1. MO SW-PBS Classroom Module Instructions
This module is designed to provide the slides and materials needed to teach staff, students and families about a SW-PBS Classroom topic.
There is a Content Acquisition Podcast (CAP) available on the Missouri Schoolwide Positive Behavior Support websitehttp://pbismissouri.org/educators/effective-class-practice
The CAP shares much of this same content in a video format.
There is also a videotape showing examples of classroom rules on the MO SW-PBS website. Feel free to show the video to add to this module.
Delete this slide before beginning your session.
This is a note to school staff to help you understand what the MO SW-PBS Mini-Modules are and how they connect to the MO SW-PBS Team Workbook.

2. MO SW-PBS Classroom Module Instructions (continued)
Handouts needed are shown by a on the slide.
Notes have been written to assist with the presentation.
More information is available in the Classroom chapter of the May 2014 MO SW-PBS Team Workbook about the topic. Content about the first four classroom modules are also embedded within chapters 3 – 6.
Delete this slide before beginning your session.

3. MO SW-PBS Classroom Module Instructions (continued)
If you have not done so, it is recommended you share module “Overview of Effective Classroom Practices” before presenting this module on a specific Effective Classroom Practice.
Slides 24 or 25 both are an activity to write rules. Read the notes on each slide and choose the activity that best meets your school’s needs. Delete the slide you do not use. If you choose the activity on slide 39, provide participants with a copy of your schoolwide matrix that includes CLASSROOM behaviors.
Delete this slide before beginning your session.

4. MO SW-PBS Classroom Module Instructions (continued)
The final slide provides space for your school to add follow up activities you will do. What will be done to measure implementation fidelity after this professional development session? If no follow up activities will be provided, delete the slide.
Call your Regional Consultant if you have questions.
Good luck!
Delete this slide before beginning your session

5. Handouts There are 5 handouts needed for the Classroom Module
Classroom Expectations and Rules Teacher Tool
Rules Writing Worksheet Example
Classroom Rules Writing Activity Worksheet
Classroom Rules Self-Assessment
Plan to Create and Teach Classroom Rules
Delete this slide before beginning your session.

6. Classroom Expectations
Our topic today is defining classroom expectations.
Give participants Handout Classroom Expectations and Rules Teacher Tool. This handout provides most of the big ideas in this presentation.
Classroom Expectations and Rules Teacher Tool
MO SW-PBS

7. Effective Classroom Practices
Classroom Expectations
Classroom Procedures & Routines
Encouraging Expected Behavior
Discouraging Inappropriate Behavior
Active Supervision
Opportunities to Respond
Activity Sequencing & Choice
Task Difficulty
Here is the list of research-based effective classroom practices. Today we are going to focus on Defining Classroom Expectations

8. At the end of the session, you will be able to…
Outcomes
At the end of the session, you will be able to…
Understand the benefit of having classroom rules
Practice creating effective classroom expectations and behaviors/rules with your class.
Understand the importance of directly teaching and regularly reviewing classroom rules.
Plan how you will create and teach your classroom rules.
These are the outcomes or things you will know or be able to do as a result of learning about Effective Classroom Practices.
MO SW-PBS

9. What are Classroom Expectations and Behaviors/Rules?
Expectations are valued behaviors and attitudes
Behaviors and Rules are interchangeable terms
Behaviors/Rules are the specific criteria for meeting expectations
Behaviors or rules identify and define concepts of acceptable behavior
What does it look like to be (respectful) in the classroom
Align with schoolwide expectations
To correctly establish classroom rules we need to understand some specific vocabulary.
Expectations are valued behaviors and attitudes we want our students to learn and display. For example, we want students to be Safe, to be Respectful, to be a Learner, to be Responsible. These are expectations.
Behaviors or rules are two interchangeable terms. Behaviors/rules are specific, they define what we want students TO DO and they provide a consistent guideline for how to meet the standards of our expectations.
We have already identified the expectations for our school. We have used those expectations to create behaviors for non-classroom settings- these are on our matrix. Our focus today is using school wide expectations to identify individual classroom behaviors or rules.
For example, what does it mean to be Safe in Mrs. Anderson’s kindergarten classroom? Or what does it mean to be Respectful in Mr. Smith’s chemistry class?
Again, expectations are the valued behaviors we want for students and we’ve already identified those on our matrix. Behavior/Rules are the specific criteria for meeting those expectations in each classroom within our building.
MO SW-PBS

