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When to raise your hand . . .

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When to yell out . . .

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1. Participation Expectations
2. Assembly expectations
3. Field trip behavior and preparations
4. Field Day rituals
5. When to stay for help after school
6. lunch and  recess expectations (voice level, where to sit, how quickly to eat, lining up for recess/volume level)
7. PBIS recognition (earning rewards) and how to react/what to expect

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1. Identify what might be hidden and discuss.define expectations for students and families.
2. Have a class discussion/Community Circle to answer any questions and/or explain anything.
3. Establish relationships and a safe class environment so students will feel comfortable asking questions.
4. Establish open communication with families.
5. Don't assume!

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School Dress

Food students eat for lunch

Socialization Opportunities

How kids get to school?

Schema for Lessons

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I think expected behavior in school is hidden. Many have of all backgrounds have not been taught in prior school or at home how to behave in school.

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1. Circles.

2, Reach out to families

3. Get to know your student's

4. Teach skills when notice a gap

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I also believe that behaviors in school... towards situations, peers and authority are very hidden for many cultures.  We tend to assume that students are being raised to behavior an “appropriate way” yet appropriate is so different for different cultures.

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We can make things unhidden many ways. We can really get to know our students more than their likes and dislikes.  By learning the depths of their culture and upbringings we can better teach and respect them. We can accomplish this by better communication with parents/ families that are geared to in-depth background knowledge rather than surface information.

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Now that I’m three weeks into this course I SEE so many aspects of school that contain hidden curriculum... clothing, snacks/ lunch, after school commitments and routines, weekend responsibilities, social interaction and relationships...to mention a few.

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- dress code
- lunch routines
- assembly behavior
- after school sports
- after school help
- after school clubs
- CPT
- professional development
- duty blocks

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- behavioral expectations
- cell phone use
- dress code

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- community circles being used toward behavioral expectations
- consistency among expectations within the staff
- clear lines of communication between students and families
- maybe a student handbook?

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Sarah McLaughlin

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Sarah McLaughlin - Time allotted  for instruction, eating and socializing

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Lessons should include "what the students will learn and/or experience, but ti should be flexible about how the goal will be met." We need to communicate and allow students to give us feedback and/or time to ask questions. Sometimes these questions can be as a class and sometimes we need to have chats with individuals.

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Whole school events:  class dances (prom), pep rally ("spirit" contests), athletic contests (football games)
Rituals:  wearing red on Fridays

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Expected levels of participation, historical context, expected behavior (I focused on whole school events & rituals in high school)

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In high school, the hidden curriculum of whole school events and school rituals could be un-hidden by reaching out to students and families to explain what these are and why they are important to the school community. To encourage participation, you could reach out to students in your class who understand the hidden curriculum to help students who don't because of their background.

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Clothing, routines, food, after school routines and responsibilities, family commitments/ expectations, access to technology, access to support at home, availability/ access to supplies

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Behavior expectations- especially since students are changing teachers yearly or even multiple times a day and every teacher had their own expectations/ norms

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Home work policy/expectations
Ways in which parents are "expected"to be involved in the school (PTO/Room parents/chaperons)
Teacher-Parent Conferences
Classroom routines and expectations for participation and peer interactions
Recess

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Student voice and choice in how they perceive behavior expectations, peer socialization, and engagement in their learning and learning environment.

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Get to know our students and families as individuals first and then as learners.

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-cellphone rules/expectations
-social norms (especially in the cafeteria)
-expectations for class participation

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I really think expected levels of participation are hidden. In a high school setting, where students move from class to class, different teachers have different ideas of what "active participation" looks like, and don't always explicitly teach students what they are looking for with regards to participation.

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I think in order to make expectations for class participation clear, the teacher needs to explicitly state what he/she is looking for (i.e. raising hand, verbal participation, etc.)

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I like how in the book they say that expected behavior should be explicitly outlined. I think the matrices in each school (and student interaction with matrices) do a fabulous job outlining appropriate expected behavior. However, I love in the reading how they say there should also be explicit examples of referrals to the principal.

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Continuing on my last post about behavior...Teachers, both classroom and small group, can, as suggested on p67, create UDL lessons to explicitly teach which behaviors are positive (through matrix) and also which behaviors will lead to an office referral.

