Behavior Expectation Lesson Plan

Behavior Expectation Lesson Plan Loy Norrix – Freshmen Academy

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:

 gather food quietly  running in cafeteria  choose a seat  excessive loud talking  leave only to use the restroom or by  leaving without permission permission  verbal arguments from an adult  physical fights  ask for help from an adult if confronted  talking on cell phone with a conflict  wearing ID’s  having phones out of sight

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

Adapted from: Sprague, J., & Golly, A. (2005). Best behavior: Building positive behavior support in schools. Boston, MA: Sopris West. Behavior Expectation Lesson Plan Loy Norrix – Freshmen Academy

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:

 A student is slated at the bell with a pen,  A student is sharpening his/her pencil binder, and homework. He/she is focused when the bell rings on the teacher  A student is slated at the bell, but has no  A student is sitting and ready for the supplies beginning of class, it is clear that he/she  A student comes into the classroom has put his/her backpack in their locker wearing a backpack  A student comes to class with a green  A student comes into class with a green pass, hands it to the teacher, sits down and pass, gives it to the teacher, hollers at gets right to work his/her friends by sitting

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)

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

 purposeful/diligent progress to your  “posting up” in between classes classroom  not walking on correct side of hallway  polite/respectful responses  don’t block middle/doors  walk on “RT” side of hallway  volume/content of language  open doors/keep doors open

Provide opportunities to practice and build fluency: Role playing

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

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

Examples of expected behavior. Choose examples of Non examples of expected behavior that are: that best “fits” the general case of what the behavior  More similar to examples of expected expectation behavior rather than outrageous non examples  Typical of what students do when they are not engaged in the expected behavior   when you have completed your work, make your space neat  writing on desks/walls  if someone leaves a mess, respectfully put  ripping papers up and leaving them is away.  knocking things on the floor  paper books neatly stacked, desks wiped  not cleaning up spills up, and chairs returned to where they belong  report graffiti

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

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

 see a piece of trash – pick it up  pop tart wrappers – leave on ground  walk on the right side of hall  stick gum on wall  throw your garbage in a trash can  write Mr. Bailey is a #@! On the wall  talk quietly (quiet tables)  kick a closed door while class is going on  talk at lockers, not in middle of hallway  push people to get through  respect property that is not your own  yell at someone from the end of the hall  hands to yourself

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

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

 instructor and student peer will act out  you and your friends eat lunch, your how to converse quietly while eating friend spills chips and are not picked up  they will also act out how to clean up after  milk is spilled and ignored and not they eat reported  they will also act out how to remind other  leave lunch behind peers about keeping their area clean

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.

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

 be timely for the bus  running/pushing students out of your way  observe other’s personal space to get where you are  use appropriate language  saying “**** you” to a friend across  be friendly and courteous many people  walk to and from bus  stealing someone’s belongings and  keep surroundings clean refusing to give them back and saying that  be prepared to learn you were “just playin’ around”  keep belongings to yourself  using the ground as your trash can  throwing objects at someone

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

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

 walk to closest restroom  went to second floor restroom  throw paper towel away in garbage can  throwing paper towel on floor when done  returning from the restroom more than 5  going to the restroom and returning within minutes later 5 minutes  ignoring illegal behavior seen in the  calling security or another adult if you restrooms, such as gambling, bullying, witness illegal behavior such as gambling, fighting, setting fires, etc. bullying, fighting, setting fires, etc. in bathroom

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)

Adapted from: Sprague, J., & Golly, A. (2005). Best behavior: Building positive behavior support in schools. Boston, MA: Sopris West. Behavior Expectation Lesson Plan Portage Community High 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:

 explain attendance policy  being told about the movie  watching the movie  clock thing after 10:00  clock thing by 10:00  arguing about make up  make up work  on table, sleeping, not paying attention  school diploma is pay  in chair  alert

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.