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work7A Homework completion8A Homework quality9A Interest in subject10A
Aptitude for subject
11A
Settling to work
12A
Following written instructions
13A
Following verbal instructions
14A
Requesting help when appropriate
15A
Accepting guidance/advice
16A
Work without direct supervision
VERBAL INTERACTIONS1B Refuse to follow instructions2B Talks when teacher is talking3B Talks to pupils as they work4B Talk to teacher instead of
working5B Requests help inappropriately6B Shouts out7B Mimics others8B Abuses/threatens other pupils9B Abuses/threatens teacher10B
Makes inappropriate noises
PERSONAL ORGANISATION1C Truants from lessons2C Arrives late for lessons3C Leaves coat on4C Fails to bring books/equipment5C Packs away early6C Fails to observe school uniform
rules7C Fails to do
punishment/detentionsNON-VERBAL INTERACTIONS1D Leaves classroom2D Wanders about classroom3D Changes seat in classroom4D Fidgets in seat5D Inattention to instructions6D Refuses to follow instructions
Can arrive on time for schoolCan hang up his/her coatCan enter the classroom quietly keeping hands and feet to him/herselfCan follow initial routines,eg sits at desk keeping hands and feet to him/herselfCan answer the register appropriatelyCan sit still and quietly while instructions are being givenCan repeat instructionsCan follow a one-part verbal instruction(eg 'Stop what you're doing')Can follow a two-part verbal instruction(eg 'Stop what you're doing and put your pencil down')Can follow a three-part verbal instruction(eg 'Stop what you're doing, put your pencil down and close your book')Can follow a four-part verbal instruction(eg 'Stop what you're doing, put your pencil down, close your book and look this way')Can collect and organise equipment for a taskCan begin a task quickly, eg at the same time as other pupilsCan stay on task for more than 5 minutesCan stay on task for more than 10 minutesCan stay on task for more than 15 minutesCan stay on task for more than 30 minutesCan complete a taskCan complete a task within a given timeCan complete a task before moving to anotherCan value and take care of completed workCan value and take care of the work of othersCan follow routines when work is completedCan gain the attention of adults appropriatelyeg by putting up his/her handCan get undressed for PE quickly and quietlyCan help to set out PE equipment safelyCan follow instructions in PECan take part in group activities in PE safelyCan wait his/her turn on apparatusCan show his/her work in PE to the rest of the classCan get dressed quickly and quietly
*Always = A Frequently = F Occasionally = O Never = N ** 0 - 3, 3 = high priority
Behaviours in school continued Frequency* With support
Without support
Priority to be targeted**
Can settle to work quickly after physical activityCan sit quietly and still during story timeCan work safely during a practical activityCan take part appropriately in discussion activitiesCan take part appropriately in musical activitiesCan sit and listen quietly in assemblyCan take part appropriately in class assembliesCan do a responsible job during assemblyCan carry out requests made by adultsCan adapt to a change in routine if given an early warningCan adapt easily to a change in routineCan understand classroom rulesCan follow classroom rulesCan follow classroom routinesCan understand when movement is and is not allowed in the classroomCan seek permission before leaving the classroomCan respond appropriately to praiseCan respond appropriately to quiet praiseCan understand that behaviour incurs positive consequencesCan understand that inappropriate behaviour incurs negative consequencesCan take responsibility for one classroom jobCan tidy up when askedCan line up keeping hands and feet to him/herself
*Always = A Frequently = F Occasionally = O Never = N ** 0 - 3, 3 = high priority
Social communication skills Frequency* With support
Without support
Priority to be targeted**