10. Why Classroom Expectations?
Create a vision of a successful student.
Allow us to proactively teach behaviors for success.
Communicate a positive message to students and parents about success at school.
Provide a framework to guide teacher decisions about discipline.
Validate and support individual teachers’ procedures and requests.
Note to Presenter: See page 98 of the MO SW-PBS May 2014 Team Workbook for further explanation of Why Expectations.
Create a vision of a successful student—classroom expectations define what teachers expect for a successful student.
Allow us to proactively teach behaviors for success—once we define our expectations then we can be proactive and teach the behaviors we expect.
Communicate a positive message to students and parents about success at school—when classroom expectations are posted in the classroom, they send the message to students and parents about the positive behavior you expect.
Provide a framework to guide teacher decisions about discipline—classroom expectations give you the language to use when giving students positive feedback when they follow expectations and also the language to use when correcting students. Expectations can help take away the personal feelings we often have about behavior by guiding teachers with the language to respond to misbehavior.
Validate and support individual teachers’ procedures and requests—again expectations give the language which supports procedures and requests for students to complete a task.
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11. Why Classroom Expectations?
A dependable system of rules and procedures provides structure for students and helps them be engaged with instructional tasks (Brophy, 1998)
Teaching rules and routines to students at the beginning of the year and enforcing them consistently across time increases student academic achievement and task engagement (Evertson & Emmer, 1982; Johnson, Stoner & Green, 1996)
Clearly stating expectations and consistently supporting them lends credibility to a teacher’s authority (Good & Brophy, 2000)
These bullets from the narrative on page 98 establishes the power of having Expectations. Explain each bullet.
A dependable system of rules and procedures provides structure for students and helps them be engaged with instructional tasks (Brophy, 1998)—standard classroom expectations takes the guess work out of the behavioral expectations for students and therefore, helps them be more engaged in learning.
Teaching rules and routines to students at the beginning of the year and enforcing them consistently across time increases student academic achievement and task engagement (Evertson & Emer, 1982; Johnson, Stoner & Green, 1996)—more evidence that rules and routines help achieve our goal of increasing student academic achievement.
Clearly stating expectations and consistently supporting them lends credibility to a teacher’s authority (Good & Brophy, 2000)—consistency is important to build credibility and respect of teachers.
MO SW-PBS

12. Terminology Expectations Behaviors Rules MO SW-PBS
Before we go too far, we want to define the terms related to the Effective Classroom Practice of Defining Expectations. All these terms are commonly used in research literature. In this classroom module, behaviors and rules are often used interchangeably although rules often have the connotation of all the things NOT to do, such as “don’t run, don’t throw balls at others, don’t turn off computers, etc. “ Behaviors are more positive.
MO SW-PBS

13. Discussion: Importance of expectations & behaviors?
Pair Up
2-Minute Frenzy – Discuss:
How has clarifying schoolwide/non-classroom setting behaviors/rules impacted student behavior in our school?
Why do you think it is important to clarify classroom behaviors/rules?
Take 2 minutes and talk to someone near you.
Discuss the impact of schoolwide and non-classroom behaviors/rules in your building.
Talk about how this relates to classroom behaviors/rules.
MO SW-PBS

