Embedded Files
Goal for Hallway Behavior: Students will demonstrate the understanding of the importance of safe and orderly movement on campus during transitions. They will arrive to their class/activity ready to participate.
Examples:
Walking feet
Walk with hands to self
Voice level 0, teachers may speak at a 1 when needed
When needing to speak, use appropriate language
Be respectful toward others and the campus
Students use ‘please’ and ‘thank you’ when speaking to adults and peers
If accidently bumping into others say ‘excuse me,’ be courteous and respectful
Students pick up trash in hallways and throw it in the nearest trash can
Take shortest route to destination, if walking without class
Arrive to your destination on-time and ready for class/activity
Wave to say “hello”
Nonexamples:
All class with hands behind their back
Saying “bubbles in your mouth”
Intentionally bumping into traffic/other students intentionally
Pushing, shoving, not staying in line
Throwing trash/other items on the ground
Wandering around campus unnecessarily, avoiding class/activity
Common Language:
W-walk on the right A-arms at your side V-voice level 0 E-eyes forward
How will the staff encourage and correct the appropriate hallway behavior?
Implement the plan with fidelity
Positive verbal reinforcement of those exhibiting the correct behavior
Clear and consistent corrections of the correct behavior
Model and reinforce desired behaviors
Use common language acronym: WAVE
Practice the correct behavior as a corrective action
Reinforce desired procedures/expectations by using incentives
Be proactive, visible, and consistent
Interact with students in a positive and support
Direct Teach
Beginning of the year (August-September)
As needed for classrooms
Activities:
Use the hallway poster to read, model, and identify correct hallway procedures. Everyday before going to the hallway as a class, complete this process.
Make an anchor chart of examples/non-examples by the teacher and/or students listing or drawing then sorting.
Guided Practice
After long breaks (November, January, March)
As needed for classrooms
Activities:
Use the hallway poster to read, model, and identify correct hallway procedures.
Use common language consistently and in the precise moment necessary to reinforce, highlight, and correct hallway behaviors. Encourage students to use the common language as well.
Employ active practice as a correction with teacher support as necessary.
Check for Understanding
After long breaks (November, January, March)
As needed for classrooms
Activities:
Beginning at one side of the room, have the 1st student in the front of the row turn around and ask the student behind him/her a question related to hallway procedures to check for understanding. The 2nd student answers the question, then turns around and asks the student behind him/her a related question to check for understanding. The 3rd student answers the question…procedure continues at teacher’s discretion.
Teacher can brainstorm some scenarios and help problem-solve through the situation referencing the cafeteria expectations.
Specials
Traffic to Specials
Traffic to Specials
All classes enter Specials inside through the hallway.
All classes exit Specials outside through the back doors.
Split teachers help monitor the entire grade level as they transition.
Rainy Day Traffic to Specials
Rainy Day Traffic to Specials
Follow the normal WAVE procedures
Everyone walks on the right
Be on time- it will take longer on these days
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