PBIS in the Classroom Expectations and Rules 1

PBIS in the Classroom; Expectations and Rules 1

Objectives

Developing Classroom Developing your Classroom Matrix Expectations 3

Activity- Ideal Student & Staff 1. What is your vision of the ideal student and the ideal staff member 2. Group share 4

Guidelines for Expectations 1. 3 -5 and broadly stated 2. Measurable 3. Observable 4. Positive 5

Expectation Examples 6

Expectation Examples 7

Activity- PBIS Expectations Use the ideal student/staff activity to develop a draft of 3 -5 classroom expectations to begin developing your matrix. 8

Developing Procedures and Routines 9

Video 10

Classroom Matrix EXPECTATIONS Class-Wide Arrival Cooperative Learning Groups Independent Seat Work Whole Group Attention Signal: Rock and Roll! When I say, “Rock”, you say “Roll” Be Respectful Be Responsible Be Safe • Enter/exit classroom prepared • Use inside voice • Listen to others • Use quiet voice • Eyes/ears on • Accept • Keep your speaker differences materials in • Raise hand to • Encourage your work area. speak Others • Contribute to • Wait your turn to learning speak • Place materials in correct area • Begin warm-up promptly • Use Time Wisely • Be a TASK • Contribute master • Complete your • Use your part neighbor • Follow directions • Take notes • Meet your goals • Walk • Use Materials Carefully • Stay in your designated area • Stay at seat • Keep hands, feet, and objects to self • Follow directions • Keep hands, feet, and objects to self • Keep 6 feet on the floor

Classroom Matrix EXPECTATIONS Class-Wide Arrival Cooperative Learning Groups Independent Seat Work Whole Group Attention Signal: Rock and Roll! When I say, “Rock”, you say “Roll” Be Respectful Be Responsible Be Safe • Enter/exit classroom prepared • Use inside voice • Listen to others • Use quiet voice • Eyes/ears on • Accept • Keep your speaker differences materials in • Raise hand to • Encourage your work area. speak Others • Contribute to • Wait your turn to learning speak • Place materials in correct area • Begin warm-up promptly • Use Time Wisely • Be a TASK • Contribute master • Complete your • Use your part neighbor • Follow directions • Take notes • Meet your goals • Walk • Use Materials Carefully • Stay in your designated area • Stay at seat • Keep hands, feet, and objects to self • Put all materials not in use in desk • Follow directions • Keep hands, feet, and objects to self • Keep 6 feet on the floor • Keep track of you materials

Classroom Matrix EXPECTATIONS Be Class-Wide Rules/Norms Arrival Cooperative Learning Groups Independent Seat Work Whole Group Attention Signal: Rock and Roll! When I say, “Rock”, you say “Roll” • Listen to others • Use quiet voice • Eyes/ears on • Use kind words • Enter/exit classroom • Accept • Keep your speaker & actions differences materials in • Raise hand to Respectful • Use appropriate prepared • Use inside voice • Encourage your work area. speak voice level Others • Contribute to • Wait your turn to speak Be Responsible Be Safe • Follow adult directions • Take care of materials/equip ment • Place materials in correct area • Begin warm-up promptly • Keep hands, feet • Walk & objects to self • Use all equipment & materials appropriately learning • Use Time Wisely • Be a TASK • Contribute master • Complete your • Use your part neighbor • Follow directions • Take notes • Meet your goals • Use Materials Carefully • Stay in your designated area • Stay at seat • Keep hands, feet, and objects to self • Put all materials not in use in desk • Follow directions • Keep hands, feet, and objects to self • Keep 6 feet on the floor • Keep track of you materials

Creating Your Classroom Rules • Develop classroom rules for one activity in your classroom.

Teaching Procedures

Teaching Procedures We Teach …Punish? …Teach?

Why Teach Behavior? Behaviors are prerequisites for academics Procedures and routines create structure Repetition is key to learning new skills 8 x 28 x

Procedures Define and teach classroom procedures • • • How to enter class and begin to work How to predict the schedule for the day What to do if you do not have materials What to do if you need help What to do if you need to go to the bathroom What to do if you are handing in late material What to do if someone is bothering you. Signals for moving through different activities. Signal for obtaining class attention How to determine if you are doing well in class How to transition efficiently

Rules Hands Feet and Objects to Self Expectation Respect Procedure Bubbles and Ducktails

Rules Have necessary supplies for class Expectation Responsible Procedure Sharpen pencils before class begins

Telling is not Teaching If you don’t have time to do it right, when will you have time to do it over? -John Wooden

5 Steps to Teaching 1. Teach (Tell) 2. Model (Show it) 3. Practice in a controlled environment 4. Practice in a real life situation 5. Feedback

Self Reflection 1. Complete the Self-Reflection Checklist 2. Identify one or two areas that you would like to improve

Tony Feldmann – afeldmann@doe. k 12. ga. us Mark Fynewever- mfynewever@doe. k 12. ga. us 24