Pounce
A behavior observation form for charting student strengths
RIPPLE EFFECTS POUNCE
A behavior observation form for charting student strengths
Date______________ Observer________________________________________
Time______________ Period__________ Location________________________
Behaviors
I. Signs of a strong and healthy sense of self
Self-understanding
Student knows of how s/he learns
Student has identified ways s/he is smart
Student knows own feelings
Student has an understanding of own temperament
Student has identified something s/he loves to do, a
passion
Student has a realistic body image
Student has identified a physical activity s/he could stick
to
Student has identifiable personal values
Student know how s/he expresses creativity
Student recognizes how family background has shaped
her/ him
Student understands own risk and protective factors
Student understands how community history has shaped
her/him
Student has set personal goals
Student accepts himself or herself
Student reflects on personal performance
Self-regulation
Student perseveres in the face of challenge/failure
Student reacts to change without panic
Student controls self in classroom settings
Student keeps hands and feet to self
Student understands what feelings are
Student knows names for feelings
Student recognizes mixed feelings
Student shows understanding that feelings-change
Student takes responsibility for own feelings
Student labels feeling appropriately
Student communicates feelings clearly
Student is mindful of what’s happening inside and
outside
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Student shows awareness of physical sensations
Student notices internal triggers for feelings
Student notices external triggers for feeling
Student can calm down at will
Student expresses feelings in appropriate ways
Student is able to let go
Student focuses on happiness
Student is able to stop impulsive reactions
Student is able to predict consequences
II. Developing healthy relations with others
Empathy-Identifying with others
Student predicts feelings of others
Student takes others’ perspective
Student correctly understands others’ motives
Student uses body language to show care
Student uses words to show care
Student paraphrases to confirm understanding
Student expresses solidarity with vulnerable others
Connecting with others
Communication Skills
Student introduces self easily
Student uses other person’s preferred name
Student asks open-ended questions
Student takes turn in conversations
Student thanks peers
Student thanks adult
Student expresses sympathy in time of grief
Student comforts a peer
Student gives compliments
Student receives compliments gracefully
Student gives negative feedback in constructive way
Student makes complaints in constructive way
Student avoids embarrassing others
Student makes apologies when called for
Student is generally courteous
Student says please and thank you
Student refrains from interrupting
Student responds to others’ greetings and questions
Student ignores provocation
Assertiveness
Student uses assertive body language/posture
Student uses assertive words to convey a message
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Student makes assertive eye contact
Student speaks in an assertive tone of voice
Student stands up for personal beliefs
Student sets clear limits
Student clearly states needs
Student exercises rights
Student makes complaints in constructive way
Student confronts wrongful behavior
Student confronts unfair practices
Student confronts sexually harassing or discriminatory
behavior
Student confronts ethnic or racial slurs or discrimination
Student confronts bias based on sexual orientation
Student challenges stereotype about disabilities
Social Skills
Student shows respect to peers
Student shows respect to adults
Student engages with others in active problem-solving
Student resolves conflict peaceably
Student identifies each party’s interest
Student avoids tattling about minor issues
Student comes up with ideas to meet each party’s
interests
Student engages in inclusive discussions
Student makes space for others in a group
Student supports other rights to dissent
Student expresses positive appreciation of diversity
Student mixes freely with students from different
backgrounds
Student knows how to join a group or game
Student offers to help others
Student seeks out mentors
Student engages in mentoring others
Student asks for help when needed
Student accesses supportive services
Student does fair share of work
Expressing social values
Student uses appropriate titles with adults
Student accepts legitimate authority
Student shares resources fairly
Student is generous with time and expertise
Student acts with kindness
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Student is loyal
Student stands up for friends
Student stands up for teacher or staff
Student stands up for parents
Student is reliable
Student is on time
Student speaks honestly
Student acts honestly
Student takes responsibility for actions
Student admits mistakes
Student is trustworthy
Student exercises rights
Student confronts wrongful behavior
Student confronts unfair practices
Student confronts sexually harassing or discriminatory
behavior
Student confronts ethnic or racial slurs or discrimination
Student confronts bias based on sexual orientation
Student challenges stereotype about disabilities
Student confronts injustice
III. Problem solving/decision making
Student engages in active problem-solving
Student sets goal
Student correctly identifies a problem
Student brainstorms options
Student evaluates alternatives
Student chooses solution
Student tests solutions
Student tries alternative when solution isn’t working
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