14. Guidelines for Writing Classroom Behaviors or Rules
Consistent with schoolwide expectations O = Observable; behaviors that we can see. M = Measureable–we could actually count the occurrence of the behavior. P = Positively stated–things to do to be successful. U = Understandable–student-friendly language. A = Always applicable.
Classroom expectations and behaviors or rules must be consistent with schoolwide expectations and rules. What we identify as classroom rules are additional, extra or specific to the classroom setting – anything not already covered by the schoolwide rules that you want in effect in your classroom.
To enhance the effectiveness of classroom behaviors/rules, 5 guidelines need to be considered.
Classroom rules need to be written in observable measurable terms. Observable means, “I can see it”
Classroom behaviors/rules also need to be written in measurable terms. Measurable means, “I can count it”
Third, just as we do with schoolwide and non-classroom behavior/rules… classroom rules should be positively stated. Positively stated rules encourage the desired behavior. This means telling students what we want them TO do.
Fourth, classroom rules need to be understandable. Rules are stated so students clearly understand what is meant. Vocabulary should be consistent with student’s grade and/or ability level (i.e. “use school appropriate language” might be ok at the middle school level, but perhaps is not understandable for a kindergarten classroom)
The last guideline for writing classroom rules is…Always applicable. Rules should be based on problems which typically occur and they should not vary or change within the same setting.
MO SW-PBS
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15. Which of These Follow the OMPUA Guidelines?
Think before responding
Come to class on time, prepared with all supplies and assignments
Be responsible
Be ready to learn
Sit in your seat unless you have permission to leave it
Turn to a partner. Talk and decide… which of these statements meet the 5 guidelines for writing rules? Remember, to be considered a “rule,” the behavior must be observable, measureable, positively stated, understandable, and always applicable.
Answers:
Think before responding (not observable, measureable)
Come to class on time, prepared with all supplies and assignments (yes, follows OMPUA)
Be responsible (not observable, measureable, understandable)
Be ready to learn (not understandable)
Sit in your seat unless you have permission to leave it (yes, follows OMPUA)
MO SW-PBS

16. Which of These Follow the OMPUA Guidelines?
Keep hands and feet to yourself
Turn in completed assignment
Respect others
Walk in the classroom
Don’t run
Turn to a partner. Talk and decide… which of these statements meet the 5 guidelines for writing rules? Remember, to be considered a “rule,” the behavior must be observable, measureable, positively stated, understandable, and always applicable.
Answers:
Keep hands and feet to yourself (yes, follows OMPUA)
Turn in completed assignment (yes, follows OMPUA)
Respect others (not observable, measureable, understandable)
Walk in the classroom (yes, follows OMPUA)
Don’t run (isn’t positively stated)
MO SW-PBS

17. Other Considerations…
Develop a few behaviors/rules aligned with each schoolwide expectation
Establish rules that are easily monitored
Display behaviors/rules prominently; easily seen to use as a teaching tool
Other ideas to consider…
To be effective, it is important to have as few as possible behaviors or rules to address each schoolwide expectation. If you have too many, students will be confused and overwhelmed and the teacher will not be able to consistently monitor.
It is important to make rules that can be easily monitored. For example “Complete all work” is easier to monitor than “Stay on task” – students must stay on task to complete the work and work completion is much easier to monitor and measure than is tracking on-task behavior.
Classroom behaviors/rules should be posted so they are easily seen. A poster is a teaching tool. It serves as a reminder to students AND increases the likelihood teachers will teach, model, refer to and reinforce the rules.
MO SW-PBS

18. Here is an example of classroom expectations that are tied to the schoolwide expectation of Safe. The behaviors follow OMPUA guidelines.

19. Example

20. Remember, we are talking about having expectations and behaviors/rules in ALL classrooms.

21. HS Example Be Ready Responsible Respectful
Be on time to school & classes
Be an active learner*
Follow all
directions and
instructions
Have all necessary
classroom materials & supplies when
you get to class
Complete
assignments
Disagree
Appropriately*
This example was provided by Oak Park High School in North Kansas City, Missouri.
Those items designated with an asterisk (*) indicate that the lessons developed to teach these rules provide an OMPUA description of each (e.g. Active learners listen while others speak and participate in group discussions and activities).

22. Example Classroom Expectations Matrix
Whole Group Instruction
Independent Work Time
Transitions
Safe
Remain in seat
Use equipment safely
Keep body to self
Walk
Respectful
Raise hand to contribute
Raise your hand if you need help
Voice at zero level
Responsible
Listen attentively
Continue working until done
When your work is finished, review and check
Go to next place promptly and directly
Classroom expectations and behaviors can also be defined for instructional groups and activities that take place during the day such as whole group instruction, independent work time, centers, classroom arrival and dismissal, etc.
Refer participants to the handout 1) Effective Classroom Practice: Instructional Activities Expectations Matrix as a blank they could use to develop classroom expectations for a variety of instructional activities.
Effective Classroom Practice: Instructional Activities Expectations Matrix
MO SW-PBS

