1. Teaching YOUR Expectations
Annette Brinkman &
Tim Frost
Dept of Teaching and
Learning
Granite School District

2. Group Norms ●If you think it – say it – expect a conversation.
● If you wonder, ask…
● Be certain you are learning
and contributing.
● Watch your air time.

3. Learning Task: Warm-Up
Think of a student from your past who did everything you could have ever hoped for during instruction…
what specifically did this child do independently, intrinsically?
what behaviors did he/she exhibit that you wished ALL of your students exhibited – especially ______.

4. Partner Time!
Find FOUR individuals you DO NOT know who are NOT at your table.
Choose a space and EACH of you sign your name on the other person’s sheet.
Tell each person one behavior this “MODEL” student did independently and/or intrinsically.
(Example: You walk over to someone you do not know. You sign THEIR sheet on the “birthday” space and they sign YOUR sheet on the “birthday” space.)

5. Define:
Procedures
Rules
Habits

6. Define: Procedures Rules Habits
Functional things that have to be done in a classroom such as passing in papers, getting drinks, & going to the restroom.

7. Procedures:
What are the necessary procedures your classroom needs to operate smoothly? Write them down. Be prepared to share them.

8. Define: Procedures Rules Habits
Functional things that have to be done in a classroom such as passing in papers, getting drinks, & going to the restroom.
The non-negotiables you are willing to enforce – usually involves safety and controlling the masses.

9. What rules does your SCHOOL have?
What rules do you have in your classroom?

10. Define: Procedures Rules Habits
Functional things that have to be done in a classroom – such as passing in papers, getting drinks, & going to the restroom.
The non-negotiables you are willing to enforce – usually involves safety and controlling the masses.
Intrinsic behaviors you want students to exhibit even when you are not there – such as self starting, using a 12 inch whisper, etc …

11. The most lavishly appointed classroom may turn into a shambles if routines for using it have not been established.
-New Zealand Dept. of Education

12. Habits
Why would your want certain student behaviors to become “Habits.”

13. Your Best and Toughest Kid?
What behaviors did your BEST kid exhibit
What behaviors did your TOUGHEST kid exhibit
Refer back to your “warm-up” exercise. Write down these behaviors.
Make a list

14. “Toughest” List:
Take a look at the list of behaviors your “Toughest” kid exhibited.
What HABIT(S) need to be in place to REPLACE these bad behaviors?
Example: “Enters room and does not begin bell ringer”
Needed habit: Be a self-starter.

15. Possible Classroom Habits
Be a Self-Starter
Be on-task
Direct Instruction
Group Work (labs, etc…)
Be an Active Listener
Link: Finish one thing and start the next

16. Building The Foundation
Identify critical habits your students need to support the learning you wish to offer.
Invest time and effort to thoroughly teach those habits.
Follow the 4 steps of letting them know.
REFINE: Praise those who exhibit the habits and reteach those who don’t.

18. Four Steps to Teaching A Habit
Explain: Looks Like/Sounds Like
Demonstrate: Wrong Way/Right Way
Practice: Right Way
Refine: Never Ending …
… Procedure adapted from US Air Force

19. Looks Like / Sounds Like
Self-starting
Demonstration

20. Self Start (10 problem math quiz)

21. Step One: Self-Starters Looks Like: Sounds Like: Look at task
Put stuff away
Start reading or writing
Keep reading or writing
Pencils scratching
Quiet
Pages turning
Hall noise

22. Step Two: Demo: Debrief after each demo: wrong way right way
what did ___ and ___ do correctly?
what do ___ and ___ need to refine?
prioritize 3 most important things off chart

23. Step Three:
EVERYONE practice the correct way.

24. Steps One-Three: Why? What modifications do you need: age of students?
your personality?

25. Step Four:
REFINE
Refine

26. What if you don’t refine???
Your percentage of compliance will DROP to 10% or less.
We often hear “I tried that, but it didn’t work.” – Refining issue
1 kid off on Monday, 2 off on Tuesday, 4 off on Wednesday, …

27. Your Turn Get into groups of _____
Choose one CRITICAL habit for your classroom.
Conduct a “Looks Like/Sounds Like” exercise for your group.
All of you will present to each other.

28. Looks Like / Sounds Like Assignments
Walking silently down the hall Stay on task during independent work What do I do when I am finished? Respond to an attention prompt Be an active listener Stay on task during lab/ group work

29. Assignment
Try a “Looks Like/ Sounds Like” procedure with ONE of your classes.
Assembly behavior, walking to the library, moving from class to laboratory, etc.

30. Geneva Elementary 2000
We are here to teach children the behaviors we want to see.
Not to crucify them for the behaviors they came with.