaviour problems are dealt with effectively in the light of equal opportunity issues

1 2 3

Support for staff71. There is collective responsibility for behaviour

management1 2 3

72. Staff feel confident acknowledging difficulties 1 2 3

73. Staff have clear means of gaining help 1 2 3

74. Staff have effective guidance on dealing with conflict 1 2 3

75. Behaviour problems are recorded fairly and efficiently 1 2 3

76. Staff roles are clearly defined 1 2 3

77. Support services are used systematically, efficiently, and effectively

1 2 3

Parents and governors78. Parents are effectively involved in helping with

problems1 2 3

79. Parents are routinely told of pupils' good behaviour 1 2 3

80. Governors have agreed written principles 1 2 3

81. Governors are appropriately involved in issues relating to behaviour

1 2 3




Section F: Staff Development disagree agree

We have no training needs in …82. use of circle time 1 2 3

83. use of counselling techniques 1 2 3

84. development of youth and community work 1 2 3

85. teaching Personnel, Social and Health Education 1 2 3

86. developing pupils' social skills 1 2 3

87. raising pupils' self-esteem 1 2 3

88. developing multi-agency involvement 1 2 3

89. planning and practical problem solving 1 2 3


Section G: Further issues (not covered in sections A-F)

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

Acknowledgements to: New Outlook, Birmingham City Council


Behavioural Environment Checklist Results

disagree agree disagree agree disagree

agree

1 2 3 1 2 3 1 2 3

1 63

2 33 64

3 34 65

4 35 66

5 36 67

6 37 68

7 38 69

8 39 70

9 40 71

10 72

11 41 73

12 42 74

13 43 75

14 44 76

15 45 77

16 46 78

17 47 79

48 80

18 49 81

19 50

20 51 82

21 52 83

22 53 84

23 54 85

24 55 86

25 56 87

26 57 88

27 58 89

28 59

29 60

30 61

31 62

32


Number of teaching staff taking part


Behavioural Environment Priority Analysis Sheet

Guidelines Take the information recorded on the Analysis Sheet (previous page) and

record priority areas within each section.

If there are large numbers of staff who register ratings of 1 or 2, they are indicating a need for development in that area.

Section Priority for development?

A Classroom Organisation yes no

B Classroom Management yes no

C Out of Classroom yes no

D Classroom Rules and Routines yes no

E Whole School Policies yes no

F Staff Development Needs yes no

G Further Issues yes no


Pupil Enquiry Form

Pupil's Name School Form

Subject/Teacher

Please place appropriate number in boxes:1 : No concern2 : Mild concern3 : Serious concern

WORK SKILLS PERSONAL ORGANISATION

1A Presentation of work 1C Truants from lessons

2A Care of own books and work 2C Arrives late for lessons

3A Task completion 3C Leaves coat on

4A Classwork – written assignments 4C Fails to bring books/equipment

5A Classwork – discussion 5C Packs away early

6A Classwork – practical/group work 6C Fails to observe school uniform rules

7A Homework completion 7C Fails to do punishment/detention

8A Homework quality NON-VERBAL INTERACTIONS

9A Interest in subject 1D Leaves classroom

10A Aptitude for subject 2D Wanders about classroom

11A Settling to work 3D Changes seat in classroom

12A Following written instructions 4D Fidgets in seat

13A Following verbal instructions 5D Inattention to instructions

14A Requesting help when appropriate 6D Refuses to follow instructions

15A Accepting guidance/advice 7D Chews in class

16A Work without direct supervision 8D Engages in classroom horseplay

VERBAL INTERACTIONS 9D Damages/takes pupils' property

1B Refuses to follow instructions 10D Damages/takes teachers' property

2B Talks when teacher is talking 11D Damages/takes school property

3B Talks to pupils as they work 12D Physically abuses/threatens pupils

4B Talk to teacher instead of working 13D Physically abuses/threatens teacher

5B Requests help inappropriately 14D Makes inappropriate noises

6B Shouts out Please return this form to:

7B Mimics others

8B Abuses/threatens other pupils By:

9B Abuses/threatens teacher

10B Makes inappropriate noises Thank you for your time and co-operation


Pupil Enquiry Form Collation Sheet

NAME:

