Module 5: Behavior Expectations and Rules

1. Effective Teacher Practices Supporting the North Carolina Foundations for Early Learning and Development 2018 Module 5: Behavior Expectations and Rules

2. Review Pre-learning Assignment • Review instructional practices from self-assessment and share strategies. • Why is self-regulation important for children? What is its place in the development of positive social and emotional skills? • How might teachers move from teacher-directive teaching to reflective teaching in order to help children develop autonomy? • Reflect on one area in your life, personal or professional, where your autonomy was taken away and you had difficulty with either buy-in or participation. How did that feel? • What did you learn from interviewing a colleague about how he/she responds to directives that remove his/her ability to have a voice?

3. Objectives • To understand the relationship between behavior expectations and rules • To understand the importance of involving families/caregivers in the development and implementation of the expectations and rules • To understand the process of creating, teaching, and communicating behavior expectations and rules to families, staff, and children

4. Objectives • To understand how to articulate the relationship between instructional practices, NC Foundations for Early Learning and Development, and the NC Professional Teaching Standards • To understand how formative assessment reflects children’s understanding of behavior expectations and rules

5. Classroom Expectations and Rules

6. Sharing Rules Our Classroom Rules Use your walking feet Use your inside voice Be kind to each other • Write one rule on a blank card. • Take turns sharing your rule. • Can you identify the underlying meaning of the rule? • Can the rule be reworded to help children better understand what is expected?

7. Alternate Ways to Follow a Rule

8. Instructional Practices Checklist

11. Rephrase the Rule!

13. Rough and Tumble Play

14. Developing Self-Regulation Tools Of the Mind: http://www.toolsofthemind.org/philosophy/self-regulation/

15. Develop Rules Collaboratively

16. Family Engagement

17. Instructional Practices Checklist

18. Using Visuals

19. Activity with Visuals • At your table: • Review and talk about the visuals on your handout. • Write down comments about each of the six visuals. • Do you like it? • Would it work? • Would it work with all children? • How might you use it?

20. Gallery 1

21. Gallery 2

22. Gallery 3

23. Gallery 4

24. Reviewing Rules

25. Instructional Practices Checklist

26. Teaching Standards http://www.ncpublicschools.org/docs/effectiveness-model/ncees/standards/prof-teach-standards.pdf

27. Foundations http://nceln.fpg.unc.edu/sites/nceln.fpg.unc.edu/files/resources/NC%20Foundations%202013.pdf

28. Reviewing Rules

29. iPoints Included in your handouts

30. Foundations-NC Standard Course of Study Crosswalk • Exemplify positive relationships through fair play and friendship. Children recognize and respond to needs and feelings of others. Kindergarten Older Preschool 30

31. Formative Assessment Where Am I Going? Formative Assessment How Do I Close the Gap? Where Am I Now?

32. Formative Assessment At your table, discuss: • What may have been her learning target for this group activity? • What criteria might she have defined for success? In other words -- how did she know if the children understood the rule? • What evidence might she have collected to show whether or not children met the criteria? What did the children do? What are some additional questions the teacher could have asked to make sure the students understand the class rules? • What feedback did she give the group during this activity? What additional feedback could she have given? • What might be next steps for this activity? How might she change or adjust instruction during the next opportunity to review classroom rules?

33. Check for Understanding

34. Instructional Practices Checklist

35. Teaching Standards http://www.ncpublicschools.org/docs/effectiveness-model/ncees/standards/prof-teach-standards.pdf

36. Foundations http://nceln.fpg.unc.edu/sites/nceln.fpg.unc.edu/files/resources/NC%20Foundations%202013.pdf

37. Check for Understanding

38. iPoints

39. Formative Assessment At your table, discuss: • What may have been her learning target for this group activity? • What criteria might she have defined for success? In other words -- how did she know if the children understood the rule? • What evidence might she have collected to show whether or not children met the criteria? What did the children do? What are some additional questions the teacher could have asked to make sure the students understand the class rules? • What feedback did she give the group during this activity? What additional feedback could she have given? • What might be next steps for this activity? How might she change or adjust instruction during the next opportunity to review classroom rules?

41. Conclusion

42. Post-learning Activity • Dissection of Rules:Use the form attached to dissect rules and find their underlying meaning or message. • Develop a Lesson Plan:Develop a lesson plan that incorporates the teaching of rules. How is this different than your current approach to lesson planning? • Family Engagement:What resources have you shared or can you share with families about behavior expectations and rules? What might you do to further engage and involve families in the discussion of behavior expectations and rules in both the classroom and at home?

43. Questions?

44. References Brown, S.L. (2014). Consequences of play deprivation. Scholarpedia, 9 (5), 30449. http://dx.doi.org/10.4249/scholarpedia.30449 Center on the Social and Emotional Foundations for Early Learning. (n.d.). Retrieved from http://csefel.vanderbilt.edu/ Conn-Powers, M., Cross, A. F., Traub, E. K., & Hutter-Pishgahi, L. (2006). The universal design of early education: Moving forward for all children. Young Children,61(5). Retrieved from http://www.naeyc.org/files/yc/file/200609/ConnPowersBTJ.pdf Fox, L. K., Hemmeter, M. L., & Snyder, P. (2008). Teaching Pyramid Observation Tool for Preschool Classrooms (TPOT) Manual. Baltimore, MD: Brookes Publishing. dEntremont, L. (2012, November 16). Fidgets for ADHD: Toys or tools for children with special needs? Retrieved from http://kidcompanions.com/fidgets-foradhd-toys-tools-children-special-needs-c/ Murray, D. W., Rosanbalm, K., Christopoulos, C., & Hamoudi, A. (2015). Self-regulation and toxic stress: Foundations for understanding self- regulation from an applied developmental perspective. (OPRE Report #2015-21). Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. NC FALCON. (n.d.). North Carolina’s formative assessment learning community’s online network. Retrieved from https://center.ncsu.edu/ncfalcon/ North Carolina Foundations Task Force. (2013). North Carolina foundations for early learning and development. Raleigh, NC: Author. Retrieved from http://ncchildcare.nc.gov/pdf_forms/NC_foundations.pdf North Carolina Department of Public Instruction. (2012). North Carolina Teacher Evaluation Process. Raleigh, NC: Author. Retrieved from http://www.ncpublicschools.org/docs/effectiveness-model/ncees/instruments/teach-eval-manual.pdf Piaget, J. (1965). The moral judgement of the child. New York, NY: Free Press. Raising Children Network. (2014). Rough-and-tumble play. Retrieved from http://raisingchildren.net.au/articles/rough_and_tumble_play.html/context/249 Reeve, J. M. (2009). Why teachers adopt a controlling motivating style toward students and how they become more autonomy supportive. Educational Psychologist, 44(3), 159-175. Tools of the Mind. (2015). Self-regulation. Retrieved from http://www.toolsofthemind.org/philosophy/self-regulation/