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Yr 1- Give out River Rewards to children who are following the Rule of the Week. Use the language all the time.

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Yr 1- Give out River Rewards to children who are following the Rule of the Week. Use the language all the time.

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Discussion of the rule (poster)
Drama activities (what the rule looks like and shouldn't look like)
Circle time with the class, everyone gets a chance to discuss the rule.

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'Rule book' used in independent reading
Every time the opportunity arise, rules are reviewed
Repetition
Incidentally

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- when a student is 'caught' demonstrating the ROTW they get to hold onto Garfield for the week

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Using the language based in the rule
Reminders before play
Displaying in the classroom
Rule reading book to review

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Reminding on transitions to play
Reminding as behaviour arises in a positive way

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Acknowledge correct behaviours and model - during current rule week, and in the future

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Reminders, rewards, use of language

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- constant reminders
- incidental moments
- encouragement for Guest teachers e.g. Behaviour points or raffles
- Friday raffles
- step system

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On display for students, discussioms

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- Rivers Rewards when you see the behaviour
- make examples of the kids who are showing the behaviour

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Looks like
Sounds like
Feels like

Discussion, mini lesson and daily referrals

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Often refer and reward students who display ROTW behaviour

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- read through ROTW poster
- discuss and brainstorm as a class
- role plays
- draw the rule
- model the behaviour

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all my ROTW posters are on seesaw and i can flick back through them or students can flick through them to make comments and be reminded if needed.

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acknowledge students throughout the week

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acknowledge students throughout the week

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river rewards on eating duty and play ground duty

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I can flick it up on the TV quickly when i go onto the Seesaw ROTW folder.

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I go through the explicit teaching of the rule and then ask the kids to show me the rule through the creative options of the drawing pad app.

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Revise rules as they arise as an issue (recall how to walk around the school)
Researching as required
Refer to rules of the Week or 3 school rules when moving pegs (up and down)

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Make behaviours explicit prior to teaching (when applicable) e.g. Respect - how do you show respect in a lesson?
Acknowledging the rule of the Week publicly when students are being praised/rewarded with rivers rewards

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Incidentally - good and bad examples highlighted, rewarded and discussed
Brief revision in the morning

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Refer to the ROTW from previous weeks when positive behaviour is shown.

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Revisit when an issue may present itself. Pull out poster that refers to the issue.  Quick discussion on what was seen, heard and what we need to do to be safe, respectful learners.

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Revisit when an issue may present itself. Pull out poster that refers to the issue.  Quick discussion on what was seen, heard and what we need to do to be safe, respectful learners.

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The posters are up around the room. We point to them and discuss if we see people following this rule, if we did this week.

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Bring up language that supports the rules of the week, refer to the positive behaviours being displayed by the students

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Bring up language that supports the rules of the week, refer to the positive behaviours being displayed by the students

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Every poster is in the windows and referred to. 

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Every poster is in the windows and referred to. 

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Referred to when someone is following or not following it. 

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Referred to when someone is following or not following it. 

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-Refer to the ROTW when setting expectations each day/week
- Incidental moment
- Using specif language when giving praise

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Use it as everyday language, identify rule with Rivers Rewards and that gives the opportunity to discuss it again.

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Use it as everyday language, identify rule with Rivers Rewards and that gives the opportunity to discuss it again.

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Every week 2 students stay in at lunch and create a ROTW poster for the class which is then displayed in the window.

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Singing - RESPECT
Think - Pair - Share (then discuss)
Y chart (looks like, sounds like, feels like)
Showing students (which areas are out of bounds - do a tour)
Role playing the bad examples and have students repond

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Read rule, discuss what the rule means, give examples, discuss what it will look like, identify if the rule is something I am working on as a goal.

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Read rule, discuss what the rule means, give examples, discuss what it will look like, identify if the rule is something I am working on as a goal.

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Brain storming - what it looks like.
Kids act it out, we show what we want to see and what we shouldn't.

We discuss if we have ever experienced anything like this - background knowledge.

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As a whole class we:
-brainstorm examples (verbal & written)
-act out different scenarios (student & teacher)

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We remind the children of the rule of the week throughout the weeks, e.g. "Remember out rule of the week last week? We need to make sure we are organised learners and I can see that Jane is following this rule really well by having all her things prepared!"
Some of the year 5 teachers keep their posters in a display folder and others on their windows.

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When it comes up in our explicit teaching or during conversation, we point out the rule of the week and see how it applies to different situations.

We also offer Rivers Rewards for following the rule of the week.

Move names up and choose excellence awards based on children who follow the rule of the week.

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I remind the children in the morning what the rule of the week is and what the expectations are of them during the day. Re-direct the children when they break the rule of the week and mention that they are breaking the rule of the week, followed by a step down.

- Visual reminder with the poster
- Incidental teaching

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We use the visual to make predictions to what it might be about. We use the notes on Weekly Notes to help us guide the children through the rule of the week. We then apply it to their lives both in the classroom and in their home by using imaginary situations or acting out.

- Refer to the poster
- Read and Discuss
- Role Play

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Drama role plays
Puppet pals app
Reminding on transitions to play
Reminding as behaviour arises in a positive way
Talk to your partner