Embedded Files
Goal for Restroom Behavior: Students will demonstrate the importance of orderly and timely way to use the restroom and leave. They will quietly take care of their business and return to their class/activity.
Inside Restroom:
Walking feet
Keep hands and feet to self
Voice level 0
If needing to speak, use appropriate language
Only one student to a stall
Take care of your business and flush the toilet
Do not flush objects or paper towels
Clean up after yourself
Wash your hands, use only 2 pumps of soap
Use only 2 pumps of paper towel, dry hands, and place in trash can
If student sees trash on the ground, pick it up and throw it away in the nearest trash can
Outside Restroom:
Walking feet
Walk with hands to self
Voice level 0
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
Return to class/activity as soon as you finish using the restroom
Common Language:
Go, Flush, Wash, Leave, Level 0
How will the staff encourage and correct the appropriate restroom 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: Go, Flush, Wash, Leave, Level 0
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 restroom 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 restroom 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 restroom 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.
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