1. Lesson 4 Expectations Teach Students How to Be Successful 1

2. Expectations vs. Rules What is the difference between an expectation and a rule? 2

3. Rules Are Constant – they do not change based on the activity 3

4. Expectations Provide details about what behaviors are expected and not expected of students in each type of classroom activity 4

5. Common Misbehaviors  Talking too much or too loudly or about the wrong things  Demanding attention  Working on the wrong activity or not working at all  Working together when they should be working independently (or vice versa)  Copying someone’s work or copying source material without giving credit  Monopolizing classroom discussions or not participating at all  Disrupting lessons or doing nothing during work periods 5

6. Task 1: Define Clear and Consistent Behavioral Expectations for All Regularly Scheduled Classroom Activities I have made a list of the major classroom activities and/or categories of activities that will take place during a typical day for which I have different behavioral expectations. 6

7. Task 1: Define Clear and Consistent Behavioral Expectations for All Regularly Scheduled Classroom Activities Examples of major classroom activities Opening / Attendance Class meetings Direct Instruction / LectureLabs / Stations Tests / Quizzes Peer Tutoring Cooperative Groups Discussions Independent Work Ending / Clean-up 7

8. Task 1: Define Clear and Consistent Behavioral Expectations for All Regularly Scheduled Classroom Activities For each activity (or category of activities), I have defined in detail my behavioral expectations for students using either the CHAMPS acronym. 8

9. The CHAMPs Acronym Conversation Help Activity Movement Participation 9

10. Task 1: Define Clear and Consistent Behavioral Expectations for All Regularly Scheduled Classroom Activities I have considered the level of class structure my students need as I addressed the following issues and questions: 10

11. Conversation How much and what type of conversation among students is allowed? Levels of Conversation Level 0Silence Level 1Whisper Level 2Soft conversation Level 3Presentational Level 4Outside 11

12. Help How are students to request help and what should they do while they are waiting for help? 12

13. Activity What is the activity, task, or assignment students will be engaged in? What is its purpose? What is the expected end product? 13

14. Movement How much and under what circumstances can students move about? 14

15. Participation What student behaviors show active and responsible participation and what student behaviors show lack of appropriate participation? 15

16. Success If students follow the CHAMPS expectations, they will be successful. 16

17. Task 2: Define Clear and Consistent Behavioral Expectations for Common Transitions I have made a list of the common transitions and/or categories of transitions (within and between activities) that will take place during a typical day. Moving to and from locations such as labs Handing in Work Cleaning up after project activities Leaving the classroom after the period Handing things out (assignments, supplies, etc) Handing things back (graded papers, etc) 17

18. Task 2: Define Clear and Consistent Behavioral Expectations for Common Transitions  For each transition (or category), I have defined in detail my behavioral expectations.  For each transition (or category), I have a procedure – which I have clearly communicated to my students  For each transition (or category), I have considered the level of class structure my students need as I addressed the following issues and questions: 18

19. 1.Describe the transition. What will be different after the transition? 2.Specifically, how long should this transition require? 3.What behaviors would indicate a student is participating? 4.What behaviors would indicate a student is not participating in this transition? 19 Task 2: Define Clear and Consistent Behavioral Expectations for Common Transitions

20. Task 3: Develop a Preliminary Plan and Prepare Lessons for Teaching Your Expectations to Students Based on the needs of my students, I have developed a preliminary plan to teach my CHAMPS or ACHIEVE expectations for activities and transitions. In developing my plan, I considered the following questions: How detailed do my lessons need to be? How long do I anticipate having to actively teach the lessons? What is the best way to organize the content? 20

21. Three-Step Process for Communicating Expectations 21 TEACHMONITORFEEDBACK TMF Task 3: Develop a Preliminary Plan and Prepare Lessons for Teaching Your Expectations to Students

22. Based on my plan, I have prepared CHAMPS lessons that I will use at the beginning of the school year to communicate behavioral expectations to students. In developing my plan, I considered the following: Visual displays Demonstrations Verification Level of structure and lessons to teach expectations 22 Task 3: Develop a Preliminary Plan and Prepare Lessons for Teaching Your Expectations to Students

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25. Develop CHAMPS Expectations for one major activity (or group of activities). Find a partner. Provide feedback on the clarity and thoroughness of their expectations. (Remember, you do not have to agree with each other’s expectations-their feedback should focus on whether the expectations are specific and detailed enough that lessons for students could be taught from them.) 25