CLASSROOM PROFILING LESSON FLOW SHEET CLASSROOM PROFILING LESSON FREQUENCY SHEET

(Independent Public School)

Profiled by: Length of Profile:
IPS: Yes / No Subject: ___________________ Teacher: ______________________________________________ Year: ____________
Positive Feedback Positive Feedback
B _______ TEACHER STRATEGIES Behaviour
FREQUENCY
Curriculum
No. of Students: G _______ Total__________ Date: ______________________ Time: Start: ___________ Finish: _________
individually ESCM 5
Student Entry ESCM 1 Y / NA Teacher instruction / in own time with / without appropriate behaviour Positive
Feedback
ESCM 1 Response: negative student outcomes positive student outcomes group
Late Students
(verbal &
Y/N No Response: negative student outcomes positive student outcomes
non-verbal) whole class
Instruction non-verbal directional action eg. clapping
Greeting Y / N /NA whole group / individual other friendly, relaxed discussion Giving oral directional phrase eg. ‘Stop Look Listen’
ESCM 2
Activity Details ESCM 2 Name 1. 2. 3. 4. waiting and scanning / take up time ESCM 3
descriptive encouraging ESCM 6
Instruction time cueing /parallel acknowledgement ESCM 4
Start: __________ Start: __________ Start: __________ Start: __________

TOP 5
(Students Engaged) description of reality
Finish: _________ Finish: _________ Finish: _________ Finish: _________
verbal redirection to learning (curric) ESCM 8
Instructions clear Y N Y N Y N Y N
individual close talk
Explicit ESCM 2 Curriculum what / why / how what / why / how what / why / how what / why / how Positive
Expectations expectations clarified/restated (curric) ESCM 8
Supportive
ESCM 1 Behaviour what / why / how what / why / how what / why / how what / why / how indicate post lesson discussion
Strategies
Strategies for Transition 01 12 23 34 move student in room
previous lesson reviewed Y / N / NA Y / N / NA Y / N / NA Y / N / NA peripheral vision while working and
students working from routine Y / N / NA Y / N / NA Y / N / NA Y / N / NA time occurred
use of time encouragers Y / N / NA Y / N / NA Y / N / NA Y / N / NA selective attending/tactical ignore ESCM 7
use of other encouragers Y / N / NA Y / N / NA Y / N / NA Y / N / NA Non - Verbal non-verbal redirection ESCMs

Least to most intrusive

Redirecting to proximity 5&8
Learning
Summation at end of at end of at end of at end of pause in talk
activity / period activity / period activity / period activity / period questioning to redirect (behav/rules) ESCM 1
Curriculum: re: curriculum / re: curriculum / re: curriculum / re: curriculum / Oral humour to manage behaviour
Behaviour: ESCM 1 behaviour / neither behaviour / neither behaviour / neither behaviour / neither Redirections call student’s name
Teacher Movement - Tracking Student Moves redirection given
Teacher Initiated Student Initiated
(Teacher must engage with student) To Teacher Give choice / warning ESCM 9
Enforcing
BOY Expectations Follow through ESCM 10
TIME-OUT in/ out / other / room
GIRL give choices but not follow through
give choice (tone / proximity)
□ Mostly Teacher Directed
GROUP overlook very inappropriate behaviour
Emotive
put downs / sarcasm
Teacher Movement ‘With-it-Ness’ low ------------------------------------------------------------------------------------------------------high Strategies
raise voice / yelling
send to time out without choice / warning
Assistant / aide / parent / other teacher Y/N low ------------------------------------------------------------------------------------------------------high
you / why statements

Use of voice / tone when managing behaviour calm firm friendly measured STUDENT BEHAVIOURS
cursing / swearing
Post lesson/re-entry discussions for behaviour yes no unnecessary NA
Verbal & inappropriate action (aggression)
Enter secondary behaviour yes no Comments: Non-Verbal talking back to teacher/non-compliance
Electronic media used by students ESCM 1 yes no Comments: Aggression teasing
(eg: students listening to ipods/sending texts) threatening
rd
BEHAVIOUR EXPECTATIONS ESCM 1 PBL school Y / N calling out – other (3 Person Rule)
rd
rules clear yes no calling out – teacher (3 Person Rule)
rules displayed yes PBL / School / own / other no inappropriate action (disruptive)
Disruptive rd
rules referred to yes unnecessary proactive / reactive no making noises (3 Person Rule)
Behaviour
consequences displayed yes positive / negative no moving about/getting out of seat
consequence for positive behaviour applied yes no off-task talking / behaviours
consequence for negative behaviour applied yes unnecessary no talking while the teacher is talking

