Barometer Behaviors

Here’s how we are proactive and reactive, and how we provide tools of support to ensure the success of every student.

Teacher builds positive relationships with students.
Students are taught social/emotional skill competencies.
Students are taught to be self-aware, and to self-manage.
Teacher explains behavioral expectations; students practice.
(CAFE) Teacher individually confers with student(s) who are showing off-task behavior, identifying and teaching self-management skills (Step 8 of the 10 Steps)

8.2 Tools to advance behavior progress

Engage students in the choice of a good-fit tool. Options include graphs, timers, stopwatch, modeling clay, I-Spy book, alternative seating, fidgets, stress ball, and others.

8.3 Teacher engagement (reactive)

Use of rewards and punishments is replaced with the following:

Loop instruction—Teacher confers with child about behavior goals, allows child to practice independently, and loops back to the child to revisit goals.
Walk-about brain break—Teacher sends student to specified location to deliver or retrieve item and promptly return (for example, to library with book, to office with note). Explain purpose to student.
Extra practice time—Teacher finds a few extra minutes to revisit behaviors with student and allows student to practice outside of class stamina-building time.
Teacher records interactions with student in conferring notebook.
Teacher offers just-right challenges (materials, assignments, and expectations that are a good fit for the student).

Acrostic Behavior Forms for Barometer Students

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English

One of the things we try to determine with our barometer children is whether the out of compliance behaviors are a cry for attention or if they're organically based (physically or physiologically stimulated and beyond the control of the child).