Lesson Plan
Behavior Champions Plan
Students will learn to observe and record positive behaviors using self-monitoring strategies, set personalized behavior goals, and reflect on their progress to foster a positive classroom climate.
Self-monitoring empowers students with ownership over their actions, boosts confidence in making positive choices, and supports MTSS Tier 2 by reinforcing desired behaviors in a small-group setting.
Audience
5th Grade Group
Time
30 minutes
Approach
Model, practice, and reflect using targeted materials
Prep
Preparation
5 minutes
- Review Self-Monitoring Skills Slides to familiarize yourself with key terms and examples
- Print one copy per student of the Daily Behavior Tracker and Self-Monitoring Reflection Rubric
- Prepare role-play scenarios and materials for the Goal-Setting Role Play
- Arrange seating in a semicircle for small-group interaction
Step 1
Introduction
5 minutes
- Display Self-Monitoring Skills Slides and review the session’s objectives
- Define self-monitoring and explain why noticing and recording positive behaviors matters
- Invite students to share examples of positive behaviors they’ve seen or demonstrated
Step 2
Model Self-Monitoring
7 minutes
- On the slide titled “How to Track Your Behavior,” model completing a sample row on the Daily Behavior Tracker
- Talk through your thought process: how you notice a behavior, decide if it meets your goal, and record it
- Highlight how to date entries, use checkboxes, and write brief notes
Step 3
Guided Practice
8 minutes
- Distribute the Daily Behavior Tracker to each student
- Read aloud a brief classroom scenario and ask students to mark and note behaviors together
- Pair students to discuss their entries and coach each other, using prompts on the Goal-Setting Role Play cards
Step 4
Independent Practice & Role-play
7 minutes
- Ask each student to select one positive behavior they want to track today and write a goal on their tracker
- In pairs, students role-play scenarios from Goal-Setting Role Play, practicing how to notice, record, and encourage
- Circulate to provide feedback and reinforcement
Step 5
Reflection & Assessment
3 minutes
- Have students complete the Self-Monitoring Reflection Rubric by rating their confidence and noting one change they’ll make next time
- Invite volunteers to share one takeaway and one goal
- Collect trackers and rubrics for teacher review
Slide Deck
Self-Monitoring Skills
Behavior Champions Module
School Climate | PBIS & MTSS Tier 2
5th Grade Small Group
30-Minute Session
Welcome students! Today we’ll learn what self-monitoring is, why it helps us grow, and how to track our own positive behaviors. Use this slide deck alongside your Daily Behavior Tracker.
Learning Objectives
By the end of this session, students will:
• Explain what self-monitoring means
• Model how to notice, decide, and record a behavior
• Practice setting a behavior goal and tracking progress
Read each objective aloud and briefly explain. Tell students these are our goals for today’s lesson.
What Is Self-Monitoring?
Self-monitoring means paying attention to your own behaviors, deciding if they match your goals, and recording them honestly.
Why it matters:
• Builds self-awareness
• Encourages responsibility
• Reinforces positive choices
Define the term and connect it to student experiences. Ask for a volunteer example.
Example: Daily Behavior Tracker
Date: 10/12/2023
Behavior: Raised hand before speaking
Met Goal? ✔
Notes: “Waited patiently during group discussion.”
Walk through this sample row. Point out date, behavior description, checkbox, and notes. Explain how each part helps track progress.
How to Track Your Behavior
- Notice – Observe yourself in action (e.g., lining up quietly)
- Decide – Ask: “Did I meet my behavior goal?”
- Record – Check ✔ or ✘ and write a short note
Explain the three steps on the slide. Use a quick classroom scenario (e.g., lining up quietly) to demonstrate each step.
Practice & Reflection
• Which positive behavior will you choose to track today?
• How will you know if you’ve met your goal?
• What brief note will you write at the end of class?
Guide students to discuss with a partner: Which behavior will you track today? What might you notice?
Worksheet
Daily Behavior Tracker
My Behavior Goal for Today:
Think about one positive behavior you want to focus on and write it above. Then use the rows below to record each time you notice that behavior during class.
| Date | Behavior Observed | Met Goal? (✔ or ✘) | Notes (What happened?) |
|---|---|---|---|
Activity
Goal-Setting Role Play
In this activity, students will practice noticing, recording, and encouraging positive behaviors through partner role-plays. Each pair will draw a scenario card and take turns being the “Observer” (using the Daily Behavior Tracker) and the “Actor.”
Materials
- Printed scenario cards (one per pair)
- Daily Behavior Tracker for each Observer
Directions
- Form pairs and give each pair one scenario card.
- Decide who is the Actor and who is the Observer first.
- The Actor reads the scenario and acts it out.
- The Observer watches closely, marks “Met Goal? ✔/✘,” and writes a brief note on the tracker.
- After 2–3 minutes, partners switch roles with a new scenario card.
- After both rounds, discuss as a pair:
- What did you notice?
- How did it feel to be observed/observing?
- How did the tracker help you give feedback?
Scenario Cards
Card 1: Lining Up Quietly
- Scenario: You and your classmates are lining up for recess. The hall is noisy, but you decide to walk in a straight line without talking.
- Observer Prompt: Notice if the Actor stays quiet and in line. Record ✔/✘ and a note (e.g., “Walked quietly without chatting”).
Card 2: Sharing Supplies
- Scenario: During art time, you see a classmate running low on crayons. You offer to share yours so they can finish their drawing.
- Observer Prompt: Notice the act of sharing. Record ✔/✘ and a note (e.g., “Handed over extra crayons willingly”).
Card 3: Encouraging a Friend
- Scenario: A classmate looks upset after missing a question. You say something kind to help them feel better and encourage them to try again.
- Observer Prompt: Notice the encouraging words or gestures. Record ✔/✘ and a note (e.g., “Said, ‘You can do it!’ with a smile”).
Card 4: Staying on Task
- Scenario: In small-group work, everyone is talking about the project, but you stay focused on the assignment and don’t get distracted.
- Observer Prompt: Notice if the Actor stays focused. Record ✔/✘ and a note (e.g., “Kept eyes on worksheet, didn’t join side conversation”).
Card 5: Cleaning Up Without Prompt
- Scenario: After a science experiment, you notice materials left on the table. You begin cleaning up supplies before the teacher asks.
- Observer Prompt: Notice the initiative to clean up. Record ✔/✘ and a note (e.g., “Collected beakers and wiped table proactively”).
After completing the role-plays, students return to the group for the Reflection & Assessment step using the Self-Monitoring Reflection Rubric.
Rubric
Self-Monitoring Reflection Rubric
Use this rubric to rate your confidence in tracking positive behaviors and the depth of your reflection. Circle the number that best describes your work.
| Criterion | 4 – Exemplary | 3 – Proficient | 2 – Developing | 1 – Beginning |
|---|---|---|---|---|
| Self-Monitoring Confidence | I tracked my behavior independently, explained my choices clearly, and felt very confident. | I tracked my behavior accurately with minimal support and felt confident most of the time. | I tracked some behaviors but needed reminders and had mixed confidence. | I rarely recorded behaviors and needed help throughout. |
| Reflection Quality | I wrote detailed reflections with specific examples and clear, actionable next steps. | I wrote clear reflections with general next steps. | I wrote a brief reflection with vague or incomplete next steps. | I wrote a minimal reflection or did not include next steps. |