Expectations & Routines

 

Name James Russell             Date    June 25 2015                          

 

ESTABLISHING RAPPORT & GETTING TO KNOW YOUR STUDENTS

 

1. Identify some things it will be important to know about your students and their families to be an effective teacher.
2. Student preferences 2. Family dynamics 3. Food and Health Protocols. 4. School transportation. 
3. Preferred contact method with parents.
4. Describe a plan for getting to know your students and their families.

Sending home personal information survey to parents.  Spending time with students during a non academic activity.  Meeting the students prior to transitioning to the high school.  Being involved in the transition meeting during the prior school year.

 

3. Describe how you plan to establish a positive connection with your students and their families from the start of the school year.

            Always making an effort to get away from the desk and the paperwork and to be involved in all academic activities.  Greeting all students every morning or at the beginning of the class period.  Remember conversations and follow up with them in a short but appropriate time period.                                                                                                                                                                         

DEFINING & TEACHING BEHAVIORAL EXPECTATIONS & ROUTINES

 

4. Identify the primary behavioral expectations and routines to teach for your reading group that will set your students and you up for success in maximizing instructional time.

 

Primary Behavioral Expectations	Rationale
1. Raising hands when responding	Less interuptions during instruction.
2. Square in the chair	Safety for self and others while being seated
3. Walking in the classroom	Safety when gathering or returning materials as well as safely entering and exititng activities.
4. Respectful physical movements	Student safety and examples of positive support
5. Honest effort	Student being honest about understanding and asking for help if needed or honest reasoning for actions with out fear of punishment.

 

5. Identify your five highest priority routines and your rationale to teach for your reading group that will set your students and you up for success in maximizing instructional time. –

Routine	Rationale
1. Entering the classroom	Small reminder of other classroom expectations
2. Exiting the classrooom	Knowing why a student is leaving and an agreed return time.
3. Gathering materials	Less students up and beginning activity sooner
4.Asking for help(ask 3 before me)	Students get help and reinforce collaborative learning
5. Class instruction	Students will know how to be engaged respectfully.

 

6. Select 1 routine to task analyze (identify the steps students will need to complete to do the routine successfully)

Task Analysis – Routine:  Exiting the Classroom

1. When I say go each student will begin the exiting routine.

2. Students will put away all materials at their seat in the correct place.

3. Students will then pick up any extra items around their area and put them in the right place.

4.Students will push in their chair so the back rest is touching the table/desk.

5.Ask as an adult to inspect their area to get an ok to exit.

 

7. Practice: Identify one of the Expectations/Routines above and complete the attached lesson plan for teaching that expectation or routine.

(As a beginning teacher, before starting in your classroom you may want to complete a lesson plan for each expectation/routine until you are fluent with the process of planning and teaching behavioral lessons.)

 

8. Develop and describe your plan/schedule for how you will teach each of the expectations/ routines above during the first days/week of working with your students.

 

            On the first day of school I will present the five routines that are of the highest routines and expectations.  I will quiclkly introduce them in order to provide some background knowledge for when we will go into them with more detail.  I will start with the highest priority routine and display the steps.  I will teach the routine, give examples and non examples, as well as examples of the expectations with in the routine. Then we will practice it as a group and transition into a different group activity.  After the conclusion of the activity we will review the previous routine and have some one demonstrate it.  I will then write the steps of the next routine, teach it, practice it, and then transition into another academic activity.              I will alternate the expectations with a quick activity in order to keep them engaged and to give opportunities to see what understanding of the routine has been retained.                                                                                                                                                                                                                        

After explicitly teaching student the Behavioral Expectations and Routines during the first days/week you work with them:

 

9. Describe the process you will use to quickly review/revisit the expectations & routines on a daily basis at the beginning of your instructional group.

