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Clearly written classroom rules and expectations set the stage for student success. They must be identified, posted, explicitly taught, reviewed, and reinforced. (Hunter et al., 2017). For students with EBD, it is important to post, teach, and review positive behavioral expectations frequently. It has been demonstrated to improve classroom environments and help students feel safe & protected. Teachers must operationalize and explain what is expected.
Clearly written classroom rules and expectations set the stage for student success. They must be identified, posted, explicitly taught, reviewed, and reinforced. (Hunter et al., 2017). For students with EBD, it is important to post, teach, and review positive behavioral expectations frequently. It has been demonstrated to improve classroom environments and help students feel safe & protected. Teachers must operationalize and explain what is expected.
Effective Classroom Rules and Expectations:
Effective Classroom Rules and Expectations:
Select a limited number of expectations, typically no more than four. This increases the likelihood that the expectations will be remembered.
Examples: Safe, Considerate, Accountable, Engaged
Or
Responsible, Respectful, Safe, Engaged
Positively state to describe the appropriate, desired behavior. Tell the students what to do, as opposed to what not to do. This creates a positive environment, requires a teacher to consider what they want to see in their classroom, and prompts students to engage in a desired behavior.
Examples: We are respectful when we listen quietly when someone else is speaking. We will be safe by keeping our hands, feet, and materials to ourselves. We will be responsible during independent seatwork by asking for help if needed.
Keep the expectations general so they can encompass the full range of expected behavior and students can apply it through all routines and procedures (Simonsen & Myers, 2014). This is sometimes referred to as "umbrella expectations."
Clearly post the classroom rules and expectations where they can easily be viewed by students. This should include writing and pictures if age-appropriate.
Defining Expectations within Classroom Routines
Defining Expectations within Classroom Routines
After you have chosen 3-4 expectations, the next step is to define what each of them looks like in classroom routines. Again, choose 3-4 classroom routines or procedures (independent work, classroom, recess, hallways.) You can do this by creating a classroom matrix chart. The expectations will become row headings and the routines will be column heads (Refer to the Figure 1 below). For each expectation, create a few bullet points to operationally define what expectation-following behavior looks like within that routine (Simonsen & Myers, 2014). For example, the expectation to be safe in the hallway (routine) will look like moving quietly, walking slowly, and keeping hands, feet, and material to self.
Expectations and Routines Matrix (Figure 1)
Expectations and Routines Matrix (Figure 1)
How To Teach Behavioral Expectations
How To Teach Behavioral Expectations
Once the behavioral expectations are selected, they should be defined and explicitly taught. They should be taught using examples, and non-examples. Below is an example of direct instruction of behavioral expectations.
Introduce the expectation.
Provide explicit examples and non-examples of the target behavior in a target setting.
Demonstrate the expected behavior while pointing out the critical aspects of the behavior.
Have the students role-play the expected behavior and give immediate feedback.
Provide feedback about the student's understanding of the behavioral expectation.
Example of direct instruction of behavioral expectations:
Introduce the classroom expectation of being respectful and explain the rationale. "I will be respectful. This means that everyone is equal and deserves respect."
Provide a non-respectful behavior. "Talking when someone else is talking is not respectful." Provide respectful behavior examples. "Raising your hand and waiting for me to call on you is respectful behavior."
Demonstrate examples of respectful behavior. Show students what it looks like to quietly raise their hand and wait to be called on and point out the critical aspects of this behavior. (sitting quietly, raising a quiet hand, asking a question after being called on)
Have the students role-play how to raise their hands and wait to be called on and give immediate feedback on how they are doing. Provide specific praise if correct, and corrections if you see they did not do something correctly.
Wrap up by providing feedback to students how what they learned about the expected behavior and how they did providing examples.
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