SCHOOL:

FORM:

SUBJECT 1 2 3 4 5 6 7 8 9 10

11

12

13

14

Total

Priority

WORK SKILLS1A Presentation of work2A Care of own books and work3A Task completion4A Classwork – written

assignments5A Classwork – discussion6A Classwork – practical/group

work7A Homework completion8A Homework quality9A Interest in subject10A

Aptitude for subject

11A

Settling to work

12A

Following written instructions

13A

Following verbal instructions

14A

Requesting help when appropriate

15A

Accepting guidance/advice

16A

Work without direct supervision

VERBAL INTERACTIONS1B Refuse to follow instructions2B Talks when teacher is talking3B Talks to pupils as they work4B Talk to teacher instead of

working5B Requests help inappropriately6B Shouts out7B Mimics others8B Abuses/threatens other pupils9B Abuses/threatens teacher10B

Makes inappropriate noises

PERSONAL ORGANISATION1C Truants from lessons2C Arrives late for lessons3C Leaves coat on4C Fails to bring books/equipment5C Packs away early6C Fails to observe school uniform

rules7C Fails to do

punishment/detentionsNON-VERBAL INTERACTIONS1D Leaves classroom2D Wanders about classroom3D Changes seat in classroom4D Fidgets in seat5D Inattention to instructions6D Refuses to follow instructions


7D Chews in class8D Engages in classroom horseplay9D Damages/takes teachers'

property10D

Damages/takes pupils' property

11D

Damages/takes school property

12D

Physically abuses/threatens pupils

13D

Physically abuses/threatens teacher

14D

Makes inappropriate noises

GRAND TOTAL


Behaviour Checklist

Pupil's name Class

Year group Completed by

Behaviours in school Frequency* With support

Without support

Priority to be targeted**

Can arrive on time for schoolCan hang up his/her coatCan enter the classroom quietly keeping hands and feet to him/herselfCan follow initial routines,eg sits at desk keeping hands and feet to him/herselfCan answer the register appropriatelyCan sit still and quietly while instructions are being givenCan repeat instructionsCan follow a one-part verbal instruction(eg 'Stop what you're doing')Can follow a two-part verbal instruction(eg 'Stop what you're doing and put your pencil down')Can follow a three-part verbal instruction(eg 'Stop what you're doing, put your pencil down and close your book')Can follow a four-part verbal instruction(eg 'Stop what you're doing, put your pencil down, close your book and look this way')Can collect and organise equipment for a taskCan begin a task quickly, eg at the same time as other pupilsCan stay on task for more than 5 minutesCan stay on task for more than 10 minutesCan stay on task for more than 15 minutesCan stay on task for more than 30 minutesCan complete a taskCan complete a task within a given timeCan complete a task before moving to anotherCan value and take care of completed workCan value and take care of the work of othersCan follow routines when work is completedCan gain the attention of adults appropriatelyeg by putting up his/her handCan get undressed for PE quickly and quietlyCan help to set out PE equipment safelyCan follow instructions in PECan take part in group activities in PE safelyCan wait his/her turn on apparatusCan show his/her work in PE to the rest of the classCan get dressed quickly and quietly

*Always = A Frequently = F Occasionally = O Never = N ** 0 - 3, 3 = high priority


Behaviour Checklist

Pupil's name Class


Behaviours in school continued Frequency* With support

Without support


Can settle to work quickly after physical activityCan sit quietly and still during story timeCan work safely during a practical activityCan take part appropriately in discussion activitiesCan take part appropriately in musical activitiesCan sit and listen quietly in assemblyCan take part appropriately in class assembliesCan do a responsible job during assemblyCan carry out requests made by adultsCan adapt to a change in routine if given an early warningCan adapt easily to a change in routineCan understand classroom rulesCan follow classroom rulesCan follow classroom routinesCan understand when movement is and is not allowed in the classroomCan seek permission before leaving the classroomCan respond appropriately to praiseCan respond appropriately to quiet praiseCan understand that behaviour incurs positive consequencesCan understand that inappropriate behaviour incurs negative consequencesCan take responsibility for one classroom jobCan tidy up when askedCan line up keeping hands and feet to him/herself



