Establishing Classroom Expectations

1. Establishing Classroom Expectations Evertson Chapter 2

2. Definition of Terms • Goals • Target aspirations, not necessarily attained every day • Discuss them with the students • Break goal down into activities (task analysis) • Expectations • Are desired behaviors or outcomes for both teachers and students • Classroom rules – involve students • Students should practice the desired behavior (simulations) • Students expect of teachers certain performances • Rules • General expectations for standards for behavior • Procedures • Are rules for specific performance in classroom activities

3. Identifying SchoolRules and Procedures Behaviors that are specifically forbidden Consequences Administrative Procedures Planning Classroom Rules Respect and be polite Be prompt and prepared Listen quietly Obey school rules Involve Students to promote ownership –> menu of consequences

4. Planning Classroom Procedures Teachers desk and Storage areas = permission Students desks = cleaning Other common storage = schedule Water, sink, etc. = one at a time Centers and Equipment = at particular times Restrooms = depend on the teacher • Computer Stations = • Assign students to specific computers • Getting materials from common area • Students should be seen at all times • Time the amount allowed

5. Procedures for Individual Work andTeacher Led Activities • Student attention during presentations • Face the presenter and listen attentively to the teacher or other students asking questions • Student participation • Raise hand or call on other students • Undesirable consequences if students don’t follow through • Signals for “quiet” and “chorus responses” • Talk among students • Sharing in class is important – volume should be taught • Obtaining help • Raise their hands when students need help • Peer help is advisable • Completed individual work • Go to the next schedule activity • Raise your hand • Put work in folder

6. Transition Into and Out of the Room Beginning the school day Leaving the room Returning to the room Ending the day • Establish • routines, i.e. • Greet e/child, • Attendance, • Collect homework, • permission slips, • etc. • Cross word • puzzles • Establish • Routines, i.e. • Quietly • Seating down • Remember • students’ • attention is • better after • routines • Establish • Routines, i.e. • Clean desks • Work areas • clear off • Feed pets • Review what • Is due • tomorrow • Establish • Routines, ie. • Form a line • (specify how) • Silence?

7. Small Group InstructionWhile Other Students areWorking on their Own • Getting the class readypost assignments and discuss task and materials • Student movement into and out of the groupraise hand, listen, take turns • Expected behaviors of those outside of the group give clear instructions,such as peer help, skip the part that they need help • Use of materials and supplieshave students help within and outside the group, explain where these materials and supplies are far in advance

8. Procedures for Cooperative Group Activities Routines For e/ activity Then repeated Routines are introduced at the beginning of year General Procedures