Behavior Expectation Lesson Plan

Behavior Expectation Lesson Plan

Loy Norrix – FreshmenAcademy

Behavior expectation or rule to be taught: Enter cafeteria, gather food, sit, and eat

Location for expectation: At a specific table in cafeteria

Rationale-tell why following the rule is important: To maintain an orderly and pleasant lunch time

Provide examples to help students better understand what is and what is not the expected behavior:

Adapted from: Sprague, J., & Golly, A. (2005). Best behavior: Building positive behavior support in schools. Boston, MA: Sopris West.

gather food quietly

choose a seat

leave only to use the restroom or by permission

from an adult

ask for help from an adult if confronted with a conflict

wearing ID’s

having phones out of sight

running in cafeteria

excessive loud talking

leaving without permission

verbal arguments

physical fights

talking on cell phone

Adapted from: Sprague, J., & Golly, A. (2005). Best behavior: Building positive behavior support in schools. Boston, MA: Sopris West.

Provide opportunities to practice and build fluency: Have a “group example” demonstrate what appropriate lunch looks like weekly or monthly.

Acknowledge expected behavior: Suggest that individual staff members (who work with them daily) positively reinforce appropriate behavior. Ex. candy, B.L.U.E pens

Behavior Expectation Lesson Plan

Loy Norrix – FreshmenAcademy

Behavior expectation or rule to be taught: B e there, be ready

L ine responsibly

U phold respect

E mbrace education

Location for expectation: Classroom

Rationale-tell why following the rule is important: For every class you have it is important to be there and be ready. Time management is an important part of be there, be ready.

Provide examples to help students better understand what is and what is not the expected behavior:

Adapted from: Sprague, J., & Golly, A. (2005). Best behavior: Building positive behavior support in schools. Boston, MA: Sopris West.

A student is slated at the bell with a pen, binder, and homework. He/she is focused on the teacher

A student is sitting and ready for the beginning of class, it is clear that he/she has put his/her backpack in their locker

A student comes to class with a green pass, hands it to the teacher, sits down and gets right to work

A student is sharpening his/her pencil when the bell rings

A student is slated at the bell, but has no supplies

A student comes into the classroom wearing a backpack

A student comes into class with a green pass, gives it to the teacher, hollers at his/her friends by sitting

Adapted from: Sprague, J., & Golly, A. (2005). Best behavior: Building positive behavior support in schools. Boston, MA: Sopris West.

Provide opportunities to practice and build fluency: Drama kids can help teach procedures, LNTV for reminders, visual posters in the classroom

Acknowledge expected behavior: Begin class complementing those who are ready, pencils (BLUE) on occasion, redo procedure with only the kids who don’t have it yet. (Like 1st grade line up at the door)

Behavior Expectation Lesson Plan

Loy Norrix – 10-12

Behavior expectation or rule to be taught: Live responsibly

Location for expectation: Hallway

Rationale-tell why following the rule is important: Safety; purpose of halls is to get you to class

Provide examples to help students better understand what is and what is not the expected behavior:

Adapted from: Sprague, J., & Golly, A. (2005). Best behavior: Building positive behavior support in schools. Boston, MA: Sopris West.

purposeful/diligent progress to your classroom

polite/respectful responses

walk on “RT” side of hallway

open doors/keep doors open

“posting up” in between classes

not walking on correct side of hallway

don’t block middle/doors

volume/content of language

Adapted from: Sprague, J., & Golly, A. (2005). Best behavior: Building positive behavior support in schools. Boston, MA: Sopris West.

Provide opportunities to practice and build fluency: Role playing

Acknowledge expected behavior: Verbal reinforcement, rewards (blue bucks)

Behavior Expectation Lesson Plan

Kalamazoo Central

Behavior expectation or rule to be taught: Pride

Location for expectation: Classroom and instructional areas

Rationale-tell why following the rule is important: It is important to have pride in your work area because you will always want to have a clean space and a space that others will want to use as well.

Provide examples to help students better understand what is and what is not the expected behavior:

Adapted from: Sprague, J., & Golly, A. (2005). Best behavior: Building positive behavior support in schools. Boston, MA: Sopris West.

when you have completed your work, make your space neat

if someone leaves a mess, respectfully put is away.

paper books neatly stacked, desks wiped up, and chairs returned to where they belong

report graffiti



writing on desks/walls

ripping papers up and leaving them

knocking things on the floor

not cleaning up spills

Adapted from: Sprague, J., & Golly, A. (2005). Best behavior: Building positive behavior support in schools. Boston, MA: Sopris West.

Provide opportunities to practice and build fluency: Give examples…teach these

Show what room looks like clean…point out non-examples

Posting on walls

Acknowledge expected behavior: G.D. , points, verbal acknowledgement

Behavior Expectation Lesson Plan

Kalamazoo Central

Behavior expectation or rule to be taught: Pride

Location for expectation: Hallways and common area

Rationale-tell why following the rule is important: Imagine your school, would you want to see broken facilities (gum on wall, bad language) or would you like a nice, clean, safe place to be proud of? Keeping our facilities nice reflects on each other and visitors that we are worth it and we can be proud.

Provide examples to help students better understand what is and what is not the expected behavior:

Adapted from: Sprague, J., & Golly, A. (2005). Best behavior: Building positive behavior support in schools. Boston, MA: Sopris West.

see a piece of trash – pick it up

walk on the right side of hall

throw your garbage in a trash can

talk quietly (quiet tables)

talk at lockers, not in middle of hallway

respect property that is not your own

hands to yourself

pop tart wrappers – leave on ground

stick gum on wall

write Mr. Bailey is a #@! On the wall

kick a closed door while class is going on

push people to get through

yell at someone from the end of the hall

Adapted from: Sprague, J., & Golly, A. (2005). Best behavior: Building positive behavior support in schools. Boston, MA: Sopris West.