Can make appropriate eye contact with adults (consider cultural differences)Can greet adults appropriately eg HelloCan make eye contact with peersCan greet peers appropriatelyCan stay on task when working in a pairCan stay on task when working in a group of threeCan stay on task when working in a group of more than threeCan initiate conversations with peersCan take turns in conversation with peersCan take turns in a pairCan take turns in a groupCan share with one peerCan share with a group of peersCan make positive comments to peersCan leave appropriate body space when working with peersCan use an appropriate tone of voice to peersCan be polite to peers, eg Ask to borrow equipment; say thank youCan understand the effect his/her behaviour has on peersCan understand the effect his/her behaviour has on adultsCan approach a group in the playground using appropriate non-verbal skillsCan use the appropriate verbal skills to gain entry to a game on the playgroundCan play one game safely with others on the playgroundCan play two games safely with others on the playgroundCan resolve conflict situations safelyCan remove his/herself from conflict situations before losing his/her temperCan use a passcard to exit from difficult situations before losing his/her temperCan stay calm and tell an adult if called namesCan initiate friendshipCan maintain friendships
*Always = A Frequently = F Occasionally = O Never = N ** 0 - 3, 3 = high priority
Can play alone keeping hands and feet to him/herselfCan play safely with others keeping hands and feet to him/ herselfCan follow instructions from midday assistantsCan carry out requests made by midday assistantsCan line up keeping hands and feet to him/himselfCan use appropriate table manners at the dining tableCan follow dining room routines eg clears up plates after eating his/her mealCan stay within agreed boundariesCan follow playground rules
*Always = A Frequently = F Occasionally = O Never = N ** 0 - 3, 3 = high priority
This questionnaire is used in partnership between the child and the school to:
(a) involve the children in considering their situation and seeing possible solutions;
(b) begin the process of planning for change;
(c) encourage a conversation about how the pupil feels about themselves and the current situation which will help the change process.
Assumptions underpinning the use of this questionnaire are:
that it will be completed in partnership with a supportive adult familiar to the child;
the individual questions can be used in the wider sense, moving towards understanding, helping and problem solving;
the questions will encourage the pupil to reflect on their situation, and possible solutions;
the child has a right to stay silent if they feel uncomfortable. If this recurs the pupil could be offered the chance to speak to another adult or continue to stay silent.
The responses should help with the process of planning, taken together with the parent/carer's information. The responses may also be used for information if a referral to outside agencies is sought, and can also be used to gauge progress.
Prompt: "We are going to talk about school. I would like you to think about these questions and tell me what you really think. There are no right or wrong answers, these are your ideas."
1. What things do you like about school?
2. Draw a face for how much you like each part of school
Complete the following questionnaire by ticking the appropriate box to discover your preferred learning style*
Often Scores
5
Seldom Scores
3
Sometimes Scores
1
1 Can remember more about a subject through listening than reading
2 Follow written directions better than oral directions3 Like to write things down or take notes for visual review4 Bear down extremely hard with pen or pencil when writing
5 Require explanations of diagrams, graphs or visual directions
6 Enjoy working with tools
7 Am skilful and enjoy developing and making graphs and charts
8 Can tell if sounds match when presented with pairs of sounds
9 Remember best by writing things down several times10 Can better understand and follow directions using maps
11 Do better at academic subjects by listening to lectures and tapes
12 Play with coins and keys in pockets
13 Learn to spell better by repeating the letters than by writing the word on paper
14 Can better understand a news article by reading about it in the paper than listen to the radio
15 Chew gum, smoke or snack during studies16 Feel the best way to remember a picture is in my head17 Learn spelling by 'finger spelling' the words
18 Would rather listen to a good lecture or speech than read the same material
19 Am good at working and solving jigsaw puzzles and mazes20 Grip objects in my hand during learning periods
21 Prefer listening to the news on the radio than reading about it in a newspaper
22 Obtain information on an interesting subject by reading relevant materials
23 Feel very comfortable touching others, hugging, handshaking, etc
24 Follow oral directions better than written ones
Learning Styles Questionnaire 2(One per group member)
Award yourself five points for OFTEN, three for points for SOMETIMES and one point for SELDOM. Complete the grid by filling in the values and totalling each column. Hence, if you rated yourself as 'sometime' on question two you need to enter three points in the grid.