Behaviour Checklist

Pupil's name Class


Social communication skills Frequency* With support

Without support


Can make appropriate eye contact with adults (consider cultural differences)Can greet adults appropriately eg HelloCan make eye contact with peersCan greet peers appropriatelyCan stay on task when working in a pairCan stay on task when working in a group of threeCan stay on task when working in a group of more than threeCan initiate conversations with peersCan take turns in conversation with peersCan take turns in a pairCan take turns in a groupCan share with one peerCan share with a group of peersCan make positive comments to peersCan leave appropriate body space when working with peersCan use an appropriate tone of voice to peersCan be polite to peers, eg Ask to borrow equipment; say thank youCan understand the effect his/her behaviour has on peersCan understand the effect his/her behaviour has on adultsCan approach a group in the playground using appropriate non-verbal skillsCan use the appropriate verbal skills to gain entry to a game on the playgroundCan play one game safely with others on the playgroundCan play two games safely with others on the playgroundCan resolve conflict situations safelyCan remove his/herself from conflict situations before losing his/her temperCan use a passcard to exit from difficult situations before losing his/her temperCan stay calm and tell an adult if called namesCan initiate friendshipCan maintain friendships



Behaviour Checklist

Pupil's name Class


Playground behaviour Frequency* With support

Without support


Can play alone keeping hands and feet to him/herselfCan play safely with others keeping hands and feet to him/ herselfCan follow instructions from midday assistantsCan carry out requests made by midday assistantsCan line up keeping hands and feet to him/himselfCan use appropriate table manners at the dining tableCan follow dining room routines eg clears up plates after eating his/her mealCan stay within agreed boundariesCan follow playground rules



ABC Chart

Pupil Lesson/ Subject

Teacher/ Observer

Date AntecedentsWhen and where did it happen?Who was involved?

BehaviourWhat did the pupil actually do?

ConsequencesWhat happened afterwards?What was done?


Verbatim Observation Record

Pupil's name Date Location(s)

Curriculum area

Task(s) set

Adult(s) involved Observed by

Pupil(s) involved

Time Observation


Record of non-verbal communication skills

Using tally marks, count the number of times the pupil is observed attempting to interact with peers as described in the first column.

Pupil's name Class


Attempted interactions Location Location Location Location Location

Date Date Date Date Date

Time Time Time Time Time

Totals

Approaches from behind

Proximity: too far away/too close

Inappropriate leg/arm movements

Lack of/too much eye contact

Inappropriate facial expressions

Inappropriate head movement

Inappropriate tone of voice

Holding, gripping, touching peers

Solitary play

Successful interactions

Priority skills to be targeted


Primary Pupil Meeting Guidance

This questionnaire is used in partnership between the child and the school to:

(a) involve the children in considering their situation and seeing possible solutions;

(b) begin the process of planning for change;

(c) encourage a conversation about how the pupil feels about themselves and the current situation which will help the change process.

Assumptions underpinning the use of this questionnaire are:

that it will be completed in partnership with a supportive adult familiar to the child;

the individual questions can be used in the wider sense, moving towards understanding, helping and problem solving;

the questions will encourage the pupil to reflect on their situation, and possible solutions;

the child has a right to stay silent if they feel uncomfortable. If this recurs the pupil could be offered the chance to speak to another adult or continue to stay silent.

The responses should help with the process of planning, taken together with the parent/carer's information. The responses may also be used for information if a referral to outside agencies is sought, and can also be used to gauge progress.


Pupil Meeting

PUPIL CLASS DATE

TEACHER/TA

Prompt: "We are going to talk about school. I would like you to think about these questions and tell me what you really think. There are no right or wrong answers, these are your ideas."

1. What things do you like about school?

2. Draw a face for how much you like each part of school

Lessons Playtime Lunchtime ___________ ___________

Teachers Headteacher ___________ Friends ___________

3. My favourite teacher is:

4. I also like (other adult):

5. Other pupils think I am …

6. Things I don't like in school:


Pupil Meeting (continued)

7. I am not so happy when:

8. It is hardest to behave well when I am in/doing _________________________ because:

9. I don't work well so well at:

10. Three things which would say how I am in school:

11. If my teacher were here now, three things they would say about me are:

12. Things I do which get me into trouble:

13. Who is most like me in class? How come?(A prompt may be needed, such as: most like the way I learn, most like the way I play etc.)

