BLT Manual

MONITORING HIGH-YIELD CLASSROOM BEHAVIOR ESSENTIALS

Classroom Behavior Essentials

Critical Questions to Ask About Classroom Behavior Essential Practices and Techniques Does the classroom structure promote a sense of safety and security? Does the classroom structure promote predictability and a sense of stability? Does the classroom structure provide adequate personal space for all? Does the classroom structure provide the opportunity for students to learn to respect personal space of self and others? How does the classroom help students establish connections with the school and school community? How does the classroom promote the development of positive teacher to student relationships? In what ways does the classroom promote positive student to student relationships? How is sense of safety and security for students who feel they do not "fit in" established? How are vulnerable students encouraged to give input and receive feedback? How are students given opportunities to explore and attempt more challenging tasks without fear of failure or ridicule? How do respectful environments help all students feel valued, safe, and respected? Do students believe the expectations are achievable? Are adult behaviors predictable? Is there a sense of calm to help reduce stress from the unknown for students? Is there intentional regulation of activities and events? Is a structure provided to increase the likelihood of appropriate, effective skills and reduce the likelihood of inappropriate behavior responses? Is trust built through through positive, supportive relationships between students, staff, and families? Do students feel that there is a safe environment for responding? Are increased opportunities to process and apply what is being learned provided for ALL students? How are students who are uncomfortable with individual attention or distrustful of adults and students engaged? Does engagement promote/foster self-esteem? Are all interactions positive? Are student-student relationships encouraged through grouping and other engagement tasks? Does the teacher build students’ self-esteem and positive sense of self through genuine acknowledgment? Are there supportive teacher-student relationships? Is the environment safe for students to acquire new skills? Is there a sense of stability to enhance student confidence in their own personal skills? Is there a predictable environment? Do students have the opportunity to practice expected behaviors? Is there a sense of community and belonging? How are effective coping skills taught to reduce and replace learned responses that may not be appropriate? Is there a structure for learning and demonstrating expectations rather than focusing on negative consequences? Is there a focus on what students are to do, instead of focusing on what they are not supposed to do? In what ways are students empowered to be resilient? How are students encouraged to use problem-solving and reasoning skills? How are students strengths emphasized? Are responses to behavioral errors communicated calmly and respectfully in order to build positive and supportive relationships? Is student dignity preserved when mistakes or missteps are made? Are student power struggles minimized with appropriate responses from supportive adults? Does the classroom structure decrease the potential for disruptions? How does the structure decrease the likelihood of visual overstimulation?

Walkthrough Tool

Classroom Behavior Essentials Walkthrough Tool

Classroom Structure

Relationships & Cultural Responsiveness

Expectations, Rules & Routines

Student Engagement

Acknowledge Appropriate Behavior

Respond to Behavioral Errors