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Receive feedback/review

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offer the opportunity to practice

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New lessons taught and applied/make sure concept is grasped with practice

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Early Stage-Teacher Expectations

Middle Stage-How can the student repair the situation?

Late Stage-Behavior Chart/Goal Setting

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Hold yourself to the same expectations you hold your students to. Especially regrading work.

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Reflect and review what was previously gone over

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Teach expectations and be sure to remind the students of expectations periodically.

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Give specific positive feedback; ensure all students receive it.

Use calm corrective strategies: redirection, modeling, proximity.

Use further supports as needed: breaks, restitution, behavior plans.

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Brief check-in then get to reviewing/instruction

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Quiet reminder tied to expectations (“Safe means hands to yourself”).

Nonverbal cue (teacher look, gesture, point to chart).

Proximity/pause without disrupting lesson.

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Use schoolwide language (Responsible, Respectful, Reliable, Safe).

Explicitly teach, model, and practice expectations with visuals.

Re-teach after breaks or when needed; review often.

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Students need detailed instruction on the why, how, and where to submit assignments.

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Method for Teaching Expectations at the Beginning of the Year/Track In:

Plan for Re-Teaching:

Strategies for Incorporating Expectations into Instruction:

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Students need to know exactly what is expected of them when they enter the room

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Teach expectations for independent & group work; practice with visuals.

Use clear help signals, timers, and explicit transition routines.

End class calmly: clean up, preview next day, exit routine.

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With affirming feeding back students are more likely to replicate the behavior. Provide specific positive feedback contingent upon performance. Effective consequences, or responses to behavior, are those that result in the problem behavior changing over time.

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Submitting assignments safely & accessibly:

Expectations for independent work time:

Instruction/practice for independent work expectations:

Expectations for cooperative work time:

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Teach & practice the attention signal; wait for full attention.

Use clear entry routines, visual schedules, and warm-ups.

Set procedures for late arrivals, materials, and getting started.

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Use common language across the school. Make sure they are aware of how the rules specifically work in your classroom.

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Only start instruction when you have the full attention of the entire classroom.

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Reminding students of expectations & setting the tone before they enter:

Warm-up ideas connected to curriculum:

Procedures for students arriving late:

Equitable access to materials:

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How the students will receive their assignments and how they are to turn in the work. How are they to manage their independent time. How students will ask and get assistance when they need it.

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Have a late arrival with instructions stating that its ok they are late and to just come in and sit down. Warming up the class for the work they will be doing. What the students should do when they arrive to the classroom.