14. Who do I like to sit next to? How come?

Who do I like to play with? How come?

15. I don't like to sit near ______________________________ How come?

I don't like to play with ______________________________ How come?


Pupil Meeting (continued)

16. Things would be much better if I:

17. Things would be much better if the adults in school:

18. Things would be much better if the other children:

19. The people at home could help me by:

20. How would I know things were getting better?

21. I work best at:

22. I know I have behaved well when:

23. It is easiest to behave well when I am in/doing _________________________ because:

24. I am happiest when:


Questionnaire

My primary school

I am a girl I am a boy

I am in class ____________________

I agr

ee

I agr

ee to

som

e ex

tent

I dis

agre

e

1. Sometimes I do class work in pairs with a friend

2. Sometimes my class is divided into groups for work

3. I help my friends with their work when they get stuck

4. My friends help me with my work when I get stuck

5. My work is put on the walls for other people to see

6. My teacher likes to listen to my ideas

7. My teacher likes to help me with my work

8. I like to help my teacher when she or he has jobs that need doing

9. I think our classroom rules are fair

10. Some of the children in my class call others by unkind names

11. Sometimes I am bullied in the playground

12. When I feel unhappy at school there is always an adult to look after me.

13. When children in my class quarrel, the teacher sorts it out fairly


Questionnaire

My primary school (continued)

I agr

ee

I agr

ee to

som

e ex

tent

I dis

agre

e

14. I think setting targets for the term helps my work to improve

15. Sometimes my teacher lets me choose what work to do

16. I feel pleased with myself when I've done a good piece of work

17. When I have homework I usually understand what I'm supposed to do

18. My teacher likes me to tell her or him about what I do at home

19. My family thinks this is a good school

20. If I am away from school my class teacher asks me where I have been

The three things I like best about my school are:

1.

2.

3.

The three things I don't really like about my school are:

1.

2.

3.

Thank you for your help!


Learning Styles Questionnaire

Complete the following questionnaire by ticking the appropriate box to discover your preferred learning style*

Often Scores

5

Seldom Scores

3

Sometimes Scores

1

1 Can remember more about a subject through listening than reading

2 Follow written directions better than oral directions3 Like to write things down or take notes for visual review4 Bear down extremely hard with pen or pencil when writing

5 Require explanations of diagrams, graphs or visual directions

6 Enjoy working with tools

7 Am skilful and enjoy developing and making graphs and charts

8 Can tell if sounds match when presented with pairs of sounds

9 Remember best by writing things down several times10 Can better understand and follow directions using maps

11 Do better at academic subjects by listening to lectures and tapes

12 Play with coins and keys in pockets

13 Learn to spell better by repeating the letters than by writing the word on paper

14 Can better understand a news article by reading about it in the paper than listen to the radio

15 Chew gum, smoke or snack during studies16 Feel the best way to remember a picture is in my head17 Learn spelling by 'finger spelling' the words

18 Would rather listen to a good lecture or speech than read the same material

19 Am good at working and solving jigsaw puzzles and mazes20 Grip objects in my hand during learning periods

21 Prefer listening to the news on the radio than reading about it in a newspaper

22 Obtain information on an interesting subject by reading relevant materials

23 Feel very comfortable touching others, hugging, handshaking, etc

24 Follow oral directions better than written ones

Learning Styles Questionnaire 2(One per group member)


Scoring

Award yourself five points for OFTEN, three for points for SOMETIMES and one point for SELDOM. Complete the grid by filling in the values and totalling each column. Hence, if you rated yourself as 'sometime' on question two you need to enter three points in the grid.

Visual Auditory Kinaesthetic

Points Points Points2 1 43 5 67 8 910 11 1214 13 1516 18 1719 21 2022 24 23

Total: Total: Total:

Transfer your score to the 'tripod' to get a visual display of your preference.

Visual40

*Adapted within:Barsch Learning Style Reference Form, Manitoba Education, Winnipeg, MB, Canada


0

40Kinaesthetic

40Kinaesthetic

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