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METHODS TO INCREASE ON TASK BEHAVIOR INCLUDE CAREFULLY ARRANGING THE CLASSROOM TO ALLOW MOVEMENT AND PURPOSEFUL SEATING, PLANNING LESSON BEGINNINGS CAREFULLY TO GET STUDENTS' ATTENTION AND STIMULATE INTEREST, PROVIDING CLEAR INSTRUCTIONS AND CHECKING FOR UNDERSTANDING BY ACCEPTING QUESTIONS, AND MAINTAINING STUDENTS' ATTENTION BY SWITCHING UP INTERACTION PATTERNS AND INCREASING WAIT TIME. YOU ALSO HAVE TO BE MINDFUL OF PACING, HOW DIFFICULT THE WORK IS, FEEDBACK FOR STUDENTS, AND PREPARING SMOOTH TRANSITIONS. PROCEDURES SHOULD BE CREATED FOR DEALING WITH COMMON DISRUPTIONS SUCH AS STUDENTS LEAVING THE ROOM, TARDINESS, HOMEWORK CONFLICTS, EXCESSIVE NONACADEMIC QUESTIONS, AND ANY OTHER DISRUPTIONS.

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OBJECTIVE THREE: BEGINNING OF YEAR STRUCTURE (IN ELEMENTARY CLASSROOMS)

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OBJECTIVE THREE: BEGINNING OF YEAR STRUCTURE (IN ELEMENTARY CLASSROOMS)

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BEFORE THE SCHOOL YEAR BEGINS, YOU SHOULD READY YOUR CLASSROOM AND PLAN YOUR RULES, PROCEDURES, AND CONSEQUENCES FOR THE YEAR. WITHIN THE FIRST FEW DAYS, YOU SHOULD TEACH STUDENTS ALL RULES AND PROCEDURES AS WELL AS CREATE ACTIVITIES WHICH INVOLVE STUDENTS READILY. YOU ALSO NEED TO MONITOR BEHAVIOR AND STOP ALL INAPPROPRIATE BEHAVIORS. YOU MUST ORGANIZE INSTRUCTION THAT IS SUITABLE FOR ALL STUDENTS, BE CLEAR IN THE INFORMATION YOU PRESENT AND GIVE DIRECT INSTRUCTIONS, AND DEVELOP PROCEDURES TO KEEP STUDENTS RESPONSIBLE FOR THEIR WORK.

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OBJECTIVE TWO: DIFFERENCE BETWEEN STANDARDS, RULES, AND KEY PROCEDURES 

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OBJECTIVE TWO: DIFFERENCE BETWEEN STANDARDS, RULES, AND KEY PROCEDURES 

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FIRST, STANDARDS ARE AGREEMENTS TEACHERS AND STUDENTS MAKE REGARDING THE TYPES OF GENERAL BEHAVIORS THAT HELP MAKE A CLASSROOM A SAFE COMMUNITY, SUCH AS "TREAT EACH OTHER KINDLY." SECOND, RULES ARE SIMILAR TO BEHAVIOR STANDARDS, THOUGH THEY ARE OFTEN MORE FORMALLY WRITTEN AND POSTED IN THE CLASSROOM AS WELL AS GIVEN TO STUDENTS TO KEEP IN THEIR NOTEBOOKS. RULES EXPLAIN THE SPECIFIC BEHAVIORS THAT ARE EXPECTED IN THE CLASSROOM, SUCH AS "KEEP ALL BODY PARTS TO YOURSELF." PROCEDURES, ON THE OTHER HAND, ARE EXPECTATIONS FOR HOW A SPECIFIC ACTIVITY WILL BE ACCOMPLISHED, SUCH AS GOING TO THE BATHROOM OR WALKING IN THE HALLWAY.

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OBJECTIVE ONE: CREATING BEHAVIOR EXPECTATIONS AND STANDARDS WITH STUDENTS

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OBJECTIVE ONE: CREATING BEHAVIOR EXPECTATIONS AND STANDARDS WITH STUDENTS

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THE FIRST STEP IN DEVELOPING CLASSROOM BEHAVIOR EXPECTATIONS AND STANDARDS THAT WILL SUPPORT A SAFE, POSITIVE LEARNING ENVIRONMENT IS TO DISCUSS THE VALUE OF HAVING THESE STANDARDS. NEXT, DEVELOP A LIST OF 3-6 STANDARDS THAT ARE POSITIVELY STATED, CLEARLY SEPARATE FROM PROCEDURES, AND ADDRESS THE CONCEPT OF TIME, PLACE, AND MANNER. AFTER STANDARDS HAVE BEEN DEVELOPED, YOU MUST OBTAIN COMMITMENT TO THEM BY HAVING STUDENTS SIGN AND COMMIT TO SUPPORT THESE STANDARDS, AS WELL AS ANYONE ELSE WHO MAY NEED TO SUPPORT THEM. THE LAST STEP IN DEVELOPING STANDARDS IS TO MONITOR AND REVIEW THEM BY DETERMINING HOW NEW STUDENTS WILL BE INVOLVED IN UNDERSTANDING AND COMMITTING TO THE STANDARDS. YOU SHOULD ALSO REVIEW THE STANDARDS WHEN BEHAVIOR PROBLEMS INCREASE OR AT TIMES YOU EXPECT STUDENTS NEED A PREVENTATIVE REVIEW.