In mandarin lesson, he is asked to practice there times by using the new sentence pattern regarding with in a short dialogue. He mocks his partners pronunciation and making fun of others. After being warned he still continue to do that even start to sue finger to poke other people to get attention. After given 3 warning he is being told off.

Brodie G4 (Year 5) Disruptive students in My Chinese MFL(Learning Mandarin as a Foreign language)
Background,
He is from Australia he is only 10 years old.From his old school he doesn’t have any homework, school finishes at 2:00pm, he is very outgoing and like to chat.

Try multiple interventions, give warnings and reminders after keep talking. 3 times as and alert make sure this record being tracking down. Allow few

Each intervention should be tried for a minimum of 4 weeks, & more than 1 intervention may be implemented at the same time

Collect and track specific data on each intervention tried & its effect

Data Tracking tool; our school use ISAMS data tracking tool to record students behaviour issue. It could recorded by multiple subject teacher at the same time, which could be generated and used for next Tier 2 support intervention.

When students exhibit consistent and significant behavior problems that interfere with their learning and/or others in the class
When students demonstrate significant emotional difficulties that interfere with learning and/or others, including frustration, anxiety, depression, fear, etc

When students exhibit persistent behavior problems,Utilize a daily behavior form, chart, or report card.
When students are very unorganized,Send a copy of the chart or form home for the parent to sign and review with the student, either daily or weekly

When a student is not responding to interventions,Begin with a Simple Functional Behavior Assessment.
When it is unclear as to why the behavior is occurring, If the SFBA does not yield enough data and insight to determine the function of behavior, download and complete the Intensive Functional Behavior Assessment form available below (IFBA)

Use Daily positive Behavior Tracking Form to keep tracking the students behaviour and share with parents about this information. Get parents to sign it after reading it if necessary.

When students are over emotional and cannot calm down in an appropriate and brief amount of time. Have the student set up a day or days and times to meet with the counselor ahead of time and provide the student with reminders, and then make it as planned referrals.

You MUST get written consent & permission from the student’s legal guardian before proceeding with school counseling services

Some kids get suspended on purpose to get out of work or away from something they do not want to cope or deal with. When a student is trying to get suspended on purpose or to get out of something.Always use a neutral tone and do not allow yourself to be drawn into power struggles.

Provides constant, updated, and relevant information for managing behaviors in school and at home.When a student is at Tier III, regular and consistent behavior meetings are absolutely essential and necessary. Develop a formal or informal agenda for the meeting. And share the meeting information and solutions with related subject teachers/mentors/ tutors and school leadership team, also with parents. So that all the data could be recorded and chasuble.

She sometimes forgot to bring her students planner and make notes of her subject homework regarding the issue date and due date. She could not also remember to bring the right PE kit/ swimming bag when it is needed, before she has a lot of support from her teaching assistant and parents. She has struggle on come on completing homework on time. Cause sometime she could not refer to the right date and notes about the homework. She constantly forgot to bring her stuff out of some subject classrooms, which means she often use new exercise books, and could always refer to her lesson notes.

Ava is just turned to year 7 students and started her secondary study. Therefore, she has been learning to organize her timetable, daily schedule, to be involved more school events also after school activities. She started to visit different classrooms regarding different subjects, she need to be prepared fro learning more content comparing with primary.

Provides students with organization and structure. With students who have ADD/ADHD, Visual schedules can vary a great deal and may be more or less complex.

Increases on task behavior with students who are disorganized. Use pictures, images, and graphics to represent periods of the day, subjects, tasks, transitions, etc

Teaches students important skills that will be necessary more and more as they get older and progress through school. When a student is disorganized, Have a student, a select group of students, or your entire class organize their materials in their desks and bags once a day

Provides parents with direct & accurate info on child’s school behaviors, When a student breaks a rule or whose actions are disruptive enough to require a formal consequence. Use a calm neutral tone with parents to avoid arguments, blame games, and power struggles

Helps to keep issues, situations, and circumstances clarified. When a child is exhibiting a chronic habitual behavior problem. Describe the behavior clearly and with detail
Explain what you have already tried to address the behavior

By using Tracking Data Form to monitor students behaviour/ organizational skills progress : Daily Positive Behaviour Tracking form

When students exhibit consistent and significant behavior problems that interfere with their learning and/or others in the class.Provides more intensive intervention and monitoring. Use one or more of the “Data Tracking Forms” below to track information on the student’s behaviors, like frequency, degree, time, patterns, antecedents and consequence, etc

When students demonstrate significant emotional difficulties that interfere with learning and/or others, including frustration, anxiety, depression, fear, etc. Increases support around student, some case you might want to provides an individualized plan for success

When students demonstrate significant difficulties with organization, motivation, work completion, etc. Provides an individualized plan for success. If needed then
addresses specific issues in a specific manner. After tracking and analyzing the behaviors function, utilize one of the behavior plan forms below to create a plan as to which specific behaviors you will address and what specific interventions and class supports you will provide to address the behaviors. Included in the plan should be a component as to what is expected of the teacher, student, and parent

Provides more intensive intervention and monitoring. When students exhibit consistent and significant behavior problems that interfere with their learning and/or others in the class. Use one or more of the “Data Tracking Forms” below to track information on the student’s behaviors, like frequency, degree, time, patterns, antecedents and consequence, etc

Provides an individualized plan for success. When students demonstrate significant difficulties with organization, motivation, work completion, etc. After tracking and analyzing the behaviors function, utilize one of the behavior plan forms below to create a plan as to which specific behaviors you will address and what specific interventions and class supports you will provide to address the behaviors. Included in the plan should be a component as to what is expected of the teacher, student, and parent.

Some forms that we can use to track/analyze the data. Like Behaviour intervention plans. Behaviour Review Form

Provides students with more one on one help, support, and intervention. When students exhibit persistent behavior problems, Utilize a daily behavior form, chart, or report card.

Some related contract forms that we can use. Various Behaviour Contract Forms.

sometimes you might have too many thing need to recorded in the some important tips could be shared with by using the form of Behaviour Tips and Tricks)