Having a acknowledgment system when you see the correct behavior and acknowledge the student, what they did, and display a visual reminder.                                                                                                 

Teaching Behavior & Social Skills Lesson Plan   Student (#/describe students)____5 students__________________   Date ____ June 25 2015
Step 1: Identify the expected behavior and describe it in observable terms.
Sitting square in the chair means that students are sitting upright and facing forward.  Their feet are in front of them and are flat on the ground with knees bent,
Step 2: Rationale for Teaching the Rule (Why is it important; when should they use it-give examples)
This expected behavior is to provide a safe environment while displaying attentiveness and engagement in the classroom activities.
Step 3: Link to students’ background knowledge (when do/don’t they use this expectation in other contexts?)
Students should use this expectation when ever they are seated in all rooms and areas within the school.  This includes cafeteria, library, classrooms, and hallway benches.
Step 4: Identify a Range of Examples
Positive Examples of the Expected Behavior (this is what the expected behavior looks like and when it is appropriate)	Negative Teaching Examples (non-examples, what not to do)
Feet flat and directly in front. Knees bent at 90 degrees. Back is resting on the back of the chair. Hands in their lap or resting on a table in front of them.	Leg sticking out to the side. Leaning on the shoulder on the back of the chair. Sitting half way on the sit or siting with more than one person. Hands out stretched to the sides.
Step 5: Practice/Role Playing Activities
Model Expected Behavior  Lead Student through Behavior  Test Student
Model sitting square in a the chair. Turn the chair around and lean forward on the backrest and ask students what I’m doing wrong – what do I need to do to correct it? Model sitting square in the chair in other areas of the school. This includes cafeteria, library, classrooms, and hallway benches. Leg sticking out to the side and ask students what I’m doing wrong – what do I need to do to correct it? Sitting half way on the sit or siting with more than one person. Ask 2- 3 students to model how to sit square in the chair.
Step 6: Responding to Behavior in Classroom & Role Play
Reinforcement for Expected Behavior	Corrective Feedback for Misbehavior
Identify those who are  is sitting square in their chair and praise them.  Give students the SWPBIS tokens. Thumbs up to students who are sitting square in their chair.	Give some pre-corrections when we go to  new area in the school. Asking a student if they are sitting square in their chair. Give rewards to those who help correct their peers.
**Move from Continuous to Intermittent Reinforcement as student gains fluency
Step 6: Prompt/Remind/Preteach Expected Behavior in Classroom
Posting the expectations in order to prompt continuing to carry out the expectations.  Remind students about expectations and continue to give examples and non examples over the first few class sessions. Continue to give praise and fade it out but intermittently provide lots of positive reinforcements to emphasize the continued behavior.          Adapted by C. Borgmeier, from Langland, S., Lewis-Palmer, T., & Sugai, G. (1998). Teaching respect in the classroom: An instructional approach. Journal of Behavioral Education, 8, 245-262 and Walker, H. M., Colvin, G., & Ramsey, E. (1995). Antisocial behavior in school: Strategies and best practices. Pacific Grove: Brooks/Cole Publishing Company

                                                                                                                                                ACKNOWLEDGING EXPECTED/DESIRED BEHAVIOR

 

10. Prioritize 5 specific statements you will use to regularly acknowledge students for each of the behavioral expectations you identified above. Be sure to explicitly label the desired behavior within each statement.

 

Specific Statements to acknowledge Student Desired Behavior. Be sure to clearly state behavior student is engaging in, as well as the expectation they are following.	Match w/ Expectation (e.g. Exp. 3)
a. Thank you for waiting and raising your hand.  I was able to give a few more examples.  What is your question?	Exp 1
b. I know you are tired but thank you for sitting square in your chair.  It looks like you are really trying to do the right thing.	Exp 2
c.I know you rushed to turn that assignment in and I appreciate you being     safe and walking while doing so.	Exp 3
d.I saw you were upset and but instead of walking you away you stayed and worked the problem out.	Exp 4
e.Thank you for telling me that you don’t want to do the assignments.  Do you want some help or do you want to take a quick brake and you can finish this while the other students have their brake?	Exp 5

 

11. If you or your students require a more formalized group system for consistently acknowledging desired student behavior what will your system look like (e.g. Teacher’s Game, handing out tickets/stickers for positive behavior, Point Cards, etc.)?

I call it the student store.  I pass out Pioneer bucks and items in the store have prices.  The last 10 min of class the students can ask to buy something when they have earned enough money.  Each ticket is distributed each time an adult identifies a student following one of the 5 expectations.                                                                                                                                      

 

12. What would be potential incentives for the group or for students.

The incentives vary for the different interests of the students.  Some incentives are food, others are choice activities (playing wii, printed coloring pages), and school spirit things (t-shirts and lanyards).