23. At the end of the session, you will be able to…
Outcomes
At the end of the session, you will be able to…
Understand the benefit of having classroom rules
Practice creating effective classroom expectations and behaviors/rules with your class.
Understand the importance of directly teaching and regularly reviewing classroom rules.
Plan how you will create and teach your classroom rules.
We have concluded the first outcome. Are there any questions?
Now we will provide some practice creating effective classroom expectation and rules and discuss how you can do that with your class.
MO SW-PBS

24. Activity: Classroom Rule Writing Activity Option 1
Using the Example as a guide:
List problem behaviors in your classroom
List replacement behaviors (what we want kids to do instead), using OMPUA guidelines
List schoolwide expectations
Categorize rules within the schoolwide expectations
Rules Writing Worksheet Example
Rules Writing Activity Classroom Rules Worksheet
Note to Presenter: This activity is for schools who have NOT identified classroom expectations/rules as a column on their matrix. If your school has not addressed classroom rules in any way, you should do this activity… You will need two handouts: 1) Rules Writing Worksheet Example 2) Rules Writing Activity Classroom Rules Worksheet
If your school has identified CLASSROOM expectations/rules that apply to all classrooms in the building, then you will skip Activity Option 1 and complete Activity Option 2 instead.
For Activity Option 1…
The purpose of this activity is to give you practice in developing classroom rules aligned with our schoolwide expectations and to help you identify rules/behaviors you will want to guide your class to address. You are encouraged to involve your students in the final development of your classroom rules/behaviors.
First, look at handout Rules Writing Worksheet Example. This can be used as an example while you complete your own rules on handout entitled Rules Writing Activity Classroom Rules Worksheet
Next, using handout Rules Writing Activity Classroom Rules Worksheet, list your schoolwide expectations (i.e. safe, respectful, ready)
Then list problem behaviors in your classroom - the behaviors that take time away from learning.
After you have listed problem behaviors, identify the replacement behaviors or what you want students to do instead of the problem behavior.
Remember the guidelines we shared earlier,
Observable
Measureable
Positively stated
Understandable
Always applicable – Something the teacher will consistently enforce
Finally, categorize your replacement behaviors/positively stated rules into your schoolwide expectations. It is important to make that connection.
Give participants minutes to work on this activity. Discuss when finished.
MO SW-PBS

25. Activity: Reviewing Classroom Rules Activity Option 2
List Schoolwide Expectations on the left
List Classroom Rules from your schoolwide matrix
OR Review a copy of your schoolwide matrix that includes CLASSROOM as a setting.
Check each rule to see if it meets OMPUA
Revise as needed.
Classroom Rules Self-Assessment
Your Schoolwide Matrix, Classroom Behaviors
Note to Presenter: If your school has identified CLASSROOM expectations/rules on your matrix that apply to all classrooms in the building, then you should complete Activity 2. Use the handouts: Classroom Rules Self-Assessment and your schoolwide matrix with classroom behaviors defined on it.
The purpose of this activity is to give you a chance to review your existing classroom expectations and rules and to ensure they meet the OMPUA guidelines.
Follow the steps on the slide. Give participants 15 – 20 minutes to work on this. Discuss when completed. If revisions have been suggested, collect the handouts for the tier I leadership team to review and make revisions to the school’s matrix.
MO SW-PBS

26. Creating Behaviors With Your Class
Discuss why classroom behaviors are important.
List schoolwide expectations and have students make a list of classroom behaviors for each
Check for OMPUA
As a class, discuss and clarify each behavior
Publicly gain student commitment for behaviors
Note to Presenter: See page 124 of the MO SW-PBS May 2014 Tier 1 Team Workbook for further explanation of creating classroom behaviors/rules with your students.
It only makes sense that students are going to have more ownership to the classroom rules if they are involved in the development of them. Here are a list of ways to get your students involved.
MO SW-PBS
124

