Teach Now (Teacher Certification): Behavior Checklist

Module 4 Unit 2 Activity 1

Behavior Checklist

Any behavior expectations that the teacher has in their classroom has to be modeled first and foremost by the teacher. First they have to clearly communicate this to their students so that they can follow these standards and maintain high expectations for behavior and academic achievement. Teachers need to set the standards high as research shows that there is a relationship between doing so and a better achievement in students’ grades. It is imperative to understand that the students may be coming from different situations and cultural backgrounds. Teachers should try and reward good behavior so that it can motivate students in a positive way instead of only just using punishment for negative behaviors as it could create a negative classroom climate.

The students spend much of their day with their teachers, and educators have to set a prime example for their students to follow (Marzano, 2007). Setting high expectations for students academically or behaviorally is a way for the teachers to guide their students and help them become more well-rounded individuals.  A practical way to assist teachers to observe behavior is by using a checklist. Checklists are good tools to use, to organize and monitor single or group behaviors. They verify that goals are achieved and that good behavior standards are met. It can prevent problems with behaviors before they begin, as well as identify issues with behavior after they have occurred. Also, they can set reminders for teachers or help them make observations about their classroom and their students. Over time the teachers can look at these checklists and make patterns and evaluations about their class and their students’ behaviors.

Below are the checklists that attempt to tackle issues with student’s behaviors. There is a list viewing the students’ behaviors, the teacher’s behaviors, and one for the parents as well to see if certain behaviors are specific to the school, or if they are brought upon issues from home.

References:

Borich, Gary D. (2011). Observation Skills for Effective Teaching. Boston, MA: Pearson Education. Inc.

Marzano, Robert J. (2007). The Art an Science of Teaching: A comprehensive framework for effective instruction.  Alexandria, VA: ASCD.

Student Behavior Checklist

Identifying Problems

Name: ______________________  

Grade: ______________________

Comments/ Observation about student: __________________________________________________________________________________________________________________________________________________________________

For the following checklist:

·         Leave blank= behavior has not occurred

·         1 = if behavior has occurred once

·         2 = behavior has occurred more than once

·         3 = behavior is a constantly occurring

Verbal
	Verbally disrupts class
	Uses inappropriate language
	Verbally threatens classmates
	Verbally abusive to self
Physical
	Physically disrupts class
	Physically threatens/ fights with others
	Physically hurts him/herself
	Vandalizes classroom materials
Emotional/ Mental
	Withdrawn
	Outburst of anger
	Unresponsive
	Slow attention span
Issues in Classroom
	Is tardy for class
	Sleeps in class
	No homework
	Does not engage in class work/ activities

Details about Problem Behavior

What negative incident/behavior occurred?

__________________________________________________________________________________________________________________________________________________________________

Where does this occur?

__________________________________________________________________________________________________________________________________________________________________

How often does this occur?

__________________________________________________________________________________________________________________________________________________________________

Who or what does this incident involve?

__________________________________________________________________________________________________________________________________________________________________

Action taken by the teacher:

__________________________________________________________________________________________________________________________________________________________________

Identifiable observations or patterns of behavior:

__________________________________________________________________________________________________________________________________________________________________

Solution or actions to take:

__________________________________________________________________________________________________________________________________________________________________

It is also very important for teachers to observe their own behavior to see if anything is causing miscommunication, lack of clarity, or instigating certain behaviors in the classroom.

Teacher Behavior Checklist

Classroom Expectations
	Are rules regularly enforced?
	Does the teacher have a clear routine?
	Does the class have all the materials needed for lessons?
	Does the teacher have high expectations for the classroom?
	Are the students seated in a way that is conducive to learning?
	Are the rules regularly checked to fit classrooms individually?
	Is the classroom safe?
Behavior Expectations
	Are the rules clearly stated to the students?
	Does the teacher treat all students fairly?
	Does the teacher give equal chances to all the students?
	Does the teacher demonstrate concern for students?
	Does the teacher give feedback to the students?
	Is good behavior regularly modeled by the teacher?
	Does teacher regularly praise good behavior?
	Is the teacher consistent with correcting bad behavior?
	Is the teacher familiar with all the students and their names?
Learning Expectations
	Do the students have influence in their own learning?
	Does the teacher explain the purpose of each learning activity?
	Does the teacher expect the same behavior from the students?
	Are the students arranged in a way where they can collaborate easily?
In Behavioral Situations
	Did the teacher respond in a respectful and calm manner?
	Did the teacher not embarrass the student?
	Did the teacher address the student’s behavior privately?
	Did the teacher try low-profile management first?

Teachers might want to intervene in some situations when they thing it is occurring in their classroom for some particular reason. Here are some questions they can answer in order to do so.

Intervention Details

Can the behavior problem be solved in the classroom?

__________________________________________________________________________________________________________________________________________________________________

Are there any changes I can make to my classroom to change the student’s behavior?

__________________________________________________________________________________________________________________________________________________________________

Does the school, counselor, or administration need to be involved?

__________________________________________________________________________________________________________________________________________________________________

Does the student need an official assessment?

__________________________________________________________________________________________________________________________________________________________________

What steps can I take to help my students after they are assessed?

__________________________________________________________________________________________________________________________________________________________________

The next checklist is for parents to see if they have also noticed certain behaviors from their children. This is very helpful to see if the behavior is only occurring at school. It helps to take proper and safe measures for the students. 

Parent Behavior Checklist

·         Leave blank= behavior does not occurred

·         1 = if behavior occurs sometimes

·         2 = behavior occurs regularly

Child’s Behavior
	Intense mood swings
	Difficulty concentrating
	Difficulty following directions
	Displays physical aggression
	Shy or withdrawn
	Lacks interest
	Does not work well with others
	Difficulty managing anger
	Cannot sit for an extended period of time
	Difficulty finishing tasks in a certain amount of time
	Cannot work on their own