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Participation in class, eye contact, body language/personal space, voice volume

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I think the lunchroom, recess and before and after-school programs contain hidden curriculum. I also feel like any field trip could also contain hidden curriculum. All of these times are times when socialization is a hidden curriculum.

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I think what is hidden are the behavioral norms.

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I think the way to make it un-hidden is by explicitly teaching. I also think having CORE values(PBIS) such as REACH can help build in dialogue for the social norms around the school.

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Behavior expectations throughout the day in different classes with different teachers and at recess

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What to wear on sports days
What if I don't have that shirt?
What does that word mean?

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Explicit instruction/responsive classroom

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Dress Code/How to Dress
Lunchroom/Hallway Time
Social Norms
Field Trips

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Different teachers behavior and cell phone expectations. Social norms.

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I think by using explicit instruction we can make it "un-hidden" for students.

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Lunchroom behaviors
School assembly/programs
Homework and classroom routines
Recess

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I would say behavior expectations. How these students should respond socially, what is positive and what is negative, what is nice vs. mean, etc. I think it is hard as every teacher has different expectations so how they act in the classroom might be different than the lunchroom.

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I love how many teachers said "explicit instruction." I completely agree. Learning from actions, incorporating self assessment, circle time, visuals to help make it black and white.
I also think it would be crucial to get the school involved. Everyone should be on the same page. For example our recess. We do not have concrete rules, therefore rules change depending on the teacher.

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Hat Policy
Pledge of Allegiance
Morning Announcements
Bell schedule
Lunch rotation
Skip days

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I have found that expectations from teacher to teacher is hidden for students. Behaviors that would pass for one teacher don't for another so students have to figure out what is appropriate for each class/room that they attend.

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use UDL principles to help uncover hidden curriculum for students

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dress code, lunch time routines, the bell schedule itself (I still have a hard time with it and I'm in my 4th year at MVMMS), school wide behavior expectations.

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MVMMS doesn't do a great job at clearly laying out behavior expectations and consequences. I think this is one of the most challenging things for students and teachers to navigate. I had one student this year who had just moved here from a refugee camp, and he didn't understand something as simple as you stay in your assigned seat and you go from one class to another. It was very eye opening to see that he just needed to be directly taught what would appear as common sense behavior, but wasn't for him!

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Clear expectations and consequences school wide that teachers and students are informed about at the beginning of the year, and we can remind them of throughout the year.

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Where to sit in the cafeteria
Flex behaviors
Hallway etiquette
Extracurricular activity attendance/behavior
How to talk to teachers

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I have seen students struggling to connect with peers and teachers because the social norms and communication style is not explicitly shared with them, but they are often viewed as "awkward" or "weird" and isolated because they don't understand these norms.

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We can be the ones to initiate conversation and pair students with others that might err on the side of asking questions rather than retreating when things get difficult. I think it all comes down to assuming best intent with our students and asking curious questions.

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Parent involvement (in general) and attendance are the two I see the most.

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I think most aspects of a schooling environment are hidden. Upon starting school, all students have to adjust to school life because it is distinctly different from home life (regardless of their backgrounds). Then, when you consider how little the teaching population reflects the student population, there is an added layer of hidden barriers.

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Speaking with students and their families about questions they may have about the "school culture" or "classroom culture." Also, encouraging families to get to know one another so that there is more inclusiveness in the school overall.

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The main ones I see are transitions from one class to another and being in the school after dismissal.

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I feel like students just react to what they are told in school. When they go from class to class if we as teachers do not lay everything out to them how would they know what to do or how to act during certain events. For example; safety procedures, how to make our way down to an assembly, where the class should sit or some aspects that are hidden to students until the day of.

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Opening up dialogue in class and having a class lead discussion about the norms and expectations. Also letting students help set these rules and norms. It will give the kids some accountability towards the expectations since they had that input.

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All rules and expectations of the behavior in school environment.

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It depends on a student's culture and academic background.

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1. Observe, do not make quick judgement and have an expectation before the rules are explained.
2. Connect the student to a "buddy", at least for the first week or two.
3. Learn about the student's culture and country.
4. Make relationship with parents.

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lunch
recess
bathroom
daily routines/rules

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expected  behaviors
group norms

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By having clear expectations and having classroom discussions.