Behaviour, Emotional and Social Development Needs

IEP targets for Behaviour, Emotional and Social Development Needs

To enter classrooms quietly and be ready for the teacher to take the register and introduce the lesson.
To behave correctly during registration.
To be ready for the start of the lesson with all book and equipment on the desk.
{name} should remain in his seat during lessons.
To sit in his correct place in class
To not disrupt the class during lessons.
To refrain from talking with peers during tasks.
To sit still in seat whenever teacher is addressing class.
To not shout out in class.
To pay attention during class / group discussions.
To wait his turn when participating in group tasks and discussions
To not interrupt the teacher.
To look at the teacher when instructions are given or the class is spoken to.
To start tasks quickly and maintain focus during completion.
To not leave the classroom unless given permission.
To follow instructions in a prompt and sensible manner.
To pack away and leave the classroom in a sensible manner.
To participate more routinely in class discussions.
To wait his turn during question and answer sessions.
To show sensitivity when dealing with peers.
To act in an age appropriate manner.
To improve listening skills.
To remain in class.
To manage his temper.
To remain in his seat.
To manage transition activities successfully.
To sustain attention in class.
To reduce time off task.
To exercise greater self control.
To settle efficiently at the beginning of the session.
To remain on task (written).
To reduce verbal outbursts.
To reduce incidences of defiant / oppositional behaviour.
To improve organisational skills.
To be able to accept praise.
To show pride in own achievements.
To refer to self in positive terms.
To respect the property of others.
To accept criticism.
To manage emotional outbursts.
To persevere with task set.
To work towards set goals.
To resolve differences with others.
Arrive in school on time.
Bring correct books and equipment.
Speak respectfully to members of staff.
Walk on the left-hand side of corridors and stairs.
Complete all set tasks.
Complete homework tasks.
Bring a reading book to school every day.
Follow classroom rules.
Line up outside classroom quietly.
Enter classroom quietly.
Sit in allocated seat without argument.
Place planner, books and equipment on desk.
Sit quietly while register is taken.
Read in silence when requested.
Ask permission to speak.
Talk about relevant issues only.
Follow positive behaviour policy.
Ask to see the Behaviour Support Teacher when necessary.
Attend Behaviour Support Teacher appointments made for you.
Ask to see the School Counsellor when necessary.
Discuss issues with your Learning Coach.
Discuss issues with your Form Tutor.
Discuss issues with your Head of Year.
Use a behaviour monitoring sheet when advised.
Use a positive behaviour monitoring sheet when advised.
Use an attendance/punctuality monitoring sheet.
Set a personal target at the start of every lesson.
Remind yourself of any targets set at the start of the lesson.
Identify triggers for negative behaviour.
Take responsibility for your own behaviour.
Be proud of when you display positive behaviour.
Ask to use stress ball/alternative if necessary.
Ask to use doodle pad if necessary.
Ask to be moved if other pupils distract you.
Ask for help with organization from Learning Support Assistant.
Ask your Learning Support Assistant to help you record homework tasks.
Cross off homework when you’ve completed it.
Pack your school bag each evening.
Carry spare pens/pencils etc.
Put all important worksheets/papers in a wallet file.
Establish a routine on school evenings.
Ask your parents/guardians to test you when revising.
Ask for help from a Learning Coach.
Leave spare PE kit in school.
Allow enough time for breakfast before coming to school.
To accept that everyone is different.
To accept that we need to be polite to everyone even if we disagree with them.
To try to understand what makes people behave in certain ways.
To try to determine the likely consequences of one’s actions .
To think before speaking.
To use acceptable tone of voice when speaking to others.
To use appropriate facial expressions when talking to others.
To listen to others speaking and interact with them appropriately.
To avoid using inappropriate language in school.
To avoid name calling.
To report any incidents of unpleasant behaviour or name calling.
To distance oneself from any unpleasant or inappropriate behaviour by others.
To observe others’ social use of language.
To initiate a conversation.
To contribute to a conversation.
To take an interest in others’ interests and conversations.
To report any incident to a member of staff if an injustice is perceived.
To understand that teasing can develop into bullying quickly.
To avoid touching others inappropriately or if they dislike being touched.
To avoid taking other pupils’ belongings without their permission.
To offer to lend your equipment when necessary.
To report any pressure to give something to another pupil if this is unacceptable to you.
To meet behaviour expectations of class teacher.
To work with peers calmly.
To use the library/club facilities/IT suite during free time.
To join clubs as a way of meeting other pupils and building friendships.
To offer to help at a club or in the library.
To stay away from pupils who may  have a negative influence on you.
To discuss any problem with the class seating plan with your teacher/Learning Support Assistant.
To remember that your behaviour outside school reflects on you, your family and your school.
To complete a daily behaviour monitoring report.
To complete a daily positive behaviour report.
To complete an daily attendance/punctuality report .