Establishing and teaching expectations

Establishing expectations Each classroom should have three to five positively expectations for students to follow. – These can align with the school’s universal expectations if those exist. These expectations should be broad and able to encompass a broad range of behaviors.

School Rules NO Food NO Weapons NO Backpacks NO Drugs/Smoking NO Bullying

Defining routines within expectations Once a teacher has chosen expectations for his or her classroom, these expectations need to be defined within the context of classroom routines. Why is it important for students to have an operational definition (i.e., an observable, measurable description) of the expected behaviors? One way to do this is in a matrix format.

Rules within Routines Matrix Routines Rules Entering Classroom Seat Work Small Group Activity Leaving Classroom Be Safe Be Respectful Be Responsible Expectations Classroom Routines Group workDesk work Quizzes and tests ArrivalDismissal Respect ourselves Offer ideas Complete all tasks Sit with feet on the ground Get up and stretch if necessary Study for all assessments Read through and double- check all work Get all supplies for the day Lock belongings in locker Check on homework Pack necessary materials Respect others Compliment others’ ideas Listen and make eye contact Work silently Read quietly if finished ahead of others Keep eyes on your own paper Study with others Keep phone off and in bag Move out of the way quickly in the hall Let others sit with you on the bus Hold doors for those with bags Respect property Keep materials organized Move desks quietly Keep desk area clean Keep aisles clear Keep desk area clean Use scrap paper Close locker doors quietly Move chairs quietly Push chairs under desks Walk in the hallways

Classroom Matrix Activity On the matrix provided in your activity handout, please do the following: – Write your classroom expectations in the left-hand column (as indicated). – Write your classroom routines across the top row (as indicated). – In each box, write at least two behaviors that define what the expectations looks like in the routine You will have 15 minutes to complete this task.

Teaching expectations In classes where routines are established on the first day of school, students are more engaged in academic activities and make more academic progress throughout the year (Bohn et al., 2004; Evertson, 1989). Rules alone are not enough, though! – Need to be implemented as part of a comprehensive instructional and behavioral systems – Need to be consistent with school’s culture – Need to be taught explicitly – Need to be reviewed regularly Rathvon, 2008

Our expectations = set of social skills Social skills are... – Behaviors that individuals display within a certain situation that predict and are associated with important social outcomes – What does that mean? Behavior = something observable and measurable Situation = context and/or antecedent Outcome = acceptance; positive descriptions Darch & Kame'enui, 2004, p. 154

Why teach behavioral expectations? Why do we need to teach behavioral expectations? What kinds of classroom situations demand a certain level of social skillfulness? – Having a conversation – Working in groups – Problem-solving – Making friends – Following rules – Self-management (e.g., during independent work) – Others? Darch & Kame'enui, 2004

Phases of learning

Teaching behavioral expectations: Phases of learning Ensure that your instruction matches students’ phase of learning. Remember: Generalization is the goal of all teaching. How can we increase the likelihood of generalization? Simonsen & Myers, 2015

Teaching behavioral expectations: Other considerations Provide the same level of constructive feedback for social behavior that you do for academic behavior. – Reteach, test, and provide feedback. – Give the same level of encouragement. Minor behavior errors should be corrected like academic errors. Why is this so difficult sometimes?

Teaching behavioral expectations: Prompting Teachers need to use prompts and precorrects to enhance behavioral expectation instruction. – A prompt is a stimulus added to the environment to increase the likelihood of the antecedent stimulus occasioning the desired behavior. – A precorrect is a prompt given to students before a situation in which there is a high likelihood of problem behavior.

Teaching behavioral expectations: Prompting There are four types of prompts: – Visual – Verbal – Gestural – Physical How can these be used to increase the likelihood that students will display the social skills they’ve been taught?

Teaching expectations: Prompting What might prompting look like? N7fjZRjVZNVno0VGE5UGJ4RFE/view?usp=sharing N7fjZRjVZNVno0VGE5UGJ4RFE/view?usp=sharing The videos we will be using to illustrate some of the content were generously provided by Dr. Terry Scott from the University of Louisville in Kentucky, a PBIS pioneer who is completely committed to effective behavioral support for all students and teachers. –

Thinking about data collection What are some student and teacher behaviors that would be relevant in establishing and teaching expectations? – Students’ knowledge of expectations – Any expectations taught to students – Teacher use of prompts and precorrects – Others? You could use one of your Data Collection Plan templates to focus on one of these behaviors.

Behavioral expectation lesson plan The lesson plan template in your handout will help you create a behavioral expectation lesson plan that incorporates all the key features, including: – Your teaching objective – Positive and negative teaching examples – Materials you will need for your lesson – “Model, lead, and test” activities – Follow-up activities

Behavioral Expectation Lesson Plan Activity In your activity handout, locate the Behavioral Expectation Lesson Plan Activity template. Sketch a quick outline of a lesson plan based on one of the “boxes” from your matrix. You will have 15 minutes to complete this activity.