Classroom Management Data Collection Form and Reflection
Classroom Management Data Collection
Teacher: Date:
Criteria | Frequency | Duration | Examples |
Positive to negative interactions with students | |||
Efficient transition procedures are taught, practiced and positively reinforced for the following: entering the classroom, lining up, changing activities, exiting the classroom | |||
Typical classroom routines are taught directly, practiced, and positively reinforced for the following: start of class, whole group work, small group work, independent work, obtaining materials, seeking help, end of class | |||
Consistent attention getting clue/rule taught directly, practiced and positively reinforced | |||
Continuous, active supervision across settings and activities including moving throughout the classroom and scanning | |||
Minor behavior problems are managed positively, consistently and quickly | |||
Chronic problem behaviors are anticipated and pre-corrections are applied | |||
Teacher provides corrective feedback | |||
Teacher actively involves all/majority of students in lessons (as appropriate to setting) | |||
Instructional positioning changes frequently | |||
Criteria | Yes | No | Examples |
Classroom rules and expectations are posted, taught directly (modeled), practiced and positively reinforced | |||
Room arrangement (including student work spaces) allows for all students to be easily accessible be the teacher and learning is accessible | |||
Necessary materials and supplies are accessible to students in an orderly fashion | |||
Students are provided with activities to engage in if they complete work before other students in the class | |||
Teacher ensures that instructional time involves ACTIVE academic engagement with quick-paced instruction | |||
Teacher provides clear directions of assignments | |||
Active academic engagement results in high rates of student success (90%+) |
Now that you have completed the above rubric for Classroom Management, reflect on what practices that you will be mindful in changing in your classroom as well as the practice that you would like to maintain the same. Give reasons/data to explain your reflection.
Be ready to share at our monthly BT PLC.
*This Data Collection tool is based off of the SME Classroom Management Self-Assessment, which was created by OSEP Center on Positive Behavioral Interventions and Supports[1]
[1]The Center is supported by a grant from the Office of Special Education Programs, with additional funding from the Safe and Drug Free Schools Program, US Department of Education (H326S980003).