Provide opportunities to practice and build fluency: Role playing or skits, critical theme/scenario

Acknowledge expected behavior: High 5’s for good behavior, tell each other nice things

Behavior Expectation Lesson Plan

Kalamazoo Central

Behavior expectation or rule to be taught: Ownership

Location for expectation: Cafeteria

Rationale-tell why following the rule is important: It is important because the school belongs to all who use it. The cafeteria should be an example of how students and stuff value the environment they eat in.

Provide examples to help students better understand what is and what is not the expected behavior:

Adapted from: Sprague, J., & Golly, A. (2005). Best behavior: Building positive behavior support in schools. Boston, MA: Sopris West.

instructor and student peer will act out how to converse quietly while eating

they will also act out how to clean up after they eat

they will also act out how to remind other peers about keeping their area clean

you and your friends eat lunch, your friend spills chips and are not picked up

milk is spilled and ignored and not reported

leave lunch behind

Adapted from: Sprague, J., & Golly, A. (2005). Best behavior: Building positive behavior support in schools. Boston, MA: Sopris West.

Provide opportunities to practice and build fluency: Staff will offer practice with students in the cafeteria

Acknowledge expected behavior: Staff will visit the lunch room regularly to praise students about the positive and give reminders to those who need some teaching. Students will help maintain the cafeteria so that it is clean and orderly and a place of pride.

Behavior Expectation Lesson Plan

Kalamazoo Central

Behavior expectation or rule to be taught: Respect and Responsibility

Location for expectation: Parking lot – entry/exit

Rationale-tell why following the rule is important: It sets the expectation for the day and it allows students to have a calm transition from home to school and vice versa.

Provide examples to help students better understand what is and what is not the expected behavior:

Adapted from: Sprague, J., & Golly, A. (2005). Best behavior: Building positive behavior support in schools. Boston, MA: Sopris West.

be timely for the bus

observe other’s personal space

use appropriate language

be friendly and courteous

walk to and from bus

keep surroundings clean

be prepared to learn

keep belongings to yourself

running/pushing students out of your way to get where you are

saying “**** you” to a friend across many people

stealing someone’s belongings and refusing to give them back and saying that you were “just playin’ around”

using the ground as your trash can

throwing objects at someone

Adapted from: Sprague, J., & Golly, A. (2005). Best behavior: Building positive behavior support in schools. Boston, MA: Sopris West.

Provide opportunities to practice and build fluency: Role playing different situations, group discussion about what qualities they see in a proactive community member, personal connection reflection, board game creation

Acknowledge expected behavior: Verbal praise, conversations about what emotions they are feeling

Behavior Expectation Lesson Plan

Kalamazoo Central

Behavior expectation or rule to be taught: Bathroom behavior in/out of classroom

Location for expectation: Bathroom

Rationale-tell why following the rule is important: The bathrooms have been a place for inappropriate behaviors. Students wanting to go need to go to a safe, clean environment.

Provide examples to help students better understand what is and what is not the expected behavior:

Adapted from: Sprague, J., & Golly, A. (2005). Best behavior: Building positive behavior support in schools. Boston, MA: Sopris West.

walk to closest restroom

throw paper towel away in garbage can when done

going to the restroom and returning within 5 minutes

calling security or another adult if you witness illegal behavior such as gambling, bullying, fighting, setting fires, etc. in bathroom

went to second floor restroom

throwing paper towel on floor

returning from the restroom more than 5 minutes later

ignoring illegal behavior seen in the restrooms, such as gambling, bullying, fighting, setting fires, etc.

Adapted from: Sprague, J., & Golly, A. (2005). Best behavior: Building positive behavior support in schools. Boston, MA: Sopris West.

Provide opportunities to practice and build fluency: Role playing – flush after each use, choose a different restroom on the same floor if the one you go to is crowded, ask for passes when teacher is not teaching up front

Acknowledge expected behavior: Ten finger rule – show with your hands on a scale of 1 to 10 how they did on practicing a behavior (10 being the best)

Behavior Expectation Lesson Plan

PortageCommunityHigh School

Behavior expectation or rule to be taught: Here on time, positive, productive

Location for expectation: Classroom

Rationale-tell why following the rule is important: It is important for you to learn in order to have a successful future and you must be here in order to learn.

Provide examples to help students better understand what is and what is not the expected behavior:

Adapted from: Sprague, J., & Golly, A. (2005). Best behavior: Building positive behavior support in schools. Boston, MA: Sopris West.

explain attendance policy

watching the movie

clock thing by 10:00

make up work

school diploma is pay

in chair

alert

being told about the movie

clock thing after 10:00

arguing about make up

on table, sleeping, not paying attention

Adapted from: Sprague, J., & Golly, A. (2005). Best behavior: Building positive behavior support in schools. Boston, MA: Sopris West.

Provide opportunities to practice and build fluency: Use non-examples – modeling, role play, posters/brochures, former students teach new students

Acknowledge expected behavior: Extra credit points, verbal praise/positive reinforcement, treat/free assignment, publication of rule by student

Adapted from: Sprague, J., & Golly, A. (2005). Best behavior: Building positive behavior support in schools. Boston, MA: Sopris West.