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G. Lesson Plans for Teaching Expectations/ Rules

G. Lesson Plans for Teaching Expectations/ Rules. Objectives. Understand why and how to teach appropriate behavior Identify how to develop lesson plans for teaching school-wide expectations and rules Identify how to embed expectations in the curriculum Explore creative ways to teach behavior

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G. Lesson Plans for Teaching Expectations/ Rules

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  1. G. Lesson Plans for Teaching Expectations/ Rules

  2. Objectives • Understand why and how to teach appropriate behavior • Identify how to develop lesson plans for teaching school-wide expectations and rules • Identify how to embed expectations in the curriculum • Explore creative ways to teach behavior • Understand how to use data to make decisions about teaching

  3. Developing a System for Teaching Appropriate Behavior

  4. Once you have developed school-wide expectations, it is not enough to just post the words on the walls of the classroom… YOU MUST TEACH THEM!

  5. Behavioral Errors • More often occur because: • Students do not have appropriate skills- “Skill Deficits” • Students do not know when to use skills • Students have not been taught specific classroom procedures and routines • Skills are not taught in context

  6. “If a child doesn’t know how to read, we teach.” “If a child doesn’t know how to swim, we teach.” “If a child doesn’t know how to multiply, we teach.” “If a child doesn’t know how to drive, we teach.” “If a child doesn’t know how to behave, we……teach? …punish?” “Why can’t we finish the last sentence as automatically as we do the others?” (Herner, 1998)

  7. Why Develop a System forTeaching Behavior? • Behaviors are prerequisites for academics • Procedures and routines create structure • Repetition is key to learning new skills: • For a child to learn something new, it needs to be repeated on average of 8 times • Adults average 25- Joyce and Showers, 2006 • For a child to unlearn an old behavior and replace with a new behavior, the new behavior must be repeated on average 28 times (Harry Wong)

  8. Why Develop a System forTeaching Behavior? • We can no longerassume: • Students know the expectations/rules and appropriate ways to behave • Students will learn appropriate behaviors quickly and effectively without consistent practice and modeling

  9. Why Develop a System forTeaching Behavior? • We mustassume: • Students will require different curricula, instructional modalities, etc… to learn appropriate behavior • We need to teach expectations/rules and appropriate behaviors as effectively as we teach academic skills

  10. Teaching Academics & Behaviors DEFINE Simply ADJUST for Efficiency MONITOR & ACKNOWLEDGE Continuously MODEL PRACTICE In Setting

  11. How Do We Teach Behavior? • Introductory Events • Teaching school to expectations and rules • On-going Direct Instruction • Specially designed lessons, character education • Embedding in Other Curriculum • Booster Trainings • Keeping it Out There • Visual Displays – posters, agenda covers • Daily announcements

  12. Introductory Events • All faculty and students participate • Decide on method that will be most effective for your school • Consider Importance/Impact - Activity/event should be a high priority… not given a few minutes in some other activity

  13. Creative Ideas:“Putting it into Practice” • Provide students with a script that includes actions and words expected • Rotate students through different settings-Teach the behaviors in the setting where the behaviors are expected to occur • Have classes compete to come up with unique ideas (student projects, bulletin boards, skits, songs, etc…) • Recognize staff for creative activities • Video students role-playing to teach expectations and rules and show during morning show

  14. Specially Designed Lessons • Provide initial lesson plans and/or lesson plan format for teachers to begin teaching behavior • Build on what you have (I.e. character ed.) • Develop a system for expanding behavior lesson plan ideas throughout the year • Determine the minimum requirements for teaching behavior (i.e. how often)

  15. Lesson Plans: Two Levels • Level 1: Concept Development (Expectations) • Broad expectations • Applicable to all settings • Level 2: Skills (Rules) • Observable behaviors • Rules for specific settings *****Lessons must be taught in setting that behavior occurs- For example, if you are teaching cafeteria rules, students need to be in the cafeteria *******

  16. Expectations & behavioral skills are taught & recognized in natural context

  17. Strategies for Success • Describe specific, observable behaviors for each expectation • Plan for modeling the desired behaviors • Provide students with written and graphic cues in the setting where the behaviors are expected • Acknowledge efforts • Plan to re-teach and restructure teaching • Allow students to participate in the development process • Use “teachable” moments that arise in core subject areas and in non-academic times

  18. Why Embed Expectations into Curriculum? • Behavior curriculum does not have to be separate • Helps to eliminate time crunches • Provides a rationale for student- helps students to see how the expectations fit into everyday life • Meets best practices approach • Hands on activities • Meets all learning styles (oral, visual, kinesthetic) • Higher order learning activates (synthesize, analyze, etc.)

  19. Embedding Expectations into Current Daily Curriculum • Social Studies • Have students research different cultures to find out how they define “Respectful” • Talk about how different historical events occurred because of conflict and come up with solutions on how the conflict could have been resolved

  20. Embedding Expectations into Current Daily Curriculum • Language Arts and Reading • Use a novel that has an expectation as a theme • Discuss characters in a novel and how they did not show respect, then have the students write the story with the character showing respect • Have the students develop their own expectations and/or rules and then have them write a persuasive essay or debate why theirs should be used instead of the school’s

  21. Embedding Expectations into Current Daily Curriculum • Fine Arts (Music, Art, Computers, Graphics) • When choosing a school play, choose one with a theme centered around one of the school expectations or write your own play • Have the students compose a song/rap with the expectation • Have students come up with a campaign for promoting expectations to the entire student body

  22. Embedding Expectations into Current Daily Curriculum • Science and/or Math • Have students develop a hypothesis about what they think are the top behavior problems at school. Have them survey students, parents, & teachers; make graphs; and reach a conclusion about the hypothesis • Have the students count the number of tickets redeemed monthly for prizes & graph them. You can include ratio of number of tickets to student, # of tickets per teacher, etc.

  23. Activity 7 Current Practice • How does your school teach expectations? • How do you use “best practices” to teach social skills? • Teach directly in settings ? (i.e. bus expectations taught on bus) • Faculty and Staff Model appropriate behavior? • How would you start to embed into subject area curriculum? • How will lessons be taught throughout the school year? • Review Examples • Define Action Steps

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