27. At the end of the session, you will be able to…
Outcomes
At the end of the session, you will be able to…
Understand the benefit of having classroom rules
Practice creating effective classroom expectations and behaviors/rules with your class.
Understand the importance of directly teaching and regularly reviewing classroom rules.
Plan how you will create and teach your classroom rules.
Are there any questions at this time?
Now we are going to discuss the importance of directly teaching and regularly reviewing your classroom rules.
MO SW-PBS

28. Classroom Rules Must Be Taught!
Post rules in a prominent location
Teach them directly – tell, show, practice
Refer to them regularly
Provide precorrects before students are expected to use the rules in an upcoming activity.
Acknowledge students when they follow the rules.
You just identified classroom expectations, now we want to talk about how to make your classroom behaviors or rules effective by teaching them. After the classroom rules have been defined, it is helpful to post them in the classroom in a prominent spot where you and your students can refer to them regularly and frequently. However, posting is not enough. Just like we teach our hallway and cafeteria expectations, we need to teach classroom expectations and behaviors to ensure students regularly comply with them.
Often we teach our rules then expect students to follow them throughout the year. Rather it is best to refer to them regularly. We can do that by providing a precorrect. A precorrect is a reminder of the rules to follow right before students are expected to use them in an upcoming activity. An example of a precorrect for the rule “raise you hand to contribute” might be, “Students as we have a review of material, please remember to raise your hand if you have an answer or a question.”
Another important step in teaching is acknowledging students when they comply with the rules. Giving positive feedback that is specific will help increase the likelihood students will comply with the rules in the future. An example of positive feedback is ”Jack thanks for getting your book out and getting started right away. You probably will be able to get your homework done!”
MO SW-PBS

29. Schedule for Teaching Classroom Rules
First Grading Period
Teach rules for all areas of school, including individual classrooms, during first week of school
Tell
Show—teacher models the rule
Practice—students practice
After first week, review rules 2 or 3 times / week
Here is a suggested schedule for teaching your rules.
In essence, you directly teach rules during the first week of school, then during the first grading period (quarter or trimester), you review your rules 2-3 times per week.
This provides students with multiple opportunities for review and practice. Along with practice opportunities, it is important to continue providing frequent reinforcement and acknowledgement when rules are followed.
Examples for practice include rapid pace, oral review during the first or last few minutes of class, surprise quizzes about rules for extra credit points, or dividing students into teams, asking questions about rules and awarding points.
Just as we do with an academic task, we continue to teach, review, practice and acknowledge success on behavioral tasks – which include following classroom rules.
MO SW-PBS

30. Schedule for Teaching Classroom Rules
Through Second Grading Period
Review rules once per week
Remainder of the Year
Review rules periodically as needed
Then through the second grading period review the rules once per week and for the rest of the year, review periodically as needed.
MO SW-PBS

31. How Will You Know Students Know the Rules?
Can 80% of your students tell you the classroom expectations and rules?
If not:
Reteach
Increase reminders/precorrects
Increase your specific positive feedback when students follow the rules
How can you know if your students know the rules? Ask them and see who can tell you all the rules. Can 80% of your students tell you? If yes, celebrate. If no, reteach, increase your reminders (called precorrects) to use the rules and more frequently provide specific positive feedback when students follow the rules. To change behavior, consistency in reminders and recognizing students is needed every day, all year.
MO SW-PBS

32. Communicating Classroom Behaviors/Rules with Families
Send classroom behaviors/rules home
Share teacher’s philosophy of classroom management
Encourage parents to remind, monitor and praise their child for following the classroom rules.
We don’t want to forget the importance of sharing the classroom behaviors/rules with families. Teachers might glue the classroom behaviors/ rules on magnetic strips and encourage families to put them on the refrigerator as a good reminder to all.
This is a good time for teachers to share their view on the importance of being proactive in their classroom management and how they will monitor and recognize students when they display the expected classroom rules/behaviors.
This is also a good time to inspire parents to refer to the classroom rules, to ask their child how their day went in reference to the classroom rules and to praise their child when they have successfully followed the classroom rules.
MO SW-PBS

