Establishing and teaching expectations

1. Establishing and teaching expectations

2. Establishing expectations • Each classroom should have three to five positively expectations for students to follow. • These can align with the school’s universal expectations if those exist. • These expectations should be broad and able to encompass a broad range of behaviors.

3. School Rules NO Food NO Weapons NO Backpacks NO Drugs/Smoking NO Bullying

4. Defining routines within expectations • Once a teacher has chosen expectations for his or her classroom, these expectations need to be defined within the context of classroom routines. • Why is it important for students to have an operational definition (i.e., an observable, measurable description) of the expected behaviors? • One way to do this is in a matrix format.

5. Rules within Routines Matrix

6. Classroom Matrix Activity • On the matrix provided in your activity handout, please do the following: • Write your classroom expectations in the left-hand column (as indicated). • Write your classroom routines across the top row (as indicated). • In each box, write at least two behaviors that define what the expectations looks like in the routine • You will have 15 minutes to complete this task.

7. Teaching expectations • In classes where routines are established on the first day of school, students are more engaged in academic activities and make more academic progress throughout the year (Bohn et al., 2004; Evertson, 1989). • Rules alone are not enough, though! • Need to be implemented as part of a comprehensive instructional and behavioral systems • Need to be consistent with school’s culture • Need to be taught explicitly • Need to be reviewed regularly Rathvon, 2008

8. Our expectations = set of social skills • Social skills are . . . • Behaviors that individuals display within a certain situation that predict and are associated with important social outcomes • What does that mean? • Behavior = something observable and measurable • Situation = context and/or antecedent • Outcome = acceptance; positive descriptions Darch & Kame'enui, 2004, p. 154

9. Why teach behavioral expectations? • Why do we need to teach behavioral expectations? • What kinds of classroom situations demand a certain level of social skillfulness? • Having a conversation • Working in groups • Problem-solving • Making friends • Following rules • Self-management (e.g., during independent work) • Others? Darch & Kame'enui, 2004

10. Phases of learning

11. Teaching behavioral expectations: Phases of learning • Ensure that your instruction matches students’ phase of learning. • Remember: Generalization is the goal of all teaching. • How can we increase the likelihood of generalization? Simonsen & Myers, 2015

12. Teaching behavioral expectations: Other considerations • Provide the same level of constructive feedback for social behavior that you do for academic behavior. • Reteach, test, and provide feedback. • Give the same level of encouragement. • Minor behavior errors should be corrected like academic errors. • Why is this so difficult sometimes?

13. Teaching behavioral expectations: Prompting • Teachers need to use prompts and precorrects to enhance behavioral expectation instruction. • A prompt is a stimulus added to the environment to increase the likelihood of the antecedent stimulus occasioning the desired behavior. • A precorrect is a prompt given to students before a situation in which there is a high likelihood of problem behavior.

14. Teaching behavioral expectations: Prompting • There are four types of prompts: • Visual • Verbal • Gestural • Physical • How can these be used to increase the likelihood that students will display the social skills they’ve been taught?

15. Teaching expectations: Prompting • What might prompting look like?https://drive.google.com/file/d/0B-N7fjZRjVZNVno0VGE5UGJ4RFE/view?usp=sharing • The videos we will be using to illustrate some of the content were generously provided by Dr. Terry Scott from the University of Louisville in Kentucky, a PBIS pioneer who is completely committed to effective behavioral support for all students and teachers. • https://louisville.edu/education/abri

16. Thinking about data collection • What are some student and teacher behaviors that would be relevant in establishing and teaching expectations? • Students’ knowledge of expectations • Any expectations taught to students • Teacher use of prompts and precorrects • Others? • You could use one of your Data Collection Plan templates to focus on one of these behaviors.

17. Behavioral expectation lesson plan • The lesson plan template in your handout will help you create a behavioral expectation lesson plan that incorporates all the key features, including: • Your teaching objective • Positive and negative teaching examples • Materials you will need for your lesson • “Model, lead, and test” activities • Follow-up activities

18. Behavioral Expectation Lesson Plan Activity • In your activity handout, locate the Behavioral Expectation Lesson Plan Activity template. • Sketch a quick outline of a lesson plan based on one of the “boxes” from your matrix. • You will have 15 minutes to complete this activity.