Review Behavior Expectations

Why should I do it:

• Refreshes the classroom expectations and procedures with students

• When done whole group, can apply to all students in class without singling out a specific student for unexpected behavior

• Non-threatening

• Distances the teacher from the correction: "Our classroom expectations tell us that everyone must be safe. Right now that means keeping your feet on the floor."

• Going over the rules and expectations regularly throughout the year reinforces appropriate choices

When should I do it:

Adult Considerations

When I have reflected on the following questions and have modified my own behavior/expectations when needed:

• Is the behavior that I'm seeing developmentally appropriate, even if misaligned with the expectations?

• Were our classroom expectations created in community? Do they reflect the values of the students and their families?

• Is my personal bias impacting the way that I view this behavior?

• Am I regulated and able to respond to the student in a calm, supportive manner?

Student Considerations

• When a student, students, group, or class struggles to follow classroom or school expectations 

• At some point each day for the first month of the school year

• After any break from school that is more than a long weekend (e.g., Spring Break)

• On a regular basis as part of classroom management (e.g., reviewing and practicing one PBIS expectation per week)

How do I do it:

• Use a calm, neutral tone to reteach. Structure the lesson the way you would an academic lesson with explicit teaching and modeling, guided practice, and independent practice

• Use examples and non-examples. Consider having adults model the non-examples and students model the examples to ensure that stereotypes are not reinforced. This could look like:

  • • Teacher says, "Nyshaun is going to model what it looks like to 'read to self.' (Student models.) What is he doing that meets our classroom expectations?"

    • The teacher acts out one behavior that does not meet expectations (for example, whispering to a neighbor while reading). The teacher models 'read to self' incorrectly. Teacher says, "How am I doing at 'read to self?' What meets our expectations? What does not meet our classroom expectations?"  

    • Consider using students who tend to struggle with behavioral expectations as models of the correct behaviors that meet your classroom expectations

• Consider these ideas:

  • • Randomly insert behavioral reteaching into your day-to-day. Call on students to state specific PBIS expectations as you go through your day. Ex: "Alright, we're ready to head outside for lunch recess. Before we head leave our stations, Hazel is going to teach us the way Room B43 lines up for recess."

    • Have students repeat the steps of the behavioral expectation after you or a classmate has stated them. Ex: "Who was being a great listener and can tell me what Mark just said about cleaning our lunch table?" or "Who can tell me what Mark just said in a new way?"

    • Reteach as a part of your regular directions. Ex: "You can start working silently and independently on the assignment when you hear the beeper. We will work silently so that we're respectful of our neighbors who are also trying to do their best work." 

Footnote:

The content from this page originated on PBISWorld.org. It has been modified and added to by our team to more align with PPS' asset-based, culturally responsive practices.