Student Exit: During lesson ESCM 1 in own time teacher instruction raise hand/non-verbal action to access teacher
Positive
addressed by teacher/adult
Y/N Student
non-disruptive questioning/discussion
Student Exit: Lesson End ESCM 1 Y / NA teacher instruction / in own time with / without appropriate behaviour Behaviours
peer assistance
Parting Formalities Y / N / NA whole group / individual other friendly relaxed discussion ESCM 1
© Education Queensland 1996 created by Mark Davidson 1996 Modified & Endorsed by Classroom Profiling Association. Inc. 2016 Version
move about room without disruption
Lesson Flow and Frequency – No ASoT, No Codes
 THE TOP FIVE POSITIVE, SUPPORTIVE TEACHING STRATEGIES
Descriptive
Encouraging
Cueing with Parallel
Acknowledgement
Description of
Reality
Verbal
Redirection to
Individual Close
Talk
CLASSROOM PROFILING
ESCM 4
ESCM 6 ESCM 4 Learning “Establishing and Maintaining Positive,
ESCM 8
Similar language as a A verbal or non- A description of Using the A private Supportive Learning Environments”
cueing with parallel verbal cue to an observable curriculum to conversation /
acknowledgement but
acknowledge behaviour to redirect redirection had ESCM 1: Establishing Expectations
descriptive encourager
always follows an students’ on- acknowledge inappropriate with a student in Why? How? 4. Refer to rules frequently.
instruction which is task behaviour students’ on- behaviour. response to 1. Students want and 1. Establish responsibility around simple rules around 5.Apply consequences both + & -
normally followed by a with the task behaviour inappropriate expect boundaries LEARNING, RESPECT, SAFETY, and ENVIRONMENT. 6. Model, model, model.
wait and scan. The intention of with the eg. “Mark, what is behaviour. 2. Clear boundaries 2 .Publish rules and consequences (+ and -). 7. Be on time.
goal of this strategy is promotes student 3. Keep descriptors short, simple & positive. 8. Greet students formally and informally.
prompting intention of the answer to Ideally, no other
to `catch kids being success for social
good’ and focusing on
another to follow prompting question 5 person would
suit. another to follow thanks.” hear this. behaviour
appropriate behaviour.
suit. ESCM 2: Instruction Giving
eg. “Pencils down, Eyes eg. “I like the way “How are you eg. The teacher Why? How? 6. Display regular instructions on cue cards. This is
on me. Thanks everyone.
Jill / group …” eg. “Sue has her going with moves to the 1 .Clear instructions 1.Use non-verbal directional action or oral directional great for non-verbal rule referrals or task
(waiting for 2-3 seconds) help students phrase to get everyone’s attention. reminders.
“Look at book open to the question 3, Jo?” student/s and has a
Thanks to people down
Ben/group …” The correct page.” “The private conversation understand the 2.Wait and scan to ensure students are paying 7. Phrase instructions as directions rather than a
the back who have put
teacher raises back group is “Do you need in student’s ear. expectations. attention. question.
their pencils down and
their eyes are on me.” 2. Clear instructions 3. Give two descriptive encouragers eg “Steven has 8. Use ‘Thanks’ instead of ‘Please’.
hand and point to recording their any further
help students organise started writing.” “This group, thank you for reading 9. Use ‘Now’ if the group / student is escalating.
before asking a ideas.” clarification on
what they are required straight away.” 10. Include what students will need, where they
question. the first section?”
to do. 4. Demonstrate appropriate body language. should be, noise level and time allowed.
Eye contact, head
5. Use instructions only for ‘have to’ tasks. Use choices 11. Give the instruction in a firm, calm and
movement
for optional tasks. measured voice.
OTHER POSITIVE SUPPORTIVE TEACHING STRATEGIES Re-Entry / Post Lesson Discussion Questions
1. What did you do?
Expectations Clarified / Restated Indicate post lesson discussion Move student in room 2. What rule did you break?
Before beginning an activity or The teacher informs that they Involves asking a student, 3. What needs to be done to fix things?
when it is noticeable that the will need to speak to a verbally or non-verbally to 4. What might you do differently next time?
students are not following student at a time indicated. move to another seat / area, 5. What should happen if the same or different behaviour occurs in the rest of the lesson / next 5 minutes when we
instructions when working, the This strategy can be used for as they may have already line up next time / next lesson, etc?
teacher might re-state the late students or off-task been given a choice about Teacher language in the classroom
curriculum requirements of the behaviours, preferably in their behaviour and have
Classroom Profiling is a confidential, non-judgemental coaching
activity. close proximity using a calm, continued to remain off task
firm and measured voice. or they chose to sit next to a
process that individually enables a teacher to reflect on
eg. “Who can tell me the first thing student / thing eg. book- effective learning and teaching strategies they employ.
you …” “Everyone stop .. who can eg. “I’ll need to speak with you at shelf. (Mark Davidson, EQ)
tell us what our job is?” morning tea” “You’ll need to wait eg. “You have continued with At a whole school level this enables data driven decision making
back at lunch time” your off task behaviour, you will in relation to the school wide implementation of those effective
need to move yourself to the
learning and teaching strategies. (Mark Davidson, EQ)
time out seat.” Teacher could
point to student and then the
position they need to move to. By using the Essential Skills for Classroom Management,
teachers will be able to reduce time spent conducting managing
Peripheral Vision while Working Selective Attending / Tactical Ignoring ESCM 7 conversations and increase the time spent conducting learning
A pro-active strategy involving the teacher The teacher pays minimal attention to trivial conversations. Improved and effective learning conversations
scanning the class on a regular basis to identify inappropriate behaviour that is not seriously and experiences (ie. clear instructions, clear expectations and
students on and off task while they are engaged disturbing others. This is effective if the
well-sequenced pedagogy) will also reduce time spent on
with an activity or with groups / individuals. behaviour stops without intervention. If the
eg. A deliberate turn & scan while the teacher is behaviour continues / escalates or goes for managing conversations.
writing on board or a deliberate look up & scan while too long, a different positive supportive
teacher is working with a group/student. teaching strategy may be required.

Better Behaviour Better Learning. Essential Skills for Classroom Management.’ Christine Richmond