13. With the system described above what would be the criteria for the group of students to earn the incentives?
14. Each ticket is distributed each time an adult identifies a student following one of the 5 expectations. Sometimes I will give an incentive prior to an activity. For example those who finish this activity in one class period get 3 pioneer bucks.  If a student gives any extra effort or goes out of their way to help another student will also receive some extra bucks.  

 

 

 

 

RESPONDING TO PROBLEM BEHAVIOR/ CONSEQUENCES

 

15. Identify 3 problem behaviors you anticipate seeing most often in your classroom

Plan your responses in advance

1. Verbal/Visual redirect – What specifically would you say in response to occurrence of

this problem behavior — (see handouts – ‘9 variables’ & ‘Sequence of Steps’

2. Pre-planned consequences – what consequences would you assign to student refusal

to comply and engaging in this problem behavior (best to focus on remedial/teaching responses and limit loss of instructional time)

Example Consequences – time owed, loss of privilege (recess, computer time), practice expected behavior, write a problem solving form, contact parent, time-out, etc.)

 

 

PROBLEM # 1 = Student is speaking really loudly.

Verbal Redirect to Expected Behavior Taylor, please check your volume you are at a yellow level.

Pre-Planned Consequences If you get to the red level I will have to give you a tally .  After 3 tallies you will have to spend some time with me during lunch.

PROBLEM # 2 = Cell phone is out during class

Verbal Redirect to Expected Behavior I would repeat the expectation to the class about all electronics need to put away.  I would ask the student directly if they continued to keep it out.

Pre-Planned Consequences The phone would go in my desk drawer until the end of class.  If a repeated offender I would ask for some clarification and why they feel they need to keep it out.

PROBLEM # 3 =Student is not following directions and being disrespectful to staff.

Verbal Redirect to Expected Behavior I would tell the student that I am willing and wanting to help them work through the problem when they are calm and ready to speak respectfully.  I would ask them to take a break at their seat and that they can finish their work at another time.

Pre-Planned Consequences If the student continue to be disrespectful and refuses to be engaged in class instruction then their name would be written on a note on their desk.  They will have to first apologize for the actions to get the first letter erased and continue to show they know how to follow the expectations until all the letters are erased.  Once their name is erased they can return to having access to choice activities.

*If you find yourself needing to use negative consequences over and over with the student it is time to develop a plan for the student based on understanding the function of behavior.

         (More to come in SPED 521 – Behavior and Classroom Management)

 

Ten Variables That Affect Compliance

 

1. Using a Question Format– The use of questions Instead of direct requests reduces compliance. For example, “Would you please stop teasing?” is less effective than “I need you to stop teasing.”
2. Distance– It is better to make a request from up close (I.e., 1 meter, or one desk distance) than from longer distances (I.e., 7 meters, across the classroom).
3. Eye Contact-It is better to look into the child’s eye or ask the child to look into your eyes than to not to make eye contact.
4. Two Requests-It is better to give the same request only twice than to give it several times (I.e., nag); Do not give many different requests rapidly (I.e., “Please give me your homework, please behave today, and do not tease the girl in front of you,”)
5. Loudness of Request-It is better to make a request in a soft but firm voice than in a loud voice (I.e., yelling when making a request to get attention).
6. Time-Give the student time to comply after giving a request (3 to 5 seconds). During this short interval, do not converse with the child (arguing, excuse making), restate the request, or make a different request. Simply look the child in the eyes and wait for compliance.
7. More Start Requests instead of Stop Requests-It is better to make more positive requests for a child to start an appropriate behavior (e.g., “Please start your arithmetic assignment’.). It is better to make fewer negative requests for a child to stop misbehavior (I.e., “Please stop arguing with me.”).
8. Non-emotional instead of Emotional Requests-It is better to control negative emotions when making a request (e.g., yelling, name calling, guilt inducing statements, and roughly handling a child). Emotional responses decrease compliance and make the situation worse.
9. Descriptive Requests-Requests that are positive and descriptive are better than ambiguous or global requests (I.e., “Please sit in your chair with your feet on the floor, hands on your desk, and look at me” is better than “Pay attention.”)
10. Reinforce Compliance-It Is too easy to request a behavior from a child and then ignore the positive result. If you want more compliance, genuinely reinforce it.