Lesson Plan
One-on-One Check-In Guide
Enable an individual 7th-grade student to identify behavior patterns and triggers, record daily incidents, and collaboratively set measurable improvement goals.
Personalized tracking and reflection foster self-awareness, empower student agency, and inform targeted interventions to promote positive behavior change.
Audience
Individual 7th Grade Student
Time
30 minutes
Approach
Guided reflection, data tracking, and goal-setting.
Materials
Prep
Prepare Materials
10 minutes
- Review Behavior Tracking Overview and familiarize yourself with key concepts.
- Print copies of Daily Behavior Log and Trigger Reflection Sheet.
- Review scoring criteria in Behavioral Progress Rubric.
- Arrange a private, comfortable space for the session.
Step 1
Build Rapport
5 minutes
- Greet the student warmly using the One-on-One Check-In Guide.
- Engage in informal conversation to establish trust.
- Explain the session’s purpose: to understand behaviors and triggers.
Step 2
Review Previous Logs
5 minutes
- Ask the student to share entries from the last Daily Behavior Log.
- Highlight successes and challenges noted.
- Validate the student’s experiences and feelings.
Step 3
Behavior Tracking Overview
5 minutes
- Present definitions of behaviors, triggers, and consequences from Behavior Tracking Overview.
- Clarify any misunderstandings.
- Invite student questions.
Step 4
Complete Daily Behavior Log
6 minutes
- Guide the student to document today’s behaviors in Daily Behavior Log.
- Prompt details on context, actions, and emotions.
- Provide support for clarity and honesty.
Step 5
Reflect on Triggers
5 minutes
- Use the Trigger Reflection Sheet to explore triggering situations.
- Ask: “What happened? How did you feel? What could you try next time?”
- Encourage specific, honest reflection.
Step 6
Set Goals
3 minutes
- Refer to Behavioral Progress Rubric to set 1–2 measurable behavior goals.
- Collaborate to rate current performance and identify targets.
Step 7
Wrap-Up and Next Steps
1 minute
- Summarize key insights and agreed-upon goals.
- Confirm date/time for the next check-in.
- Encourage the student’s continued effort and self-monitoring.
Slide Deck
Behavior Tracking Overview
A framework for identifying and recording behaviors, triggers, and outcomes to support self-awareness and positive change.
Welcome the student and explain the purpose of tracking behaviors: to understand patterns and work toward goals. Highlight that tracking helps uncover triggers and inform strategies.
What Is Behavior?
- Actions we can observe or measure
- Can be positive (e.g., raising hand) or challenging (e.g., leaving seat)
- Focus on concrete descriptions, not judgments
Explain that behaviors are what we do. Ask the student to name a few behaviors they see in themselves or classmates. Emphasize the importance of describing actions in specific, observable terms.
What Is a Trigger?
- Events or situations that precede a behavior
- Can include people, places, tasks, or feelings
- Identifying triggers helps us anticipate reactions
Define triggers as events or situations that come before a behavior. Share examples (like a test, loud noise, or peer interaction) and ask the student to think of a recent trigger they experienced.
What Is a Consequence?
- What happens immediately after a behavior
- Can be natural or structured, positive or negative
- Helps us understand outcomes and plan supports
Discuss how consequences follow behaviors and can either reinforce or discourage them. Provide examples (e.g., praise after completing work, loss of privileges after disruption).
Why Track Behavior?
- Increases self-awareness of patterns
- Reveals what helps or hinders success
- Guides goal-setting and strategy planning
Walk through each benefit of tracking behaviors and connect them to the student’s situation. Emphasize that tracking is a tool for growth, not punishment.
How to Track Behaviors
- Observe and note the context
- Record behavior details in Daily Behavior Log
- Identify triggers using Trigger Reflection Sheet
- Review data regularly to spot trends
Explain each step clearly and show how the Daily Behavior Log and Trigger Reflection Sheet fit into the process.
Tips for Honest & Accurate Tracking
- Be specific: who, what, where, when
- Note associated thoughts and feelings
- Record as soon as possible
- Use a non-judgmental tone in your entries
Encourage the student to be honest and detailed. Remind them there are no “right” or “wrong” answers—tracking is purely for learning and improvement.
Worksheet
Daily Behavior Log
Use this log to record up to four key incidents from today. Be as specific as you can about what happened, when, and how you felt.
Date: ________________________________
Incident 1
Time: ____________________________
Context (where and with whom?):
Behavior Observed:
Trigger (what happened just before?):
Emotion Felt:
Notes / Strategies (what helped or what to try next?):
Incident 2
Time: ____________________________
Context (where and with whom?):
Behavior Observed:
Trigger (what happened just before?):
Emotion Felt:
Notes / Strategies (what helped or what to try next?):
Incident 3
Time: ____________________________
Context (where and with whom?):
Behavior Observed:
Trigger (what happened just before?):
Emotion Felt:
Notes / Strategies (what helped or what to try next?):
Incident 4
Time: ____________________________
Context (where and with whom?):
Behavior Observed:
Trigger (what happened just before?):
Emotion Felt:
Notes / Strategies (what helped or what to try next?):
Reflection:
Journal
Trigger Reflection Sheet
Use this sheet to explore a specific situation that triggered a strong response. Reflect honestly to discover patterns and plan new strategies.
Date: ________________________________
1. Describe the Trigger
What happened just before you felt upset or stressed?
2. Thoughts in the Moment
What were you thinking when this happened?
3. Emotions You Felt
List all the emotions you experienced (e.g., frustration, anxiety, anger).
4. Physical Sensations
How did your body react? (e.g., fast heartbeat, tight chest, sweaty palms)
5. Immediate Reaction
What did you do or say in response?
6. Alternative Strategies
Brainstorm 2–3 different ways you could respond next time (e.g., pause and breathe, count to five, ask for help).
7. Strategy Ratings
Rate how helpful each strategy might be (1 = Not helpful, 5 = Very helpful):
- Strategy 1: __________ (1 2 3 4 5)
- Strategy 2: __________ (1 2 3 4 5)
- Strategy 3: __________ (1 2 3 4 5)
8. Support Needed
Who or what could help you use these strategies? (e.g., teacher reminder, quiet space, peer buddy)
9. Reflection and Learning
What did you learn about yourself from this reflection? How will you use this insight going forward?
Rubric
Behavioral Progress Rubric
Use this rubric to rate your progress at the end of each One-on-One Check-In Guide session.
Scale: 1 = Beginning 2 = Developing 3 = Proficient 4 = Exemplary
| Criteria | 1: Beginning | 2: Developing | 3: Proficient | 4: Exemplary |
|---|---|---|---|---|
| Self-Awareness | Shows limited recognition of own behaviors and triggers. | Begins to identify some behaviors or triggers with teacher prompts. | Independently names key behaviors and triggers and describes patterns. | Demonstrates deep insight into personal patterns, underlying causes, and connections. |
| Accurate Tracking | Entries are rare or incomplete; lacks detail. | Entries are inconsistent; provide minimal detail. | Consistently records incidents with sufficient context and detail. | Tracks all incidents promptly with rich, precise detail and context. |
| Reflection Quality | Reflection is superficial; offers few insights. | Provides basic reflections; insights are general. | Offers thoughtful reflections with clear examples and learning points. | Produces deep, insightful reflections with connections to broader goals and strategies. |
| Goal Attainment | No clear goals set or goals are unrealistic; no progress. | Goals are stated but vague or only partially met; minimal progress. | Sets clear, measurable goals and makes steady progress toward them. | Establishes ambitious, well-defined goals and demonstrates significant achievement. |