33. At the end of the session, you will be able to…
Outcomes
At the end of the session, you will be able to…
Understand the benefit of having classroom rules
Practice creating effective classroom expectations and behaviors/rules with your class.
Understand the importance of directly teaching and regularly reviewing classroom rules.
Plan how you will create and teach your classroom rules.
Are there any questions or comments?
Now you will make plans for creating and teaching your classroom rules.
MO SW-PBS

34. Activity: Planning Time
Individually or in your team/department:
Consider the Questions To Guide Your Planning in the left column
Create your plan in the right column. Be specific with actions and timelines
Plan to Create and Teach Classroom Rules
Note to Presenter: Use handout 5) Plan to Create and Teach Classroom Rules for this activity. Give participants 15 minutes to complete and share with large group.
The purpose of this activity is to give you some time to plan how you will create/review your classroom expectations and rules with your students, how you will teach the rules and how you will share with families.
Follow the steps on the slide.
Give participants 15 – 20 minutes to work on this. Discuss when completed.
MO SW-PBS

35. “Although expectations used by effective educators may vary from teacher to teacher and school to school, we do not find effectively managed schools and classrooms operating without them.”
Evertson & Emmer, 2008
Use this quote to conclude and emphasize the importance of having expectations to create effective classrooms.
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36. Questions MO SW-PBS Ask participants if they have questions.
If they ask a question that you do not know, assure them you will call your regional PBIS consultant and get an answer.
MO SW-PBS

37. Mark “Yes”, “No” or “In Progress” for each item.
Activity: Reflection
Look at the Teacher Self-Assessment and Observation Tool section on your Teacher Tool handout.
Mark “Yes”, “No” or “In Progress” for each item.
Think how you will address any item you marked “No” or “In Progress.”
Handout: Classroom Expectations and Rules Teacher Tool Approximate work time–10 minutes.
Classroom Expectations and Rules Teacher Tool
MO SW-PBS

38. At the end of the session, you will be able to…
Outcomes
At the end of the session, you will be able to…
Understand the benefit of having classroom rules
Practice creating effective classroom expectations and behaviors/rules with your class.
Understand the importance of directly teaching and regularly reviewing classroom rules.
Plan how you will crate and teach your classroom rules.
These are the outcomes or things we wanted you to know or be able to do as a result of learning about Effective Classroom Practices.
We hope you think we have accomplished these outcomes.
MO SW-PBS

39. References
Brophy, J. (1998). Motivating Students to Learn. Boston: McGraw Hill.
Evertson, C., & Emmer, E. (1982). Preventive classroom management. In D. Duke (Ed.), Helping teachers manage classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
Evertson, C., & Emmer, E. (2008). Classroom management for elementary teachers (8th Edition). Boston: Allyn & Bacon.
Good, T. & Brophy, J. (2000). Look Into Classrooms. Boston: Allyn & Bacon.
Johnson, T.C., Stoner, G. & Green, S.K. (1996). Demonstrating the experimenting society model with classwide behavior management interventions. School Psychology Review, 25(2),
Here are the references for the Classroom Expectations information we just discussed.
MO SW-PBS

40. For More Information
Missouri Schoolwide Positive Behavior Support website:
The Missouri Schoolwide Positive Behavior Support initiative has a wonderful website which is a great resource for all of us. There is more information about effective classroom practices at this address.

41. Follow Up
Insert expectations from your PBIS leadership team and/or administrator about when each teacher should have classroom rules created and posted in their classroom
Insert how your school will follow up:
Will the PBIS leadership team and/or administrator do a walk-through on a specific date?
Or will grade level/department teams do a walk through
Or will the PBIS leadership team ask students to name their classroom rules?
Insert how your school will celebrate if the outcomes of the follow up are positive.
Delete this slide if your school will not do any follow up activities.
It is recommended you provide some kind of follow up activity. Create your own slide to describe:
what expectations your PBIS leadership team and/or administrator have for each teacher having classroom rules created and posted in each classroom and
what data will be collected to know level of implementation? --Will the PBIS leadership team and/or administrator do a walk-through on a specific date? Or will grade level/department teams do a walk through? Or will the PBIS leadership team ask students to name their classroom rules?
Don’t forget to share how you will share the results of the follow up with teachers and how you will celebrate when your goals have been achieved.
Delete this slide if your school does not plan to do any follow up activities.